AMERICAN

ANNALS OF EDUCATION.

NOVEMBER, 1838.

WEST POINT MILITARY ACADEMY.

THE philosophy and tendency of this institution have been discussed in former volumes of this journal. The reader will also find a tolerable engraving of it at page 337 of Vol. V. The engraving which accompanies this article gives a view of the buildings from a different point; which, together with the following historical and biographical sketches of the school itself, is extracted from the American Magazine.

The buildings first occupied by the academy have long since gone to decay, and are demolished. In 1812, the jurisdiction of 250 acres of land, was ceded by New York to the United States; and an appropriation of $12,000 having been made for the erection of quarters, the mess-hall, chapel and south barracks were begun, and completed in the following year. The three brick edifices nearest the mess-hall, were erected in 1815-16, and the other three nearest the flag-staff on the same line, in 1820-21. The north barracks were built in 1817. Of the three stone dwellings west of the flag-staff, the farthest was erected in 1821; the others in 1825-26. The hospital and hotel were built in 1828-29; and the ordnance or gun-house, in 1830. Appropriations have been made for a gymnasium and a chapel, which are now under construction. The water works, for supplying all the buildings with water, or extinguishing fire, were completed in 1830, at an expense of $4,500. The annual expense of the academy is stated at $115,000; averaging about $425 for each cadet. This is one fourth less than the average cost of each cadet, prior to 1817, which was not less than $550 per annum. The Library is well selected, of military, scientific and historical works, containing nearly 10,000 volumes. The philosophical apparatus lately received from France, is extensive,

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Statistics of this Institution.

and constructed with the latest improvements. The chemical laboratory and mineralogical cabinet yet require enlargement.

Our biographical history of the academy shall be brief. Its superintendence was entrusted, in its early stages, to Gen. Jonathan Williams, ex-officio, as chief of the corps of engineers. During this period, from 1802 to 1812, the number of cadets was small, and the total number of graduates was only 71. This may satisfactorily answer the question, why we do not find more of them among the distinguished men of our country. The only professors recorded during this period, are George Barron, and afterwards Francis R. Hassler, professor of mathematics, Francis De Mason, teacher of French, and Christian E. Zoeller, of drawing. Mr Hassler is now employed by the government on a trigonometrical survey of our coast.

From 1812 to 1815, the academy was placed under the direction of the succeeding chief engineer, Gen. Joseph G. Swift. Among the professors were the Rev. Adam Empie, chaplain ; Andrew Ellicott, professor of mathematics; Col. Jared Mansfield, professor of natural philosophy; and Capt. Alden Partridge, professor of engineering.

In 1815, Capt. Alden Partridge was appointed superintendent of the academy; the chief engineer, being, as at present, its inspector, ex-officio. The only new professor appointed, was Claudius Berard, teacher of French.

Some traits of Capt. Partridge's character rendering a change desirable, he was relieved from his station in 1817; and succeeded by Col. Sylvanus Thayer, of the corps of engineers; a gentleman every way qualified by nature and by acquirements, both at home and abroad, for this responsible duty. Under his superintendence, an improved system of discipline was introduced; the course of studies much extended, so as to compare favorably with that of foreign military schools; and the studies required came to be thoroughly taught. Col. Thayer assiduously devoted all his resources to the advancement of the academy, until 1833, when, at his own request, he was honorably relieved from this station, and appointed to direct the erection of fortifications in Boston harbor. He was succeeded in the superintendence of the academy by Major R. E. De Russey, of the corps of engineers, a gentleman of amiable character and extensive acquirements.

The chief professors of the academy not yet mentioned, are: Chaplains, Rev. T. Picton, 1818; Rev. C. P. M'Ilvaine, 1825, now Episcopal Bishop of Ohio; and Rev. Thos. Warner, 1828. Professors of engineering, Claude Crozet, 1817, since chief civil engineer of Virginia; Major David B. Douglass, 1823, now civil engineer; and Dennis H. Malan, 1831; professor of natural

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philosophy, Edward H. Courtenay; professor of mathematics, Charles Davis, 1821; acting professors of chemistry, Dr James Cutbush, 1820; Dr John Torrey, 1824; and Lieut. W. Fenn Hopkins, 1828; teachers of drawing, Thomas Gimbrede, 1819; Charles R. Leslie, R. A. 1833; and Robert W. Weir, 1834.

The total number of graduates, from its establishment to July 1834, inclusive, is 785. Of this number 434 were in the service at the latter date, as officers of the army; 9 have been killed in battle; 84 died in service; 208 have resigned; and the remainder are disbanded, or otherwise dismissed from the service.

SOCIETY FOR THE IMPROVEMENT OF EDUCATION.

[THE following article appeared in the February number of the third volume of the Journal of Education,-of which this work is well known to be a continuation. As it is now nearly ten years since the first appearance of the article; as the subject of which it treats is still greatly neglected; and as some of our present readers have probably never seen it, we cheerfully com ply with an urgent and repeated request to republish it. Would it might elicit that attention from the friends of education which its vast importance appears to us to demand!]

It is a fact, not undeserving of notice, that at present there is so little concert and co-operation among colleges and schools in all parts of the country,-so little of a common interest felt and expressed, where an open and free correspondence would be so favorable to effectual improvement in instruction, and to the advancement of the public good.

How to accomplish the formation of a very numerous society of intelligent and efficient men, throughout the country, we do not pretend to prescribe. This, indeed, is not the immediate object. Local societies or associations must first be formed under the direct impulse of local circumstances. A general society may then very naturally be formed, by the union of all or of many; and uniformity of measures, as far as desirable, may be in this way secured.

An approach to the object of our present remarks, is successfully made in county associations, for the improvement of common schools. Here certainly is a desirable point at which to begin, and from which to dispense an extensive and happy in

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Power of Associated Effort.

fluence throughout the community. Let professional men, and others who feel peculiarly the benefits of education, commence such endeavors in their respective vicinities, and a full and noble result will be ensured.

An association composed and organized as a society for promoting improvement in education, can produce effect only by acting on public opinion. It has no power entrusted to it, and will command funds only to a very limited extent. It can neither establish nor regulate places for teaching; and neither appoint, remove, nor control instructors. It can do nothing but offer information and opinions to the community; and induce those who have authority to act on them. Before we proceed further, therefore, it may be well to inquire, why such a society should wish to affect public opinion, and in what ways it can best do it.

To affect public opinion on the subject of education is desirable, because the modes of instruction, the means used, and even the teachers themselves in many or most of our places of education, from the humblest primary schools up to the best of our colleges, are very imperfect. Associated effort is desirable, because it is not possible for any one to point out, at once, where are the greatest deficiences, what are the best remedies, how the work of improvement may be most wisely and effectually begun, for no individual, probably, has knowledge enough and facts enough on the subject to draw general conclusions that may be safely trusted and used. Union would furnish knowledge and means. One person, perhaps, is acquainted with one school, and another is acquainted with another; one knows much about the books used, and another is acquainted, perhaps, with many teachers; and though none can have a view of the whole ground, or even of any considerable portion of it, yet, perhaps, by well concerted, vigorous, and persevering efforts, these advantages might be gained.

The first question which naturally arises on this subject, is, why, spending as we do in Massachusetts, for instance, more money for education, than is spent by the same amount of population in the world, feeling more anxiety about it, and making greater exertions for it, we yet fall, in many respects, so much below other countries-and in all respects, so much below what we have a fair right to obtain. This is a question in which every member of the community has a deep interest; but, before we attempt to answer it, we must have much information which has never yet been collected.

The first thing, then, that such a society as we propose to form, can well undertake, is, perhaps, to obtain a knowledge of

Objects of the Society.

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as many places of education as possible, the books used in them, the systems of teaching pursued, and the character of their instructers, beginning with the city of Boston, for example, and extending our inquiries gradually, as the means of such a society might be enlarged, and as it might feel itself safer and strong

er.

There are different ways of effecting this. The society might employ an agent, who could be assisted by committees or by individual members of the society, who should visit schools in person, learn their character and condition by careful inquiry, and spread before the society afterwards, in detail, an account of their respective advantages and defects. Correspondence might also be held on the same or similar subjects, with persons at a distance, especially such as might be elected into the body of the society, and so made more effective associates, than they could be in any other way.

The society might purchase books on education, and school books, and so make a library to which all instructers and all interested in teaching might resort; to which the society might go themselves, and send their committees, and learn how education is carried on, and what books and means are used for it in those parts of the world where it has been brought to its best state. And finally, special committees might be charged with special subjects, such as the education of teachers, the best modes of instruction, or any similar subject, and receive from them a more distinct and useful view of it, than could otherwise be obtained.

There are, no doubt, other modes of operation, which might be adopted, but which experience will discover. Through those already mentioned, however, much information may be easily acquired, we mean minute, detailed, practical information, such as does not now exist, and such as can hardly be collected in any other way. Such information as this, must be the basis of all efforts and operations; and until it is obtained, and so obtained that it can be confidently relied on, nothing can be done.

When, however, a society shall have obtained the needful facts and details respecting the present state of education among us, it can then, by its committees and in other ways, begin to discuss the means of improvement, and how far it may be expedient to act, even when improvement is most obviously needed. Such a society might consider for instance, such subjects as are now much discussed-infant schools, monitorial instruction, physical education, and others of the same sort; and determine whether our influence should be used to promote either of them, and how it ought to be used. In short, according to its ver