REMARKS BY THE EDITOR.
We publish the foregoing Memorial of Capt. Partridge, asking Congress to redress “the grievance” of the Military Academy, not because we have the slightest sympathy with the object or main arguments of the memorialist, but as specimens of the opinions held and propagated by a graduate, professor, and superintendent of the Academy, who did more than any other individual to introduce military instruction and exercises in schools not national or professionally military. We can not, however, put it forth without accompanying it with a few brief remarks.
To Capt. Partridge, more than to any one man, and to his pupils, and personal friends, as we believe, is due the popular objections which prevail respecting the United States Military Academy, except so far as the objections spring from the abuse of the mode ofappointingCadets. For nearly twenty years Capt. Partridge was never known to express any doubt of the constitutionality or usefulness of this institution. His objections first took shape and utterance when he was superceded in the superintendence by Colonel Sylvanus Thayer. Of the circumstances and results of his removal, and of the appointment of Col. Thayer, and the subsequent reorganization of the Academy, something has already been said in the History of West Point, in this volume, (p. 17-48,) and more will be said when we come to speak of the labors of Col. Thayer.
So far as these objections are directed to the constitutionality of the laws for establishing the Cadet Corps, as distinct from any other Corps of the army, or against training officers collected together and organized as a school, we think them preëminently frivolous. If any friend of the Academy would assure his doubtful faith in its constitutionality, let him read Capt. Partridge’s Memorial, asking the same Congress to establish a system of National Education, which he petitions to redress the grievance of a special school, that every civilized government holds to be indispensable to the right organization of its armies.
So far as these objections are aimed at the mode of appointment and promotion,—confining both to the patronage of one man in the country, or one man in a Congressional District, acting in either case without personal examination of the party to be admitted or promoted, and excluding others, it may be, better qualified,—we hold them to be valid. A more disgraceful record of failures, where an opportunity of selecting the most meritorious candidates existed, can not be shown.
While we believe that candidates are too often recommended and nominated to the appointing power, from family and party considerations, we have seen no reason to believe that the social condition or occupation of parents has influenced the appointments. On the other hand, the records of the Academy, as made out in this particular by the Cadets themselves, exhibit a fair representation from all classes and occupations of society.
According to an official Statement, prepared by Capt. Boynton, and published in his History of the Academy, of5206cadets admitted from 1842 to 1863 inclusive, the fathers of 1,300 were farmers or planters; of 681, were lawyers; of 672, were merchants; of 377, were mechanics; of 69, were physicians; of 256, were in the civil service; of 116, were clergymen; of 467, were in the army or navy; of 572, were editors, masters of vessels, &c. Of the whole number, 1,136 were orphans, 1,585 were in moderate, 534 in reduced, 62 in indigent, and 324 in independent circumstances. We shall publish the Statement in our next Number.
The views presented in the memorial of Capt. Partridge in 1841, have found advocates in and out of Congress before and since. They were anticipated by the Secretary of War (John C. Calhoun), under whose energetic administration of the Department in 1816, the Academy first assumed the organization of an efficient military school—a place of thorough scientific instruction in the knowledge not simply of military drill, but of the duties of an accomplished artillerist and military engineer; and they have been deepened by the radically vicious system of appointment to cadetship, in which personal and political considerations have in too many instances outweighed the merits of young men, whose natural aptitude and generous ambition would have found here the special field for their largest development and usefulness. These views found expression in the elaborate speech of Franklin Pierce, then a member of the House from New Hampshire, in the discussion of an amendment to theappropriationbill in 1836 (June 30), who “felt bound to oppose the bill in every stage of its progress”—mainly on the ground that “the institution conferred exclusive and gratuitous privileges.”
It isgratuitous, because those who are so fortunate as to obtain admission there, receive their education without any obligation, except such as a sense of honor may impose, to return, either by service or otherwise, the slightest equivalent. It is exclusive, inasmuch as only one youth out of a population of more than 47,000 can participate in its advantages at the same time; and those who are successful, are admitted at an age when their characters cannot have become developed, and with very little knowledge of their adaptation, mental or physical, for military life. The system disregards one of those great principles which, carried into practice, contributed perhaps, more than any other, to render the arms of Napoleon invincible for so many years. Who does not perceive that it destroys the very life and spring of military ardor and enthusiasm, by utterly foreclosing all hope of promotion to her soldier and non-commissioned officer? However meritorious may be his services, however pre-eminent may become his qualifications for command, all are unavailing. The portcullis is dropped between him and preferment, the wisdom of your laws having provided another criterion than that of admitted courage and conduct, by which to determine who are worthy of command. They have made an Academy, where a certain number of young gentlemen are educated annually at the public expense, and to which there is, in consequence, a general rush, not so much from sentiments of patriotism, and a taste for military life, as from motives less worthy—the avenue, and the only avenue, to rank in your army.I deny utterly the expediency and the right to educate at the public expense, any number of young men who, on the completion of their education, are not to form a portion of your military force, but to return to the walks of private life. Such was never the operation of the Military Academy until after the law of 1812; and the doctrine, so far as I have been able to ascertain, was first formally announced by a distinguished individual, at this time sufficiently jealous of the exercise of executive patronage, and greatly alarmed by what he conceives to be the tendencies of this Government to centralism and consolidation. It may be found in the report of the Secretary of War, communicated to Congress in 1819.
It isgratuitous, because those who are so fortunate as to obtain admission there, receive their education without any obligation, except such as a sense of honor may impose, to return, either by service or otherwise, the slightest equivalent. It is exclusive, inasmuch as only one youth out of a population of more than 47,000 can participate in its advantages at the same time; and those who are successful, are admitted at an age when their characters cannot have become developed, and with very little knowledge of their adaptation, mental or physical, for military life. The system disregards one of those great principles which, carried into practice, contributed perhaps, more than any other, to render the arms of Napoleon invincible for so many years. Who does not perceive that it destroys the very life and spring of military ardor and enthusiasm, by utterly foreclosing all hope of promotion to her soldier and non-commissioned officer? However meritorious may be his services, however pre-eminent may become his qualifications for command, all are unavailing. The portcullis is dropped between him and preferment, the wisdom of your laws having provided another criterion than that of admitted courage and conduct, by which to determine who are worthy of command. They have made an Academy, where a certain number of young gentlemen are educated annually at the public expense, and to which there is, in consequence, a general rush, not so much from sentiments of patriotism, and a taste for military life, as from motives less worthy—the avenue, and the only avenue, to rank in your army.
I deny utterly the expediency and the right to educate at the public expense, any number of young men who, on the completion of their education, are not to form a portion of your military force, but to return to the walks of private life. Such was never the operation of the Military Academy until after the law of 1812; and the doctrine, so far as I have been able to ascertain, was first formally announced by a distinguished individual, at this time sufficiently jealous of the exercise of executive patronage, and greatly alarmed by what he conceives to be the tendencies of this Government to centralism and consolidation. It may be found in the report of the Secretary of War, communicated to Congress in 1819.
Mr. Pierce, afterwards President Pierce, quotes with approbation the suggestion of Col. Williams in a report to Mr. Jefferson in 1808—thatthe plan should be large enough to take not only minor officers, “but also any youth from any of the States who might wish for such an education whether designed for the Army or Navy, or neither, and let them be assessed to the value of their education, which might form a fund for extra or contingent expenses.”
These are the true doctrines upon this subject; doctrines worthy of the administration under which they were promulgated, and in accordance with the views of statesmen in the earlier and purer days of the Republic. Give to the officers of your army the highest advantages for perfection in all the branches of military science, and let those advantages be open to all in rotation, and under such terms and regulations as shall be at once impartial toward the officers, and advantageous to the service; but let all young gentlemen who have a taste for military life, and desire to adopt arms as a profession, prepare themselves for subordinate situations at their own expense, or at the expense of their parents or guardians, in the same manner that the youth of our country are qualified for the professions of civil life.I am far from desiring to see this country destitute of a Military Academy; but I would have it a school of practice, and instruction, for officers actually in the service of the United States; not an institution for educating, gratuitously, young gentlemen, who, on the completion of their term, or after a few months’ leave of absence, resign their commissions, and return to the pursuits of civil life.There has already been expended upon the institution more than three millions, three hundred thousand dollars. Between 1815 and 1831, thirteen hundred and eighteen students were admitted into the Academy; and of all the cadets who were ever there, only two hundred and sixty-five remained in the service at the end of 1830. Here are the expenses you have incurred, and the products you have realized.
These are the true doctrines upon this subject; doctrines worthy of the administration under which they were promulgated, and in accordance with the views of statesmen in the earlier and purer days of the Republic. Give to the officers of your army the highest advantages for perfection in all the branches of military science, and let those advantages be open to all in rotation, and under such terms and regulations as shall be at once impartial toward the officers, and advantageous to the service; but let all young gentlemen who have a taste for military life, and desire to adopt arms as a profession, prepare themselves for subordinate situations at their own expense, or at the expense of their parents or guardians, in the same manner that the youth of our country are qualified for the professions of civil life.
I am far from desiring to see this country destitute of a Military Academy; but I would have it a school of practice, and instruction, for officers actually in the service of the United States; not an institution for educating, gratuitously, young gentlemen, who, on the completion of their term, or after a few months’ leave of absence, resign their commissions, and return to the pursuits of civil life.
There has already been expended upon the institution more than three millions, three hundred thousand dollars. Between 1815 and 1831, thirteen hundred and eighteen students were admitted into the Academy; and of all the cadets who were ever there, only two hundred and sixty-five remained in the service at the end of 1830. Here are the expenses you have incurred, and the products you have realized.
When the War of Secession broke out, and graduates of the Academy then in the army,—like many other Southern men, in the civil service of the United States, imbued with the political doctrines and sympathizing with the domestic institution, on which the War was based—sided with the political leaders of their several states, the opposition to the institution took another direction. The record of the War silenced these objectors. According to Gen. Cullum’sBiographical Register of the Graduates of the Military Academy, out of 1,249 graduates living at the beginning of the Rebellion, 99 in civil life and 184 from the army, joined in the war against the United States. Three-fourths remained faithful. Of 821 graduates in the Army at the time, 184 (about one-fifth) joined in the Rebellion. Of the 99 in civil life all but one were residents in slave territory. Of 350 graduates who were born in or appointed from slave States, 162 remained loyal. Of the 292 loyal graduates in civil life, at the date of secession, 115 re-entered the Army—all below the age of 45, except those who were disabled for active duty, and most of these served in civil capacities. One-fifth of all the graduates who served in the battles of the Rebellion, one-fifth laid down their lives, and more than one-half were wounded in defence of the flag.
The American Literary, Scientific, and Military Academy, at Norwich, Vermont, was opened on the 4th of September, 1820, by Capt. Alden Partridge, and continued under his personal superintendence and instruction, assisted by several professors, until April 1st, 1825, when it was discontinued at Norwich, and reopened at Middletown, Connecticut. The catalogue of the officers and cadets published August, 1821, contains a prospectus from which we make extracts to exhibit the aims of that school and of this particular class of institutions at that date.
TERMS OF ADMISSION.
The requisite qualifications for becoming members of the Institution are the following, viz: That the candidate be of good moral character, that he be able to read and spell correctly, to write a fair, legible hand, and work the ground rules of arithmetic.
The requisite qualifications for becoming members of the Institution are the following, viz: That the candidate be of good moral character, that he be able to read and spell correctly, to write a fair, legible hand, and work the ground rules of arithmetic.
COURSE OF INSTRUCTION.
Young gentlemen destined for a college education, can be prepared at this seminary for admission into any college or university in the country, either as freshmen, or one or two years in advance, and in the mean time will be enabled to acquire a good military and practical scientific education. Young gentlemen also, destined for the navy, can here be instructed in the scientific part of their profession, and at the same time, obtain a correct knowledge of fortification, and of military operations generally, on land, which it is believed they would find highly useful in future life. Parents and guardians who are desirous of placing their sons or wards at this seminary, are requested to state whether they wish them to go through with the full course of education; and if not, to specify, particularly, those branches to which they desire them to attend, and also to mention their ages.The course of Latin, Greek, Hebrew, French, and English languages, Arithmetic, the construction and use of Logarithms, Algebra, Geometry, Plane and Spherical Trigonometry, Planometry, Stereometry, Mensuration of heights and distances by Trigonometry, and also Geometrically, practical Geometry generally, including particularly Surveying and Leveling, Conic Sections, the use of the Barometer, with its application to measuring the altitudes of mountains and other eminences, Mechanics, Hydrostatics, Hydraulics, the elements of Chemistry and Electricity, Optics, Astronomy, Navigation, Geography, including the use of Maps and the Globes; Composition, Logic, History, Ethics, the elements of Natural and Political Law, the Law of Nations, Military Law, the Constitution of the United States, and of the states severally, Metaphysics; Agriculture, Permanent and Field Fortification, Field Engineering generally, the construction of Marine Batteries, Artillery duty, the principles of Gunnery, a complete course of Military Tactics, the attack and defense of fortified places, Castrametation, ancient Fortification, the ancient modes of attacking and defending fortified places, the ancient Tactics, particularly those of the Greeks and Romans, with a description of the organization and discipline of the phalanx and legion; Book-Keeping, Music, Fencing, Military Drawing, Topography, Civil Engineering, including the construction of Roads, Canals, Locks, and Bridges; Architecture.The Hebrew and French languages, Fencing and Music will not be considered as comprised in the regular course of education, and consequently those who attend to them will be charged separately.
Young gentlemen destined for a college education, can be prepared at this seminary for admission into any college or university in the country, either as freshmen, or one or two years in advance, and in the mean time will be enabled to acquire a good military and practical scientific education. Young gentlemen also, destined for the navy, can here be instructed in the scientific part of their profession, and at the same time, obtain a correct knowledge of fortification, and of military operations generally, on land, which it is believed they would find highly useful in future life. Parents and guardians who are desirous of placing their sons or wards at this seminary, are requested to state whether they wish them to go through with the full course of education; and if not, to specify, particularly, those branches to which they desire them to attend, and also to mention their ages.
The course of Latin, Greek, Hebrew, French, and English languages, Arithmetic, the construction and use of Logarithms, Algebra, Geometry, Plane and Spherical Trigonometry, Planometry, Stereometry, Mensuration of heights and distances by Trigonometry, and also Geometrically, practical Geometry generally, including particularly Surveying and Leveling, Conic Sections, the use of the Barometer, with its application to measuring the altitudes of mountains and other eminences, Mechanics, Hydrostatics, Hydraulics, the elements of Chemistry and Electricity, Optics, Astronomy, Navigation, Geography, including the use of Maps and the Globes; Composition, Logic, History, Ethics, the elements of Natural and Political Law, the Law of Nations, Military Law, the Constitution of the United States, and of the states severally, Metaphysics; Agriculture, Permanent and Field Fortification, Field Engineering generally, the construction of Marine Batteries, Artillery duty, the principles of Gunnery, a complete course of Military Tactics, the attack and defense of fortified places, Castrametation, ancient Fortification, the ancient modes of attacking and defending fortified places, the ancient Tactics, particularly those of the Greeks and Romans, with a description of the organization and discipline of the phalanx and legion; Book-Keeping, Music, Fencing, Military Drawing, Topography, Civil Engineering, including the construction of Roads, Canals, Locks, and Bridges; Architecture.
The Hebrew and French languages, Fencing and Music will not be considered as comprised in the regular course of education, and consequently those who attend to them will be charged separately.
MILITARY EXERCISE, AND DUTIES.
The students will be regularly and correctly instructed in the elementary school of the soldier, and also in those of the company and battalion; they will likewise be taught the regular formation of military parades, the turning off, mounting, and relieving guards and sentinels; the duties of officers of the guard, officers of the day, and adjutants; the making out correctly the different descriptions of military reports; in fine, all the duties incident to the field or garrison. The military exercises and duties will be so arranged as not to occupy any of the time that would otherwise be devoted to study; they will be attended to at those hours of the day which are generally passed by students in idleness, or devoted to useless amusements, for which they will be made a pleasing and healthful substitute. Practical scientific operations will be frequently attended to, which will conduce equally to health and improvement.The students will be required to sleep on matrasses, or straw-beds; no feather-beds will be allowed in the establishment.For the purpose of giving to the students a military appearance, when engaged on military duty, and also on a principle of economy, they are required to wear a uniform dress, a description of which is hereunto annexed. In prescribing a dress, it has been endeavored to combine as far as possible, cheapness and a neat military appearance, with such a form as, while it leaves the student the free and unrestrained use of his limbs, will at the same time encumber him the least possible. The discipline will be strict, but correct; and particular attention will be given to the full development and due cultivation of all those liberal, manly, noble and independent sentiments which ought to characterize every American, whether citizen or soldier. The strictest attention will be given to the health, manners and morals of the students. They will be continually under the personal inspection of the superintendent, who will bestow upon them all that care and attention which it is believed their parents, under similar circumstances, would bestow.
The students will be regularly and correctly instructed in the elementary school of the soldier, and also in those of the company and battalion; they will likewise be taught the regular formation of military parades, the turning off, mounting, and relieving guards and sentinels; the duties of officers of the guard, officers of the day, and adjutants; the making out correctly the different descriptions of military reports; in fine, all the duties incident to the field or garrison. The military exercises and duties will be so arranged as not to occupy any of the time that would otherwise be devoted to study; they will be attended to at those hours of the day which are generally passed by students in idleness, or devoted to useless amusements, for which they will be made a pleasing and healthful substitute. Practical scientific operations will be frequently attended to, which will conduce equally to health and improvement.
The students will be required to sleep on matrasses, or straw-beds; no feather-beds will be allowed in the establishment.
For the purpose of giving to the students a military appearance, when engaged on military duty, and also on a principle of economy, they are required to wear a uniform dress, a description of which is hereunto annexed. In prescribing a dress, it has been endeavored to combine as far as possible, cheapness and a neat military appearance, with such a form as, while it leaves the student the free and unrestrained use of his limbs, will at the same time encumber him the least possible. The discipline will be strict, but correct; and particular attention will be given to the full development and due cultivation of all those liberal, manly, noble and independent sentiments which ought to characterize every American, whether citizen or soldier. The strictest attention will be given to the health, manners and morals of the students. They will be continually under the personal inspection of the superintendent, who will bestow upon them all that care and attention which it is believed their parents, under similar circumstances, would bestow.
MILITARY LECTURES.
For the accommodation of gentlemen, (particularly of those holding commissions in the volunteer corps and militia,) who may not wish to go through with a regular course of military studies and instruction, and also for the purpose of diffusing military science more generally, Capt. Partridge will deliver annually at the before-mentioned seminary, three courses of public lectures; the first course to commence on the second Monday in May, the second course on the second Monday in July, and the third course on the first Monday in October, annually. These lectures will embrace the following branches of military science and instruction, viz.:—1st. Permanent and field fortification, the construction of field works generally, and also of marine batteries.2d. The attack and defense of fortified places.3d. The use of artillery, with a general exposition of the principles of gunnery.4th. Military Tactics.5th. Garrison and field service of troops, embracing particularly their police and rules for turning off, mounting and relieving guards and sentinels, and also for guard duty, likewise castrametation.6th. General rules for the attack and defense of a province or country embracing an exposition of the principles of base lines of operation.7th. Rules for the inspection and review of troops.8th. A summary of ancient fortification, and also of the ancient modes of attacking and defending fortified places.9th. A summary of the ancient tactics, particularly those of the Greeks and Romans.10th. A description of some of the most celebrated battles and sieges, both of ancient and modern times, for the purpose of practically illustrating the principles explained in the lectures. In order to render the lectures on fortification perfectly intelligible, plans will be prepared, on which the several parts of a work will be clearly and distinctly exhibited.Particular attention will be given to a full explanation of all the technical terms used in fortification, as well as in the other departments of military science. A full course will comprise about twenty lectures; five to be delivered in each week until the course be finished. The terms for attending a course will be ten dollars. Gentlemen subscribing for two courses, will be allowed ever after to attend gratis. All those attending the lectures, will be entitled, during the time of such attendance, to practical military instruction, and also to the privilege of the reading-room, without any additional charge.
For the accommodation of gentlemen, (particularly of those holding commissions in the volunteer corps and militia,) who may not wish to go through with a regular course of military studies and instruction, and also for the purpose of diffusing military science more generally, Capt. Partridge will deliver annually at the before-mentioned seminary, three courses of public lectures; the first course to commence on the second Monday in May, the second course on the second Monday in July, and the third course on the first Monday in October, annually. These lectures will embrace the following branches of military science and instruction, viz.:—
1st. Permanent and field fortification, the construction of field works generally, and also of marine batteries.
2d. The attack and defense of fortified places.
3d. The use of artillery, with a general exposition of the principles of gunnery.
4th. Military Tactics.
5th. Garrison and field service of troops, embracing particularly their police and rules for turning off, mounting and relieving guards and sentinels, and also for guard duty, likewise castrametation.
6th. General rules for the attack and defense of a province or country embracing an exposition of the principles of base lines of operation.
7th. Rules for the inspection and review of troops.
8th. A summary of ancient fortification, and also of the ancient modes of attacking and defending fortified places.
9th. A summary of the ancient tactics, particularly those of the Greeks and Romans.
10th. A description of some of the most celebrated battles and sieges, both of ancient and modern times, for the purpose of practically illustrating the principles explained in the lectures. In order to render the lectures on fortification perfectly intelligible, plans will be prepared, on which the several parts of a work will be clearly and distinctly exhibited.
Particular attention will be given to a full explanation of all the technical terms used in fortification, as well as in the other departments of military science. A full course will comprise about twenty lectures; five to be delivered in each week until the course be finished. The terms for attending a course will be ten dollars. Gentlemen subscribing for two courses, will be allowed ever after to attend gratis. All those attending the lectures, will be entitled, during the time of such attendance, to practical military instruction, and also to the privilege of the reading-room, without any additional charge.
On the 1st of April, 1825, Capt. Partridge was induced by liberal overtures from citizens of Middletown, Conn., to leave his institution at Norwich, and remove to Middletown, Conn., and reopen it in that city. Before doing so he published a card in which he exhibits the progress and results of his labors at Norwich.
This seminary was opened at Norwich, in the state of Vermont, on the 4th of September, 1820, under my immediate direction and superintendence; and although the plan was new and untried, besides containing principles, which were by many considered discordant with each other, viz., the connecting of mental improvement with a regular course of bodily exercise, and the full development of the physical powers, the whole conducted under a military system of discipline; still its success has exceeded, rather than fallen short, of my most sanguine expectations.The following extract from a recent report of the adjutant of the institution, compiled from the rolls and other authentic documents, will enable the public to form their conclusions, from facts on this subject.1st. The total number of cadets who have joined the institution, since its organization, is 480.2d. The numbers from the respective states, and other sections hereafter mentioned, are as follows, viz.:—From Maine,28Massachusetts,89New Hampshire,57Vermont,115Connecticut,33Rhode Island,10New York,40Pennsylvania,15New Jersey,6Delaware,2Maryland,4Virginia,1North Carolina,7South Carolina,45Kentucky,2Georgia,7Ohio,1Louisiana,4Mississippi,5Missouri,1Michigan,2District of Columbia,2Lower Canada,2Havana, Island Cuba,1Island Scio, Greece,13dly. Of the above number, twenty are commissioned and warrant officers of the U.S. Navy, viz., 4 lieutenants, 1 assistant-surgeon, and 15 midshipmen.4thly. Out of the whole, 441 have been engaged in the study of the Mathematics, and out of this number 145 have completed a full course of “Hutton’s Mathematics.” Of these, 80 have, in addition, attended to practical Mathematics, 56 have continued their course through the study of Philosophy, and others are now fast progressing in the accomplishment of those higher branches also.5thly. The whole number who have studied the Greek and Latin languages, is about 150. Of these, 25 have advanced far towards completing a course, although none have gone entirely through. Of those not included in the last-mentioned number, many have fitted for college, or progressed still farther, and many are progressing. What is here considered a course, is the same which is laid down in the prospectus, which could be scarcely completed in the period since the establishment of the institution.6thly. The number of those who have attended to the French language, is about 130. Twenty have become well acquainted with the language—30 are very well advanced, and many of the remainder have made respectable progress.7thly. About ten or twelve of those who have been, or are now members of the institution, have devoted considerable time and instruction of the militia or volunteer corps, in this and various other sections of the country, and many of them are still engaged in that useful employment.Of those who have been, or are now, engaged in the study of the Latin and Greek languages, I flatter myself there are several who would not suffer by a comparison with any of the same degree of advancement at our older and most approved seminaries; and as a school of practical science, I have little hesitation in asserting, that it is second to none in our country. In confirmation of this assertion, I would observe, that since the establishment of the seminary, my pupils, in addition to their usual exercises in practical geometry, and many operations of minor consequence, have executed, in a very handsome manner, a profile of the country, exhibiting the perpendicular altitudes of all the prominent points, above tide water, as determined by actual observation, from the summit of Manchester mountain, in the state of Vermont, to the summit of mount Washington, the highest elevation of the White Mountains, in the state of New Hampshire, a distance of 165 miles. They have also executed a similar profile from Norwich to Whitehall, in the state of New York, a distance of sixty-eight miles, andhave further executed a trigonometrical survey of the country around Norwich, for a distance in some directions, of about twenty miles. This survey was commenced, and has been prosecuted, in such a manner as to serve as a basis for any further operations that may be thought necessary. A handsome topographical plan of this survey is finished.In the department of French, it is believed, the pupils have made as rapid progress as at any seminary in our country, and in Mineralogy, Botany, &c., although but recently commenced, there appears to be much zeal, and a corresponding improvement, amongst the classes which have attended, and those still attending, numbering about sixty.Music and fencing have been attended by a large proportion of the members, and with a progress highly creditable to them.The military exercises and duties are common to all the cadets, and it is believed very few have left the seminary, who were not competent to instruct from the elementary drill of the soldier, to embrace the school of the battalion, and who, in addition, did not possess a very competent knowledge of the principles of the grand tactics, of the elements of permanent and field fortification, of the principles of gunnery, &c. The beneficial effects of the regular system of exercise and active duty, to which my pupils are subject, upon their health, has been fully equal to my expectations. But one death has happened at the institution, since its commencement; and this was a youth who had just entered his name on the rolls, but was attacked by a prevailing epidemic, of which he died, before commencing his studies or regular duties. Several who joined the seminary feeble and debilitated, have in a short time been entirely restored to vigorous health. Indeed, such has been the result, I believe, without a single exception. That a youth may, by means of a regular system of exercise, preserve all his bodily activity and vigor, and at the same time apply himself most assiduously to study, I have never had any doubts; but if I had, the facts developed since the establishment of this seminary, would have dispelled them. Many of my pupils, and those the closest applicants to study, walk with facility forty miles per day. In the summer of 1823, several of them left Norwich at day-break in the morning, walked to the summit of Ascutney mountain, and returned to Norwich about 9 o’clock in the evening of the same day—the whole distance forty-six miles: which, considering the fatigue and difficulty of ascending and descending the mountain, (upwards of 3,000 feet high,) may reasonably be estimated as equivalent to sixty miles on the usual roads of the country. They continued their regular studies and other duties the following day. In September, 1823, a party of nearly thirty accompanied me on a pedestrian tour to the summit of Manchester mountain, in the state of Vermont, a large portion of whom traveled 150 miles in four days, and on the fourth day one of the party, a youth of sixteen years of age, walked by my side forty-five miles. On a recent excursion, to the summit of the most elevated of the White Mountains, with a party of fifty of my pupils, a large portion of them, on the last day, walked forty-two miles. Belonging to this party, was a youth of but twelve years of age, who walked the whole distance, (160 miles,) carrying his knapsack, with clothes, &c., and returned in perfect health.Since the latter part of June, 1821, the cadets, as a military corps, have executed, under my personal command, six military marches, amounting, in the aggregate, to 637 miles. Different detachments from the corps have also, within the same time, in addition to several of minor importance, performed, under my personal direction, four pedestrian excursions, for practical scientific purposes, amounting in the aggregate to 684 miles, and which, added to the former, gives 637×684=1321 miles. To this may be added an excursion to the White Mountains, whole distance 170 miles, by a party which I did not accompany, and which will make the total distance traveled in those marches and excursions, 1491 miles.The foregoing facts are stated for the purpose of illustrating and confirming the correctness of the opinion I have so often advanced in my lectures on education, relative to the practicability, and even facility, of combining the full development and perfection of the physical powers of youth, with a due cultivation and improvement of the mental faculties. Whether a young man, who enters on the grand theater of active life, with a mind and body equally vigorous and improved, who, while he has a head to conceive, possesses also an arm to execute, will or will not possess advantages in the discharge of the various duties he may be called upon to perform, over one, who has grown to the age of manhood, puny and debilitated, destitute of physical energy, and incapable of bodily exertion, I shall leave to the sound discretion of the American people to decide.As it respects the effect of the system on the morals of youth, I would observe, that I feel confident no one has left the institution worse than he joined it, and that I flatter myself, several have, in this respect, been improved. Next after the influence of religion, I consider habits of industry and economy as constitutingthe surest basis of morals amongst youth. To instill these into the minds of my pupils, ever has, and ever will be, a leading object; and I consequently shall imperatively require the strictest adherence to ail the regulations bearing on those points, by all concerned. I would therefore beg leave to assure the parents, guardians, and relatives of my pupils, that the regulations prohibiting the cadets being furnished with money, otherwise than by the superintendent, or by his express permission, is to be taken in its literal meaning, (without exception,) and must be adhered to under all circumstances; and that any deviation from it will be followed by immediate dismission. I would much prefer that the great body of my pupils should enter young, and grow up under my system. The mind and body are then more susceptible of improvement, than at a more advanced period. Few, if any, vicious habits have then been formed, and the morals, under a strict and regular discipline, may easily be preserved. It is my fixed determination not, knowingly, to admit any young man of confirmed vicious or dissipated habits into the institution. I would accordingly recommend to parents and guardians not to send me any of this description; for if they should gain admission, and did not immediately reform, (which seldom occurs when the habits are confirmed,) it would only eventuate in their dismission, and consequent disgrace. It is much easier to prevent a youth from acquiring bad habits, than to correct them after they are acquired. If parents and guardians will send me their sons and wards free from habits of dissipation, immorality, and vice, I will guarantee, as far as human agency will authorize, that they shall be preserved free from such habits, while they remain under my care. Every requisite means will be used to correct the foibles and faults incidental to youth—to accomplish this object no pains will be spared. With their foibles I will bear as much as any person, but with their vices I will make no compromise. For the purpose of enabling me the more readily and the more certainly to accomplish this important object, I must request parents and guardians, if their sons or wards have foibles or faults, frankly to state them to me. On this subject there should be no reserve; as, with such information, I should know much better what course to pursue with them.
This seminary was opened at Norwich, in the state of Vermont, on the 4th of September, 1820, under my immediate direction and superintendence; and although the plan was new and untried, besides containing principles, which were by many considered discordant with each other, viz., the connecting of mental improvement with a regular course of bodily exercise, and the full development of the physical powers, the whole conducted under a military system of discipline; still its success has exceeded, rather than fallen short, of my most sanguine expectations.
The following extract from a recent report of the adjutant of the institution, compiled from the rolls and other authentic documents, will enable the public to form their conclusions, from facts on this subject.
1st. The total number of cadets who have joined the institution, since its organization, is 480.
2d. The numbers from the respective states, and other sections hereafter mentioned, are as follows, viz.:—
3dly. Of the above number, twenty are commissioned and warrant officers of the U.S. Navy, viz., 4 lieutenants, 1 assistant-surgeon, and 15 midshipmen.
4thly. Out of the whole, 441 have been engaged in the study of the Mathematics, and out of this number 145 have completed a full course of “Hutton’s Mathematics.” Of these, 80 have, in addition, attended to practical Mathematics, 56 have continued their course through the study of Philosophy, and others are now fast progressing in the accomplishment of those higher branches also.
5thly. The whole number who have studied the Greek and Latin languages, is about 150. Of these, 25 have advanced far towards completing a course, although none have gone entirely through. Of those not included in the last-mentioned number, many have fitted for college, or progressed still farther, and many are progressing. What is here considered a course, is the same which is laid down in the prospectus, which could be scarcely completed in the period since the establishment of the institution.
6thly. The number of those who have attended to the French language, is about 130. Twenty have become well acquainted with the language—30 are very well advanced, and many of the remainder have made respectable progress.
7thly. About ten or twelve of those who have been, or are now members of the institution, have devoted considerable time and instruction of the militia or volunteer corps, in this and various other sections of the country, and many of them are still engaged in that useful employment.
Of those who have been, or are now, engaged in the study of the Latin and Greek languages, I flatter myself there are several who would not suffer by a comparison with any of the same degree of advancement at our older and most approved seminaries; and as a school of practical science, I have little hesitation in asserting, that it is second to none in our country. In confirmation of this assertion, I would observe, that since the establishment of the seminary, my pupils, in addition to their usual exercises in practical geometry, and many operations of minor consequence, have executed, in a very handsome manner, a profile of the country, exhibiting the perpendicular altitudes of all the prominent points, above tide water, as determined by actual observation, from the summit of Manchester mountain, in the state of Vermont, to the summit of mount Washington, the highest elevation of the White Mountains, in the state of New Hampshire, a distance of 165 miles. They have also executed a similar profile from Norwich to Whitehall, in the state of New York, a distance of sixty-eight miles, andhave further executed a trigonometrical survey of the country around Norwich, for a distance in some directions, of about twenty miles. This survey was commenced, and has been prosecuted, in such a manner as to serve as a basis for any further operations that may be thought necessary. A handsome topographical plan of this survey is finished.
In the department of French, it is believed, the pupils have made as rapid progress as at any seminary in our country, and in Mineralogy, Botany, &c., although but recently commenced, there appears to be much zeal, and a corresponding improvement, amongst the classes which have attended, and those still attending, numbering about sixty.
Music and fencing have been attended by a large proportion of the members, and with a progress highly creditable to them.
The military exercises and duties are common to all the cadets, and it is believed very few have left the seminary, who were not competent to instruct from the elementary drill of the soldier, to embrace the school of the battalion, and who, in addition, did not possess a very competent knowledge of the principles of the grand tactics, of the elements of permanent and field fortification, of the principles of gunnery, &c. The beneficial effects of the regular system of exercise and active duty, to which my pupils are subject, upon their health, has been fully equal to my expectations. But one death has happened at the institution, since its commencement; and this was a youth who had just entered his name on the rolls, but was attacked by a prevailing epidemic, of which he died, before commencing his studies or regular duties. Several who joined the seminary feeble and debilitated, have in a short time been entirely restored to vigorous health. Indeed, such has been the result, I believe, without a single exception. That a youth may, by means of a regular system of exercise, preserve all his bodily activity and vigor, and at the same time apply himself most assiduously to study, I have never had any doubts; but if I had, the facts developed since the establishment of this seminary, would have dispelled them. Many of my pupils, and those the closest applicants to study, walk with facility forty miles per day. In the summer of 1823, several of them left Norwich at day-break in the morning, walked to the summit of Ascutney mountain, and returned to Norwich about 9 o’clock in the evening of the same day—the whole distance forty-six miles: which, considering the fatigue and difficulty of ascending and descending the mountain, (upwards of 3,000 feet high,) may reasonably be estimated as equivalent to sixty miles on the usual roads of the country. They continued their regular studies and other duties the following day. In September, 1823, a party of nearly thirty accompanied me on a pedestrian tour to the summit of Manchester mountain, in the state of Vermont, a large portion of whom traveled 150 miles in four days, and on the fourth day one of the party, a youth of sixteen years of age, walked by my side forty-five miles. On a recent excursion, to the summit of the most elevated of the White Mountains, with a party of fifty of my pupils, a large portion of them, on the last day, walked forty-two miles. Belonging to this party, was a youth of but twelve years of age, who walked the whole distance, (160 miles,) carrying his knapsack, with clothes, &c., and returned in perfect health.
Since the latter part of June, 1821, the cadets, as a military corps, have executed, under my personal command, six military marches, amounting, in the aggregate, to 637 miles. Different detachments from the corps have also, within the same time, in addition to several of minor importance, performed, under my personal direction, four pedestrian excursions, for practical scientific purposes, amounting in the aggregate to 684 miles, and which, added to the former, gives 637×684=1321 miles. To this may be added an excursion to the White Mountains, whole distance 170 miles, by a party which I did not accompany, and which will make the total distance traveled in those marches and excursions, 1491 miles.
The foregoing facts are stated for the purpose of illustrating and confirming the correctness of the opinion I have so often advanced in my lectures on education, relative to the practicability, and even facility, of combining the full development and perfection of the physical powers of youth, with a due cultivation and improvement of the mental faculties. Whether a young man, who enters on the grand theater of active life, with a mind and body equally vigorous and improved, who, while he has a head to conceive, possesses also an arm to execute, will or will not possess advantages in the discharge of the various duties he may be called upon to perform, over one, who has grown to the age of manhood, puny and debilitated, destitute of physical energy, and incapable of bodily exertion, I shall leave to the sound discretion of the American people to decide.
As it respects the effect of the system on the morals of youth, I would observe, that I feel confident no one has left the institution worse than he joined it, and that I flatter myself, several have, in this respect, been improved. Next after the influence of religion, I consider habits of industry and economy as constitutingthe surest basis of morals amongst youth. To instill these into the minds of my pupils, ever has, and ever will be, a leading object; and I consequently shall imperatively require the strictest adherence to ail the regulations bearing on those points, by all concerned. I would therefore beg leave to assure the parents, guardians, and relatives of my pupils, that the regulations prohibiting the cadets being furnished with money, otherwise than by the superintendent, or by his express permission, is to be taken in its literal meaning, (without exception,) and must be adhered to under all circumstances; and that any deviation from it will be followed by immediate dismission. I would much prefer that the great body of my pupils should enter young, and grow up under my system. The mind and body are then more susceptible of improvement, than at a more advanced period. Few, if any, vicious habits have then been formed, and the morals, under a strict and regular discipline, may easily be preserved. It is my fixed determination not, knowingly, to admit any young man of confirmed vicious or dissipated habits into the institution. I would accordingly recommend to parents and guardians not to send me any of this description; for if they should gain admission, and did not immediately reform, (which seldom occurs when the habits are confirmed,) it would only eventuate in their dismission, and consequent disgrace. It is much easier to prevent a youth from acquiring bad habits, than to correct them after they are acquired. If parents and guardians will send me their sons and wards free from habits of dissipation, immorality, and vice, I will guarantee, as far as human agency will authorize, that they shall be preserved free from such habits, while they remain under my care. Every requisite means will be used to correct the foibles and faults incidental to youth—to accomplish this object no pains will be spared. With their foibles I will bear as much as any person, but with their vices I will make no compromise. For the purpose of enabling me the more readily and the more certainly to accomplish this important object, I must request parents and guardians, if their sons or wards have foibles or faults, frankly to state them to me. On this subject there should be no reserve; as, with such information, I should know much better what course to pursue with them.
The favorable view taken of the aims, progress, and results of the scientific and military training provided by Capt. Partridge in his Academy at Norwich, was amply justified by the success of his pupils at Middletown, as practical men in various departments of business and public life.
On account of the condition on which he held a portion of his property at Norwich, Capt. Partridge was obliged to maintain there a literary institution, after his removal to Middletown. When he discontinued his labors at the latter place, and not succeeding in his plans for establishing a scientific and military school in the neighborhood of New York, he returned to Norwich, and in 1832, made preparation to reëstablish his Academy on its old basis, and with enlarged premises. With this view he erected the building known as the North Barracks, which were occupied for two years by Rev. Amasa Buck, for the purposes of a Methodist school, known as the Franklin Seminary.
NORWICH UNIVERSITY.
In the spring of 1834, a number of gentlemen associated to establish at Norwich, not an academic, but a collegiate institution, after Capt. Partridge’s views, and in the autumn of that year, obtained from the Legislature of Vermont, a charter by which the petitioners were constituted a Board of Trustees of an institution by the name of theNorwich University. The charter further provides “that the said Board shall be required to furnish at said institution constantly a course of Military instruction, both theoretical and practical, and also in Civil Engineering, and the practical sciences generally; and the President of said institution, with the consent of the Trustees,shall have power to give and confer all such diplomas, degrees, honors, or licenses, as are usually given or conferred in Colleges or Universities, at their discretion; provided, however, that in so doing they shall have respect to the morals and merits of the candidate alone.”
This act of incorporation named fourteen gentlemen, and provided for the election of eleven others, which twenty-five should constitute the Board of Trustees of Norwich University. The first meeting of the Trustees was held at Norwich, Vt., January, 1835. The vacancies in the Board were then filled, and the first members of the Faculty were elected, viz.:—Alden Partridge, “President and Professor of Moral and Intellectual Philosophy, History, Science of Government, Political Economy, and Military Science and Tactics;”Truman B. Ransom, Vice-President, and Professor of Natural and Experimental Philosophy, Mathematics, Theoretical and Practical, and Civil Engineering;M. Noras, Professor of Ancient and Modern Languages; andFranklin MarshandI. M. Horr, assistants in the English Department. These gentlemen were authorized to form a course of study and laws for the government of the institution.
In May, 1835, the University was opened under the auspices and in the buildings owned by Capt. Partridge, with a full course of literary, scientific, and military studies. Among those enumerated in the first prospectus were Military Law, Military Drawing, Civil and Military Engineering. “Military Science being considered an important appendage to the education of every American youth is taught theoretically in all departments of the University. The military exercises are attended at those hours of the day which are generally passed by students in idleness or devoted to useless amusements, for which they will be made a pleasing and healthful substitute.” “The discipline will be strict, but correct; in principle, military. It will be a great and leading object to instill into the minds of students liberality of sentiment and principles of honorable integrity and attachment to our republican institutions. Everything of a sectarian character in religion will be entirely excluded and all literary honors will be conferred in accordance with scholarship and moral worth alone.”
At the close of the academic year, 1835-6, (August 18, 1836,) the first Annual Commencement took place, and the class of 1836 then graduated, consisted of one person, Alonzo Jackman, now Brigadier-General in Vermont, and Professor of Mathematics, Military Science, etc., at the University. Professor Ransom, entered the United States Navy about this time, and Mr. Jackman was appointed to fill the vacant Professorship. Soon after this, Rev. Zerah Colburn, succeeded Professor Noras. August 17, 1837, the second Annual Commencement was held, and Hon. George McDuffie, of South Carolina, delivered the address; the next year Robert Rantoul, Jr., of Massachusetts, was the orator; in 1839, John Wentworth, of Illinois, and Thomas H. Seymour, of Connecticut, were speakers; and in 1840, Benjamin F. Hallett, of Boston. The catalogues of each of these years show that the number of students, or cadets, averaged a little less than a hundred, and in all the catalogues, the regulations for the Police of the Cadets’ Quarters were given in full. They provided for all the military duties of the students, for the wearing of uniform, etc., etc.
In July, 1840, the Corps of the University under the command of Captain Partridge, performed a military march across the State to Fort Ticonderoga. They were just a week on the excursion, and in that time, they marched nearly a hundred and fifty miles on foot, about twenty-five miles per day. Notwithstanding the excessive warmth of the day, and the exposure to the air of the night, with no other covering than the soldiers’ blanket, the Cadets all returned in good health and spirits.
During the year 1843, several changes took place in the University. Fromthe time Mr. Ransom resigned the Vice-Presidency, until May, 1843, that office was filled by Hon. Aaron Loveland. Mr. Ransom returned at this time, and was again made Vice-President, and Professor of Civil and Military Engineering, etc. The buildings and land used up to this time, were the property of Capt. Partridge. During May, arrangements were made for the purchase of this property by the University, but some misunderstanding occurred before this was done, and in November, President Partridge resigned, and took from the armory all the arms and accoutrements, attempted to revive his old Academy in another part of the village, and finally, when the University could not purchase his property at his prices, obliged the students to remove from the buildings. On his resignation, Truman B. Ransom was chosen President, and for the two years the institution was carried on in other buildings in the town. The Legislature was applied to, and appropriated a hundred stand of arms, sets of accoutrements, etc., for the use of the students. At last an arrangement was made with Capt. Partridge, for the purchase of his property, and the University returned to its old quarters. The number of students was small during these difficulties, but the military department was always active, a good military education was given, and men were graduated who now hold responsible places in the military service of the United States among the Federal troops.
In May, 1847, President Ransom, then Major-General of the Vermont Militia, resigned his place at the University, accepted that of Colonel of the “New England regiment,” ninth infantry, and went with that body to Mexico. September 13th of the same year, he was shot while gallantly leading the charge of his regiment upon the fortifications of Chapultepec. When Gen. Ransom left, Prof. James D. Butler was appointed Presidentpro tem., and in January, 1848, Gen. Henry S. Wheaton, of Massachusetts, was elected President, and served as such till August, 1849; he was succeeded in September, 1850, by Rev. Edward Bourns, LL. D., who still (1863,) holds that office.
Soon after 1850, the opposition to anything of a military education became very strong, the number of Cadets at this institution diminished, and the tone of the prospectus changed to suit the public. “The discipline is military in principle and form. The Cadets are under military organization, they dress in uniform, are regularly drilled with arms. But they are not made lovers of war! They are not found to adopt the profession of arms more than others of the same age, however educated; oftentimes the harmless practice of handling arms at this age, is found to satisfy the craving for the use of them, and these young men settle down into the ranks of peace more easily and more contentedly than those that have had no such training. The drill is an agreeable exercise. The system of discipline is strict, though not oppressive, its sole object is to preserve order and promote study.” “The object is not to make soldiers, but to strengthen the body.” During these years (from 1850 to 1860,) the prospects of the University were not bright. It was at once engaged in lawsuits, and troubled with debt and opposition. In 1853, it was proposed to move the University to Montpelier, but the project was finally abandoned, the last of the old Academy property was bought, the buildings were repaired and the institution freed from debt. Previous to 1850, the finances were in a very confused state. When the charter was obtained, land to the value of fifteen hundred dollars was brought and deeded to the University. The sale of this, and subscriptions from Trustees and citizens of Norwich, produced enough to purchase the North Barracks.The money received of students for tuition was always, and is still, all used for paying the salaries of the instructors. The room-rents scarcely paid the rent and repairs of the South Barracks, and the University ran slightly into debt. The State, in 1853-4, gave the institution about thirteen hundred dollars of an unappropriated school fund, and enough more was raised by friends of the University to purchase the South Barracks, and pay off old debts, and put all the buildings in good repair. For several years it was obliged to struggle against a load of popular prejudice on account of its military feature, but since 1861, it has brushed up its uniform, and its Military Department no longer seeks to hide itself. No such semi-apologies for the military training of its students appear in its catalogues and prospectus for 1861 and 1862.
“The Norwich University differs from most colleges in two respects. These are its double system of study, consisting in an Academic and a Scientific course; and its department of Military Science. The Academic course comprises those studies usually pursued in other colleges; the Scientific embraces Mathematics, Natural Sciences, Belles-Lettres, Surveying, and Engineering. Four years are required to complete the former, and three, the latter course of study. Students are also allowed to take a partial course in either department. The students of all departments are regarded as equals.
“The feature, however, which more than any other distinguishes Norwich University from other Collegiate institutions, is the department of Military Science and Tactics.
“Agreeably to the provisions of its charter, the students are all under Military discipline—are called Cadets—dress in uniform, and are instructed in Infantry, Rifle, and Artillery Drill, Bayonet Exercise, Fortification, Reconnoissance, Castrametation, Guard and Out-Post duty, &c., &c. All the arms and equipments necessary for drills are furnished by the State of Vermont.***
“The military feature of this institution is one which should particularly commend it to the notice, and patronage of the public at this time. The want of men skilled in Military Science and Tactics, to take command of volunteer forces, and discipline them into effective soldiers, has been severely felt in organizing the present army of the United States. The reverses with which it has met are, without doubt, owing largely to this cause. To guard against this defect in the future, it is now generally felt that young men should be educated thoroughly in every department of Military Science. In times of peace this knowledge would not incapacitate men for nor interfere with any other business;—while in times of war, it would become invaluable to the country in training an army for efficient service.”
The following persons constituted the Faculty in 1862. Rev.Edward Bourns, LL. D., President, and Professor of Moral Sciences, Ancient Languages, and Literature;Alonzo Jackman, A.M., Brigadier-General Vermont Volunteer Militia, Professor of Mathematics, Natural Philosophy, Military Science, and Tactics;Thomas R. Crosby, M.D., Professor of Anatomy, Physiology, and Natural History;Clinton S. Averill, A.M., Acting Professor of Natural Sciences;George Baillard, Professor of Modern Languages, and Linear and Architectural Drawing;Samuel W. Shattuck, B.S., Tutor in Mathematics and Military Tactics;Alonzo Jackman, A.M., Librarian.
INTRODUCTION.
Inall ages and in all countries there have been educators who recognized the importance of the physical, and more specifically, of the military element in their schemes of individual and collective teaching. No higher authority in English pedagogical literature of the liberal type, can be named in this connection, than John Milton, who, in his brief but masterly outline of “a virtuous and noble education,” includes this in the means of a complete and generous culture, that is “to fit a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war.” In the outset he demands that the number of pupils, for whose accommodations a spacious house and grounds were to be provided, should be large enough for “the convenience of a foot company or interchangeably two troops of cavalry,” so that systematic exercise could alternate with the studies and diet. In his generalprogrammehe includes studies which shall “stir up their spirits to manly and liberal exercise,” and “inflame their hearts with high hopes of living to be brave men and worthy patriots.” In the enumeration of studies he specifies mathematics, the practical aid of instruments in surveying and engineering, and their application to fortification and navigation. Living in the midst of a civil war like our own, when the preservation of constitutional liberty had summoned troops from the field, the shop, and the study, and placed men in command who had not been trained to the profession of arms, Milton directs or points out the value of studies, the mastery of whose general principles “may at some time or other save anarmy,and not let the healthy and stout bodies of young men rot away under them for want of this discipline, which is a great pity, and no less shame to the commander.” In treating specially of physical culture, Milton assigns to military drill, and use of sword and other weapons, at least an hour and a half each day, that his pupils may be equally good both for peace and war. “The exercise which I commend first is the exact use of these weapons to guard and strike safely with edge or point. This will keep them healthy, nimble, strong, and well inbreath; is also the likeliest means to make them grow large and tall, and to inspire them with a gallant and fearless courage, which being tempered with seasonable lectures and precepts to make them of true fortitude and patience, will turn into a native and heroic valor, and makes them hate the cowardice of doing wrong.” With the use of the sword Milton would associate all athletic sports “wherein Englishmen are apt to excel.” And after the day’s study has been thoroughly done, “with minds in good tune and satisfaction,” he would occupy the “two hours before supper in military motions, under sky, or cover, according to the season, as was the Roman wont; first on foot, then as their age permits, on horseback to all the art of cavalry; that having in spirit, but with much exactness and daily muster, served out the rudiments of their soldiership in the skill of embattling, marching, encamping, fortifying, besieging and battering, with all the helps of ancient and modern strategems, tactics, and warlike maxims, they may, as it were, out of a long war come forth renowned and perfect commanders in the service of their country. They would not then if they were trusted with fair and hopeful armies, suffer them for want of just and wise discipline to shed away from about them like sick feathers, though they be never so oft supplied; they would not suffer these empty and unrecruitable colonels to quaff out or convey into secret hoards the wages of a delusive list and miserable remnant. No, certainly, if they knew aught of that knowledge which belongs to good men or good governors, they would not suffer these things.” To these school studies and practical exercises, Milton would add excursions “to all quarters of the land, learning and observing all places of strength, all material for building, all soil for towns and tillage, harbors and ports of trade. These ways would try all their peculiar gifts of Nature, and if there is any secret excellence among them, would fetch it out and give it fair opportunities to advance itself by.”
The views of Milton in favor of military exercises can not be attributed to any professional bias, for his tastes and his habits of life were in the shaded walks of the academy, “contemplating the serene countenance of truth in the still air of delightful study.”
The example of Switzerland can be cited on the side of their practicality, on a scale as liberal and much more popular than their author at the time contemplated; and quite recently (1871), the Federal war authorities propose that the older boys in the secondary and superior schools shall be instructed in outpost and skirmishing duties.