TABLE D.
EXHIBITING THE WHOLE NUMBER OF CADETS ADMITTED TO THE MILITARY ACADEMY FROM EACH STATE AND TERRITORY, AND THE WHOLE NUMBER GRADUATED.
N NumberE60 No. entitl’d ’60% Per cent. [printed as shown]
N Number
E60 No. entitl’d ’60
% Per cent. [printed as shown]
The Totals in the column of Cadets admitted, graduated, and failed to graduate, for each State and Territory, and for the country at large, are obtained from Tables prepared by Capt. Boynton, in his “History of the United States Military Academy.” The per centage of graduates, failures, &c., is calculated from the totals thus obtained. The minute accuracy of the results is slightly effected by the difficulty of assigning the twenty-six Cadets admitted, whose place of residence was unknown, to their respective States. The column of Cadets to which each State and Territory is entitled in the apportionment of members of Congress under the Census of 1860, is official so far as States not involved in rebellion are concerned; the latter is given according to the Census of1850.
The Totals in the column of Cadets admitted, graduated, and failed to graduate, for each State and Territory, and for the country at large, are obtained from Tables prepared by Capt. Boynton, in his “History of the United States Military Academy.” The per centage of graduates, failures, &c., is calculated from the totals thus obtained. The minute accuracy of the results is slightly effected by the difficulty of assigning the twenty-six Cadets admitted, whose place of residence was unknown, to their respective States. The column of Cadets to which each State and Territory is entitled in the apportionment of members of Congress under the Census of 1860, is official so far as States not involved in rebellion are concerned; the latter is given according to the Census of1850.
On the recommendations of the Board of Visitors as to the conditions of admission to the United States Military Academy at West Point.
Extractfrom a letter ofCol. Sylvanus Thayer, Superintendent of the United States Military Academy, from 1816 to 1831.
“The Extracts from the Report of the Visitors at West Point, for 1863, I have read with the highest satisfaction, not to say admiration. The subject of the admission of Cadets, their number, age, attainments, and mode of appointment, is discussed in the most complete and able manner,ne laissant rien a desirer, as far as I can see. I am naturally the more pleased from finding my own views so perfectly reflected in many important particulars. The only difference I notice is the small addition to my standard of attainment for admission. I not only agree to that, but would raise the standard as high as Congress would be willing to adopt. The higher the standard, the more perfect will be the test of capacity. The subject, as you may well suppose, is not a new one with me. More than forty years ago I made my first effort to have the mode of appointment by nomination, done away with, and admission by open competition adopted. My last effort before the late one, was made in 1858, while I was in command of the Corps of Engineers, during the absence of Gen. Totten. At the same time, I recommended a higher standard of attainment, a Board of Improvement, and some of the other changes comprised in my “Propositions,” but with little expectation, however, that my solitary voice would be heeded. After long despairing, I am now encouraged and cheered. Admission by competitive examination, open to all, may not be attained as soon as we wish, but come it must at no distant day. Let every future Board of Visitors recall the attention of the Government to your excellent Report; no new arguments are needed, and let all the publications devoted to the cause of education, agitate the questionunceasingly.”
“The Extracts from the Report of the Visitors at West Point, for 1863, I have read with the highest satisfaction, not to say admiration. The subject of the admission of Cadets, their number, age, attainments, and mode of appointment, is discussed in the most complete and able manner,ne laissant rien a desirer, as far as I can see. I am naturally the more pleased from finding my own views so perfectly reflected in many important particulars. The only difference I notice is the small addition to my standard of attainment for admission. I not only agree to that, but would raise the standard as high as Congress would be willing to adopt. The higher the standard, the more perfect will be the test of capacity. The subject, as you may well suppose, is not a new one with me. More than forty years ago I made my first effort to have the mode of appointment by nomination, done away with, and admission by open competition adopted. My last effort before the late one, was made in 1858, while I was in command of the Corps of Engineers, during the absence of Gen. Totten. At the same time, I recommended a higher standard of attainment, a Board of Improvement, and some of the other changes comprised in my “Propositions,” but with little expectation, however, that my solitary voice would be heeded. After long despairing, I am now encouraged and cheered. Admission by competitive examination, open to all, may not be attained as soon as we wish, but come it must at no distant day. Let every future Board of Visitors recall the attention of the Government to your excellent Report; no new arguments are needed, and let all the publications devoted to the cause of education, agitate the questionunceasingly.”
We have been favored with the perusal of the“Propositions,”referred to in Col. Thayer’s letter, and submitted by him to the Secretary of War, in 1863, with “Suggestions for the Improvement of the United States Military Academy.” So far as the Visitors go, their views, and those of Col. Thayer, are almost identical, but Col. Thayer’s communication to the Secretary includes many other suggestions relating to the instruction, discipline, and administration of the institution, which we hope will be adopted by the Secretary, and embodied in the Regulations.
In addition to the modifications suggested by Col. Thayer, we should like to see the theoretical course at West Point reduced to two years; and Special Courses, or Schools of Application and Practiceestablished for the Engineer, Artillery, Cavalry, and Infantry service, open only to those who should show natural aptitude, and the proper amount of acquired knowledge, whether graduates of the scientific course of West Point, or any State scientific or classical school, in a competitive examination. In each of these courses or schools, there should be a graduation, and promotion, in the particular service, according to merit. Our whole system of military instruction should terminate in aSTAFF SCHOOL, open only to those who, in addition to the knowledge required for graduation in at least two of the above special courses, should have had at least three years actual experience in service. While members of the Staff School, these candidates for the Staff Corps, should, if called for by the State authorities, assist without compensation, in conducting Military Encampments of the Officers of the State Militia, like those held every year in Switzerland, and corresponding to what is known in this country to Teacher’s Institutes. The graduates of the Staff School, should constitute the Staff Corps, from which all vacancies in the higher offices of the Regular Army should be filled, and all appointments to new regiments be made.
Extractfrom a letter ofGen. H. K. Oliver.
I have read with the utmost care, the Extract from the Report of the Board of Examiners of the Military Academy at West Point, for the year 1863, and most heartily concur in the views therein set forth, and especially in that portion of it, which recommends a competitive examination of candidates for admission. In all its relations it is right. In fact it stands out prominently as the only proper mode of admittance.My intimate acquaintance with the Academy, having attended the examination in 1846, by invitation, and again in 1847, as Secretary of the Board of Visitors for that year, enables me to speak with reasonable authority. These visits afforded me opportunities, which I improved to the utmost, and most minutely, to become intimately well informed of the effect of the prevailing method of selection, and of its practical results upon character and scholarship after admission, as well as to know, with what degree of fidelity, the institution was answering the intent of its founding, and the just expectation of the country; and I was then satisfied, and subsequent observation has confirmed me in my opinion, that whatever of deficiency prevailed, was traceable to the method of admission. Faithful teachers and faithful teaching will achieve great results, but they can not make good, incompetent natural endowments, nor infuse vigor and life into sluggish natures. I sincerely hope that the Government will feel the force of your views, and comply with your most commendable recommendations.
I have read with the utmost care, the Extract from the Report of the Board of Examiners of the Military Academy at West Point, for the year 1863, and most heartily concur in the views therein set forth, and especially in that portion of it, which recommends a competitive examination of candidates for admission. In all its relations it is right. In fact it stands out prominently as the only proper mode of admittance.
My intimate acquaintance with the Academy, having attended the examination in 1846, by invitation, and again in 1847, as Secretary of the Board of Visitors for that year, enables me to speak with reasonable authority. These visits afforded me opportunities, which I improved to the utmost, and most minutely, to become intimately well informed of the effect of the prevailing method of selection, and of its practical results upon character and scholarship after admission, as well as to know, with what degree of fidelity, the institution was answering the intent of its founding, and the just expectation of the country; and I was then satisfied, and subsequent observation has confirmed me in my opinion, that whatever of deficiency prevailed, was traceable to the method of admission. Faithful teachers and faithful teaching will achieve great results, but they can not make good, incompetent natural endowments, nor infuse vigor and life into sluggish natures. I sincerely hope that the Government will feel the force of your views, and comply with your most commendable recommendations.
Resolutionadopted by the American Institute of Instruction at the Annual Meeting in August; 1863.
Whereas, the security and honor of this whole country require in the military and naval service the right sort of men with the right sort of knowledge and training;and whereas, the military and naval schools established to impart this knowledge and training will fail in their objects, unless young men are selected as students of the right age, with suitable preparatory knowledge, with vigor of body, and aptitude of mind, for the special studies of such schools;and whereas, the mode of determining the qualifications and selecting the students, may be made to test the thoroughness of the elementary education given in the several States, thereforResolved, That the Directors of the American Institute of Instruction are authorized and instructed to memorialize the Congress of the United States, to revise the terms and mode of admission to the National Military and Naval Schools, so as to invite young men of the right spirit, and with vigor and aptitude of mind for mathematical and military studies, who aspire to serve their country in the military and naval service, to compete in open trial before intelligent and impartial examiners in each State, without fear or favor, without reference to the wealth, or poverty, or occupation, or political opinions of their parents or guardians, for such admission, and that in all cases the order of admission shall be according to the personal merits and fitness of thecandidate.”
Whereas, the security and honor of this whole country require in the military and naval service the right sort of men with the right sort of knowledge and training;and whereas, the military and naval schools established to impart this knowledge and training will fail in their objects, unless young men are selected as students of the right age, with suitable preparatory knowledge, with vigor of body, and aptitude of mind, for the special studies of such schools;and whereas, the mode of determining the qualifications and selecting the students, may be made to test the thoroughness of the elementary education given in the several States, therefor
Resolved, That the Directors of the American Institute of Instruction are authorized and instructed to memorialize the Congress of the United States, to revise the terms and mode of admission to the National Military and Naval Schools, so as to invite young men of the right spirit, and with vigor and aptitude of mind for mathematical and military studies, who aspire to serve their country in the military and naval service, to compete in open trial before intelligent and impartial examiners in each State, without fear or favor, without reference to the wealth, or poverty, or occupation, or political opinions of their parents or guardians, for such admission, and that in all cases the order of admission shall be according to the personal merits and fitness of thecandidate.”
Extractfrom letter of Prof. Monroe, St. John’s College, Fordham, N.Y.
I rejoice that some one has taken hold of this subject at last. It needs only to be understood to be adopted; for I can not see from what quarter any opposition to it can arise. You rightly observe that “all the educational institutions of the several States” are interested in this mode of appointment. Great Britain, France, and many of the Continental States admit to their military schools the most competent young men who present themselves, and the method is found to be as economical as it is equitable. Long years ofwinnowingis saved to the Government; for the subjects who present themselves are, of course, the most capable. For several years I was a witness of the beneficial effects produced on youth in France by the stimulation of their energies in order to undergo an examination for admission into the military or naval schools. Our present mode of appointment appears to be an anomaly; for while monarchies find it expedient to adopt a less exclusive mode of sustaining their military organizations, we still cling to one founded on patronage and prerogative. Many of our young men in different colleges and educational institutions have a taste and vocation to the military profession, and have an equal right to compete for a place in the only fields where such a taste can be gratified—viz., in the army and navy. These careers should then be open to them. There is danger and want of policy in suppressing the legitimate aspirations of young men in a nation which is, say what we can, passionately fond of military glory.
I rejoice that some one has taken hold of this subject at last. It needs only to be understood to be adopted; for I can not see from what quarter any opposition to it can arise. You rightly observe that “all the educational institutions of the several States” are interested in this mode of appointment. Great Britain, France, and many of the Continental States admit to their military schools the most competent young men who present themselves, and the method is found to be as economical as it is equitable. Long years ofwinnowingis saved to the Government; for the subjects who present themselves are, of course, the most capable. For several years I was a witness of the beneficial effects produced on youth in France by the stimulation of their energies in order to undergo an examination for admission into the military or naval schools. Our present mode of appointment appears to be an anomaly; for while monarchies find it expedient to adopt a less exclusive mode of sustaining their military organizations, we still cling to one founded on patronage and prerogative. Many of our young men in different colleges and educational institutions have a taste and vocation to the military profession, and have an equal right to compete for a place in the only fields where such a taste can be gratified—viz., in the army and navy. These careers should then be open to them. There is danger and want of policy in suppressing the legitimate aspirations of young men in a nation which is, say what we can, passionately fond of military glory.
Extractfrom the Report of the Board of Visitors of the U.S. Military Academy at West Point for 1864.
The main features of the Report of the Visitors for 1863 we most cordially approve, especially its recommendations of competitive examination, and raising the age and qualifications of candidates for admission. The only student who obtained his appointment through competitive examination (introduced into his district by the member of Congress upon whose recommendation he was appointed from the common schools15of New York) graduated at the head of his class this year.
The main features of the Report of the Visitors for 1863 we most cordially approve, especially its recommendations of competitive examination, and raising the age and qualifications of candidates for admission. The only student who obtained his appointment through competitive examination (introduced into his district by the member of Congress upon whose recommendation he was appointed from the common schools15of New York) graduated at the head of his class this year.
The beneficial effect on schools, as regards both pupils and teachers, of throwing open appointments in civil, as well as in military and naval service, to competition, and giving them to the most meritorious candidates, on examination, is thus commented on in the Report of the Queen’s Commissioners on the Endowed Schools of Ireland:
This measure has received the unanimous approval of our body, who regard it as an effectual method of promoting intermediate education. The experience already obtained respecting the operation of public and competitive examinations, so far as they have hitherto been tried, leaves no doubt on our minds that the extension of this system would, under judicious management, produce very beneficial effects, both in raising the standard of instruction, and in stimulating the efforts of masters and of pupils. The educational tests adapted for examinations for the public service would be, in our opinion, of all others the most general in their character, and therefore, those best calculated to direct the efforts of teachers to that course of mental discipline and moral training, the attainment of which constitutes, in our opinion, the chief object of a liberal education. The experience of the civil service commission has shown the shortcomings of all classes in the most general and most elementary branches of a literary and scientific education.These views are strongly corroborated by the testimony, appended to the Report, of prominent teachers and educators consulted on the subject:Prof. Bullen, in the Queen’s College, Cork, remarks:—“No movement ever made will so materially advance education in this country as the throwing open public situations to meritorious candidates. It has given already a great impulse to schools and will give greater. The consequence of throwing the civil service open to the public is already beginning to tell—although only in operation a few months, it has told in a most satisfactory manner in this city; and, from what I can see, it will have the happiest results on education generally.”Prof. King, Head Master of a Grammar School at Ennis, writes:—“These examinations have already caused improvements in my own school by inducing me to give instruction in branches which I had never taught before.”The Dean of Elphin, the Archdeacon of Waterford and the Bishop of Doun, advocate the measure on the ground of its tendency to produce competition between schools, and to stimulate private enterprise. The Bishop of Cashel “thought that this competition would be more valuable than the endowment of schools giving education gratuitously.”In confirmation of the above views, and as an illustration of the benefits likely to accrue both to the cause of education and to the public service from the extension of the system of competitive examinations, we may add that, at the late competitive examination for certificates of merit held by the Royal Dublin Society Mr. Samuel Chapman, who was educated solely by the Incorporated Society, as a foundation boy, obtained the first place and a prize of £5. In consequence of this success the Bank of Ireland immediately appointed him to a clerkship. Mr. Chapman was originally elected to the Pococke Institution, from a parish school, by a competitive examination; and on his leaving the Santry school Prof. Galbraith appointed him his assistant in Trinity College, in consequence of the skill in drawing which he exhibited, and his knowledge of mathematics, as proved by his final examination.
This measure has received the unanimous approval of our body, who regard it as an effectual method of promoting intermediate education. The experience already obtained respecting the operation of public and competitive examinations, so far as they have hitherto been tried, leaves no doubt on our minds that the extension of this system would, under judicious management, produce very beneficial effects, both in raising the standard of instruction, and in stimulating the efforts of masters and of pupils. The educational tests adapted for examinations for the public service would be, in our opinion, of all others the most general in their character, and therefore, those best calculated to direct the efforts of teachers to that course of mental discipline and moral training, the attainment of which constitutes, in our opinion, the chief object of a liberal education. The experience of the civil service commission has shown the shortcomings of all classes in the most general and most elementary branches of a literary and scientific education.
These views are strongly corroborated by the testimony, appended to the Report, of prominent teachers and educators consulted on the subject:
Prof. Bullen, in the Queen’s College, Cork, remarks:—“No movement ever made will so materially advance education in this country as the throwing open public situations to meritorious candidates. It has given already a great impulse to schools and will give greater. The consequence of throwing the civil service open to the public is already beginning to tell—although only in operation a few months, it has told in a most satisfactory manner in this city; and, from what I can see, it will have the happiest results on education generally.”
Prof. King, Head Master of a Grammar School at Ennis, writes:—“These examinations have already caused improvements in my own school by inducing me to give instruction in branches which I had never taught before.”
The Dean of Elphin, the Archdeacon of Waterford and the Bishop of Doun, advocate the measure on the ground of its tendency to produce competition between schools, and to stimulate private enterprise. The Bishop of Cashel “thought that this competition would be more valuable than the endowment of schools giving education gratuitously.”
In confirmation of the above views, and as an illustration of the benefits likely to accrue both to the cause of education and to the public service from the extension of the system of competitive examinations, we may add that, at the late competitive examination for certificates of merit held by the Royal Dublin Society Mr. Samuel Chapman, who was educated solely by the Incorporated Society, as a foundation boy, obtained the first place and a prize of £5. In consequence of this success the Bank of Ireland immediately appointed him to a clerkship. Mr. Chapman was originally elected to the Pococke Institution, from a parish school, by a competitive examination; and on his leaving the Santry school Prof. Galbraith appointed him his assistant in Trinity College, in consequence of the skill in drawing which he exhibited, and his knowledge of mathematics, as proved by his final examination.
TheBill making appropriation for the Military Academy being under consideration, Senator Anthony, of R. Island, remarked on the following amendment:
And be it further enacted, That hereafter, in all appointments of cadets to the Military Academy at West Point, the selections for such appointments in the several districts shall be made from the candidates according to their respective merits and qualifications, to be determined under such rules and regulations as the Secretary of War shall from time to time prescribe.
And be it further enacted, That hereafter, in all appointments of cadets to the Military Academy at West Point, the selections for such appointments in the several districts shall be made from the candidates according to their respective merits and qualifications, to be determined under such rules and regulations as the Secretary of War shall from time to time prescribe.
This, Mr. President, is substantially the proposition which I offered at the last session; and although I was not so fortunate as to obtain for it the assent of the Senate, mainly from an apprehension of practical difficulties in carrying out what is admitted to be a desirable reform if it could be effected, yet the general expression of Senators was so much in favor of the principle, and I have been so much strengthened in my views on the subject by subsequent reflection and examination, that I am emboldened to renew it.
I differ entirely from those who are fond of disparaging the Military Academy. It has been of incalculable service to the country; it is the origin and the constant supply of that military science without which mere courage would be constantly foiled, and battles would be but Indian fights on a large scale. Not to speak of the Mexican war, throughout the whole of which West Point shone with conspicuous luster, it is safe to leave the vindication of the Academy to the gallant and able men who have illustrated the annals of the war that is now raging. Nor have its indirect advantages been less marked than its direct. It has kept alive a military spirit, and kept up a good standard of military instruction in the volunteer militia. It furnished, from its graduates who have retired from the Army, scores of men who rushed to the head of our new levies, who organized and instructed them, inspired them with confidence, and led them over many a bloody field to many a glorious victory. Large numbers of our best volunteer officers owe their instruction indirectly to West Point.
To say that no course of military instruction can make a pupil a military genius, can create in him that rare quality that takes in at a glance, almost by intuition, the relative strength of great masses opposed to each other, and that power of combination which can bring an inferior force always in greater number upon the severed portions of a superior force, is very true. To discard military education on that account would be like shutting up the schools and colleges because they can not turn out Miltons and Burkes and Websters. Education does not create, it develops and enlarges and inspires and elevates. It will make the perfect flower, the majestic tree, from the little seed; but it must have the seed. And what I desire is that the Academy at West Point should have the best seed; that its great resources, its careful culture, its scientific appliances, should not be wasted on second-rate material. The Academy has never had a fair chance; the country has not had a fair chance; the boys havenot had a fair chance. This is what I want them all to have, and especially the country. I desire that the Academy shall begin, as it goes on, upon the competitive principle. As all its standing, all its honors, are won by competition, so should the original right to compete for them be won. I would give all the youth of the country a fair chance; and, more desirable than that, I would give the country a fair chance for all its youth. I would have the Academy filled up by those young men who, upon examination by competent judges, should be found most likely to render the best service to the country; to make the best officers; whose qualifications, physical, intellectual, and moral, whose tastes and habits, should seem to best fit them for military life.
But, it is objected, no such examination would be infallible. Of course it would not be. No human judgment is infallible. Our deliberations are not infallible; but therefore shall we not deliberate? The decisions of the Supreme Court are not infallible; therefore shall we abolish the court?
A Senator.The Senator from New Hampshire would say yes.
Mr. Anthony.I know the Senator from New Hampshire [Mr.Hale] would say “Yes.” He would abolish both the Academy and the Court, and I can well suppose that the policy which would abolish the one might abolish the other. But although such an examination would not be infallible, it would, if properly organized and properly conducted, accomplish much toward the reform which all admit to be desirable, if it be practicable. It can not be doubted that the young men who would come out best from such a trial would, as a body, be superior to those who are selected upon mere personal preferences, and these preferences generally not for themselves, but for their parents; not for their own qualifications, but as a recognition of the political services of their fathers.
But, again, it was objected when I made this proposition a year ago that it was not equal; because, in giving to any given place of examination, some young men would have further to travel than others! If this objection had not been gravely made by men for whom I have the highest respect I should be tempted to call it puerile. A boy asks the privilege of going a hundred miles to the place of examination, and is told that he can not have it because another boy will have to go two hundred miles, and another but fifty, and it is not equal! The fact that either of them would go five hundred miles on foot for the opportunity of competition is not taken into the account. On the same principle our elections are not equal, for one man must travel further than another to reach the polls. For a boy who can not obtain the means to travel from his home to the place of examination—and there will be very few such of those who would be likely to pass high in the examination—the plan proposed would be no worse, certainly, than the present system; for those who have the means the difference in travel is too small an item to enter into the account.
No plan can be made perfectly equal. Shall we therefore refuse to make a large advance toward equality? Certainly the system which invites a competition from all who are in a condition to avail themselves of it is more equal than that which excludes all competition. But although equality in the advantages of the Academy is very desirable, and although the amendment proposed would be a long step in that direction, it is not for that reason that I urge it. It is not to give all the young men an equal chance for the Academy, it is to give the Academy a chance for the best young men; and although even under this system the best young men will often fail of success, it can not be doubted that many more of them will enter the service than under the present system.
Nor will the advantages of this competition be confined to those who reach the prize for which so many will struggle. An incalculable although an incidental benefit will accrue to the thousands whose youthful hearts will be stirred by an honorable ambition, and who will cultivate their minds by liberal studies and develop their physical power by manly exercises in the struggle upon which the humblest may enter, and in which the proudest can obtain only what he fairly earns. Under the present system the Academy wastes full half its strength upon boys who never ought to be admitted, and whose natural incapacity derives but little benefit from the partial training that they receive there. Under the system proposed, the Academy would exert its influence upon thousands of the brightest and most aspiring boys all over the country, stimulating them to the pursuit of such studies and to the formation of such habits as, if they fail to carry them to West Point, will help to conduct them to usefulness and honor in whatever path of life they may choose.
But, again, we are met with the objection that this proposition is impracticable, that it looks very well on paper, but that it can not be carried into effect. Let us see. It is quite safe to conclude that what has been done can be done, and that what wise and judicious people do, and persist in doing after experiment, is proper to be done. What is the most warlike nation of Europe? What nation of Europe has carried military science to the highest degree? What nation of Europe has the greatest genius for organization? You will say the French. Let us see what is theirsystem. I read from the report of the Commission appointed by Congress in 1860 to visit the Military Academy at West Point, and report upon the system of instruction; a commission of which you, Mr. President, [Mr.Foot,] were a member:
Among the European systems of military education that of France is preëminent. The stimulating principle of competition extends throughout the whole system; it exists in the appointment of the student, in his progress through the preliminary schools, in his transfer to the higher schools, in his promotion to the Army, and in his advancement in his subsequent career. The distinguishing features of the French system are thus described by the British commissioners.“1. The proportion, founded apparently upon principle, which officers educated in military schools are made to bear to those promoted for service from the ranks. 2. The mature age at which military education begins. 3. The system of thorough competition on which it is founded. 4. The extensive State assistance afforded to successful candidates for entrance into military schools whenever their circumstances require it.******Admission to the military schools of France can only be gained through a public competitive examination by those who have received the degree of bachelor of science from the lycées or public schools, and from the orphan school of La Flèche.A powerful influence has thus been exercised upon the character of education in France. The importance of certain studies has been gradually reduced, while those of a scientific character, entering more directly into the pursuits of life, have been constantly elevated.The two great elementary military schools are the School of St. Cyr and the Polytechnic School. These, as well as the other military schools, are under the charge of the Minister of War, with whom the authorities of the schools are in direct communication. Commissions in the infantry, cavalry, and marines can only be obtained by service in the ranks of the army, or by passing successfully through the School of St. Cyr, admission to which is gained by the competitive examination already referred to.”
Among the European systems of military education that of France is preëminent. The stimulating principle of competition extends throughout the whole system; it exists in the appointment of the student, in his progress through the preliminary schools, in his transfer to the higher schools, in his promotion to the Army, and in his advancement in his subsequent career. The distinguishing features of the French system are thus described by the British commissioners.
“1. The proportion, founded apparently upon principle, which officers educated in military schools are made to bear to those promoted for service from the ranks. 2. The mature age at which military education begins. 3. The system of thorough competition on which it is founded. 4. The extensive State assistance afforded to successful candidates for entrance into military schools whenever their circumstances require it.******
Admission to the military schools of France can only be gained through a public competitive examination by those who have received the degree of bachelor of science from the lycées or public schools, and from the orphan school of La Flèche.
A powerful influence has thus been exercised upon the character of education in France. The importance of certain studies has been gradually reduced, while those of a scientific character, entering more directly into the pursuits of life, have been constantly elevated.
The two great elementary military schools are the School of St. Cyr and the Polytechnic School. These, as well as the other military schools, are under the charge of the Minister of War, with whom the authorities of the schools are in direct communication. Commissions in the infantry, cavalry, and marines can only be obtained by service in the ranks of the army, or by passing successfully through the School of St. Cyr, admission to which is gained by the competitive examination already referred to.”
Again, the Commission say, speaking of the School of St. Cyr:
The admission is by competitive examination, open to all youths, French by birth or by naturalization, who, on the 1st of January preceding their candidature,were not less than sixteen and not more than twenty years old. To this examination are also admitted soldiers in the ranks between twenty and twenty-five years, who, at the date of its commencement, have been actually in service in their regiments for two years.A board of examiners passes through France once every year, and examines all who present themselves having the prescribed qualifications.A list of such candidates as are found eligible for admission to St. Cyr is submitted to the Minister of War. The number of vacancies has already been determined, and the candidates admitted are taken in the order of merit.Twenty-seven, or sometimes a greater number, are annually, at the close of their second year of study, placed in competition with twenty-five candidates from the second lieutenants belonging to the army, if so many are forthcoming, for admission to the Staff School of Paris. This advantage is one object which serves as a stimulus to exertion, the permission being given according to rank in the classification by order of merit.
The admission is by competitive examination, open to all youths, French by birth or by naturalization, who, on the 1st of January preceding their candidature,were not less than sixteen and not more than twenty years old. To this examination are also admitted soldiers in the ranks between twenty and twenty-five years, who, at the date of its commencement, have been actually in service in their regiments for two years.
A board of examiners passes through France once every year, and examines all who present themselves having the prescribed qualifications.
A list of such candidates as are found eligible for admission to St. Cyr is submitted to the Minister of War. The number of vacancies has already been determined, and the candidates admitted are taken in the order of merit.
Twenty-seven, or sometimes a greater number, are annually, at the close of their second year of study, placed in competition with twenty-five candidates from the second lieutenants belonging to the army, if so many are forthcoming, for admission to the Staff School of Paris. This advantage is one object which serves as a stimulus to exertion, the permission being given according to rank in the classification by order of merit.
In regard to the Polytechnic School, the Commission say:
Admission to the School is, and has been since its first commencement in 1794, obtained by competition in a general examination, held yearly, and open to all. Every French youth between the ages of sixteen and twenty (or if in the army up to the age of twenty-five) may offer himself as a candidate.
Admission to the School is, and has been since its first commencement in 1794, obtained by competition in a general examination, held yearly, and open to all. Every French youth between the ages of sixteen and twenty (or if in the army up to the age of twenty-five) may offer himself as a candidate.
This is the system which was organized by Carnot and adopted and extended by Napoleon. Under this system the French army has attained its perfection of organization, its high discipline, its science, its dash, and its efficiency.
But not the French alone have adopted the competitive system. In England, all whose traditions are aristocratical, where promotion in the army has so long been made by patronage and by purchase, the sturdy common sense of the nation has pushed away the obstructions that have blocked up the avenues to the army, and have opened them to merit, come from what quarter it may. In the commencement of the Crimean war, the English people were shocked at the evident inferiority of their army to the French. Their officers did not know how to take care of their men, or how to fight them. And although in the end British pluck and British persistence vindicated themselves as they always have and always will, it was not till thousands of lives had been sacrificed that might have been saved under a better system. No French officer would have permitted that memorable charge at Balaklava, which was as remarkable for the stupidity that ordered it as for the valor that executed it, and which has been sung in verses nearly as bad as the generalship which they celebrate. After the war, the English Government, with the practical good sense which usually distinguishes it, came, without difficulty, to the conclusion that merit was better than family in officering the army, and that it was more desirable to put its epaulets upon the shoulder of those who could take care of the men and lead them properly than upon those who could trace their descent to the Conqueror, or whose uncles could return members of Parliament. Accordingly, the Royal Military Academy, which had been filled, as ours is, by patronage, was thrown open to public competition. On this subject I quote from the very interesting and valuable report of the Visitors of the Military Academy in 1863:
The same principle was applied to appointments and promotion in the new regiments called for by the exigencies of the great war in which England found herself engaged.Subjects, time, and place of examination were officially made known throughout the kingdom, and commissions to conduct the examinations were appointed, composed of men of good common sense, military officers, and eminent practical teachers and educators. The results, as stated in a debate in Parliament five years later, on extending this principle to all public schools, and all appointmentsand promotions in every department of the public service, were as follows: in the competitive examinations for admission to the Royal Military Academy candidates from all classes of society appeared—sons of merchants, attorneys, clergymen, mechanics, and noblemen, and among the successful competitors every class was represented. Among the number was the son of a mechanic in the arsenal at Woolwich, and the son of an earl who was at that time a cabinet minister—the graduates of national schools, and the students of Eton, and other great public schools.On this point Mr. Edward Chadwick, in a report before the National Social Science Association, at Cambridge in 1862, says:“Out of an average three hundred patronage-appointed cadets at the Royal Military Academy at Woolwich, for officers of engineers and the artillery, during the five years preceding the adoption of the principle of open competition for admission to the Academy, there were fifty who were, after long and indulgent trial and with a due regard to influential parents and patrons, dismissed for hopeless incapacity for the service of those scientific corps. During the five subsequent years, which have been years of the open-competition principle, there has not been one dismissed for incapacity. Moreover, the general standard of capacity has been advanced. An eminent professor of this university, who has taught as well under the patronage as under the competitive system at that Academy, declares that the quality of mind of the average of the cadets has been improved by the competition, so much so that he considers that the present average quality of the mind of cadets there, though the sorts of attainment are different, has been brought up to the average of the first-class men of this (Cambridge) university, which of itself is a great gain. Another result, the opposite to that which was confidently predicted by the opponents to the principle, has been that the average physical power or bodily strength, instead of being diminished, is advanced beyond the average of their predecessors.”
The same principle was applied to appointments and promotion in the new regiments called for by the exigencies of the great war in which England found herself engaged.
Subjects, time, and place of examination were officially made known throughout the kingdom, and commissions to conduct the examinations were appointed, composed of men of good common sense, military officers, and eminent practical teachers and educators. The results, as stated in a debate in Parliament five years later, on extending this principle to all public schools, and all appointmentsand promotions in every department of the public service, were as follows: in the competitive examinations for admission to the Royal Military Academy candidates from all classes of society appeared—sons of merchants, attorneys, clergymen, mechanics, and noblemen, and among the successful competitors every class was represented. Among the number was the son of a mechanic in the arsenal at Woolwich, and the son of an earl who was at that time a cabinet minister—the graduates of national schools, and the students of Eton, and other great public schools.
On this point Mr. Edward Chadwick, in a report before the National Social Science Association, at Cambridge in 1862, says:
“Out of an average three hundred patronage-appointed cadets at the Royal Military Academy at Woolwich, for officers of engineers and the artillery, during the five years preceding the adoption of the principle of open competition for admission to the Academy, there were fifty who were, after long and indulgent trial and with a due regard to influential parents and patrons, dismissed for hopeless incapacity for the service of those scientific corps. During the five subsequent years, which have been years of the open-competition principle, there has not been one dismissed for incapacity. Moreover, the general standard of capacity has been advanced. An eminent professor of this university, who has taught as well under the patronage as under the competitive system at that Academy, declares that the quality of mind of the average of the cadets has been improved by the competition, so much so that he considers that the present average quality of the mind of cadets there, though the sorts of attainment are different, has been brought up to the average of the first-class men of this (Cambridge) university, which of itself is a great gain. Another result, the opposite to that which was confidently predicted by the opponents to the principle, has been that the average physical power or bodily strength, instead of being diminished, is advanced beyond the average of their predecessors.”
I read this also from the same report:
Another result of immense importance to the educational interests of Great Britain has followed the introduction of these open competitive examinations for appointments to the military and naval schools, to the East India service, as well as to fill vacancies in the principal clerkships in the war, admiralty, ordnance, and home departments of the Government. A stimulus of the most healthy and powerful kind, worth more than millions of pecuniary endowment, has been given to all the great schools of the country, including the universities of England, Scotland, and Ireland. As soon as it was known that candidates, graduates of Trinity College, Dublin, had succeeded over competitors from Oxford and Edinburg in obtaining valuable appointments in the East India service, the professors in the latter universities began to look to their laurels. As soon as it was known to the master of any important school that some of his leading pupils might compete in these examinations, and that his own reputation as a teacher depended in a measure on the success or failure of these pupils, he had a new motive to impart the most vigorous and thorough training.
Another result of immense importance to the educational interests of Great Britain has followed the introduction of these open competitive examinations for appointments to the military and naval schools, to the East India service, as well as to fill vacancies in the principal clerkships in the war, admiralty, ordnance, and home departments of the Government. A stimulus of the most healthy and powerful kind, worth more than millions of pecuniary endowment, has been given to all the great schools of the country, including the universities of England, Scotland, and Ireland. As soon as it was known that candidates, graduates of Trinity College, Dublin, had succeeded over competitors from Oxford and Edinburg in obtaining valuable appointments in the East India service, the professors in the latter universities began to look to their laurels. As soon as it was known to the master of any important school that some of his leading pupils might compete in these examinations, and that his own reputation as a teacher depended in a measure on the success or failure of these pupils, he had a new motive to impart the most vigorous and thorough training.
Such has been the result in France and in England. We are not without examples at home. The competitive system has been tried in repeated instances here in the appointments both to the Military and the Naval Academy. Several Representatives in Congress, with a conscientious sense of the responsibility resting upon them, have given their patronage to the result of general competition, among them the gentleman who so ably represented, in the last Congress, the district in which I live. The results have been most satisfactory. Here, again, I will quote from the report of the Board of Visitors for 1863:
The principle itself, of selection by merit, either in the mode of public examination or of careful and searching inquiry by competent and impartial educators designated for this purpose by the parties to whom custom, and not law, had assigned the grave responsibility of nominating candidates, has been voluntarily applied in several Congressional districts. Not a cadet known to have been thus selected and appointed has ever broken down from want of vigor of body or mind, or failed to reach and maintain an honorable position on the merit-rollof the Academy; and to this careful selection by those who felt the responsibility of the privilege accorded to them is the country indebted for its most eminent and useful officers.
The principle itself, of selection by merit, either in the mode of public examination or of careful and searching inquiry by competent and impartial educators designated for this purpose by the parties to whom custom, and not law, had assigned the grave responsibility of nominating candidates, has been voluntarily applied in several Congressional districts. Not a cadet known to have been thus selected and appointed has ever broken down from want of vigor of body or mind, or failed to reach and maintain an honorable position on the merit-rollof the Academy; and to this careful selection by those who felt the responsibility of the privilege accorded to them is the country indebted for its most eminent and useful officers.
The same report makes some observations on another point:
To the objection that selection by public competitive examination will involve expense, we reply that any expense which will do away with the prejudices against the Academy, which the present system of patronage has done so much directly and indirectly to evoke and foster, and which will, at the same time, exclude incompetent and secure the services of vigorous, talented, well-trained officers for every arm of the service, will be well incurred. But in our opinion there will be no more expense in selecting and educating a given number of cadets on this plan than on the present. The two thousand cadets who were appointed by patronage and failed to graduate, cost the Government, directly and indirectly, each year a much larger sum than it would have taken to have excluded them in advance from the institution by competitive examination and filling their places by better men; and their exclusion by substituting better material would have been an incalculable gain to the Academy, facilitating its discipline, increasing the value of its instruction, and giving to the Army a larger number of competent officers.
To the objection that selection by public competitive examination will involve expense, we reply that any expense which will do away with the prejudices against the Academy, which the present system of patronage has done so much directly and indirectly to evoke and foster, and which will, at the same time, exclude incompetent and secure the services of vigorous, talented, well-trained officers for every arm of the service, will be well incurred. But in our opinion there will be no more expense in selecting and educating a given number of cadets on this plan than on the present. The two thousand cadets who were appointed by patronage and failed to graduate, cost the Government, directly and indirectly, each year a much larger sum than it would have taken to have excluded them in advance from the institution by competitive examination and filling their places by better men; and their exclusion by substituting better material would have been an incalculable gain to the Academy, facilitating its discipline, increasing the value of its instruction, and giving to the Army a larger number of competent officers.
Even under the despotic government of Austria the competitive system has been adopted for the higher places, and it has been adopted by Prussia and Italy. In Austria every subject can claim admission into the military schools on payment of the cost of his instruction; and all the appointments to the staff are on the competitive system. On this subject I read from the work upon Military Education and Schools, by Hon. Henry Barnard, who stands in the very front rank of the great educators, and who gives, to the competitive system the weight of a name which alone should incline us strongly in its favor:
The yearly examinations, the manner in which the marks of the monthly examinations tell on the final one, and the careful classification of the pupils in the order of merit, reminded us of the system of the Polytechnic more than any other school we have seen.****The arrangements for the general staff-school require more remark.In our report upon Austrian schools we have specially noticed this school as remarkable for its thorough and open competitive character from first to last, and its very sensible plan of study. Admission to it is by competition, open to officers of all arms. The pupils are not unduly overburdened with work; perhaps there is even room for one or two more subjects of importance; but what is done seems to be done thoroughly. The officers are carefully ranked on leaving the school, according as the abilities they have displayed may be considered a criterion of their fitness for employment on the general staff; and in this order they enter the staff corps. The consequence is that every officer knows distinctly, from the time that he first competes for admission until his final examination on leaving, that the order in which he will enter the staff depends entirely on his own exertions and success at the school. It seemed to us that this open competition produced a spirit of confidence and energy in the students as great, if not greater, than any we met with elsewhere.
The yearly examinations, the manner in which the marks of the monthly examinations tell on the final one, and the careful classification of the pupils in the order of merit, reminded us of the system of the Polytechnic more than any other school we have seen.****
The arrangements for the general staff-school require more remark.
In our report upon Austrian schools we have specially noticed this school as remarkable for its thorough and open competitive character from first to last, and its very sensible plan of study. Admission to it is by competition, open to officers of all arms. The pupils are not unduly overburdened with work; perhaps there is even room for one or two more subjects of importance; but what is done seems to be done thoroughly. The officers are carefully ranked on leaving the school, according as the abilities they have displayed may be considered a criterion of their fitness for employment on the general staff; and in this order they enter the staff corps. The consequence is that every officer knows distinctly, from the time that he first competes for admission until his final examination on leaving, that the order in which he will enter the staff depends entirely on his own exertions and success at the school. It seemed to us that this open competition produced a spirit of confidence and energy in the students as great, if not greater, than any we met with elsewhere.
I quote from the same work in regard to the military education in Sardinia:
Admission into the artillery and engineer school may be considered the reward of the most distinguished pupils of theAccademia Militare, who, after spending their last year in that institution in the study of the higher mathematics, chemistry, and architectural drawing, are transferred for the completion of their education to the school of the artillery and engineers.The staff-school, the formation of which dates from 1850, is chiefly frequented by officers of the infantry and cavalry, who must be below the age of twenty-eight years upon their entrance. It is carried on upon the competitive final examination, the ablest entering the staff corps in that order.
Admission into the artillery and engineer school may be considered the reward of the most distinguished pupils of theAccademia Militare, who, after spending their last year in that institution in the study of the higher mathematics, chemistry, and architectural drawing, are transferred for the completion of their education to the school of the artillery and engineers.
The staff-school, the formation of which dates from 1850, is chiefly frequented by officers of the infantry and cavalry, who must be below the age of twenty-eight years upon their entrance. It is carried on upon the competitive final examination, the ablest entering the staff corps in that order.
In the same work Mr. Barnard characterizes the Staff-School at Vienna:
The most striking features in the system of this school, both at the entranceand throughout the course, are, that it is distinctly competitive, that it admits very young officers, and that while the work is considerable, the subjects for study are not numerous. In these three points it differs considerably from the Prussian staff-school, in which the students are generally older, and the principle of competition is not so fully carried out. In the Austrian school the students are placed, on entering, in the order which their entrance examination has just fixed. They are examined once a month during their stay. On leaving the school their respective places are again determined, and they have a claim for appointments in the staff corps in the exact order in which they were placed on leaving the school. In Belgium, the competitive system is fully adopted.
The most striking features in the system of this school, both at the entranceand throughout the course, are, that it is distinctly competitive, that it admits very young officers, and that while the work is considerable, the subjects for study are not numerous. In these three points it differs considerably from the Prussian staff-school, in which the students are generally older, and the principle of competition is not so fully carried out. In the Austrian school the students are placed, on entering, in the order which their entrance examination has just fixed. They are examined once a month during their stay. On leaving the school their respective places are again determined, and they have a claim for appointments in the staff corps in the exact order in which they were placed on leaving the school. In Belgium, the competitive system is fully adopted.
The following testimony is from a report on the progress of the principle of competitive examination for admission into the public service, read before Section F. Economic Science and Statistics of the British Association for the Advancement of Science, at Leeds, September 27, 1858, by Edward Chadwick: