HISTORICAL NOTICE.
TheVirginia Military Instituteat Lexington, was established in 1839, and was organized and conducted from the start on the plan of the Military Academy at West Point, by Col. Francis H. Smith, a graduate of that institution of the class of 1833, and professor there from 1834 to 1836.
The State makes an annual appropriation of $15,000 for its support, on the basis of which a certain number (usually 36) cadets are admitted without charge; in consideration of which they are required to teach in some school of the State for two years after graduation. In the selection of State cadets regard is had to their capacity to profit, and inability to pay the expenses of tuition and board, and an equal representation of each senatorial district. Any commissioned officer of the militia of the State can become a student for a period not exceeding ten months, and receive instruction in any or all departments of military science taught therein, without charge for tuition.
The course of instruction was from the start distinctly scientific, and since its return [from Richmond where it was removed after the destruction of its building and library, when Lexington was taken possession of by Gen. Hunter] in 1866, and its reorganization on its present basis of a general School of Applied Science, it has become even technic in reference to all the chief industries and natural resources of Virginia.
The origin and military character of the Institute are thus set forth by the Superintendent in an address to the Corps of Cadets, Sept. 10, 1866:
Peculiar circumstances gave to this Institution its distinctive military character. Here the State had a deposit of arms, in an arsenal, which had been established for many years before the organization of the Institution, and the annuity which had been formerly given to the public guard by the State, was transferred to the Virginia Military Institute, as the basis of its support. Upon this foundation the Virginia Military Institute was established, and as the duty imposed upon the cadet was military, so military discipline and military instruction became an essential and distinctive feature in the education it supplied. Besides daily exercises in the school of the soldier, company, and battalion ininfantry, and of the piece and battery inartillerytactics, minute instruction isgiven in the class-room, upon all the theoretic branches of the military art, embracing, in addition to those enumerated,ordnanceandgunnery,military strategyandmilitary history, and the principles and practice of field and permanent fortifications.It is not necessary that I should say any thing, at this time, to vindicate the completeness of the arrangements made in this institution for theoretical and practical military education. The sanguinary conflict which has just closed has fully tested its efficiency.One-tenthof the Confederate Armies was commanded by the éléves of this school, embracing threemajor generals, thirtybrigadier generals, sixtycolonels, fiftylieutenant colonels, thirtymajors, one hundred and twenty-fivecaptains, between two and three hundredlieutenants; and the terrible results of the battles, in numbering one hundred and twenty-five of these among thekilled, and three hundred and fifty among thewounded, show that the éléves of this institution met the call of their country with an earnestness of devotion which places them in most honorable distinction for their heroic defense of what they believed to be right.17
Peculiar circumstances gave to this Institution its distinctive military character. Here the State had a deposit of arms, in an arsenal, which had been established for many years before the organization of the Institution, and the annuity which had been formerly given to the public guard by the State, was transferred to the Virginia Military Institute, as the basis of its support. Upon this foundation the Virginia Military Institute was established, and as the duty imposed upon the cadet was military, so military discipline and military instruction became an essential and distinctive feature in the education it supplied. Besides daily exercises in the school of the soldier, company, and battalion ininfantry, and of the piece and battery inartillerytactics, minute instruction isgiven in the class-room, upon all the theoretic branches of the military art, embracing, in addition to those enumerated,ordnanceandgunnery,military strategyandmilitary history, and the principles and practice of field and permanent fortifications.
It is not necessary that I should say any thing, at this time, to vindicate the completeness of the arrangements made in this institution for theoretical and practical military education. The sanguinary conflict which has just closed has fully tested its efficiency.One-tenthof the Confederate Armies was commanded by the éléves of this school, embracing threemajor generals, thirtybrigadier generals, sixtycolonels, fiftylieutenant colonels, thirtymajors, one hundred and twenty-fivecaptains, between two and three hundredlieutenants; and the terrible results of the battles, in numbering one hundred and twenty-five of these among thekilled, and three hundred and fifty among thewounded, show that the éléves of this institution met the call of their country with an earnestness of devotion which places them in most honorable distinction for their heroic defense of what they believed to be right.17
We give the organization and course of instruction from the latest Circular, issued by the Superintendent.
Academic Staff.Superintendent, and Professor of Mathematics and Moral Philosophy—General Francis H. Smith, A.M.Professor of Latin, and, English Literature—Col. John T. L. Preston, A.M.Professor of Practical Engineering, Architecture, and Drawing—Col. Thomas H. Williamson.Professor of Agriculture—Col. Wm. Gilham, A.M., (Philip St. George Cocke).18Professor of Animal and Vegetable Physiology applied to Agriculture—Col. Robert L. Madison, M. D. (Mercer).19Commandant of Cadets, Instructor of Infantry, Cavalry, and Artillery Tactics, and Professor of Military History and Strategy—Col. Scott Ship.Professor of Mathematics—Col. James W. Massie.Professor of Natural and Experimental Philosophy—Col. William B. Blair, (Jackson).Professor of Civil and Military Engineering and Applied Mechanics—General G. W. C. Lee.Professor of Practical Astronomy, Geology, Descriptive and Physical Geography and Meteorology—Col. John M. Brooke.Professor of Geology, Mineralogy, and Metallurgy—Col. Marshall McDonald.Professor of General and Applied Chemistry—Col. M. B. Hardin.Professor of Modern Languages—Col. Thomas M. Semmes.Professor of Physics and Superintendent of Physical Survey of Virginia—Commodore M. E. Maury, LL. D.Professor of Fine Arts—Col. William D. Washington.Assistant Professors.Assistant in Physics—Col. W. E. Cutshaw.Assistant Professor of French Language—Capt. O. C. Henderson.Assistant Prof, of Chemistry, Mineralogy, and Geology—Capt. J. H. Morrison.Assistant Professor of English, and Drawing—Lieut. James H. Waddell.Assistant Professor of Latin—Capt. Win. M. Patton.Assistant Professor of Mathematics—Lieut. R. H. Cousins.Assistant Prof. of Geography, Drawing and Tactics—Capt. Wm. B. Pritchard.Assistant Professor of Mineralogy, Latin, and Tactics—Capt. W. H. Butler.Assistant Professor of Natural Philosophy and Latin—Lieut. R. E. Nelson.Assistant Professor of Mathematics—Lieut. W. C. Powell.Assistant Professor of Latin—Lieut. James E. Heath.Assistant Professor of Drawing—Lieut. M. Palmer.Assistant Professor of Tactics—Capt. W. Denham.Assistant Professor of Mathematics, &c.,—Capt. G. K. Macon.Military Staff.Surgeon—Col. R. L.Madison.Ass’t Surgeon—H. T. Barton, M.D.Act’g Treasurer—Capt. W. A. Deas.Com. and Steward—Capt. J. T. Gibbs.Adjutant—Capt. F. H. Smith, Jr.
Academic Staff.
Superintendent, and Professor of Mathematics and Moral Philosophy—General Francis H. Smith, A.M.
Professor of Latin, and, English Literature—Col. John T. L. Preston, A.M.
Professor of Practical Engineering, Architecture, and Drawing—Col. Thomas H. Williamson.
Professor of Agriculture—Col. Wm. Gilham, A.M., (Philip St. George Cocke).18
Professor of Animal and Vegetable Physiology applied to Agriculture—Col. Robert L. Madison, M. D. (Mercer).19
Commandant of Cadets, Instructor of Infantry, Cavalry, and Artillery Tactics, and Professor of Military History and Strategy—Col. Scott Ship.
Professor of Mathematics—Col. James W. Massie.
Professor of Natural and Experimental Philosophy—Col. William B. Blair, (Jackson).
Professor of Civil and Military Engineering and Applied Mechanics—General G. W. C. Lee.
Professor of Practical Astronomy, Geology, Descriptive and Physical Geography and Meteorology—Col. John M. Brooke.
Professor of Geology, Mineralogy, and Metallurgy—Col. Marshall McDonald.
Professor of General and Applied Chemistry—Col. M. B. Hardin.
Professor of Modern Languages—Col. Thomas M. Semmes.
Professor of Physics and Superintendent of Physical Survey of Virginia—Commodore M. E. Maury, LL. D.
Professor of Fine Arts—Col. William D. Washington.
Assistant Professors.
Assistant in Physics—Col. W. E. Cutshaw.
Assistant Professor of French Language—Capt. O. C. Henderson.
Assistant Prof, of Chemistry, Mineralogy, and Geology—Capt. J. H. Morrison.
Assistant Professor of English, and Drawing—Lieut. James H. Waddell.
Assistant Professor of Latin—Capt. Win. M. Patton.
Assistant Professor of Mathematics—Lieut. R. H. Cousins.
Assistant Prof. of Geography, Drawing and Tactics—Capt. Wm. B. Pritchard.
Assistant Professor of Mineralogy, Latin, and Tactics—Capt. W. H. Butler.
Assistant Professor of Natural Philosophy and Latin—Lieut. R. E. Nelson.
Assistant Professor of Mathematics—Lieut. W. C. Powell.
Assistant Professor of Latin—Lieut. James E. Heath.
Assistant Professor of Drawing—Lieut. M. Palmer.
Assistant Professor of Tactics—Capt. W. Denham.
Assistant Professor of Mathematics, &c.,—Capt. G. K. Macon.
Military Staff.
Surgeon—Col. R. L.Madison.
Ass’t Surgeon—H. T. Barton, M.D.
Act’g Treasurer—Capt. W. A. Deas.
Com. and Steward—Capt. J. T. Gibbs.
Adjutant—Capt. F. H. Smith, Jr.
III. SCHOOLS AND COURSES OF INSTRUCTION.
Academic Schools.
First Year—Fourth Class.—Arithmetic (Smith and Duke’s); Algebra (Smith’s); Geometry (Smith’s Legendre); Plane and Spherical Trigonometry (Smith’s); French (Levizac and La Porte’s Grammar, Gil Blas, Pinney No. 5, Fasquelle); Geography (Maury); Pencil and Pen Drawing: Composition and Declamation; Latin (Cæsar, Virgil, Cicero, Horace).Second Year—Third Class.—Descriptive Geometry (Smith’s); Analytical Geometry (Smith’s Biot); Shades, Shadows and Perspective (Lectures): Differential and Integral Calculus (Courternay and La Croix); Surveying (Field Exercise); French (Noel and Chapsal, Laporte and Collot, French Classics); Latin (Cæsar, Virgil, Livy, and Cicero); Mechanical Drawing, Composition, and Declamation; Physics (Ganot).Third Year—Second Class.—Natural Philosophy (Bartlett and Bouchalat’s Mechanics, Bartlett’s Optics and Acoustics, Bartlett and Gummere’s Astronomy); Latin (Terence and Horace); Chemistry (Fownes, and Practical Instruction in Laboratory); Physical Geography (Somerville); Infantry Tactics.Fourth Year—First Class.—Civil Engineering (Mahan, Rankine, and Lectures); Military Engineering (Laisne, aide memoire); Architecture (Lectures and Drawing); Human Physiology (Kirke); Military History and Strategy (Jomini); Rhetoric (Blair); Intellectual Philosophy (Wayland); Logic (Whately); Moral Philosophy (Paley and Butler); Constitution of United States (Kent); Mineralogy (Dana); Geology (Gray and Adams); Infantry tactics (Hardee); Artillery and Ordnance (Benton and United States Tactics).
First Year—Fourth Class.—Arithmetic (Smith and Duke’s); Algebra (Smith’s); Geometry (Smith’s Legendre); Plane and Spherical Trigonometry (Smith’s); French (Levizac and La Porte’s Grammar, Gil Blas, Pinney No. 5, Fasquelle); Geography (Maury); Pencil and Pen Drawing: Composition and Declamation; Latin (Cæsar, Virgil, Cicero, Horace).
Second Year—Third Class.—Descriptive Geometry (Smith’s); Analytical Geometry (Smith’s Biot); Shades, Shadows and Perspective (Lectures): Differential and Integral Calculus (Courternay and La Croix); Surveying (Field Exercise); French (Noel and Chapsal, Laporte and Collot, French Classics); Latin (Cæsar, Virgil, Livy, and Cicero); Mechanical Drawing, Composition, and Declamation; Physics (Ganot).
Third Year—Second Class.—Natural Philosophy (Bartlett and Bouchalat’s Mechanics, Bartlett’s Optics and Acoustics, Bartlett and Gummere’s Astronomy); Latin (Terence and Horace); Chemistry (Fownes, and Practical Instruction in Laboratory); Physical Geography (Somerville); Infantry Tactics.
Fourth Year—First Class.—Civil Engineering (Mahan, Rankine, and Lectures); Military Engineering (Laisne, aide memoire); Architecture (Lectures and Drawing); Human Physiology (Kirke); Military History and Strategy (Jomini); Rhetoric (Blair); Intellectual Philosophy (Wayland); Logic (Whately); Moral Philosophy (Paley and Butler); Constitution of United States (Kent); Mineralogy (Dana); Geology (Gray and Adams); Infantry tactics (Hardee); Artillery and Ordnance (Benton and United States Tactics).
Special School of Applied Science.
The Special School of Applied Science, in the Virginia Military Institute, is arranged in sevenCourses, which may be prosecuted separately or in combination: 1. Architecture; 2. Civil Engineering; 3. Machines; 4. Mining; 5. Analytical and Applied Chemistry; 6. Metallurgy; 7. Agriculture.I.Architecture.—1.Drawing—Including pen and colored topography, mechanical lettering and coloring. 2.Materials—Stone, brick, wood, mortar, mastics, glue, paints, &c. 3.Masonry—Retaining walls, walls of inclosure, edifices, ornaments, arches, stone-cutting. 4.Carpentry—Timbers, framing, beams, joints, floors, partitions, roofs, domes, centres, windows, stairways. 5.Foundations—In water, on land. 6.Classical Architecture—Orders, Egypt, Rome, Greece. 7.Design.8.Romanesque.9.Gothic.II.Civil Engineering.—1.Drawing—Pen and colored topography, mechanical, etc. 2.Materials—Same as in Course of Architecture. 4.Carpentry—Same as in Course of Architecture. 5.Foundation—Same as in Course of Architecture. 6.Surveying—Running lines and curves for common and railroads, canals, leveling profiles, estimates, &c. 7.Bridges—Stone, Wooden, Iron. 8.Common Roads.9.Railroads.10.Tunnels.11.Locomotives.12.Canals.13. Rivers, Docks, Harbors. 14.Mining.III.—Machines—General Principles of Machines.—Muscular Power—Power of men, Power of horses, etc.Water Power and Wind Power—Sources of water for Power. Water-Power Engines in general. Water-BucketEngines. Water-Pressure Engines. Vertical Water-wheels. Turbines. Fluid-on-Fluid, Impulse-Engines, Windmills.Steam and other Heat Engines—Relations of the Phenomena of Heat. Combustion and Fuel. Principles of Thermodynamics, Furnaces and Boilers. Steam-Engines. Electro-Magnetic Engines.IV.—Mining.—Course of Lectures on Mining—Embracing prospecting, breaking ground, boring, blasting, tubing, sinking shafts, driving tunnels, ventilating and lighting; the different methods of working mines; mining machinery and motors, engines, horses, pumps, wagons, drums, etc.; dressing and concentration of Minerals, crushers, stamps, washers, amalgamators, etc.; quarrying and open workings; details of mining in this country and statistics.Drawing.—Geological maps and sections; coloring the same; and plans and sections of mines, quarries and other open workings; mining machinery and implements; plans of ventilation.V.—Metallurgy.—Geologyof Coal, Iron, Copper, Lead, Zinc, Salt, etc.Metallurgy—Review of more important metals and their ores; Metallurgical implements, structures, and processes, crucibles, furnaces, blowing machines; details of the smelting and manufacture of Iron, Copper, Lead, Silver, Gold, etc.Drawing—Coloring of maps and sections; drawing of furnaces, refiners, cokeing ovens; Metallurgical apparatus.VI.—Analytical and Applied Chemistry.—In the Laboratory facilities are afforded for prosecuting the various branches of practical Chemistry. Each student will work independently of the others, receiving personal guidance and instruction from the Professors. In the last year the course may be varied according to the special object the student has in view.The following is an outline ofSystematic Course for Students in Mining and Metallurgy:1. Qualitative Analysis. 2. Quantitative Analysis; (a.) Analysis of substances of known composition; (b.) Analysis of ores, slags, etc. 3. Assayers—Ores of Lead, Silver, Gold, Iron, Copper, etc.VII.—Agriculture.—1.Chemistry—General and applied to Agriculture. 2.Mineralogy.3.Histology.4.Vegetable Physiology.5.Agricultural Botany.6.Zöology.7.Civil Engineering—Applied to farm bridges, roads, drainage. 8.Rural Architecture.9.Drawing.10.Anatomy and Physiology of Sub-Kingdom—Vertebrata. 11.Human Physiology.12.Hygiene and Dietetics.13.General Botany.14.Animal Toxicology.15.Veterinary Practice.16.General Principles.Chemistry, Geology, Mechanics, and Domestic Economy.
The Special School of Applied Science, in the Virginia Military Institute, is arranged in sevenCourses, which may be prosecuted separately or in combination: 1. Architecture; 2. Civil Engineering; 3. Machines; 4. Mining; 5. Analytical and Applied Chemistry; 6. Metallurgy; 7. Agriculture.
I.Architecture.—1.Drawing—Including pen and colored topography, mechanical lettering and coloring. 2.Materials—Stone, brick, wood, mortar, mastics, glue, paints, &c. 3.Masonry—Retaining walls, walls of inclosure, edifices, ornaments, arches, stone-cutting. 4.Carpentry—Timbers, framing, beams, joints, floors, partitions, roofs, domes, centres, windows, stairways. 5.Foundations—In water, on land. 6.Classical Architecture—Orders, Egypt, Rome, Greece. 7.Design.8.Romanesque.9.Gothic.
II.Civil Engineering.—1.Drawing—Pen and colored topography, mechanical, etc. 2.Materials—Same as in Course of Architecture. 4.Carpentry—Same as in Course of Architecture. 5.Foundation—Same as in Course of Architecture. 6.Surveying—Running lines and curves for common and railroads, canals, leveling profiles, estimates, &c. 7.Bridges—Stone, Wooden, Iron. 8.Common Roads.9.Railroads.10.Tunnels.11.Locomotives.12.Canals.13. Rivers, Docks, Harbors. 14.Mining.
III.—Machines—General Principles of Machines.—Muscular Power—Power of men, Power of horses, etc.Water Power and Wind Power—Sources of water for Power. Water-Power Engines in general. Water-BucketEngines. Water-Pressure Engines. Vertical Water-wheels. Turbines. Fluid-on-Fluid, Impulse-Engines, Windmills.Steam and other Heat Engines—Relations of the Phenomena of Heat. Combustion and Fuel. Principles of Thermodynamics, Furnaces and Boilers. Steam-Engines. Electro-Magnetic Engines.
IV.—Mining.—Course of Lectures on Mining—Embracing prospecting, breaking ground, boring, blasting, tubing, sinking shafts, driving tunnels, ventilating and lighting; the different methods of working mines; mining machinery and motors, engines, horses, pumps, wagons, drums, etc.; dressing and concentration of Minerals, crushers, stamps, washers, amalgamators, etc.; quarrying and open workings; details of mining in this country and statistics.
Drawing.—Geological maps and sections; coloring the same; and plans and sections of mines, quarries and other open workings; mining machinery and implements; plans of ventilation.
V.—Metallurgy.—Geologyof Coal, Iron, Copper, Lead, Zinc, Salt, etc.
Metallurgy—Review of more important metals and their ores; Metallurgical implements, structures, and processes, crucibles, furnaces, blowing machines; details of the smelting and manufacture of Iron, Copper, Lead, Silver, Gold, etc.
Drawing—Coloring of maps and sections; drawing of furnaces, refiners, cokeing ovens; Metallurgical apparatus.
VI.—Analytical and Applied Chemistry.—In the Laboratory facilities are afforded for prosecuting the various branches of practical Chemistry. Each student will work independently of the others, receiving personal guidance and instruction from the Professors. In the last year the course may be varied according to the special object the student has in view.
The following is an outline ofSystematic Course for Students in Mining and Metallurgy:1. Qualitative Analysis. 2. Quantitative Analysis; (a.) Analysis of substances of known composition; (b.) Analysis of ores, slags, etc. 3. Assayers—Ores of Lead, Silver, Gold, Iron, Copper, etc.
VII.—Agriculture.—1.Chemistry—General and applied to Agriculture. 2.Mineralogy.3.Histology.4.Vegetable Physiology.5.Agricultural Botany.6.Zöology.7.Civil Engineering—Applied to farm bridges, roads, drainage. 8.Rural Architecture.9.Drawing.10.Anatomy and Physiology of Sub-Kingdom—Vertebrata. 11.Human Physiology.12.Hygiene and Dietetics.13.General Botany.14.Animal Toxicology.15.Veterinary Practice.16.General Principles.Chemistry, Geology, Mechanics, and Domestic Economy.
IV. SYSTEM OF INSTRUCTION AND GOVERNMENT.
The System of Instruction and Government is founded upon that of the United States Military Academy at West Point.As soon as a young man enters the Institution, it assumes over him an entire control, and not only directs his moral and intellectual education, but provides every thing required for his personal wants or comfort. A Cadet, may, if his parents desire it, remain in charge of the Institution for the entire term of four years, as the system of government keeps it always in operation. The months of July and August, in each year, are devoted exclusively to Military Exercises. Furloughs are granted to those who may desire it, in turn, during this period. The Cadets are lodged and boarded in the Institution, their Clothing, Books, and other supplies, being provided by the Quartermaster of the Institute,at cost. The sick are under the special care of the Surgeon, with Hospital and other facilities for nursing.The energy, system, subordination, and self-reliance which the military government of the Institute cultivates, give a practical character to the education which it supplies. The high reputation which its Alumni have established for the School is the evidence of its value.
The System of Instruction and Government is founded upon that of the United States Military Academy at West Point.
As soon as a young man enters the Institution, it assumes over him an entire control, and not only directs his moral and intellectual education, but provides every thing required for his personal wants or comfort. A Cadet, may, if his parents desire it, remain in charge of the Institution for the entire term of four years, as the system of government keeps it always in operation. The months of July and August, in each year, are devoted exclusively to Military Exercises. Furloughs are granted to those who may desire it, in turn, during this period. The Cadets are lodged and boarded in the Institution, their Clothing, Books, and other supplies, being provided by the Quartermaster of the Institute,at cost. The sick are under the special care of the Surgeon, with Hospital and other facilities for nursing.
The energy, system, subordination, and self-reliance which the military government of the Institute cultivates, give a practical character to the education which it supplies. The high reputation which its Alumni have established for the School is the evidence of its value.
V. DEGREES.
A Diploma, signed by the Governor of Virginia and by the Visitors and Faculty, is awarded to all Cadets who may pass approved examinations on all the studies of the Academic School, with the title of “Graduate of the Virginia Military Institute.” A like Diploma is awarded to all who may complete the course prescribed for either of theSpecial Schools of Applied Science, with the title of “Graduate” in such school.
A Diploma, signed by the Governor of Virginia and by the Visitors and Faculty, is awarded to all Cadets who may pass approved examinations on all the studies of the Academic School, with the title of “Graduate of the Virginia Military Institute.” A like Diploma is awarded to all who may complete the course prescribed for either of theSpecial Schools of Applied Science, with the title of “Graduate” in such school.
INTRODUCTION.
Inthe Act of Congress (July, 1862) making grants of public lands to the several States for the endowment of State Schools of Agriculture and the Mechanic Arts, it is provided that military tactics shall be included in their schemes of instruction; and by an Act of March, 1869, the President is authorized to detail an army officer to each institution, to instruct in such tactics. On these two provisions, with further cooperative legislation, State and National, a system of military instruction can be gradually developed, which, for economy, efficiency, and uniformity, will meet all the conditions of a national armament, and compare favorably, as against foreign invasion or domestic insurrection, with that of Switzerland or Prussia. Thus far the subject has received only slight attention, and the connection of these departments with the State militia, or volunteer companies, or the appointment of cadets to our national military schools or to vacancies in the army, has not been discussed. We state briefly what is attempted in a few of these schools:
CORNELL UNIVERSITY AT ITHACA, N.Y.
In Cornell University (to which the United States Land Grant of 989,000 acres of land was assigned by the Legislature of New York, and which Mr. Ezra Cornell has endowed with the sum of $525,000, securely invested and drawing interest at seven per cent.), the military tactics is incorporated into the general organization of the students, and made the basis of the College of Military Science. (1.) Attendance on military exercises is made obligatory on every able-bodied student; and for this purpose the whole number is organized into a military corps—arms and equipments being furnished by the State—under the Military Professor, who has the title of Commandant, and is aided in his duties by a staff, selected in view of military aptitude, general deportment, and proficiency in studies. (2.) All students are required to observe and conform to such regulations as may, from time to time, be promulgated by the Commandant; provide themselves with the university cap for ordinary wear, and with the blouse or fatigue cap for parade; and areheld to strict accountability for the proper use of the arms and other property issued to them. (3.) The practical instruction for all students embraces infantry and artillery tactics, and special exercises with the sabre, sword, and bayonet; and (4.) for those who elect, a military course consisting of (a.)Military Engineering, (b.)the Art of War, and (c.)Military Law. At the close of each year, after the graduating exercises, the Faculty will recommend to the Governor of the State a list (not exceeding one in every ten of such graduates), distinguished for general proficiency in any one of the complete University courses, special attainments in military science, expertness in military exercises, and of good moral character and of sound health, with a request to transmit the same to the President of the United States for his consideration in making appointments for positions in which such qualifications are demanded.
STATE AGRICULTURAL COLLEGE AT AMHERST, MASS.
The Military features of the Course of Study were originally administered by Capt. Henry E. Alvord, of the United States Army, who had been specially charged with this instruction in the Military Institute and University at Norwich, Vt. The specifications are:
Freshman Year.—First Term—Military Drill; Infantry Tactics; School of the Soldier;Second Term—Do.; and School of the Company and Manual of Arms.Third Term—Do.; and School of the Company and Battalion.Sophomore Year.—First Term—Military Drill; Infantry Tactics; Manual of the Bayonet and Instruction in duty as Skirmishers.Second Term—Do.; and Bayonet Exercise.Third Term—Do.; and Skirmish and Battalion Drill; Guard Duty; and Forms of Parade and Review.Junior Year.—Third Term—Military Drill; Artillery Tactics; School of the Piece.Second Term—Do.; and Artillery and Cavalry Tactics; Manual of the Sabre; School of the Trooper dismounted; Instruction in Heavy Artillery Tactics and Gunnery.Third Term—Do.; School of the Section; Infantry Tactics; Battalion Drill.Senior Year.—First Term—Military Drill and Cavalry, Artillery and Infantry Tactics; Duty as Drill Masters and Officers in Infantry and Artillery Drill; Theoretical Instruction in Cavalry Tactics, and the organization and uses of Cavalry.Second Term—Military Drill and Cavalry Tactics; Sabre Exercise.Third Term—Military Drill; Target Practice; Sword Play: and General Drill.
Freshman Year.—First Term—Military Drill; Infantry Tactics; School of the Soldier;Second Term—Do.; and School of the Company and Manual of Arms.Third Term—Do.; and School of the Company and Battalion.
Sophomore Year.—First Term—Military Drill; Infantry Tactics; Manual of the Bayonet and Instruction in duty as Skirmishers.Second Term—Do.; and Bayonet Exercise.Third Term—Do.; and Skirmish and Battalion Drill; Guard Duty; and Forms of Parade and Review.
Junior Year.—Third Term—Military Drill; Artillery Tactics; School of the Piece.Second Term—Do.; and Artillery and Cavalry Tactics; Manual of the Sabre; School of the Trooper dismounted; Instruction in Heavy Artillery Tactics and Gunnery.Third Term—Do.; School of the Section; Infantry Tactics; Battalion Drill.
Senior Year.—First Term—Military Drill and Cavalry, Artillery and Infantry Tactics; Duty as Drill Masters and Officers in Infantry and Artillery Drill; Theoretical Instruction in Cavalry Tactics, and the organization and uses of Cavalry.Second Term—Military Drill and Cavalry Tactics; Sabre Exercise.Third Term—Military Drill; Target Practice; Sword Play: and General Drill.
The Committee of Examination for 1870 report as follows:
Your Committee can not refrain from alluding to the interest which all the young men take in the drills, the evident beneficial effect upon their bearing and health, and the value of the accomplished soldiers and officers thus, made for the future service of the Commonwealth, in the event of another call to send forth her sons for herself or the nation. Were no other result accomplished by this institution, the money of the Commonwealth could be no more judiciously expended, and yet this is but an incident to the regular course.The Principal, Col. Clark, writes: “We have a fine hall for in-door exercise, and are furnished by the State with cannon, breech-loading rifles, sabres, &c., and consider our course a decided success. Our graduates are able to act as officers in infantry and artillery regiments, and I believe our system, as we are organized and taught by a West Point graduate, a most excellent and economical substitute for the ordinary militia system.”
Your Committee can not refrain from alluding to the interest which all the young men take in the drills, the evident beneficial effect upon their bearing and health, and the value of the accomplished soldiers and officers thus, made for the future service of the Commonwealth, in the event of another call to send forth her sons for herself or the nation. Were no other result accomplished by this institution, the money of the Commonwealth could be no more judiciously expended, and yet this is but an incident to the regular course.
The Principal, Col. Clark, writes: “We have a fine hall for in-door exercise, and are furnished by the State with cannon, breech-loading rifles, sabres, &c., and consider our course a decided success. Our graduates are able to act as officers in infantry and artillery regiments, and I believe our system, as we are organized and taught by a West Point graduate, a most excellent and economical substitute for the ordinary militia system.”
LOUISIANA STATE UNIVERSITY.
The Louisiana State Universitywas founded as “a State Seminary of Learning and Military Academy” by the Legislature in 1855, near Alexandria, in the Parish of Rapides, on endowments of land made by the General Government at different times, from 1806 to 1827, for establishing “a Seminary of Learning.” It was opened for the reception of students, January 2, 1860, and organized on a military basis, under the superintendence of Col. W. T. Sherman (now General-in-Chief, United States Army), who resigned his position, February 2, 1861, on the hostile demonstration of the State of Louisiana against the authority of the United States. The instruction of the institution continued under Col. W. E. M. Linfield, till April 22, 1863, when its operations were closed by the disasters of the War, to be reopened on the first of October, 1865, only to be closed again by the utter destruction of its extensive buildings by fire on the 15th of October, 1869. On the 1st of November following, its exercises were resumed at Baton Rouge, in the extensive building of the Asylum for the Deaf and Dumb, which was placed temporarily for the occupancy of the classes, and a portion of the students. The session of 1871, under the superintendence of Col. D. F. Boyd, closed with 217 matriculated Cadets, of whom 128 were admitted on the State Cadet warrants.
The Law of March 16, 1870, relative to the appointment of Beneficiary Cadets, provides that each parish shall delegate two, and the city of New Orleans, by its Board of School Directors, twenty cadets, to be selected from the members of the highest class in the public school of such parishes and city, distinguished for their scholarship and good conduct, and whose parents may not be able to provide for their necessary expenses for tuition and maintenance at the State Seminary; and at the expiration of their residence at the University which can not exceed four years, these Beneficiary Cadets are required to teach school within the State for two years, on penalty of default to the amount of the sum paid by the State.
WABASH COLLEGE, CRAWFORDSVILLE, INDIANA.
By arrangement with the Trustees of Wabash College, the Legislature of Indiana has authorized the County Commissioners of each county to appoint one person to receive the advantages of the institution for five years, free of tuition, in consideration of a portion of the State’s quota of the United States Land Grant, for agricultural and mechanical Arts Colleges; and to meet the requirements of the law of Congress, the college has established a Scientific Course,and under the superintendence of a Professor of Military Science, daily instruction in Tactics and Gymnastics is given to the students by divisions with a weekly drill of all, as a battalion. TheCollege Courantthus notices the new hall for Gymnastics and Tactics:
The physical culture of this institution is under the charge of the Chair of Military Science, and for the purpose of this culture a building has been erected which is more comprehensive than usual in gymnasiums, and is quite unique in some particulars. Work was commenced last August, and in fifty days the roof was receiving the slate. The building presents the form of a cross, of equal members, and the ground service of seven thousand five hundred feet, is thus divided: A marching and running course, of three hundred feet, twelve feet wide, and seventeen feet high; a gymnasium sixty feet by twenty-six, and twenty-four feet high, ventilated and lighted by a central tower fifty feet in height; an armory and gun-room, for care of small arms and artillery; and a room for fencing, boxing, quoits and other manly exercises. In the four transepts above, are topographical room, model room; reading room, for maps, charts, etc., and bath rooms. All these, through interior glass fronts, furnish a full view of the Exercise Hall, within and below. The small-arms used are the “light, cadet, breech-loading rifle,” similar to those last issued to the Military Academy at West Point, and were manufactured by the United States at the Springfield Arsenal for the use of students receiving their instruction.
The physical culture of this institution is under the charge of the Chair of Military Science, and for the purpose of this culture a building has been erected which is more comprehensive than usual in gymnasiums, and is quite unique in some particulars. Work was commenced last August, and in fifty days the roof was receiving the slate. The building presents the form of a cross, of equal members, and the ground service of seven thousand five hundred feet, is thus divided: A marching and running course, of three hundred feet, twelve feet wide, and seventeen feet high; a gymnasium sixty feet by twenty-six, and twenty-four feet high, ventilated and lighted by a central tower fifty feet in height; an armory and gun-room, for care of small arms and artillery; and a room for fencing, boxing, quoits and other manly exercises. In the four transepts above, are topographical room, model room; reading room, for maps, charts, etc., and bath rooms. All these, through interior glass fronts, furnish a full view of the Exercise Hall, within and below. The small-arms used are the “light, cadet, breech-loading rifle,” similar to those last issued to the Military Academy at West Point, and were manufactured by the United States at the Springfield Arsenal for the use of students receiving their instruction.
CALIFORNIA STATE UNIVERSITY.
The University of the State of Californiahas a Military Department to meet the requirements of the Act of Congress, under the directions (1871) of Professor (General) Welcker and Assistant Professor F. Soulé, graduates of the West Point Academy. The Adjutant General (Thos. N. Cazneau) of the State in his Report to the Governor, dated September 1, 1870, remarks:
The gratifying success with which the military department of the State University has been conducted is worthy of special notice, and I am happy to announce that perfect discipline and a high state of proficiency pervade the department of military study at that institution. The cadets were incorporated with the National Guard of the State by Act of the last legislature, and have been formed into four companies of infantry, and instructed most fully and perfectly in that branch of military service. A personal inspection of the battalion enables me to speak of its condition with confidence. I find both officers and cadets thoroughly up to the requirements of the infantry soldier, perfect in carriage, most proficient in the use of arms, steady in marching and all company formations, and, in the manœuvres of the battalion, challenging an admiration worthy to be elicited by a veteran soldiery. Theirensembleis striking, and the effect of a thorough military training upon the young gentlemen of the University is largely manifested in their erect and graceful personal appearance and movements, apparent not only when upon duty but in their ordinary walks of every-day occupation; while the gentlemanly and high-toned courtesy that pervades the whole body may not unjustly be attributed, in a large degree, to their military studies and military habits. The young officers evince excellent characteristics of command, great dignity of deportment and admirable ability in imparting instruction. I can not too highly commend to your attention the whole military condition of the cadets of the State University, and to ask for them your fostering care and encouragement, and that of the Legislature.
The gratifying success with which the military department of the State University has been conducted is worthy of special notice, and I am happy to announce that perfect discipline and a high state of proficiency pervade the department of military study at that institution. The cadets were incorporated with the National Guard of the State by Act of the last legislature, and have been formed into four companies of infantry, and instructed most fully and perfectly in that branch of military service. A personal inspection of the battalion enables me to speak of its condition with confidence. I find both officers and cadets thoroughly up to the requirements of the infantry soldier, perfect in carriage, most proficient in the use of arms, steady in marching and all company formations, and, in the manœuvres of the battalion, challenging an admiration worthy to be elicited by a veteran soldiery. Theirensembleis striking, and the effect of a thorough military training upon the young gentlemen of the University is largely manifested in their erect and graceful personal appearance and movements, apparent not only when upon duty but in their ordinary walks of every-day occupation; while the gentlemanly and high-toned courtesy that pervades the whole body may not unjustly be attributed, in a large degree, to their military studies and military habits. The young officers evince excellent characteristics of command, great dignity of deportment and admirable ability in imparting instruction. I can not too highly commend to your attention the whole military condition of the cadets of the State University, and to ask for them your fostering care and encouragement, and that of the Legislature.
There are several colleges in California in which military instruction is introduced; prominent among them is St. Augustine College at Benicia, and McClure’s Academy at Oakland. At each there are about 100 boys, fully equipped and drilled as infantry soldiers.
Alden Partridge, Captain in the United States Corps of Engineers, Professor and Superintendent of the Military Academy at West Point, and the Founder of a class of institutions in which the military element is recognized and provided for as an essential part of the training of the American citizen, was born at Norwich in Vermont, on the 12th of January, 1785. His father was a farmer, in independent circumstances, served in the war of the Revolution, and took part in the capture of Burgoyne and his army at Saratoga. He brought up his son in the New England fashion, at such district school as the times and the country afforded in the winter, and at all sorts of work about the house and on the farm at other seasons, until he was sixteen years of age, when, being of studious turn, and fond of reading, he was allowed to fit for college, and entered Dartmouth in August, 1802. We have no knowledge of his studies in college, but it is presumed that his predilections were for the mathematics, and from the lateness with which he commenced his Latin and his subsequent declarations, his aversion was for the languages. Before completing his collegiate course he received the appointment of cadet20in the regiment of artillerists in the United States service, with orders to repair to West Point, and report himself to the commanding officer of the Military Academy at that place.
The Military Academy at the time Cadet Partridge arrived at West Point was very inadequately equipped with the men and material aids of instruction, although the two teachers appointedwere abundantly capable in their respective departments. Jared Mansfield, especially, the teacher of natural philosophy, had won such reputation in mathematical studies that he received his commission as a captain of engineers from Mr. Jefferson for the very purpose of becoming a teacher at West Point, which he did by appointment in 1802, although in reality he did not perform his duties regularly, and then only for one year, having been, in 1808, appointed by President Jefferson to the responsible post of Surveyor-General of the North-western territory. Such instruction as was given was received by Cadet Partridge in 1806, and in July of that year, he was transferred to the Corps of Engineers, and in October, commissioned as first lieutenant. In November, 1806, he was appointed assistant professor of mathematics, Fedinand K. Hassler, a little later, having been made Professor in place of Capt. Barron, retired. From Prof. Hassler, he received great help in his mathematical studies, as he afterwards repeatedly acknowledged. In 1808, Prof. Partridge was called to act in place of the Superintendent in the absence of Col. Williams, and continued to do so, with brief intervals, until January, 1815, when he was appointed to the office which he filled till March, 1816. In 1809, Mr. Hassler resigned the professorship of mathematics, and the instruction before given by him devolved on his assistant, Mr. Partridge. In 1810, he succeeded, after repeated applications to the Secretary of War, in obtaining two field pieces, for practical instruction of the Cadets as Artillerists.
In 1812, the Academy was re-organized, and was made to consist of the Corps of Engineers and the following Professors, in addition to the teachers of the French language and drawing, viz.: “one professor of natural and experimental philosophy; one professor of mathematics; and one professor of the art of engineering; each professor to have an assistant taken from the most prominent of the Officers or Cadets.” The number of Cadets was increased to two hundred and fifty, and were directed to be arranged into companies of non-commissioned officers and privates, according to the directions of the commandant of Engineers, and be officered from that corps, “for the purposes of military instruction, in all the duties of a private, non-commissioned officer, and officer, and to be encamped at least three months of each year, and taught all the duties incident to a regular camp.” The age of admission was fixed, the minimum at fourteen, and maximum at twenty-one, and preliminary knowledge to be well versed in reading, writing, and arithmetic. It was further provided that any Cadet who shall receive a regular degree from the Academical Staff, after going through all the classes,shall be considered among the candidates for a commission in any corps, according to the duties he may be judged competent to perform. The sum of $25,000 was appropriated towards the buildings, library, implements, &c. On this broad basis the Academy was progressively enlarged to its present capabilities of usefulness.
Under the new arrangement of 1812, Mr. Partridge was appointed professor of mathematics, with the pay and emoluments of a major, which appointment was soon after, at the request of the Secretary of War, exchanged for that of professor of engineering, it being found more difficult to fill the latter post than the former. The duties of this professorship he continued to discharge from September 1, 1813, till December 31, 1816.
In 1808, Capt. Partridge was ordered by Col. Williams to take charge of the internal direction and control of the Military Academy as Superintendent, which duties he discharged until January 3, 1815, when, by regulations of that date, he was made the permanent Superintendent, which post he held-till November 25th, 1816, and was finally relieved on the 13th of January, 1817.
By the regulation of January 3, 1815, the commandant of the Corps of Engineers was constitutedInspectorof the Academy, and made responsible for instruction, and to report to the Department of War. Out of this appointment, and the instructions relating thereto, grew a difference of opinion, which resulted in the final withdrawal of Capt. Partridge from the institution, the resignation of his commission in the military service of the United States, and his subsequent devotion to the dissemination by lectures and personal efforts of the views which he had formed of the education required by the American citizen, and the establishment of institutions in which these views could be carried out.
After resigning his commission in the military service of the United States, Capt. Partridge was engaged, in the summer of 1818, as military instructor to a volunteer corps, and in giving a course of lectures on fortifications and other branches of military science to a class of officers and citizens in the city of New York. The views which he then presented on the best means of national defense were in advance of the “piping times of peace” in 1818, but have been since demanded to be eminently sound and practical by the terrible experience of 1861–1862.
His chief reliance for national defense was in themilitary habitsof the great body of the American people—organized into suitable militia departments corresponding in the main to the limits of the several states, officered by men of the right capacity, scientificeducation, and military training. The officers were required to assemble annually at stated periods, either in camps or rendezvous, at some central point in the department, to receive instruction from a few competent teachers of the military art. We give the plan in his own language as published at the time.
I. Let the United States be divided into military departments, say thirty in number; each of those departments to be wholly comprised within the same state, whenever this can be done.II. To each of those departments let there be attached a military instructor, (under the authority of the United States,) who should receive the pay and emoluments of a colonel of infantry, and have the brevet-rank of a brigadier-general. These instructors to be gentlemen of established character and reputation, and who have received a regular scientific military education.III. Let the officers of each brigade of militia in the United States be required to assemble annually at stated periods, either in camp or rendezvous at some central point in the brigade, there to remain six days, for the purpose of military instruction. Let each instructor attend in succession at the several camps or places of rendezvous in his department, and devote himself assiduously to the instruction of the officers there assembled. One portion of the day might be devoted to practical drills, and field evolutions—also to the turning off, mounting, and relieving guards and sentinels, while the remainder could be most usefully employed in explaining and illustrating the principles of tactics generally, of artillery, of permanent and field fortification, the duties of troops in camp and in garrison, and such other branches as time and circumstances might permit, by means of familiar explanatory lectures.IV. Let each officer receive from the government a reasonable allowance for his expenses while attending the instruction, and also while going to, and returning from, the camp or rendezvous.Some of the principal advantages that would result from the adoption of the foregoing plan, I conceive would be as follows; viz.:—1. The same system of tactics and discipline would pervade the whole mass of the militia—the instructors being imperatively required to adhere to one system. This would be a very important advantage.2. By this means the country, in the course of a few years, would be furnished with a well organized military force, of at least one million of men, composed of the best materials in the world for soldiers; the whole of which, the officers having been regularly and correctly instructed, might be rendered, in the course of a few weeks, after being called into service, perfectly competent to the efficient discharge of all the duties of the field. This assertion is not founded upon conjecture. An experience of nearly fifteen years in military instruction, has convinced me, that any of our regiments of militia, in their present state of discipline, if brought into the field and placed under competent officers, could, by three weeks instruction, be prepared for discharging all the duties of regular troops. The instruction, then, in time of peace, of the officers, becomes an object of great importance;—that of the privates is of secondary consideration. There is no difficulty in making soldiers, when officers understand their duty, and are disposed to perform it.It may perhaps be objected to the foregoing plan, that the time proposed for the officers to remain in camp or rendezvous is too limited to admit of their deriving much advantage therefrom. In answer to this I will observe, that a due share of experience in this species of instruction, has fully convinced me, that they would acquire more correct military information in six days, under a competent and systematic instructor, than they usually acquire under the present system, during the whole period from eighteen to forty-five years of age; and that, after attending two or three similar courses, the great body of them would be perfectly competent to the correct, efficient, and useful discharge of all the duties of the field. From the best calculation I have been able to make,I feel confident, that the whole necessary expense of carrying this plan into full and effective operation, would not exceed six hundred thousand dollars—it would probably fall short of that sum. Whether the expense, then, is to be considered as disproportionate to the object in view, and therefore to constitute a barrier to its accomplishment, must be decided by the sound discretion of the representatives of the people. It appears to me, however, to bear no greater ratio to it, than does a grain of sand to the globe we inhabit. The cultivation of military science must also be viewed as of the first importance in a system of military defense for our country. The plan already detailed, is calculated for the general dissemination of practical military information throughout the community, but is not adapted to the investigation of principles. This can only be done at seminaries, where it constitutes a branch of regular attention and study; and where theory and practice can, in due proportion, be combined. At those seminaries would be formed our military instructors, our engineers, and our generals; and from those, as from so many foci, would all the improvements in the military art be diffused throughout the country.
I. Let the United States be divided into military departments, say thirty in number; each of those departments to be wholly comprised within the same state, whenever this can be done.
II. To each of those departments let there be attached a military instructor, (under the authority of the United States,) who should receive the pay and emoluments of a colonel of infantry, and have the brevet-rank of a brigadier-general. These instructors to be gentlemen of established character and reputation, and who have received a regular scientific military education.
III. Let the officers of each brigade of militia in the United States be required to assemble annually at stated periods, either in camp or rendezvous at some central point in the brigade, there to remain six days, for the purpose of military instruction. Let each instructor attend in succession at the several camps or places of rendezvous in his department, and devote himself assiduously to the instruction of the officers there assembled. One portion of the day might be devoted to practical drills, and field evolutions—also to the turning off, mounting, and relieving guards and sentinels, while the remainder could be most usefully employed in explaining and illustrating the principles of tactics generally, of artillery, of permanent and field fortification, the duties of troops in camp and in garrison, and such other branches as time and circumstances might permit, by means of familiar explanatory lectures.
IV. Let each officer receive from the government a reasonable allowance for his expenses while attending the instruction, and also while going to, and returning from, the camp or rendezvous.
Some of the principal advantages that would result from the adoption of the foregoing plan, I conceive would be as follows; viz.:—
1. The same system of tactics and discipline would pervade the whole mass of the militia—the instructors being imperatively required to adhere to one system. This would be a very important advantage.
2. By this means the country, in the course of a few years, would be furnished with a well organized military force, of at least one million of men, composed of the best materials in the world for soldiers; the whole of which, the officers having been regularly and correctly instructed, might be rendered, in the course of a few weeks, after being called into service, perfectly competent to the efficient discharge of all the duties of the field. This assertion is not founded upon conjecture. An experience of nearly fifteen years in military instruction, has convinced me, that any of our regiments of militia, in their present state of discipline, if brought into the field and placed under competent officers, could, by three weeks instruction, be prepared for discharging all the duties of regular troops. The instruction, then, in time of peace, of the officers, becomes an object of great importance;—that of the privates is of secondary consideration. There is no difficulty in making soldiers, when officers understand their duty, and are disposed to perform it.
It may perhaps be objected to the foregoing plan, that the time proposed for the officers to remain in camp or rendezvous is too limited to admit of their deriving much advantage therefrom. In answer to this I will observe, that a due share of experience in this species of instruction, has fully convinced me, that they would acquire more correct military information in six days, under a competent and systematic instructor, than they usually acquire under the present system, during the whole period from eighteen to forty-five years of age; and that, after attending two or three similar courses, the great body of them would be perfectly competent to the correct, efficient, and useful discharge of all the duties of the field. From the best calculation I have been able to make,I feel confident, that the whole necessary expense of carrying this plan into full and effective operation, would not exceed six hundred thousand dollars—it would probably fall short of that sum. Whether the expense, then, is to be considered as disproportionate to the object in view, and therefore to constitute a barrier to its accomplishment, must be decided by the sound discretion of the representatives of the people. It appears to me, however, to bear no greater ratio to it, than does a grain of sand to the globe we inhabit. The cultivation of military science must also be viewed as of the first importance in a system of military defense for our country. The plan already detailed, is calculated for the general dissemination of practical military information throughout the community, but is not adapted to the investigation of principles. This can only be done at seminaries, where it constitutes a branch of regular attention and study; and where theory and practice can, in due proportion, be combined. At those seminaries would be formed our military instructors, our engineers, and our generals; and from those, as from so many foci, would all the improvements in the military art be diffused throughout the country.
In the lectures delivered in 1818, Capt, Partridge, in view of the Inevitable disintegration by frost and moisture, and the improvements in the science of attack, anticipated the insufficiency of permanent fortifications—of works of masonry, no matter how expensively or strongly constructed—to the defense of our principal harbors against the attacks of a foreign foe; his reliance was on the general diffusion of military science and training amongst the militia, on an efficient navy, and the following plan of marine defense.
I. At the most important and exposed points on our seaboard, let one or two principal works of the most permanent kind be erected: these works to be kept in perfect repair, to be plentifully supplied with all the munitions of war, and the gun’s and carriages well secured from the weather by means of pent houses.II. In the vicinity of all the most exposed and vulnerable points on the seaboard, let spacious and permanent arsenals be constructed, in which, let there be deposited ample supplies of cannon, mortars, gun carriages, materials for platforms, and other munitions of war, where they would remain perfectly safe from the weather.III. In case of war or threatened invasion, let temporary works, either of earth, or of wood, be constructed at all the most vulnerable points, which could be readily furnished with cannon, gun carriages, platforms, and all the necessary implements and munitions from the arsenals in their vicinity.IV. As soon as peace is restored, these works should be dismantled, and all their apparatus returned to the arsenals from whence it was taken. In case of future emergencies, they could be restored, or others of the same descriptions, constructed in their places, which could be supplied from the arsenals in the manner above stated. The efficacy in marine defense, of works of the above description, I presume will not be doubted by any scientific military man. Should any one, however, be disposed to doubt it, I would beg leave to refer him to the defense of Fort Moultrie, in the harbor of Charleston, South Carolina, when attacked by the British shipping, during the Revolutionary war, and also to the defense made by the small fort at Stonington, Connecticut, when attacked in a similar manner during the last war.By adopting this system, I think the following advantages would result:—1. A more secure defense would be obtained. By knowing the description of force we had to encounter, we should be enabled to construct our temporary works in a manner the best calculated to repel it; and as the gun carriages, platforms, and implements, when taken from the arsenals, would be sound and in perfect order, we might reasonably calculate these works would make a morevigorous resistance than permanent ones, which, with their apparatus, are in a state of partial dilapidation and decay.2. The system would be much less expensive than the one by permanent fortification. Those temporary works could ordinarily be constructed by the troops with very little, if any, additional expense; but in case of pressing emergency, the zeal and patriotism of the people might be relied upon with safety, to supply any amount of labor that might be necessary, as was the case at New York in 1814. As it is not proposed they should be retained as military stations in time of peace, the expense of keeping them in repair would be nothing.
I. At the most important and exposed points on our seaboard, let one or two principal works of the most permanent kind be erected: these works to be kept in perfect repair, to be plentifully supplied with all the munitions of war, and the gun’s and carriages well secured from the weather by means of pent houses.
II. In the vicinity of all the most exposed and vulnerable points on the seaboard, let spacious and permanent arsenals be constructed, in which, let there be deposited ample supplies of cannon, mortars, gun carriages, materials for platforms, and other munitions of war, where they would remain perfectly safe from the weather.
III. In case of war or threatened invasion, let temporary works, either of earth, or of wood, be constructed at all the most vulnerable points, which could be readily furnished with cannon, gun carriages, platforms, and all the necessary implements and munitions from the arsenals in their vicinity.
IV. As soon as peace is restored, these works should be dismantled, and all their apparatus returned to the arsenals from whence it was taken. In case of future emergencies, they could be restored, or others of the same descriptions, constructed in their places, which could be supplied from the arsenals in the manner above stated. The efficacy in marine defense, of works of the above description, I presume will not be doubted by any scientific military man. Should any one, however, be disposed to doubt it, I would beg leave to refer him to the defense of Fort Moultrie, in the harbor of Charleston, South Carolina, when attacked by the British shipping, during the Revolutionary war, and also to the defense made by the small fort at Stonington, Connecticut, when attacked in a similar manner during the last war.
By adopting this system, I think the following advantages would result:—
1. A more secure defense would be obtained. By knowing the description of force we had to encounter, we should be enabled to construct our temporary works in a manner the best calculated to repel it; and as the gun carriages, platforms, and implements, when taken from the arsenals, would be sound and in perfect order, we might reasonably calculate these works would make a morevigorous resistance than permanent ones, which, with their apparatus, are in a state of partial dilapidation and decay.
2. The system would be much less expensive than the one by permanent fortification. Those temporary works could ordinarily be constructed by the troops with very little, if any, additional expense; but in case of pressing emergency, the zeal and patriotism of the people might be relied upon with safety, to supply any amount of labor that might be necessary, as was the case at New York in 1814. As it is not proposed they should be retained as military stations in time of peace, the expense of keeping them in repair would be nothing.
In the early part of 1819, Capt. Partridge was engaged in the exploring survey of the North Eastern boundary, under the fifth article of the treaty of Ghent. While on this survey he determined from barometrical and thermometrical observations of the altitudes of the Highlands dividing the rivers which flow northerly into the St. Lawrence, from those which flow southerly into the Atlantic ocean; he also made a profile of the country between several points on the St. Lawrence, and corresponding position in the state of Maine.
In 1820, Capt. Partridge resigned his position in this survey, for the purpose of carrying into practical effect a plan of education, which had occupied much of his attention since 1810, and which in its main features was, doubtless, suggested by his experience at Hanover, and West Point, and was calculated to supply certain deficiencies which he and others had already noticed in our American colleges and higher seminaries of learning. His views both of the deficiencies and their remedies were set forth in a lecture delivered at this time, which was subsequently printed. After defining “education in its most perfect state to be the preparing a youth in the best possible manner for the correct discharge of the duties of any station in which he may be placed,” in this lecture he proceeds to characterize the existing plan of instruction.