1. The number of pupils in the Military _Military schools and courses of instruction in the science and art of war, in France, Prussia, Austria, Russia, Sweden, Switzerland, Sardinia, England, and the United States. Drawn from recent official reports and documents. Revised Edition

law, which limits the Cadet Corps of the United States Army to one cadet

for each Congressional District in the several States, one for each

Territory, one for the District of Columbia, and to forty more, whom the

President may appoint, ten each year, from the country at large, without

reference to their residence. Under this law, if each Congressional

District and Territory were represented, the whole number of cadets

would be two hundred and eighty, but owing to vacancies by withdrawal or

non-appointment in Congressional Districts in the States involved in the

rebellion, the number at this time is reduced to less than two

hundred--and the graduating class of 1863, to twenty-five--a number

altogether inadequate for the regular army in time of peace, and much

below the present and future exigences of the service, while the expense

of the Academy remains the same. We are assured by the Superintendent

that without any additional expense for building and material equipment,

and with a small advance in the pay of pupils and assistant teachers,

the Cadet Corps could be increased to four hundred. The Visitors are

unanimously of the opinion that the corps should be at once increased to

this number, and should be maintained at this maximum at all times, by

authorizing the President to appoint to any vacancy which may remain

unfilled for three months by reason of nullification, secession,

rebellion, or any other cause. If the appointments to fill and maintain

the Corps at this maximum, can be selected out of the many American

youths, ambitious to serve their country in the army, on the plan of an

open competitive examination in the several States, the Visitors believe

that ninety out of every one hundred thus appointed will go through the

whole course with honor, and the average ability, scholarship, and good

conduct of the whole corps, will equal that now reached by the first ten

of each class.

2. By the original law providing for the appointment of cadets to the

corps of Artillerists and Engineers, and by the act of 1812, by which

the Military Academy was made to consist of the Corps of Engineers, the

candidates for cadets were to be “not under the age of fourteen, nor

above the age of twenty-one years.” By regulations of the Department the

minimum age is fixed at sixteen years, and the Visitors believe that the

interests of the Academy and the military service, will be promoted by

making the legal age for admission between eighteen and twenty-one

years. The four years preceding and including eighteen are peculiarly

the formative period of the body, mind, and character, and should be

devoted to the acquisition of right habits of study and general culture,

as the proper foundation for all special and professional training,

which should not be commenced until the constitution is consolidated,

the taste for a pursuit is distinctly pronounced, and the moral

character is naturally developed under the influences and supervision of

home. The experience of Europe, and particularly of France and England,

has led to the abandonment of juvenile military schools, as nurseries

for officers; and the very common practice of nominating candidates who

exceed the legal age, expresses the convictions of our own people that

military studies now require more maturity of mind than was deemed

necessary in the early history of the Academy. The present want of

uniformity as to age and mental discipline explains in part, the wide

disparity of attainments between members of the same class. With few

brilliant exceptions, confined to cadets of rare aptitude and vigor of

mind, the most solid practical education is obtained by those who come

to West Point when at least eighteen years of age, with at least a good

preparation in English studies, and a taste for mathematical and

military pursuits.

3. The school attainments required by law of candidates for admission to

the Military Academy, are as rudimentary and limited as our language can

express--far below, we are assured, the requisitions of any similar

school in the world. Prior to 1812, when the Academy was little more

than a school of mathematics, taught by two professors, in the line of

geometrical and algebraical demonstrations, and the practical exercises

were confined to surveying, and the simplest forms of military

construction, the candidates were not subjected to any examination. The

act of 1812, provides that “each candidate previously to his

appointment, shall be well versed in reading, writing, and arithmetic,”

and by regulations of the department, the knowledge of arithmetic is

restricted to only a portion of that science. There were special reasons

at the start for thus limiting the amount of knowledge, when the minimum

age of admission was fixed at fourteen years, and the Academy was

properly a juvenile military school, like all cadet schools in Europe at

that time. At that date, science entered far less than now into the art

of war, as applied to the means and modes of attack as well as of

defense. Besides, the opportunities of even elementary instruction were

then far less widely or equally distributed through all the States than

now, when the general government has set apart over sixty million acres

of the best land in aid of primary schools in all the new States, and

nearly every State legislature has subjected the entire property of

their several communities to taxation for the support of public

instruction. Now that the requirement as to age has been advanced from

the fourteenth to the sixteenth year, and by the voluntary action of

parties having the nomination, or seeking the appointment, to the

eighteenth year, we see no reason why the school attainments

corresponding to, and compatible with that age, should not be also

required. The least that should be demanded of any candidate is that

amount of general culture and attainments, which constitutes a good

English education, and which it is now the aim of the public schools,

and their boast, to give without partiality, to all, poor and rich

alike, if the advantages they proffer are properly improved. And we see

no injustice in fixing the standard of general attainments and culture

as high as that now reached by cadets in good standing at the close of

their first year in this Academy, including even an elementary knowledge

of one modern language. If the French, or Spanish, or German language is

to be mastered by American officers for the sake of the military science

and literature which it embodies, or its uses in conversation, or

official duty, called for by the exigences of our foreign relations,

both in peace and war, its acquisition should be begun as early in life

as possible, while the organs of speech are flexible, and the

grammatical and etymological difficulties of a new language are more

readily surmounted. Judging from the results of the examinations we have

witnessed here, and what we know of the attainments made by students in

colleges elsewhere, very few persons, who begin the study of modern

languages, late in their school life, in the pressure of other studies,

ever attain the mastery of even one, so as to be able to use it as an

instrument of written or spoken communication, or make its treasures of

science and literature a familiar possession.

Whatever may be thought of the disciplinary and practical value of

earlier and longer attention to one or more modern languages, to those,

whose minds will otherwise be almost exclusively subjected to the

peculiar training of the mathematics, there can be no doubt that young

men who have reached the age of eighteen, and desire to profit by the

special studies of a purely military school, should exhibit in their

language, habits, and attainments that intellectual, moral, and

esthetical culture, which the public or private schools of any State

can, and should give to any youth of average ability of that age.

4. Low as the requirements for admission now are, from a defective and

vicious mode, as we believe, of selecting candidates, and making

appointments to the Cadet Corps, the number of candidates nominated and

provisionally appointed, who present themselves at West Point and shrink

from any examination, or who fail to pass even the entrance examination

which is confined to reading a few passages of familiar English prose or

verse, and writing a few sentences from dictation, and performing on the

blackboard a few operations of the most elementary character in

arithmetic,--or being admitted, are not able to gain or keep a

respectable standing for one year, although the studies of the first

year belong to a general, and not a military education,--or by a

“special providence,” manage just to escape dismission from

incompetency, and graduate,--is disgracefully large. The country abounds

in youth, competent to master and profit by the course of instruction

here provided, and ambitious of enjoying these privileges of education,

and opportunities of distinction; and a selection by lot from the

juvenile population of any state, could not result in so few prizes, and

such a dreary waste of blanks as have been realized from the

appointments made, in the necessary absence of all personal knowledge of

the candidates by the appointing power, on the recommendation, or

nomination of one or more persons in each Congressional District, in no

way responsible for the incompetency of the individuals named.

From official tables prepared from the records of the Academy,[14] it

appears that the proportion of all who graduate, to all appointed in

successive periods of ten years, is as follows:

For Ten Years, from 1802 to 1811, 0.606

“ “ “ 1812 to 1821, 0.289

“ “ “ 1822 to 1831, 0.377

“ “ “ 1832 to 1841, 0.472

“ “ “ 1842 to 1851, 0.510

“ “ “ 1852 to 1861, 0.523

[Footnote 14: See Boynton’s “History of Military Academy at West

Point,” p. 293.]

From official returns furnished by the Superintendent, a portion of

which are hereto appended, (B. C.) it appears that out of 4626 who have

been admitted to the Corps of Cadets, (including two hundred new

members,) only 2020 were able to graduate, and of those who failed,

(2398, excluding those who remain,) more than three-fifths broke down in

the first year in studies which in almost every military and scientific

school in Europe are required for admission. Out of the whole number

regularly nominated, recommended, and provisionally appointed from 1841

to 1863, more than twenty per cent. failed to pass the examination, as

to health and constitution, or the slight examination in reading,

writing, and ciphering. And this proportion would be increased by the

number who withdrew in advance from the consciousness of their unfitness

for a position to which ambitious and influential friends had promoted

them. Out of the whole number admitted from 1851 to 1862, more than

one-third failed during their first year. The proportion of graduates to

the whole number admitted is 46 per cent. and of those who failed to

graduate, 54 per cent.

The Visitors are unanimously of opinion that in a matter of such vital

importance as the right organization and command of the armies of the

United States, on which the honor and safety of the whole country

depend, the original appointment to the Cadet Corps which is the _first

step_ in promotion to such command, as well as to all the special duties

which attach to the engineer service, should not be made in any case

except on the principle of finding the best youth for the place--having

the health, character, vigor of body, maturity and aptitude of mind, and

preparatory knowledge, to profit by the opportunities of the special

military training provided by the government for this corps, and a

decided taste and expressed desire for a military career. And to this

end, the law and regulations should provide for the rigorous exclusion

in advance of all who can not present testimonials from the teachers

under whose instruction they have been for the two years next previous,

that in their opinion they possess the qualifications above specified,

and who do not make a written declaration of their desire to enter the

Corps for the purpose of qualifying themselves to labor in the military

service of the government, to which they will bear true allegiance

against all enemies foreign and domestic, and over all state and local

authority, government and constitution whatever. To select the best out

of any number who may present their testimonials and written

declarations, public examination should be held of all applicants at

such times and places as the law should prescribe, by such persons and

under such regulations as the Department shall be authorized to appoint;

and the results of such examination of each person examined, and in each

subject specified by law, should be returned to the Department, in which

return the applicants should be arranged in the order of merit. From

this merit roll, revised from year to year, all appointments to the

Cadet Corps should be made, and in the order of merit as assigned by the

examiners.

This principle of appointment and promotion by merit which we advocate,

is in full and successful operation in the classification and

advancement of cadets in the Academy itself, and the country will be

satisfied if the same principle can be as fairly and rigorously enforced

on all who aspire to enter, as well as on all promotions in the service

after leaving the institution. The principle itself, of selection by

merit, either in the mode of public examination, or of careful and

searching inquiry by competent and impartial educators, designated for

this purpose by the parties to whom custom and not law had assigned the

grave responsibility of nominating candidates, has been voluntarily

applied in several Congressional Districts. Not a cadet known to have

been thus selected and appointed, has ever broken down from want of

vigor of body or mind, or failed to reach and maintain an honorable

position on the merit roll of the Academy; and to this careful selection

by those who felt the responsibility of the privilege accorded to them,

is the country indebted for its most eminent and useful officers.

To the objection that selection by public competitive examination, will

involve expense, we reply, that any expense which will do away with the

prejudices against the Academy, which the present system of patronage

has done so much directly and indirectly to evoke and foster, and which

will, at the same time, exclude incompetent, and secure the services of

vigorous, talented, well trained officers, for every arm of the service,

will be well incurred. But, in our opinion, there will be no more

expense in selecting and educating a given number of cadets on this

plan, than on the present. The two thousand cadets who were appointed by

patronage and failed to graduate, cost the government, directly and

indirectly each year, a much larger sum than it would have taken to have

excluded them in advance from the institution by competitive

examination, and filling their places by better men; and their exclusion

by substituting better material, would have been an incalculable gain to

the Academy, facilitating its discipline, increasing the value of its

instruction, and giving to the army a larger number of competent

officers.

The objection, that the mode of making all appointments by open

competitive examination, will deprive the President, and members of

Congress of the opportunity of appointing the sons of meritorious

officers, or poor, and it may be, orphan boys of genius--is more

plausible than real. That such appointments have been made, to the

manifest advantage of the country, is certain. But we know not a single

instance of such marked success, on the part of a cadet thus appointed,

as to attract investigation, where the same youth would not have secured

the appointment in open competition. But if he had failed, and the place

had been filled by one better qualified, the country would have been no

loser, and he would have suffered no injustice or neglect. We fear, from

an abuse of this amiable motive of rewarding meritorious parents, and

assisting the poor, that in some instances, weak, ignorant, and

incompetent persons are appointed, as though this Academy were a public

charity school, or home for orphans; and not a special school for

military instruction and training, for which the great object, in any

mode of appointment, is to select those who will profit most by its

advantages, and do the country the greatest service after being thus

educated at its expense.

To the objections that, in these examinations, “the most forward boys

will have the best chance, and such boys seldom make the best men,” and

that no amount of book knowledge can give assurance of the great

military genius, “which must be born and not made,” we reply, that these

objections apply just as forcibly to any plan of nomination, and to

every system of instruction. But we believe that those examinations can

be and will be so conducted as to distinguish what is precocious from

what is the healthy development of the faculties, what is solid from

what is showy in attainments, what is vigor, grasp and aptitude of mind

from what is mere memory and quickness, in competing candidates. All of

these candidates must bring the testimonials of their former teachers,

as to their character, ability and attainments, must have reached the

age of eighteen years, and will be called upon to exhibit orally as well

as in writing their knowledge and opinions on subjects which require

judgment, reflection, presence of mind and decision. If a young man of

eighteen and upward shows that he has done well what he had undertaken

to do thus far in life, that he has preserved a sound constitution in

vigorous health, has mastered the studies appropriate to his age, is

honest, diligent, thoughtful, teachable, courageous, courteous, and

ambitious of excellence generally, then the country has every assurance

which can be given that on this basis of character, talents,

attainments, and application, a solid fabric of military education can

be reared, and that in the hour of trial he will show not only courage

to dare, but competence to devise, influence and command. In the

responsibilities of such an hour will be found the fruitage of all his

previous promise and preparation.

To the objection--“that a competitive examination must always result in

the success of the best instructed, wholly irrespective of the capacity

of the competing candidates; and the plan will thus secure for the

country the services of dull mediocrity well instructed, and exclude

genius without opportunities of development,”--we reply, that this does

occur now under the present system, but need not, and never has been the

result of competitive examination properly conducted. The examination

which we propose to have inaugurated, is not to search simply or mainly

for the results of memory or diligence, but for “vigor and aptitude of

mind” in reference to the special purposes of this Academy. The

examination will be poorly conducted, and will operate here widely

differently than elsewhere, if it does not only exclude in advance

palpable incompetency, and ascertain beyond doubt the possession by all

the successful candidates, of that knowledge which is the basis of a

special military training, but also seek, and give credit in the result,

for the quick eye, the firm set mouth, the vigor and elasticity of body,

the rapid decision, the contempt of danger, the competency to influence

and command--and all the other marks of the incipient soldier and

officer, as well as the mathematical tastes and qualities of mind which

indicate the successful engineer. Composed as every Examination

Commission might be, of at least one experienced officer of the United

States Army, of one member (past or present,) of the Academic Board, of

one officer of the State Militia, as well as one or more experts in

educational matters, the military qualities of body, character and mind,

will be sought for as well as the mere results of memory, diligence and

good opportunities of instruction, in the competing candidates.

To the objection, that candidates will make special preparation, and in

the phraseology of the class-room, “cram for the occasion,” we

reply,--to such preparation and cramming as cover the whole ground of a

good English education, we can see no possible objection; the more of

it, the better. If the preparation is only crude and on the surface, we

are sure that the ploughshare of interrogation requiring precise

answers, oral and written, will very soon expose its superficial and

undigested character.

To the sifting out and selection by open competition, might be added a

period of probation for the successful candidates--making their first

year’s connection with the academy a further test of capacity,

preparation, and aptitude for a military career. No pains and no expense

should be spared to exclude from the academy and the service,

incompetent, indifferent, and unteachable cadets and officers; such men

are “cumberers of the ground,” and no influence and inertia should be

potent enough to resist the inevitable working of the principle of open

competition, applied at frequent intervals, and at every stage of

promotion, in getting rid of such cadets and officers.

The fact that such a public examination is to be held from year to year,

and that the educational privileges of this Academy, and immediate and

prospective promotion in the army are the prizes which await success,

will, in five years call forth more latent genius in the obscure corners

and poor families of a State, than has ever been sought out by the

lantern of patronage, (which is now seldom carried beyond the family, or

neighborhood, or party of the person having the nomination,) since the

foundation of the Academy. With the network of public and elementary

schools, woven by state legislation over all the land--with public

schools of a higher grade, and special schools of science and the arts

already established, at short intervals, or which will be called into

existence by the demand for a higher and different preparation from that

now given, it may be safely said, that no genius, likely to attract the

attention of a member of Congress, will exist, which will not be

developed under the same influences by which the “dull mediocrity” of

the rest of the community will be educated. Once set in the path of

instruction and development, real genius will assert its own claims to

attention, and will, on a first or second trial, before any board of

examiners, make its vigor, courage, and persistence felt. The result

will be the same in this institution, as in every really good Public

High School and Free Academy--all classes as to wealth, occupation,

religious and political affinities will be represented,--provided the

regulations are judicious, and the examination practical and impartial.

This is the experience of the competitive principle in France ever since

it was inaugurated by Carnot in the Polytechnic School at Paris, and

Napoleon extended its application to every public special school, and to

promotion in every department of administration, civil as well as

military. And where is there more general administrative ability,

central and local? Where are abler or better trained officers, military

and civil, to be found? Where does “well instructed mediocrity,” no

matter how well backed up by wealth, find less favor, or genius for

organization and command, no matter how poor or unfriended, find such

speedy and sure recognition?

The experience of England in the trial of the two principles of

patronage and competitive examination for admission, not only to the

military and naval schools, but to the East India and the Civil service

generally, is instructive, and especially on the points which we are now

considering. Prior to the Crimean war, (which exposed the utter

incompetency of a large number of officers, who had obtained their

military education and promotion by patronage and purchase,)--admission

to the Royal Military Academy at Woolwich, was by nomination, and the

age fixed by law, was fourteen years.

The Secretary of War was satisfied by personal inquiry in 1855, that

nothing could do so much to narrow and cramp the full development of a

boy’s mind, as his long confinement from so early an age among lads

having the same limited attainments, special studies, and

destination;--that a majority of those admitted on nomination and

through influential friends, had only the minimum qualifications

specified by law;--that to most cadets the severer studies were irksome

and imperfectly mastered, on account of immaturity of mind and imperfect

preparation;--that the certainty of promotion by influence and purchase,

after obtaining the diploma of the Academy, and not unfrequently without

it, took away all stimulus for continued study;--that resignations were

common, when the profession of arms ceased to be a pastime, or could be

exchanged for something that paid better--and the service was incumbered

by officers without large and trained capacity for command, although not

deficient in courage and dash. Under these circumstances the Secretary

of War, advanced the minimum age of candidates from fourteen to eighteen

years, removed all the general studies of the Academy into the

preparatory course, and opened the doors of admission to those only, who

could prove their title to enter by personal merit, in a free

competitive examination. The same principle was applied to appointments

and promotion in the new regiments called for by the exigences of the

great war in which England found herself engaged.

Subjects, time, and places of examination, were officially made known

throughout the kingdom, and commissions to conduct the examinations were

appointed, composed of men of good common sense, military officers, and

eminent practical teachers and educators. The results as stated in a

debate in Parliament, five years later, on extending this principle to

all public schools, and to all appointments and promotions in every

department of the public service, were as follows:--In the competitive

examinations for admission to the Royal Military Academy, candidates

from all classes of society appeared--sons of merchants, attorneys,

clergymen, mechanics, and noblemen, and among the successful

competitors, every class was represented. Among the number was the son

of a mechanic in the arsenal at Woolwich, and the son of an earl, who

was at the time a Cabinet Minister--the graduates of National Schools,

and the students of Eton, and other great Public Schools. The most

successful candidates were between the ages of eighteen and nineteen, as

is found to be the case in competitions for admission to the Polytechnic

School of France. Out of 579 successful candidates for the latter,

between 1854 and 1857, 450 were over eighteen years. But the most

important result of the competitive examinations for Woolwich, was the

superior mental ability, the vigorous health, and eagerness for study

exhibited by the new classes, and the small number who have failed on

account of ill-health or incompetency. On this point, Mr. Edward

Chadwick, in a Report before the National Social Science Association, at

Cambridge, in 1862, says:--

“Out of an average three hundred patronage appointed cadets at the Royal

Military Academy at Woolwich, for officers of engineers and the

artillery, during the five years preceding the adoption of the principle

of open competition for admission to the Academy, there were fifty, who

were after long and indulgent trial, and with a due regard to

influential parents and patrons, dismissed for hopeless incapacity for

the service of those scientific corps. During the five subsequent years,

which have been years of the open competition principle, there has not

been one dismissed for incapacity. Moreover, the general standard of

capacity has been advanced. An eminent professor of this university who

has taught as well under the patronage as under the competitive system

at that Academy, declares that the quality of mind of the average of the

cadets, has been improved by the competition, so much so, that he

considers that the present average quality of mind of the cadets

there,--though the sorts of attainment are different, has been brought

up to the average of the first classmen of this (Cambridge) university,

which of itself is a great gain. Another result, the opposite to that

which was confidently predicted, by the opponents to the principle, has

been that the average physical power or bodily strength, instead of

being diminished, is advanced beyond the average of their predecessors.”

The opening of the Royal Military School at Woolwich to competition, on

the basis of a more advanced age, and more thorough general education,

has not only drawn in pupils of higher average ability and attainments,

but has enabled the authorities to extend the course of instruction. In

this, the only safe way, they solved the problem which has tortured the

ingenuity of the friends of our Academy--of crowding new studies

acknowledged to be desirable if not indispensable, into a course already

too crowded for cadets so unequally, and, many of them, so imperfectly

prepared for the course as it is.

Another result of immense importance to the educational interests of

Great Britain has followed the introduction of these open competitive

examinations for appointments to the Military and Naval Schools, to the

East India service, as well as to fill vacancies in the principal

clerkships in the War, Admiralty, Ordnance and Home Departments of the

government:--a stimulus of the most healthy and powerful kind, worth

more than millions of pecuniary endowment, has been given to all the

great schools of the country, including the universities of England,

Scotland and Ireland. As soon as it was known that candidates, graduates

of Trinity College, Dublin, had succeeded over competitors from Oxford

and Edinburgh in obtaining valuable appointments in the East India

service--the professors in the latter universities began to look to

their laurels. As soon as it was known to the master of any important

school, that some of his leading pupils might compete in these

examinations, and that his own reputation as a teacher depended in a

measure on the success or failure of these pupils, he had a new motive

to impart the most vigorous and thorough training to his whole school.

The success of candidates who had never seen the inside of a government

Military School, in open competition for appointments to the Artillery

and Engineer Corps, in the new regiments raised in 1855, over those who

hold the diplomas of the Royal Military Academy, was one of the reasons

which led to a thorough revision of the whole system of military

education.

These results, imperfectly presented here, will, the Visitors believe,

be realized from the changes, which they now suggest, in the

requirements as to age, attainments, capacity and aptitude, and

especially in the mode of ascertaining these qualifications, of

candidates for appointments to the Cadet Corps of the United States

Army.

To the present low requirements, and mode of selecting cadets, do they

attribute the hostility which they know exists, to some extent, against

this Academy, in different parts of the country. The charges of

personal, and political favoritism in making nominations, and the

absence of reasonable search, among all the youth of a district, for the

best qualified in natural endowments and acquired knowledge irrespective

of the poverty, or wealth, or occupation, or family, or party relations

of the parents or guardians, we are forced to believe, in too many

instances, to be well founded. To these hasty and injudicious

nominations, do we attribute the bitter disappointments of so many

individuals and families caused by the numerous failures to pass the

almost formal entrance examinations in reading, spelling, penmanship,

and elementary operations of arithmetic, or if admitted, to maintain a

respectable standing in conduct and studies during their first year’s

connection with the institution. To this inequality of preparation and

maturity of mind on entrance, do we attribute the astonishing disparity

of capacity and attainments in the members of the same class, and the

very large proportion of all who are admitted, who fail to graduate in

very high standing as men of science or military promise.

To this want of preparatory knowledge, maturity of mind, and taste for

mathematical and military studies, do we attribute most of the

difficulties of internal administration, and class-room instruction. So

long as the cadet is a boy, or if full grown in body, a youth with only

boyish tastes, and without scholarly and soldierly aspirations,--so long

as not a few are in the Academy, not because they sought its privileges

from an inward and irrepressible impulse to a military career, but for

the eclat of a military position to be resigned when such position

involves sacrifices; _so long_ will the admission of each new class, and

especially, the period of encampment be signalized not only by boyish

pranks, but by personal outrages on unoffending members of the same

corps, which we had supposed to belong to the dark ages of collegiate

institutions, when boyish inmates were congregated in large numbers,

away from the restraints of family discipline;--so long will the time,

skill, and patience of able professors, which should be devoted to the

elucidation of difficult scientific principles and their applications to

military art, be engrossed in supplying the defects of an elementary

education, which should have been obtained by the cadet as well, or

better, at home; so long will the severe mathematical studies, and their

special applications, difficult enough to task a well disciplined mind

even with the preparation provided in a thorough knowledge of

arithmetic, algebra, and geometry,--be irksome in the extreme, and be

never mastered to any useful purpose to the army of the United States,

by more than one half of the graduates of the Academy;--so long will the

country be disappointed in the subsequent career of many graduates, for

whose military instruction and training all these appropriate and costly

preparations have been made.

In view of these and other considerations the Board of Visitors

unanimously recommend that the law and regulations relating to the

military academy be so modified as to provide as follows:

I. The Cadet Corps of the army of the United States shall consist of

four hundred members, to which each state and territory shall be

entitled to a number equal to its representation in the Congress of the

United States, and the remainder shall be designated by the President

from the country at large, including the District of Columbia; and he

shall also fill, in the same way, any vacancy which for any cause may

remain unfilled, for three months after the annual examination in each

year.

II. No person shall be appointed to the cadet corps until he has been

found qualified in the particulars designated by law, after a public

examination conducted in such places, at such times, and in such manner

as Congress shall prescribe; from which examination no person resident

of that portion of the country for which the same is held, shall be

excluded, who shall present credentials from the teacher or teachers

whom he had last attended, that he is over seventeen, and under

twenty-one years of age, of unblemished moral character, and personal

habits, of good physical strength and constitution, and has given

evidence of aptitude and vigor of mind for the studies and duties of a

military career. The examiners shall make return under oath to the

Secretary of War, of the persons so presenting themselves, examined, and

found qualified, arranged in the order of merit, specifying the

residence and school or schools which they have attended in the two

years previous, and the degree of merit exhibited in each subject of the

examination. And all appointments to fill vacancies for any state or

territory, or for the country at large, shall be made from these

returns, and in the order of merit as assigned by the examiners, until

the same shall be revised by new regulations of the Department.

III. No person shall be returned to the Secretary of War as a suitable

candidate for admission to the Cadet Corps, unless he

1. Shall be _over_ seventeen, and under twenty-one years of age.

2. Shall possess an unblemished moral character and correct personal

habits.

3. Shall be in good health, and in no way incapacitated by want of vigor

and elasticity of physical constitution for military service.

4. Shall possess vigor and aptitude of mind for the studies of the

Military Academy, and shall give evidence, oral and written, of a good

English education, which, in view of the wide spread facilities of

instruction in public and private schools, might very properly embrace

(_a._) The correct use of the English language, in speaking, reading,

and writing the same.

(_b._) Penmanship, book-keeping, and elementary drawing.

(_c._) The ability to perform with facility and accuracy the various

operations of arithmetic.

(_d._) The elementary principles of algebra and geometry.

(_e._) A thorough knowledge of American geography and history, and the

leading features of the Constitution of the United States, and of the

State of his residence.

(_f._) Or so much of the subjects above specified as shall be deemed

indispensable to the immediate and profitable attention of the Cadets on

their admission to the special studies and occupations of a military

school.

5. Shall make a written declaration of his desire to obtain admission to

the Cadet Corps for the purpose of qualifying himself for the military

service of the United States, which service he assumes from the date of

his appointment as cadet, to continue in the same for a period of at

least sixteen years--bearing true faith and allegiance to the

Constitution and government of the United States, against all enemies,

foreign and domestic, and paramount to all obligations to any State

government, authority, or constitution.

APPENDIX.

The Appendix to the Report of the Visitors of the Military Academy for

1863, contains the following tables and documents referred to in the

Report.

TABLE A.--Showing the condition in life of the parents of the Cadets

of the United States Military Academy from 1842 to 1863 inclusive.

TABLE B.--Showing the number of Cadets actually admitted into the

United States Military Academy from each State and Territory from its

origin March 16th, 1802, to October 19th, 1863.

TABLE C.--Showing the number of Cadets who have graduated at the

Military Academy, from its origin to 1863, with the State and

Territories where appointed.

TABLE D.--Showing the whole number of Cadets admitted and the whole

number graduated from each State and Territory from 1802 to October

1863, together with the percentage of those who graduated, and of who

failed, out of the whole number admitted from each State, and the number

of Cadets to which each State and Territory is now entitled, according

to the apportionment of members of Congress, under the Census of 1860.

STATEMENT EXHIBITING THE CONDITION OF LIFE OF THE PARENTS OF THE

CADETS OF THE U.S. MILITARY ACADEMY AT WEST POINT, NEW YORK,

FOR THE LAST TWENTY-TWO YEARS, FROM 1842 TO 1863, INCLUSIVE.

------------+----+----+----+----+----+----+----+----+----+----+----

|1842|1843|1844|1845|1846|1847|1848|1849|1850|1851|1852

------------+----+----+----+----+----+----+----+----+----+----+----

| 59| 61| 61| 68| 72| 67| 69| 75| 70| 63| 67

mechanics | 14| 12| 15| 22| 22| 25| 22| 21| 16| 14| 14

| 27| 25| 30| 35| 33| 30| 29| 23| 34| 33| 34

merchants | 18| 15| 23| 37| 29| 29| 31| 38| 36| 38| 35

| 5| 2| 4| 3| 7| 6| 4| 2| 2| 2| 3

physicians| 12| 15| 15| 13| 21| 19| 21| 21| 18| 14| 14

| 14| 16| 16| 13| 11| 13| 17| 17| 18| 22| 24

clergymen | 4| 6| 6| 6| 5| 3| 3| 4| 4| 4| 3

in the civil employment of the General or State government |

| 5| 15| 16| 9| 5| 2| 3| 7| 7| 8| 10

Miscellaneous: as, bank officers, editors, professors, | |

| 15| 11| 15| 23| 35| 36| 41| 24| 32| 39| 30

| 48| 34| 23| 17| 1| 2| 2| 8| 7| 11| 13

+----+----+----+----+----+----+----+----+----+----+----

Total | 221| 212| 224| 236| 241| 232| 242| 240| 244| 239| 247

+----+----+----+----+----+----+----+----+----+----+----

Of these numbers, there are without fathers living

| 26| 57| 44| 48| 42| 41| 34| 48| 40| 45| 36

| 22| 16| 18| 15| 21| 20| 18| 16| 26| 17| 19

+----+----+----+----+----+----+----+----+----+----+----

| 48| 73| 62| 63| 63| 61| 52| 64| 66| 62| 55

+----+----+----+----+----+----+----+----+----+----+----

Of these numbers the parents are stated to be in:

| .. | 156| 150| 164| 192| 182| 193| 203| 215| 207| 218

| 182| 26| 26| 36| 35| 38| 40| 29| 25| 16| 9

| .. | 6| 8| 8| 8| 8| 4| 4| 2| 2| ..

| .. | 6| 10| 12| 6| 4| 5| 4| 2| 14| 20

| 39| 18| 19| 16| .. | .. | .. | .. | .. | .. | ..

+----+----+----+----+----+----+----+----+----+----+----

Total | 221| 212| 224| 236| 241| 232| 242| 240| 244| 239| 247

------------+----+----+----+----+----+----+----+----+----+----+----

|1853|1854|1855|1856|1857|1858|1859|1860|1861|1862|1863

------------+----+----+----+----+----+----+----+----+----+----+----

| 58| 66| 62| 60| 52| 48| 57| 65| 29| 33| 38

mechanics | 13| 12| 17| 26| 22| 15| 30| 12| 13| 8| 12

| 35| 36| 26| 25| 29| 32| 32| 36| 23| 35| 39

merchants | 35| 39| 40| 30| 26| 41| 28| 28| 23| 24| 29

| 3| 5| 2| 2| 1| .. | .. | 3| 4| 4| 5

physicians| 13| 9| 8| 9| 17| 16| 10| 18| 10| 13| 18

| 27| 28| 22| 20| 20| 26| 29| 33| 23| 25| 33

clergymen | 5| 4| 6| 5| 4| 5| 6| 7| 7| 8| 11

in the civil employment of the General or State government

| 11| 14| 13| 13| 7| 31| 29| 18| 8| 11| 14

Miscellaneous: as, bank officers, editors, professors, | |

| 26| 14| 25| 13| 13| 12| 6| 37| 44| 39| 42

| 7| 10| 19| 15| 20| 25| 39| 22| 18| 18| 19

+----+----+----+----+----+----+----+----+----+----+----

Total | 232| 237| 239| 223| 221| 251| 266| 279| 202| 218| 260

+----+----+----+----+----+----+----+----+----+----+----

Of these numbers, there are without fathers living

| 35| 29| 33| 33| 24| 46| 33| 42| 25| 25| 36

| 17| 15| 9| 6| 7| 7| 8| 10| 11| 9| 7

+----+----+----+----+----+----+----+----+----+----+----

| 52| 44| 42| 39| 31| 53| 41| 52| 36| 34| 42

+----+----+----+----+----+----+----+----+----+----+----

Of these numbers the parents are stated to be in:

| 205| 206| 215| 196| 195| 216| 218| 239| 184| 199| 232

| 8| 8| 7| 8| 8| 8| 7| 6| 2| 5| 5

| 1| 1| 1| 1| 1| 1| .. | .. | .. | 1| 5

| 22| 22| 16| 18| 17| 26| 41| 34| 16| 12| 17

| .. | .. | .. | .. | .. | .. | .. | .. | .. | 1| 1

+----+----+----+----+----+----+----+----+----+----+----

Total | 232| 237| 239| 223| 221| 251| 266| 279| 202| 218| 260

------------+----+----+----+----+----+----+----+----+----+----+----

NOTE.--Of the 97 Cadets admitted, to October 19th, 1863, as given in the

table on page 321, 46 were appointed from the U.S. Volunteers engaged in

the War, who held the following rank: 1 _Captain_, 5 _First

Lieutenants_, 3 _Second Lieutenants_, 10 _Non-commissioned Officers_, 20

_Privates_, 1 _Musician_, and 6 _Clerks_, from military departments.

STATEMENT SHOWING THE NUMBER OF CADETS ACTUALLY ADMITTED INTO THE

UNITED STATES MILITARY ACADEMY FROM ITS ORIGIN, MARCH 16TH, 1802,

TO OCTOBER 19TH, 1863.

[Transcriber’s Note:

The two following tables were each printed sideways, spanning two

pages. They have been subdivided for this e-text. Note that the

two lists are not the same.]

[KEY:

Unless otherwise noted, states are identified by their modern

two-letter abbreviations. In the second set of tables, Utah,

Washington, New Mexico and Nebraska are listed as Territories.

Year Year of Admission.

DT Dakota (Territory)

al At large.

u Unknown

t Total]

------+---+---+---+---+---+---+---+---+---+---+---+---+---+----

Year | ME| NH| VT| MA| RI| CT| NY| NJ| PA| DE| MD| VA| WV| NC

------+---+---+---+---+---+---+---+---+---+---+---+---+---+----

1802 |...|...|...| 5|...| 1| 1|...|...|...| 1| 1|...|...

1803 |...|...| 3|...|...|...| 1| 1|...|...|...|...|...| 1

1804 |...|...| 1|...|...|...| 1|...| 1|...|...|...|...|...

1805 |...|...| 3|...|...|...| 2|...| 2|...|...|...|...|...

1806 |...|...| 5| 1|...|...|...|...|...| 1| 1|...|...|...

1807 |...| 2| 5| 2|...| 2| 2|...|...|...|...|...|...|...

1808 | 1| 1| 8| 2|...| 4| 10|...| 2|...| 1| 2|...|...

1809 | 1|...|...| 2|...|...| 1| 2|...|...|...|...|...|...

1810 |...|...|...|...|...|...| 1|...|...|...|...|...|...|...

1811 |...|...|...|...|...|...|...|...|...|...|...|...|...|...

1812 | 1| 1| 1| 1|...|...| 3|...|...|...|...|...|...|...

1813 |...| 1| 3| 11|...| 1| 30|...| 5|...| 5| 6|...| 4

1814 |...|...| 4| 14| 1|...| 48| 4| 9| 2| 21| 22|...| 3

1815 |...|...| 1| 1|...| 1| 14| 1| 4| 4| 6| 5|...| 3

1816 |...| 2|...| 1|...| 2| 1| 1| 1| 1| 1| 9|...| 2

1817 |...| 3| 3| 6|...| 2| 5| 1| 3| 1| 3| 4|...|...

1818 |...| 4| 4| 11| 1| 6| 22| 3| 13|...| 6| 17|...| 5

1819 | 4| 1| 5| 4| 1| 5| 11| 6| 9| 3| 3| 10|...| 4

1820 | 3| 3| 1| 6| 1| 1| 9|...| 11|...| 4| 4|...| 3

1821 |...| 1|...| 5|...| 1| 16| 4| 7| 2| 5| 8|...| 5

1822 | 3| 4| 5| 6| 1| 4| 10| 1| 14| 1| 4| 12|...| 7

1823 | 2|...| 3| 7| 1| 3| 13| 2| 9| 1| 4| 13|...| 9

1824 | 5| 2| 1| 5| 2| 4| 8| 3| 7| 1| 3| 2|...| 1

1825 | 2| 2| 1| 6| 1| 3| 15| 2| 12| 1| 7| 7|...| 6

1826 | 2| 3| 1| 2| 4| 1| 12| 3| 8| 2| 6| 11|...| 5

1827 | 1| 3| 3| 3| 1|...| 18| 1| 11| 1| 3| 15|...| 9

1828 | 5| 4| 2| 5| 1| 5| 11| 2| 10| 1| 3| 14|...| 6

1829 | 1| 3| 4| 10| 1| 4| 16| 2| 13| 1| 2| 14|...| 5

1830 | 1| 2| 1| 4| 2| 1| 14| 2| 8|...| 5| 18|...| 5

1831 | 4| 1| 1| 5| 2| 2| 18| 2| 6| 2| 7| 8|...| 6

1832 | 3| 3| 1| 4| 2| 2| 11| 4| 12| 2| 3| 10|...| 7

1833 | 1| 2| 1| 8|...| 6| 9| 2| 8| 1| 6| 17|...| 5

1834 |...| 1| 2| 1|...| 1| 7| 1| 5| 2| 4| 4|...| 2

1835 | 5| 1| 2| 4|...| 1| 13| 1| 10|...| 2| 1|...| 4

1836 | 4| 4| 1| 2| 3| 2| 19| 4| 8|...| 2| 10|...| 5

1837 | 2| 1|...| 5|...| 3| 17| 3| 13| 1 | 6| 14|...| 6

1838 | 1| 1| 2| 2| 1| 2| 9|...| 8| 1 | 3| 10|...| 4

1839 | 2| 1| 2| 2| 1| 2| 12| 4| 7| 1 | 1| 2|...| 1

1840 | 4|...|...| 6| 2|...| 16| 1| 7| 1 | 2| 5|...| 7

1841 | 3| 2| 2| 7|...| 4| 12|...| 11|...| 3| 10|...| 3

1842 | 2| 1| 1| 7| 1| 1| 12| 3| 11|...| 4| 9|...| 4

1843 |...| 1| 1| 1|...|...| 5|...| 5| 1 | 1|...|...| 1

1844 | 1| 2|...| 2| 1| 1| 7| 2| 7|...| 2| 3|...| 4

1845 | 3| 1| 1| 3|...| 3| 12| 1| 6|...| 1| 6|...| 1

1846 | 3| 1| 2| 5| 1| 2| 14| 1| 10| 1 | 4| 7|...| 5

1847 | 3| 1| 2| 2|...| 1| 10| 1| 8|...| 1| 5|...| 3

1848 | 1| 1|...| 1| 1| 1| 9| 4| 7|...| 3| 3|...| 3

1849 | 3| 1| 1| 3|...| 2| 11| 3| 7| 1 |...| 8|...| 1

1850 | 3| 2| 3| 4| 1|...| 8| 1| 11|...| 2| 7|...| 4

1851 | 1|...| 1| 5|...| 1| 13|...| 8| 1 | 1| 3|...| 3

1852 | 2|...|...|...| 1| 1| 13| 3| 5|...| 3| 3|...| 3

1853 | 2| 2|...| 3|...| 3| 8| 3| 4|...| 3| 5|...| 3

1854 | 3|...| 2| 5| 1| 1| 10| 2| 10|...| 4| 5|...| 2

1855 |...|...| 1| 3| 2| 1| 11| 1| 11| 1 | 1| 2|...| 3

1856 | 2| 1| 1| 2|...|...| 11| 2| 8|...| 1| 3|...|...

1857 | 3| 2|...| 2| 1| 2| 6| 1| 8|...| 1| 7|...| 2

1858 | 2|...|...| 5|...| 1| 5| 2| 3|...| 2| 4|...| 4

1859 |...|...| 1| 1|...| 1| 4| 2| 8|...| 1| 2|...| 2

1860 | 2|...| 1| 3| 1|...| 10| 1| 9| 1 | 1| 2|...| 2

1861 | 4| 3| 1| 4| 1| 2| 14| 2| 13| 1 | 3| 2|...|...

1862 | 1|...| 1| 3| 1| 1| 11| 1| 6|...| 4| 1|...|...

1863 |...|...| 2| 2|...| 1| 8| 2| 5|...| 3| 7| 1| 7

------+---+---+---+---+---+---+---+---+---+---+---+---+---+----

Total.|102| 78|104|232| 42|102|650|101|424| 41|179|379| 1|190

------+---+---+---+---+---+---+---+---+---+---+---+---+---+----

------+---+---+---+---+---+---+---+---+---+---+---+---+---+---+---

Year |SC |GA |AL |MS |LA |OH |KY |TN |IN |IL |MO |AR |MI |FL |TX

------+---+---+---+---+---+---+---+---+---+---+---+---+---+---+---

1802 |...|...|...|...|...|...|...|...|...|...| 1|...|...|...|...

1803 |...|...|...|...|...|...|...|...|...|...| 1|...|...|...|...

1804 |...|...|...|...|...|...|...|...|...|...| 5|...|...|...|...

1805 |...|...|...|...|...|...|...|...|...|...| 1|...|...|...|...

1806 |...|...|...|...|...|...|...|...|...|...|...|...|...|...|...

1807 |...|...|...|...|...|...|...|...|...|...|...|...|...|...|...

1808 |...|...|...|...|...|...|...|...|...|...|...|...|...|...|...

1809 |...|...|...|...|...|...|...|...|...|...|...|...|...|...|...

1810 | 1|...|...|...|...|...|...|...|...|...|...|...|...|...|...

1811 |...|...|...|...|...|...|...|...|...|...|...|...|...|...|...

1812 |...|...|...|...|...|...|...|...| 1|...|...|...|...|...|...

1813 | 2| 2|...|...|...| 2| 1|...| 2|...|...|...|...|...|...

1814 |...| 1|...|...|...| 4| 5|...| 1|...|...|...| 1|...|...

1815 | 4| 1|...|...|...| 1| 1| 1|...| 1|...|...|...|...|...

1816 | 4| 2|...|...|...| 2|...| 2|...|...|...|...|...|...|...

1817 | 8| 1| 1|...| 1| 2| 3| 5| 1|...|...|...|...|...|...

1818 | 5| 1|...|...| 1| 3| 5| 3|...|...|...|...|...|...|...

1819 | 5| 1|...| 1|...| 1| 5|...| 1|...| 1|...| 2|...|...

1820 | 3| 1|...| 2| 1| 1| 4| 2|...| 1| 2|...|...|...|...

1821 | 5| 5|...|...|...| 1| 6| 3| 1|...|...|...|...|...|...

1822 | 9| 4| 2|...| 1| 3| 3| 4| 1|...| 2|...| 1| 2|...

1823 | 3| 3|...|...| 3| 8| 8| 4|...| 1| 4|...| 2|...|...

1824 | 2| 3| 3| 2| 2| 5| 6| 5| 4| 2|...|...|...|...|...

1825 | 6| 5| 2| 1| 1| 5| 7| 3| 1| 1| 2|...| 1|...|...

1826 | 1| 4| 1|...| 4| 3| 3| 7| 2| 1| 1|...|...| 1|...

1827 | 4| 1| 1|...| 2| 7| 5| 2|...| 1| 1| 1| 1| 1|...

1828 | 4| 2| 3| 2|...| 4| 8| 5| 3| 1|...| 1| 1| 1|...

1829 | 6| 4| 3|...| 3| 4| 3| 2| 1|...| 3|...|...| 1|...

1830 | 3| 5| 1|...| 1| 3| 6| 5| 3| 1| 1| 1|...| 1|...

1831 | 4| 4| 1| 1| 1| 4| 6| 3|...|...| 1|...|...|...|...

1832 | 5| 2| 3| 1| 1| 2| 5| 4| 2| 3|...|...| 2| 1|...

1833 | 1| 3|...| 3| 4| 4| 4| 6| 3| 2| 2|...| 1| 2|...

1834 | 4| 4| 4| 2| 1| 3| 3| 5| 1| 2| 1|...| 1|...|...

1835 | 3|...| 1|...| 2| 5| 3| 7| 3| 1|...|...|...|...|...

1836 | 3| 5| 2| 1| 1| 7| 3| 5| 1| 1|...|...|...| 1|...

1837 | 6| 6| 2|...|...| 6| 4| 3| 3| 2|...| 1| 1|...|...

1838 | 3| 6| 3|...| 2| 7| 6| 6| 2| 1| 1|...| 1|...|...

1839 | 2| 2| 3|...|...| 3| 6| 1| 2|...| 1| 1| 1| 1|...

1840 | 4| 4|...| 1| 1| 6| 5| 5| 1|...|...|...|...|...|...

1841 | 4| 5| 1|...| 2| 8| 4| 7| 3| 1|...| 1|...| 1|...

1842 | 6| 5| 3| 1|...| 4| 4| 4| 2| 3|...| 1|...|...|...

1843 | 3|...| 3| 1| 2| 6|...| 3| 4| 3| 2|...| 3|...|...

1844 | 2| 1| 4| 1| 2| 5| 3| 3| 3| 3| 2| 1| 2|...|...

1845 | 2| 2| 3| 2| 2| 7| 5| 3| 2| 1| 2|...| 1| 1|...

1846 | 1| 5| 4| 2| 4| 4| 4| 5| 2| 2| 1|...|...|...| 2

1847 | 3|...| 1|...| 1| 7| 3| 3| 3| 2| 1|...| 1|...|...

1848 | 3| 3| 2| 2|...| 10| 3| 3| 2| 4| 2| 1| 1|...|...

1849 | 1| 3| 3| 3|...| 8| 1| 3| 3| 3| 2| 1| 1| 1| 2

1850 | 4| 4| 2| 2| 3| 2| 5| 3| 3| 2|...|...|...|...|...

1851 |...| 1| 1| 1| 2| 5| 3| 3| 2| 3|...| 1|...|...|...

1852 | 1|...| 2| 1| 2| 7| 5| 7| 5| 1| 2|...| 3|...|...

1853 | 2| 5| 4|...| 1| 6| 4| 2| 3| 1| 3|...| 1| 1| 1

1854 | 3| 3| 4| 3| 2| 6| 1| 6| 2| 4| 3| 2| 1|...| 1

1855 | 2| 1|...| 1| 1| 7| 1|...| 3| 7| 1|...| 1| 1| 1

1856 | 1| 1| 1| 1| 2| 4| 3| 4| 3|...| 2| 1| 2| 1| 1

1857 | 2| 3| 2| 3| 2| 5| 7| 4| 1| 1| 2|...| 1|...| 1

1858 | 2| 5| 2| 1| 1| 9| 1| 4| 6| 1|...|...|...| 1|...

1859 | 1| 2| 2| 2| 2| 4| 3| 4| 3| 2|...|...|...|...|...

1860 | 2|...| 3| 2| 1| 4| 2| 2| 2| 7| 2| 1|...|...|...

1861 |...|...| 1|...|...| 8| 1|...| 6| 3| 3|...| 3|...|...

1862 |...|...|...|...|...| 7| 7|...| 4| 4| 5|...|...|...|...

1863 | 4| 8| 4| 5| 2| 4| 2| 7| 2| 1| 1| 2|...| 1| 2

------+---+---+---+---+---+---+---+---+---+---+---+---+---+---+----

Total.|159|139| 88| 51| 67|243|196|178|109| 81| 67| 17| 38| 20| 11

------+---+---+---+---+---+---+---+---+---+---+---+---+---+---+----

------+--+--+--+--+--+--+--+--+--+--+--+--+--+---+---+---+-----

Year |IA|WI|CA|MN|OR|NM|UT|WA|NE|KS|DT|CO|NV|DC | al| u |Total

------+--+--+--+--+--+--+--+--+--+--+--+--+--+---+---+---+-----

1802 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...|...| 10

1803 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...| 2| 9

1804 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...| 1| 9

1805 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...| 1| 9

1806 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1|...|...| 9

1807 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...| 4| 17

1808 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...| 11| 42

1809 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...| 4| 10

1810 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...|...| 2

1811 |..|..|..|..|..|..|..|..|..|..|..|..|..|...|...|...| 0

1812 |..|..|..|..|..|..|..|..|..|..|..|..|..| 2|...|...| 10

1813 |..|..|..|..|..|..|..|..|..|..|..|..|..| 12|...| 1| 88

1814 |..|..|..|..|..|..|..|..|..|..|..|..|..| 6|...|...| 146

1815 |..|..|..|..|..|..|..|..|..|..|..|..|..| 12|...|...| 61

1816 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1| 2 |...| 34

1817 |..|..|..|..|..|..|..|..|..|..|..|..|..| 2|...|...| 55

1818 |..| 1|..|..|..|..|..|..|..|..|..|..|..| 5|...|...| 116

1819 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3|...|...| 86

1820 |..|..|..|..|..|..|..|..|..|..|..|..|..| 4|...|...| 67

1821 |..|..|..|..|..|..|..|..|..|..|..|..|..| 2|...|...| 77

1822 |..|..|..|..|..|..|..|..|..|..|..|..|..| 2|...|...| 106

1823 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1| 1 | 1| 106

1824 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1|...|...| 79

1825 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3|...|...| 103

1826 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3|...|...| 91

1827 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1|...|...| 97

1828 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3|...|...| 107

1829 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3|...|...| 109

1830 |..|..|..|..|..|..|..|..|..|..|..|..|..| 5|...|...| 99

1831 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3|...|...| 92

1832 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3| 3 |...| 101

1833 |..|..|..|..|..|..|..|..|..|..|..|..|..| 5|...|...| 106

1834 |..|..|..|..|..|..|..|..|..|..|..|..|..| 2|...|...| 63

1835 |..|..|..|..|..|..|..|..|..|..|..|..|..| 4|...| 1| 74

1836 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3|...|...| 97

1837 |..| 1|..|..|..|..|..|..|..|..|..|..|..| 4| 7 |...| 117

1838 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3| 26|...| 111

1839 | 1|..|..|..|..|..|..|..|..|..|..|..|..| 1| 13|...| 76

1840 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1| 5 |...| 84

1841 |..|..|..|..|..|..|..|..|..|..|..|..|..| 3| 17|...| 114

1842 |..|..|..|..|..|..|..|..|..|..|..|..|..| 2| 18|...| 109

1843 | 1| 1|..|..|..|..|..|..|..|..|..|..|..|...| 12|...| 60

1844 |..|..|..|..|..|..|..|..|..|..|..|..|..|...| 11|...| 75

1845 |..|..|..|..|..|..|..|..|..|..|..|..|..|...| 10|...| 81

1846 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1| 10|...| 103

1847 | 2|..|..|..|..|..|..|..|..|..|..|..|..| 1| 9 |...| 74

1848 |..| 1|..|..|..|..|..|..|..|..|..|..|..|...| 10|...| 81

1849 | 1| 2|..|..|..|..|..|..|..|..|..|..|..|...| 10|...| 89

1850 |..| 2| 1| 1|..|..|..|..|..|..|..|..|..|...| 10|...| 90

1851 |..|..|..|..|..|..|..|..|..|..|..|..|..| 1| 11|...| 71

1852 | 1|..| 1|..|..|..| 1|..|..|..|..|..|..| 1| 16|...| 90

1853 | 2|..|..|..|..| 1|..|..|..|..|..|..|..|...| 10|...| 83

1854 |..| 3| 1| 1| 1|..| 1|..|..|..|..|..|..|...| 10|...| 103

1855 |..| 1| 2|..|..| 1|..| 1|..| 1|..|..|..|...| 10|...| 80

1856 | 1| 2|..|..| 1|..|..|..|..|..|..|..|..| 1| 10|...| 73

1857 | 1|..| 1|..|..| 1|..|..|..|..|..|..|..|...| 10|...| 82

1858 | 1|..| 1| 1|..|..|..|..| 1|..|..|..|..|...| 10|...| 75

1859 |..|..|..| 1|..|..|..| 1|..| 1|..|..|..|...| 10|...| 60

1860 |..|..|..|..|..|..| 1|..|..|..|..|..|..|...| 10|...| 72

1861 | 1| 3|..| 1|..|..|..|..|..|..| 1|..|..| 1| 26|...| 108

1862 | 2|..| 2| 1|..| 1|..|..| 1| 1|..| 1|..| 1| 13|...| 81

1863 |..|..| 1|..| 1| 1|..|..|..|..|..|..| 1|...| 10|...| 97

------+--+--+--+--+--+--+--+--+--+--+--+--+--+---+---+---+-----

Total.|14|17|10| 6| 3| 5| 3| 2| 2| 3| 1| 1| 1|113|330| 26|4626

------+--+--+--+--+--+--+--+--+--+--+--+--+--+---+---+---+-----

NOTE.--Owing to the destruction of the records by fire in 1838, the

States in which some of the Cadets resided previous to that event is

given; though it is believed they were appointed “At Large.” The

President of the United States having determined late in August, 1863,

to fill all the existing vacancies from the seceded States there were in

the FOURTH CLASS, numbering 97, on the 19th of October, 48 thus

appointed. 10 Cadets similarly appointed had not, on that date, been

examined for admission into the Military Academy.

THE FOLLOWING STATEMENT EXHIBITS THE ACTUAL NUMBER OF CADETS WHO

HAVE GRADUATED AT THE MILITARY ACADEMY, FROM ITS ORIGIN TO THE

PRESENT DATE, WITH THE STATES AND TERRITORIES WHENCE APPOINTED.

------+---+---+---+---+---+---+---+---+---+----

Year | ME| NH| VT| MA| RI| CT| NY| NJ| PA| DE

------+---+---+---+---+---+---+---+---+---+----

1802 |...|...|...| 1|...|...|...|...|...|...

1803 |...|...|...| 1|...|...| 1|...|...|...

1804 |...|...| 1| 1|...|...|...|...|...|...

1805 |...|...|...|...|...| 1| 1|...|...|...

1806 |...|...| 5| 1|...|...| 2| 1| 1|...

1807 |...|...| 4|...|...|...| 1|...|...|...

1808 |...| 2| 6| 3|...| 1| 1|...|...| 1

1809 |...|...| 2| 1|...|...| 3|...|...|...

1811 | 1| 1| 3| 1|...| 2| 5| 1| 2|...

1812 | 1|...| 3| 2|...| 3| 4| 1| 1|...

1813 |...|...|...|...|...|...| 1|...|...|...

1814 |...| 1| 2| 5|...| 1| 9|...| 3|...

1815 |...|...| 1| 5|...|...| 14|...| 1|...

1817 | 1|...| 1|...| 1|...| 4|...| 1|...

1818 |...|...| 1| 2|...| 1| 3| 1| 2| 2

1819 |...| 1| 3| 4|...| 1| 6| 2|...| 1

1820 |...|...|...| 1|...|...| 11| 1|...|...

1821 |...| 1|...| 4|...| 1| 6|...| 2|...

1822 |...| 2| 3| 2| 1| 5| 6| 2| 6|...

1823 |...| 1| 3| 4| 1| 3| 5| 2| 3| 2

1824 | 1| 3|...| 5|...|...| 6|...| 4|...

1825 |...| 1| 1| 2|...| 1| 9| 3| 5|...

1826 | 1| 2| 2| 1| 1|...| 2| 1| 7| 1

1827 |...|...| 3| 4|...|...| 6|...| 4|...

1828 | 3| 1| 2| 4|...| 5| 2| 1| 1|...

1829 | 2| 1| 1| 5|...| 3| 7| 3| 4|...

1830 | 2|...| 1| 1| 2|...| 6| 1| 4| 1

1831 | 1| 1|...|...| 1|...| 8| 2| 4| 1

1832 | 3| 3| 1| 2| 1| 1| 6| 1| 5|...

1833 |...| 2| 1| 7|...| 2| 5| 1| 5| 1

1834 |...| 1| 2| 1|...| 1| 7|...| 6|...

1835 | 4| 1| 1| 4|...|...| 11| 2| 4| 1

1836 | 2| 3| 1| 1| 3| 1| 10| 3| 6| 1

1837 | 1| 1| 1| 6|...| 2| 4| 3| 5| 2

1838 |...|...| 2|...|...| 1| 7|...| 4|...

1839 | 2| 1| 1| 2|...| 1| 6|...| 5|...

1840 | 3| 1|...| 2|...|...| 8| 1| 3|...

1841 | 1| 1| 1| 5|...| 2| 6|...| 7| 1

1842 | 1| 1| 1| 2| 2|...| 7| 1| 5|...

1843 | 2| 1| 2|...|...| 1| 7| 2| 4|...

1844 |...| 1|...| 1| 1| 1| 2|...| 3| 1

1845 | 3|...| 1| 2|...| 1| 8|...| 1|...

1846 | 2| 1| 2| 4| 1| 1| 10| 1| 8|...

1847 |...|...|...|...|...|...| 5|...| 3|...

1848 | 1| 1|...|...|...|...| 5| 3| 5|...

1849 |...| 1| 1| 2|...| 2| 5|...| 3|...

1850 | 3| 1| 1| 3| 1|...| 7|...| 6|...

1851 | 1|...| 1| 3|...| 1| 6|...| 5|...

1852 |...|...|...|...| 1| 1| 7| 2| 4|...

1853 | 1| 1|...| 2|...| 1| 5| 1| 3|...

1854 | 2| 1| 2| 1| 1|...| 4| 1| 5|...

1855 |...| 1| 1| 4|...|...| 7|...| 8| 1

1856 | 1|...|...|...|...|...| 8| 1| 3|...

1857 | 2| 2|...| 2|...| 2| 3| 1| 1|...

1858 | 1|...|...| 4|...| 1| 1| 1| 1|...

1859 |...|...| 1|...|...|...| 4|...| 4|...

1860 | 1|...| 1| 3| 1|...| 7| 1| 3| 1

1861 | 3| 3| 1| 3| 1| 2| 15| 2| 10|...

1862 | 1|...|...| 3|...| 1| 3|...| 2|...

1863 |...|...| 1| 2|...| 1| 4| 1| 5|...

------+---+---+---+---+---+---+---+---+---+----

Total| 54| 47| 75|131| 20| 55|329| 51|197| 18

------+---+---+---+---+---+---+---+---+---+----

Year | MD| VA| NC|SC |GA |AL |MS |LA |OH |IN

------+---+---+---+---+---+---+---+---+---+----

1802 | 1|...|...|...|...|...|...|...|...|...

1803 |...| 1|...|...|...|...|...|...|...|...

1804 |...|...|...|...|...|...|...|...|...|...

1805 |...|...| 1|...|...|...|...|...|...|...

1806 |...|...|...| 1|...|...|...|...|...|...

1807 |...|...|...|...|...|...|...|...|...|...

1808 |...|...|...|...|...|...|...|...|...|...

1809 | 1|...|...|...|...|...|...|...|...|...

1811 | 1| 1|...|...|...|...|...|...|...|...

1812 |...| 1|...| 1|...|...|...|...|...|...

1813 |...|...|...|...|...|...|...|...|...|...

1814 |...| 1| 1|...|...|...|...|...|...| 1

1815 | 4| 2|...| 2| 3|...|...|...| 4|...

1817 |...| 8|...|...|...|...|...|...|...| 1

1818 | 5| 3| 1|...|...|...|...|...|...|...

1819 | 3| 2| 1| 1|...|...|...| 1|...|...

1820 | 5| 3| 3| 1|...|...|...|...| 1|...

1821 | 2| 1|...| 3| 1|...|...|...| 1| 1

1822 |...| 5| 1| 1|...| 1|...|...| 2|...

1823 |...|...| 3| 1|...|...| 1|...|...|...

1824 | 3| 2|...| 2|...|...| 1| 1|...|...

1825 | 3| 3| 2| 2| 2|...|...|...|...|...

1826 | 2| 8| 3| 2| 1|...|...| 1|...| 1

1827 | 2| 4| 3| 2|...| 1|...|...| 3|...

1828 | 1| 1|...| 1|...| 1| 1| 1| 2| 2

1829 | 2| 2| 2| 3| 3|...|...|...| 4| 1

1830 | 4| 2| 2| 1| 1|...|...| 1| 1| 1

1831 | 3| 2| 2| 1| 1|...|...|...| 3|...

1832 | 2| 4| 1| 1|...| 1| 1|...| 3|...

1833 | 1| 5| 1| 2| 1| 2|...|...|...| 1

1834 | 1| 5|...| 1| 1|...|...|...| 1| 1

1835 | 2| 4| 3| 2| 3| 1|...|...| 4|...

1836 | 2| 5| 2| 2|...|...|...|...|...| 1

1837 | 4| 6| 2|...| 2| 1|...|...|...| 2

1838 | 1| 3| 1| 2| 2| 2| 2| 2| 3|...

1839 | 1| 1| 1| 1|...|...|...|...| 3| 1

1840 |...| 4| 3|...|...|...|...| 1| 6|...

1841 | 4| 7| 1| 3|...|...|...|...| 2| 3

1842 | 2| 7| 1| 3| 1| 2| 1| 1| 4| 1

1843 |...| 3|...|...|...|...|...|...| 3| 2

1844 | 2| 1| 1|...|...|...|...|...| 2|...

1845 |...| 2| 1|...| 2|...|...| 1| 4| 2

1846 | 3| 5| 2| 1| 4|...|...|...|...|...

1847 |...| 2| 1| 2|...|...|...|...| 8| 4

1848 |...| 1| 1| 3|...| 2|...|...| 1| 1

1849 |...| 5|...|...| 2|...| 2|...| 4| 2

1850 | 3| 2| 2| 1| 2|...|...| 2|...|...

1851 |...| 2| 3|...|...| 1|...| 1| 2| 2

1852 | 2|...| 2|...|...| 2| 1|...| 6| 2

1853 | 1| 5|...| 2| 3| 1|...|...| 8| 3

1854 |...| 4| 2| 3| 2| 2| 2| 1| 1| 1

1855 |...|...| 2|...| 1|...|...| 1| 2| 1

1856 |...| 2| 1|...|...| 1| 1|...| 7| 3

1857 |...| 3|...| 2| 4| 2|...|...| 2| 1

1858 | 2|...| 2| 1| 2| 1| 1|...| 2| 1

1859 | 1| 1|...|...|...| 1|...|...| 2|...

1860 | 1|...| 2| 2|...| 1|...|...| 3| 1

1861 | 1| 1|...|...|...|...|...|...| 5| 1

1862 |...|...|...|...|...|...|...|...| 6| 1

1863 | 1|...|...|...|...|...|...|...| 3| 2

------+---+---+---+---+---+---+---+---+---+----

Total| 79|142| 63| 59| 44| 26| 14| 15|118| 48

------+---+---+---+---+---+---+---+---+---+----

------+---+---+---+---+---+---+---+---+---+----------

Year |IL |KY |TN |AR |MO |MI |WI |DC |FL | at large

------+---+---+---+---+---+---+---+---+---+----------

1802 |...|...|...|...|...|...|...|...|...| ...

1803 |...|...|...|...|...|...|...|...|...| ...

1804 |...|...|...|...|...|...|...|...|...| ...

1805 |...|...|...|...|...|...|...|...|...| ...

1806 |...|...|...|...| 4|...|...|...|...| ...

1807 |...|...|...|...|...|...|...|...|...| ...

1808 |...|...|...|...| 1|...|...|...|...| ...

1809 |...|...|...|...|...|...|...|...|...| ...

1811 |...|...|...|...|...|...|...| 1|...| ...

1812 |...|...|...|...|...|...|...| 1|...| ...

1813 |...|...|...|...|...|...|...|...|...| ...

1814 |...| 1|...|...|...|...|...| 5|...| ...

1815 |...|...|...|...|...|...|...| 4|...| ...

1817 |...| 1|...|...|...|...|...| 1|...| ...

1818 |...| 1|...|...|...|...|...| 1|...| ...

1819 | 1| 1|...|...|...|...|...| 1|...| ...

1820 |...|...| 2|...|...|...|...| 2|...| ...

1821 |...|...| 1|...|...|...|...|...|...| ...

1822 |...| 1| 1|...|...|...|...| 1|...| ...

1823 |...| 2| 1|...|...| 1|...| 2|...| ...

1824 |...| 2| 1|...|...|...|...|...|...| ...

1825 |...| 2| 1|...|...|...|...|...|...| ...

1826 |...| 1| 1|...| 1|...|...| 1| 1| ...

1827 |...| 4|...|...|...| 1|...| 1|...| ...

1828 | 1|...| 2|...| 1|...|...|...|...| ...

1829 |...| 2|...|...|...|...|...| 1|...| ...

1830 | 1| 4| 2|...| 1|...|...| 3|...| ...

1831 |...| 2| 1|...|...|...|...|...|...| ...

1832 | 1| 3| 3|...|...| 1|...| 1|...| ...

1833 |...| 1| 2|...| 1|...|...| 2|...| ...

1834 |...| 4| 1|...| 1|...|...| 1| 1| ...

1835 |...| 4| 1|...|...|...|...| 3|...| 1

1836 |...| 2| 1|...|...|...|...| 1|...| 2

1837 | 1| 1| 1|...| 1| 1|...| 3|...| ...

1838 | 1| 3| 2|...| 1| 1|...| 1|...| 4

1839 |...| 3| 1|...|...|...|...| 1|...| ...

1840 |...|...| 3|...|...|...|...| 2| 1| 4

1841 | 2| 1| 1| 1|...| 1|...|...|...| 2

1842 | 1| 3| 1|...|...|...|...| 2|...| 6

1843 |...| 2| 1|...| 1| 1|...|...|...| 6

1844 |...| 4| 1| 1|...|...|...| 2|...| 1

1845 |...| 3| 1|...|...|...|...|...| 1| 8

1846 | 1| 1| 3|...|...|...|...| 1|...| 8

1847 | 2|...|...|...| 1| 1|...|...|...| 8

1848 | 2|...| 2| 1|...| 1| 1|...|...| 7

1849 |...| 2| 2|...| 1|...|...|...| 1| 8

1850 | 1| 2| 2|...|...|...|...|...|...| 5

1851 | 1| 2| 3|...|...|...|...| 1|...| 6

1852 | 1| 2| 1|...| 1| 2|...|...|...| 6

1853 | 2| 1| 2|...| 2|...|...|...| 1| 5

1854 |...|...| 1|...|...|...| 3|...|...| 6

1855 | 2|...|...|...|...|...|...|...|...| 3

1856 |...| 4| 2|...| 1| 2|...| 1|...| 10

1857 | 1| 3| 1|...| 2|...|...|...|...| 3

1858 |...| 1| 1|...|...|...|...|...|...| 3

1859 | 1|...| 1|...|...| 1| 1|...|...| 3

1860 | 6|...|...| 1|...|...|...|...|...| 5

1861 | 1| 4| 1| 1| 2| 3| 2| 1|...| 14

1862 |...| 1| 1|...| 1|...|...|...|...| 5

1863 |...| 2|...|...|...|...|...| 2|...| ...

------+---+---+---+---+---+---+---+---+---+----------

Total| 30| 83| 56| 5| 24| 17| 7| 50| 6| 139

------+---+---+---+---+---+---+---+---+---+----------

------+---+---+---+---+---+---+---+---+---++-----------

Year |IA |TX |UT |MN |WA |OR |NM |CA |NE || Aggregate

------+---+---+---+---+---+---+---+---+---++-----------

1802 |...|...|...|...|...|...|...|...|...|| 2

1803 |...|...|...|...|...|...|...|...|...|| 3

1804 |...|...|...|...|...|...|...|...|...|| 2

1805 |...|...|...|...|...|...|...|...|...|| 3

1806 |...|...|...|...|...|...|...|...|...|| 15

1807 |...|...|...|...|...|...|...|...|...|| 5

1808 |...|...|...|...|...|...|...|...|...|| 15

1809 |...|...|...|...|...|...|...|...|...|| 7

1811 |...|...|...|...|...|...|...|...|...|| 19

1812 |...|...|...|...|...|...|...|...|...|| 18

1813 |...|...|...|...|...|...|...|...|...|| 1

1814 |...|...|...|...|...|...|...|...|...|| 30

1815 |...|...|...|...|...|...|...|...|...|| 40

1817 |...|...|...|...|...|...|...|...|...|| 19

1818 |...|...|...|...|...|...|...|...|...|| 23

1819 |...|...|...|...|...|...|...|...|...|| 29

1820 |...|...|...|...|...|...|...|...|...|| 30

1821 |...|...|...|...|...|...|...|...|...|| 24

1822 |...|...|...|...|...|...|...|...|...|| 40

1823 |...|...|...|...|...|...|...|...|...|| 35

1824 |...|...|...|...|...|...|...|...|...|| 31

1825 |...|...|...|...|...|...|...|...|...|| 37

1826 |...|...|...|...|...|...|...|...|...|| 41

1827 |...|...|...|...|...|...|...|...|...|| 38

1828 |...|...|...|...|...|...|...|...|...|| 33

1829 |...|...|...|...|...|...|...|...|...|| 46

1830 |...|...|...|...|...|...|...|...|...|| 42

1831 |...|...|...|...|...|...|...|...|...|| 33

1832 |...|...|...|...|...|...|...|...|...|| 45

1833 |...|...|...|...|...|...|...|...|...|| 43

1834 |...|...|...|...|...|...|...|...|...|| 36

1835 |...|...|...|...|...|...|...|...|...|| 56

1836 |...|...|...|...|...|...|...|...|...|| 49

1837 |...|...|...|...|...|...|...|...|...|| 50

1838 |...|...|...|...|...|...|...|...|...|| 45

1839 |...|...|...|...|...|...|...|...|...|| 31

1840 |...|...|...|...|...|...|...|...|...|| 42

1841 |...|...|...|...|...|...|...|...|...|| 52

1842 |...|...|...|...|...|...|...|...|...|| 56

1843 | 1|...|...|...|...|...|...|...|...|| 39

1844 |...|...|...|...|...|...|...|...|...|| 25

1845 |...|...|...|...|...|...|...|...|...|| 41

1846 |...|...|...|...|...|...|...|...|...|| 59

1847 | 1|...|...|...|...|...|...|...|...|| 38

1848 |...|...|...|...|...|...|...|...|...|| 38

1849 |...|...|...|...|...|...|...|...|...|| 43

1850 |...|...|...|...|...|...|...|...|...|| 44

1851 | 1|...|...|...|...|...|...|...|...|| 42

1852 |...|...|...|...|...|...|...|...|...|| 43

1853 | 1| 1|...|...|...|...|...|...|...|| 52

1854 |...| 1|...|...|...|...|...|...|...|| 46

1855 |...|...|...|...|...|...|...|...|...|| 34

1856 |...|...|...|...|...|...|...|...|...|| 48

1857 | 1| 1|...|...|...|...|...|...|...|| 39

1858 |...|...| 1|...|...|...|...|...|...|| 27

1859 |...|...|...| 1|...|...|...|...|...|| 22

1860 |...|...|...|...| 1|...|...|...|...|| 41

1861 | 1|...|...|...|...| 1| 1|...|...|| 80

1862 |...|...|...| 1|...|...|...| 1| 1|| 28

1863 |...|...|...|...| 1|...|...|...|...|| 25

------+---+---+---+---+---+---+---+---+---++-----------

Total| 6| 3| 1| 2| 2| 1| 1| 1| 1|| 2020

------+---+---+---+---+---+---+---+---+---++-----------

TABLE D.

EXHIBITING THE WHOLE NUMBER OF CADETS ADMITTED TO THE MILITARY ACADEMY

FROM EACH STATE AND TERRITORY, AND THE WHOLE NUMBER GRADUATED.

[KEY

DC District of Columbia

T Total

N Number

E No. entitl’d ’60

% Per cent. _printed as shown_]

---------------+---------+--------------+----------+---------+-----

AND +----+----+----+----+----+-----+----+----+----+

TERRITORY. |From| T |From| T | % | N | % |No. | % | E

---------------+----+----+----+----+----+-----+----+----+----+-----

Alabama |1817| 88|1822| 26|.295| 61 |.693| 1|.012| 7

Arkansas |1827| 17|1841| 5|.294| ... |.705| ...| ...| 2

California |1850| 10|1862| 1|.100| 6 |.600| 3|.300| 3

Connecticut |1802| 102|1805| 55|.539| 43 |.422| 4|.039| 4

Delaware |1806| 41|1808| 18|.439| 22 |.539| 1|.022| 1

Florida |1822| 20|1826| 6|.300| 14 |.700| ...|....| 1

Georgia |1813| 139|1815| 44|.329| 95 |.670| ...|....| 3

Illinois |1815| 81|1819| 30|.379| 42 |.519| 9|.111| 13

Indiana |1812| 109|1814| 48|.440| 52 |.477| 9|.083| 11

Iowa |1839| 14|1843| 6|.428| 6 |.428| 2|.144| 6

Kansas |1855| 3|....| ...|....| 2 |.667| 1|.333| 1

Kentucky |1813| 196|1819| 83|.423| 105 |.531| 8|.046| 9

Louisiana |1817| 67|1819| 15|.223| 51 |.761| 1|.016| 4

Maine |1808| 102|1811| 54|.529| 43 |.422| 5|.049| 5

Maryland |1802| 179|1802| 79|.441| 95 |.537| 5|.022| 5

Massachusetts |1802| 232|1802| 131|.324| 91 |.392| 10|.043| 10

Michigan |1814| 38|1823| 17|.447| 18 |.474| 3|.079| 6

Minnesota |1850| 6|1859| 2|.333| 2 |.333| 2|.333| 2

Mississippi |1819| 51|1823| 14|.274| 37 |.725| ...|....| 5

Missouri |1802| 67|1806| 24|.358| 37 |.552| 6|.090| 9

New Hampshire |1817| 78|1808| 47|.602| 28 |.359| 3|.039| 3

New Jersey |1803| 101|1806| 51|.504| 45 |.446| 5|.050| 5

New York |1802| 650|1803| 329|.506| 289 |.444| 32|.050| 31

North Carolina |1803| 190|1805| 63|.331| 127 |.668| ...|....| 8

Ohio |1813| 243|1815| 118|.485| 105 |.432| 20|.083| 19

Oregon |1854| 3|1861| 1|.333| 1 |.333| 1|.333| 1

Pennsylvania |1804| 424|1806| 197|.464| 203 |.479| 24|.057| 24

Rhode Island |1814| 42|1817| 20|.476| 20 |.476| 2|.048| 2

South Carolina |1809| 159|1806| 59|.371| 100 |.628| ...|....| 6

Tennessee |1815| 178|1820| 56|.314| 122 |.686| ...|....| 10

Texas |1840| 11|1853| 3|.272| 8 |.727| ...|....| 2

Vermont |1803| 104|1804| 75|.721| 26 |.250| 3|.029| 3

Virginia |1803| 379|1803| 142|.374| 237 |.615| 4|.011| 13

West Virginia |1863| 1|....| ...|....| ... |....| 1|.000| 1

Wisconsin |1837| 17|1848| 7|.411| 7 |.412| 3|.177| 6

Columbia |1806| 113|1811| 50|.443| 62 |.549| 1|.008| 1

New Mexico |1852| 5|1861| 1|.200| 3 |.600| 1|.200| 1

Utah |1853| 3|1858| 1|.333| 1 |.333| 1|.333| 1

Washington |1855| 2|1861| 2|.100| ... |....| 1|.500| 1

Nebraska |1858| 2|1862| 1|.500| ... |....| 1|.000| 1

Dakota |1861| 1|....| ...|....| ... |....| 1|.000| 1

Colorado |1863| 1|....| ...|....| ... |....| 1|.000| 1

Nevada |1863| 1|....| ...|....| ... |....| 1|.000| 1

At large |1837| 330|....| 139|.421| 156 |.473| 35|.106| 40

Unknown |1803| 26|....| ...|....| ... |....| ...|....| ...

---------------+----+----+----+----+----+-----+----+----+----+-----

Total | |4626| |2020| | | | 210| | 294

---------------+----+----+----+----+----+-----+----+----+----+-----

The Totals in the column of Cadets admitted, graduated, and failed to

graduate, for each State and Territory, and for the country at large,

are obtained from Tables prepared by Capt. Boynton, in his “History of

the United States Military Academy.” The per centage of graduates,

failures, &c., is calculated from the totals thus obtained. The minute

accuracy of the results is slightly effected by the difficulty of

assigning the twenty-six Cadets admitted, whose place of residence was

unknown, to their respective States. The column of Cadets to which each

State and Territory is entitled in the apportionment of members of

Congress under the Census of 1860, is official so far as States not

involved in rebellion are concerned; the latter is given according to

the Census of 1850.

OPINIONS OF COL. THAYER AND OTHERS.

_On the recommendations of the Board of Visitors as to the conditions of

admission to the United States Military Academy at West Point._

Extract from a letter of COL. SYLVANUS THAYER, Superintendent of the

United States Military Academy, from 1816 to 1831.

“The Extracts from the Report of the Visitors at West Point, for 1863,

I have read with the highest satisfaction, not to say admiration. The

subject of the admission of Cadets, their number, age, attainments, and

mode of appointment, is discussed in the most complete and able manner,

_ne laissant rien a desirer_, as far as I can see. I am naturally the

more pleased from finding my own views so perfectly reflected in many

important particulars. The only difference I notice is the small

addition to my standard of attainment for admission. I not only agree to

that, but would raise the standard as high as Congress would be willing

to adopt. The higher the standard, the more perfect will be the test of

capacity. The subject, as you may well suppose, is not a new one with

me. More than forty years ago I made my first effort to have the mode of

appointment by nomination, done away with, and admission by open

competition adopted. My last effort before the late one, was made in

1858, while I was in command of the Corps of Engineers, during the

absence of Gen. Totten. At the same time, I recommended a higher

standard of attainment, a Board of Improvement, and some of the other

changes comprised in my “Propositions,” but with little expectation,

however, that my solitary voice would be heeded. After long despairing,

I am now encouraged and cheered. Admission by competitive examination,

open to all, may not be attained as soon as we wish, but come it must at

no distant day. Let every future Board of Visitors recall the attention

of the Government to your excellent Report; no new arguments are needed,

and let all the publications devoted to the cause of education, agitate

the question unceasingly.”

We have been favored with the perusal of the “Propositions,” referred to

in Col. Thayer’s letter, and submitted by him to the Secretary of War,

in 1863, with “Suggestions for the Improvement of the United States

Military Academy.” So far as the Visitors go, their views, and those of

Col. Thayer, are almost identical, but Col. Thayer’s communication to

the Secretary includes many other suggestions relating to the

instruction, discipline, and administration of the institution, which we

hope will be adopted by the Secretary, and embodied in the Regulations.

In addition to the modifications suggested by Col. Thayer, we should

like to see the theoretical course at West Point reduced to two years;

and Special Courses, or Schools of Application and Practice established

for the Engineer, Artillery, Cavalry, and Infantry service, open only to

those who should show natural aptitude, and the proper amount of

acquired knowledge, whether graduates of the scientific course of West

Point, or any State scientific or classical school, in a competitive

examination. In each of these courses or schools, there should be a

graduation, and promotion, in the particular service, according to

merit. Our whole system of military instruction should terminate in a

STAFF SCHOOL, open only to those who, in addition to the knowledge

required for graduation in at least two of the above special courses,

should have had at least three years actual experience in service. While

members of the Staff School, these candidates for the Staff Corps,

should, if called for by the State authorities, assist without

compensation, in conducting Military Encampments of the Officers of the

State Militia, like those held every year in Switzerland, and

corresponding to what is known in this country to Teacher’s Institutes.

The graduates of the Staff School, should constitute the Staff Corps,

from which all vacancies in the higher offices of the Regular Army

should be filled, and all appointments to new regiments be made.

EXTRACT from a letter of GEN. H. K. OLIVER.

I have read with the utmost care, the Extract from the Report of the

Board of Examiners of the Military Academy at West Point, for the year

1863, and most heartily concur in the views therein set forth, and

especially in that portion of it, which recommends a competitive

examination of candidates for admission. In all its relations it is

right. In fact it stands out prominently as the only proper mode of

admittance.

My intimate acquaintance with the Academy, having attended the

examination in 1846, by invitation, and again in 1847, as Secretary of

the Board of Visitors for that year, enables me to speak with reasonable

authority. These visits afforded me opportunities, which I improved to

the utmost, and most minutely, to become intimately well informed of the

effect of the prevailing method of selection, and of its practical

results upon character and scholarship after admission, as well as to

know, with what degree of fidelity, the institution was answering the

intent of its founding, and the just expectation of the country; and I

was then satisfied, and subsequent observation has confirmed me in my

opinion, that whatever of deficiency prevailed, was traceable to the

method of admission. Faithful teachers and faithful teaching will

achieve great results, but they can not make good, incompetent natural

endowments, nor infuse vigor and life into sluggish natures. I sincerely

hope that the Government will feel the force of your views, and comply

with your most commendable recommendations.

RESOLUTION adopted by the American Institute of Instruction at the

Annual Meeting in August; 1863.

WHEREAS, the security and honor of this whole country require in the

military and naval service the right sort of men with the right sort of

knowledge and training; _and whereas_, the military and naval schools

established to impart this knowledge and training will fail in their

objects, unless young men are selected as students of the right age,

with suitable preparatory knowledge, with vigor of body, and aptitude of

mind, for the special studies of such schools; _and whereas_, the mode

of determining the qualifications and selecting the students, may be

made to test the thoroughness of the elementary education given in the

several States, therefor

_Resolved_, That the Directors of the American Institute of

Instruction are authorized and instructed to memorialize the Congress of

the United States, to revise the terms and mode of admission to the

National Military and Naval Schools, so as to invite young men of the

right spirit, and with vigor and aptitude of mind for mathematical and

military studies, who aspire to serve their country in the military and

naval service, to compete in open trial before intelligent and impartial

examiners in each State, without fear or favor, without reference to the

wealth, or poverty, or occupation, or political opinions of their

parents or guardians, for such admission, and that in all cases the

order of admission shall be according to the personal merits and fitness

of the candidate.”

EXTRACT from letter of Prof. Monroe, St. John’s College, Fordham, N.Y.

I rejoice that some one has taken hold of this subject at last. It

needs only to be understood to be adopted; for I can not see from what

quarter any opposition to it can arise. You rightly observe that “all

the educational institutions of the several States” are interested in

this mode of appointment. Great Britain, France, and many of the

Continental States admit to their military schools the most competent

young men who present themselves, and the method is found to be as

economical as it is equitable. Long years of _winnowing_ is saved to the

Government; for the subjects who present themselves are, of course, the

most capable. For several years I was a witness of the beneficial

effects produced on youth in France by the stimulation of their energies

in order to undergo an examination for admission into the military or

naval schools. Our present mode of appointment appears to be an anomaly;

for while monarchies find it expedient to adopt a less exclusive mode of

sustaining their military organizations, we still cling to one founded

on patronage and prerogative. Many of our young men in different

colleges and educational institutions have a taste and vocation to the

military profession, and have an equal right to compete for a place in

the only fields where such a taste can be gratified--viz., in the army

and navy. These careers should then be open to them. There is danger and

want of policy in suppressing the legitimate aspirations of young men in

a nation which is, say what we can, passionately fond of military glory.

EXTRACT from the Report of the Board of Visitors of the U.S. Military

Academy at West Point for 1864.

The main features of the Report of the Visitors for 1863 we most

cordially approve, especially its recommendations of competitive

examination, and raising the age and qualifications of candidates for

admission. The only student who obtained his appointment through

competitive examination (introduced into his district by the member of

Congress upon whose recommendation he was appointed from the common

schools[15] of New York) graduated at the head of his class this year.

[Footnote 15: The successful candidate, out of twenty competitors,

was a member of the Free Academy of the city of New York, and

stood in scholarship about the middle of his class.]

The beneficial effect on schools, as regards both pupils and teachers,

of throwing open appointments in civil, as well as in military and naval

service, to competition, and giving them to the most meritorious

candidates, on examination, is thus commented on in the Report of the

Queen’s Commissioners on the Endowed Schools of Ireland:

This measure has received the unanimous approval of our body, who

regard it as an effectual method of promoting intermediate education.

The experience already obtained respecting the operation of public and

competitive examinations, so far as they have hitherto been tried,

leaves no doubt on our minds that the extension of this system would,

under judicious management, produce very beneficial effects, both in

raising the standard of instruction, and in stimulating the efforts of

masters and of pupils. The educational tests adapted for examinations

for the public service would be, in our opinion, of all others the most

general in their character, and therefore, those best calculated to

direct the efforts of teachers to that course of mental discipline and

moral training, the attainment of which constitutes, in our opinion, the

chief object of a liberal education. The experience of the civil service

commission has shown the shortcomings of all classes in the most general

and most elementary branches of a literary and scientific education.

These views are strongly corroborated by the testimony, appended to

the Report, of prominent teachers and educators consulted on the

subject:

Prof. Bullen, in the Queen’s College, Cork, remarks:--“No movement

ever made will so materially advance education in this country as the

throwing open public situations to meritorious candidates. It has given

already a great impulse to schools and will give greater. The

consequence of throwing the civil service open to the public is already

beginning to tell--although only in operation a few months, it has told

in a most satisfactory manner in this city; and, from what I can see, it

will have the happiest results on education generally.”

Prof. King, Head Master of a Grammar School at Ennis, writes:--“These

examinations have already caused improvements in my own school by

inducing me to give instruction in branches which I had never taught

before.”

The Dean of Elphin, the Archdeacon of Waterford and the Bishop of

Doun, advocate the measure on the ground of its tendency to produce

competition between schools, and to stimulate private enterprise. The

Bishop of Cashel “thought that this competition would be more valuable

than the endowment of schools giving education gratuitously.”

In confirmation of the above views, and as an illustration of the

benefits likely to accrue both to the cause of education and to the

public service from the extension of the system of competitive

examinations, we may add that, at the late competitive examination for

certificates of merit held by the Royal Dublin Society Mr. Samuel

Chapman, who was educated solely by the Incorporated Society, as a

foundation boy, obtained the first place and a prize of £5. In

consequence of this success the Bank of Ireland immediately appointed

him to a clerkship. Mr. Chapman was originally elected to the Pococke

Institution, from a parish school, by a competitive examination; and on

his leaving the Santry school Prof. Galbraith appointed him his

assistant in Trinity College, in consequence of the skill in drawing

which he exhibited, and his knowledge of mathematics, as proved by his

final examination.

III. COMPETITIVE EXAMINATION AT WEST POINT.

DEBATE IN THE UNITED STATES SENATE, MAY 18TH, 1864.

The Bill making appropriation for the Military Academy being under

consideration, Senator Anthony, of R. Island, remarked on the following

amendment:

_And be it further enacted_, That hereafter, in all appointments of

cadets to the Military Academy at West Point, the selections for such

appointments in the several districts shall be made from the candidates

according to their respective merits and qualifications, to be

determined under such rules and regulations as the Secretary of War

shall from time to time prescribe.

This, Mr. President, is substantially the proposition which I offered at

the last session; and although I was not so fortunate as to obtain for

it the assent of the Senate, mainly from an apprehension of practical

difficulties in carrying out what is admitted to be a desirable reform

if it could be effected, yet the general expression of Senators was so

much in favor of the principle, and I have been so much strengthened in

my views on the subject by subsequent reflection and examination, that I

am emboldened to renew it.

I differ entirely from those who are fond of disparaging the Military

Academy. It has been of incalculable service to the country; it is the

origin and the constant supply of that military science without which

mere courage would be constantly foiled, and battles would be but Indian

fights on a large scale. Not to speak of the Mexican war, throughout the

whole of which West Point shone with conspicuous luster, it is safe to

leave the vindication of the Academy to the gallant and able men who

have illustrated the annals of the war that is now raging. Nor have its

indirect advantages been less marked than its direct. It has kept alive

a military spirit, and kept up a good standard of military instruction

in the volunteer militia. It furnished, from its graduates who have

retired from the Army, scores of men who rushed to the head of our new

levies, who organized and instructed them, inspired them with

confidence, and led them over many a bloody field to many a glorious

victory. Large numbers of our best volunteer officers owe their

instruction indirectly to West Point.

To say that no course of military instruction can make a pupil a

military genius, can create in him that rare quality that takes in at a

glance, almost by intuition, the relative strength of great masses

opposed to each other, and that power of combination which can bring an

inferior force always in greater number upon the severed portions of a

superior force, is very true. To discard military education on that

account would be like shutting up the schools and colleges because they

can not turn out Miltons and Burkes and Websters. Education does not

create, it develops and enlarges and inspires and elevates. It will make

the perfect flower, the majestic tree, from the little seed; but it must

have the seed. And what I desire is that the Academy at West Point

should have the best seed; that its great resources, its careful

culture, its scientific appliances, should not be wasted on second-rate

material. The Academy has never had a fair chance; the country has not

had a fair chance; the boys have not had a fair chance. This is what I

want them all to have, and especially the country. I desire that the

Academy shall begin, as it goes on, upon the competitive principle. As

all its standing, all its honors, are won by competition, so should the

original right to compete for them be won. I would give all the youth of

the country a fair chance; and, more desirable than that, I would give

the country a fair chance for all its youth. I would have the Academy

filled up by those young men who, upon examination by competent judges,

should be found most likely to render the best service to the country;

to make the best officers; whose qualifications, physical, intellectual,

and moral, whose tastes and habits, should seem to best fit them for

military life.

But, it is objected, no such examination would be infallible. Of course

it would not be. No human judgment is infallible. Our deliberations are

not infallible; but therefore shall we not deliberate? The decisions of

the Supreme Court are not infallible; therefore shall we abolish the

court?

A SENATOR. The Senator from New Hampshire would say yes.

MR. ANTHONY. I know the Senator from New Hampshire [Mr. HALE] would say

“Yes.” He would abolish both the Academy and the Court, and I can well

suppose that the policy which would abolish the one might abolish the

other. But although such an examination would not be infallible, it

would, if properly organized and properly conducted, accomplish much

toward the reform which all admit to be desirable, if it be practicable.

It can not be doubted that the young men who would come out best from

such a trial would, as a body, be superior to those who are selected

upon mere personal preferences, and these preferences generally not for

themselves, but for their parents; not for their own qualifications, but

as a recognition of the political services of their fathers.

But, again, it was objected when I made this proposition a year ago that

it was not equal; because, in giving to any given place of examination,

some young men would have further to travel than others! If this

objection had not been gravely made by men for whom I have the highest

respect I should be tempted to call it puerile. A boy asks the privilege

of going a hundred miles to the place of examination, and is told that

he can not have it because another boy will have to go two hundred

miles, and another but fifty, and it is not equal! The fact that either

of them would go five hundred miles on foot for the opportunity of

competition is not taken into the account. On the same principle our

elections are not equal, for one man must travel further than another to

reach the polls. For a boy who can not obtain the means to travel from

his home to the place of examination--and there will be very few such of

those who would be likely to pass high in the examination--the plan

proposed would be no worse, certainly, than the present system; for

those who have the means the difference in travel is too small an item

to enter into the account.

No plan can be made perfectly equal. Shall we therefore refuse to make a

large advance toward equality? Certainly the system which invites a

competition from all who are in a condition to avail themselves of it is

more equal than that which excludes all competition. But although

equality in the advantages of the Academy is very desirable, and

although the amendment proposed would be a long step in that direction,

it is not for that reason that I urge it. It is not to give all the

young men an equal chance for the Academy, it is to give the Academy a

chance for the best young men; and although even under this system the

best young men will often fail of success, it can not be doubted that

many more of them will enter the service than under the present system.

Nor will the advantages of this competition be confined to those who

reach the prize for which so many will struggle. An incalculable

although an incidental benefit will accrue to the thousands whose

youthful hearts will be stirred by an honorable ambition, and who will

cultivate their minds by liberal studies and develop their physical

power by manly exercises in the struggle upon which the humblest may

enter, and in which the proudest can obtain only what he fairly earns.

Under the present system the Academy wastes full half its strength upon

boys who never ought to be admitted, and whose natural incapacity

derives but little benefit from the partial training that they receive

there. Under the system proposed, the Academy would exert its influence

upon thousands of the brightest and most aspiring boys all over the

country, stimulating them to the pursuit of such studies and to the

formation of such habits as, if they fail to carry them to West Point,

will help to conduct them to usefulness and honor in whatever path of

life they may choose.

But, again, we are met with the objection that this proposition is

impracticable, that it looks very well on paper, but that it can not be

carried into effect. Let us see. It is quite safe to conclude that what

has been done can be done, and that what wise and judicious people do,

and persist in doing after experiment, is proper to be done. What is the

most warlike nation of Europe? What nation of Europe has carried

military science to the highest degree? What nation of Europe has the

greatest genius for organization? You will say the French. Let us see

what is their system. I read from the report of the Commission appointed

by Congress in 1860 to visit the Military Academy at West Point, and

report upon the system of instruction; a commission of which you, Mr.

President, [Mr. FOOT,] were a member:

Among the European systems of military education that of France is

preëminent. The stimulating principle of competition extends throughout

the whole system; it exists in the appointment of the student, in his

progress through the preliminary schools, in his transfer to the higher

schools, in his promotion to the Army, and in his advancement in his

subsequent career. The distinguishing features of the French system are

thus described by the British commissioners.

“1. The proportion, founded apparently upon principle, which officers

educated in military schools are made to bear to those promoted for

service from the ranks. 2. The mature age at which military education

begins. 3. The system of thorough competition on which it is founded.

4. The extensive State assistance afforded to successful candidates for

entrance into military schools whenever their circumstances require it.

* * * * * *

Admission to the military schools of France can only be gained through

a public competitive examination by those who have received the degree

of bachelor of science from the lycées or public schools, and from the

orphan school of La Flèche.

A powerful influence has thus been exercised upon the character of

education in France. The importance of certain studies has been

gradually reduced, while those of a scientific character, entering more

directly into the pursuits of life, have been constantly elevated.

The two great elementary military schools are the School of St. Cyr

and the Polytechnic School. These, as well as the other military

schools, are under the charge of the Minister of War, with whom the

authorities of the schools are in direct communication. Commissions in

the infantry, cavalry, and marines can only be obtained by service in

the ranks of the army, or by passing successfully through the School of

St. Cyr, admission to which is gained by the competitive examination

already referred to.”

Again, the Commission say, speaking of the School of St. Cyr:

The admission is by competitive examination, open to all youths,

French by birth or by naturalization, who, on the 1st of January

preceding their candidature, were not less than sixteen and not more

than twenty years old. To this examination are also admitted soldiers in

the ranks between twenty and twenty-five years, who, at the date of its

commencement, have been actually in service in their regiments for two

years.

A board of examiners passes through France once every year, and

examines all who present themselves having the prescribed

qualifications.

A list of such candidates as are found eligible for admission to St.

Cyr is submitted to the Minister of War. The number of vacancies has

already been determined, and the candidates admitted are taken in the

order of merit.

Twenty-seven, or sometimes a greater number, are annually, at the

close of their second year of study, placed in competition with

twenty-five candidates from the second lieutenants belonging to the

army, if so many are forthcoming, for admission to the Staff School of

Paris. This advantage is one object which serves as a stimulus to

exertion, the permission being given according to rank in the

classification by order of merit.

In regard to the Polytechnic School, the Commission say:

Admission to the School is, and has been since its first commencement

in 1794, obtained by competition in a general examination, held yearly,

and open to all. Every French youth between the ages of sixteen and

twenty (or if in the army up to the age of twenty-five) may offer

himself as a candidate.

This is the system which was organized by Carnot and adopted and

extended by Napoleon. Under this system the French army has attained its

perfection of organization, its high discipline, its science, its dash,

and its efficiency.

But not the French alone have adopted the competitive system. In

England, all whose traditions are aristocratical, where promotion in the

army has so long been made by patronage and by purchase, the sturdy

common sense of the nation has pushed away the obstructions that have

blocked up the avenues to the army, and have opened them to merit, come

from what quarter it may. In the commencement of the Crimean war, the

English people were shocked at the evident inferiority of their army to

the French. Their officers did not know how to take care of their men,

or how to fight them. And although in the end British pluck and British

persistence vindicated themselves as they always have and always will,

it was not till thousands of lives had been sacrificed that might have

been saved under a better system. No French officer would have permitted

that memorable charge at Balaklava, which was as remarkable for the

stupidity that ordered it as for the valor that executed it, and which

has been sung in verses nearly as bad as the generalship which they

celebrate. After the war, the English Government, with the practical

good sense which usually distinguishes it, came, without difficulty, to

the conclusion that merit was better than family in officering the army,

and that it was more desirable to put its epaulets upon the shoulder of

those who could take care of the men and lead them properly than upon

those who could trace their descent to the Conqueror, or whose uncles

could return members of Parliament. Accordingly, the Royal Military

Academy, which had been filled, as ours is, by patronage, was thrown

open to public competition. On this subject I quote from the very

interesting and valuable report of the Visitors of the Military Academy

in 1863:

The same principle was applied to appointments and promotion in the

new regiments called for by the exigencies of the great war in which

England found herself engaged.

Subjects, time, and place of examination were officially made known

throughout the kingdom, and commissions to conduct the examinations were

appointed, composed of men of good common sense, military officers, and

eminent practical teachers and educators. The results, as stated in a

debate in Parliament five years later, on extending this principle to

all public schools, and all appointments and promotions in every

department of the public service, were as follows: in the competitive

examinations for admission to the Royal Military Academy candidates from

all classes of society appeared--sons of merchants, attorneys,

clergymen, mechanics, and noblemen, and among the successful competitors

every class was represented. Among the number was the son of a mechanic

in the arsenal at Woolwich, and the son of an earl who was at that time

a cabinet minister--the graduates of national schools, and the students

of Eton, and other great public schools.

On this point Mr. Edward Chadwick, in a report before the National

Social Science Association, at Cambridge in 1862, says:

“Out of an average three hundred patronage-appointed cadets at the

Royal Military Academy at Woolwich, for officers of engineers and the

artillery, during the five years preceding the adoption of the principle

of open competition for admission to the Academy, there were fifty who

were, after long and indulgent trial and with a due regard to

influential parents and patrons, dismissed for hopeless incapacity for

the service of those scientific corps. During the five subsequent years,

which have been years of the open-competition principle, there has not

been one dismissed for incapacity. Moreover, the general standard of

capacity has been advanced. An eminent professor of this university, who

has taught as well under the patronage as under the competitive system

at that Academy, declares that the quality of mind of the average of the

cadets has been improved by the competition, so much so that he

considers that the present average quality of the mind of cadets there,

though the sorts of attainment are different, has been brought up to the

average of the first-class men of this (Cambridge) university, which of

itself is a great gain. Another result, the opposite to that which was

confidently predicted by the opponents to the principle, has been that

the average physical power or bodily strength, instead of being

diminished, is advanced beyond the average of their predecessors.”

I read this also from the same report:

Another result of immense importance to the educational interests of

Great Britain has followed the introduction of these open competitive

examinations for appointments to the military and naval schools, to the

East India service, as well as to fill vacancies in the principal

clerkships in the war, admiralty, ordnance, and home departments of the

Government. A stimulus of the most healthy and powerful kind, worth more

than millions of pecuniary endowment, has been given to all the great

schools of the country, including the universities of England, Scotland,

and Ireland. As soon as it was known that candidates, graduates of

Trinity College, Dublin, had succeeded over competitors from Oxford and

Edinburg in obtaining valuable appointments in the East India service,

the professors in the latter universities began to look to their

laurels. As soon as it was known to the master of any important school

that some of his leading pupils might compete in these examinations, and

that his own reputation as a teacher depended in a measure on the

success or failure of these pupils, he had a new motive to impart the

most vigorous and thorough training.

Such has been the result in France and in England. We are not without

examples at home. The competitive system has been tried in repeated

instances here in the appointments both to the Military and the Naval

Academy. Several Representatives in Congress, with a conscientious sense

of the responsibility resting upon them, have given their patronage to

the result of general competition, among them the gentleman who so ably

represented, in the last Congress, the district in which I live. The

results have been most satisfactory. Here, again, I will quote from the

report of the Board of Visitors for 1863:

The principle itself, of selection by merit, either in the mode of

public examination or of careful and searching inquiry by competent and

impartial educators designated for this purpose by the parties to whom

custom, and not law, had assigned the grave responsibility of nominating

candidates, has been voluntarily applied in several Congressional

districts. Not a cadet known to have been thus selected and appointed

has ever broken down from want of vigor of body or mind, or failed to

reach and maintain an honorable position on the merit-roll of the

Academy; and to this careful selection by those who felt the

responsibility of the privilege accorded to them is the country indebted

for its most eminent and useful officers.

The same report makes some observations on another point:

To the objection that selection by public competitive examination will

involve expense, we reply that any expense which will do away with the

prejudices against the Academy, which the present system of patronage

has done so much directly and indirectly to evoke and foster, and which

will, at the same time, exclude incompetent and secure the services of

vigorous, talented, well-trained officers for every arm of the service,

will be well incurred. But in our opinion there will be no more expense

in selecting and educating a given number of cadets on this plan than on

the present. The two thousand cadets who were appointed by patronage and

failed to graduate, cost the Government, directly and indirectly, each

year a much larger sum than it would have taken to have excluded them in

advance from the institution by competitive examination and filling

their places by better men; and their exclusion by substituting better

material would have been an incalculable gain to the Academy,

facilitating its discipline, increasing the value of its instruction,

and giving to the Army a larger number of competent officers.

Even under the despotic government of Austria the competitive system has

been adopted for the higher places, and it has been adopted by Prussia

and Italy. In Austria every subject can claim admission into the

military schools on payment of the cost of his instruction; and all the

appointments to the staff are on the competitive system. On this subject

I read from the work upon Military Education and Schools, by Hon. Henry

Barnard, who stands in the very front rank of the great educators, and

who gives, to the competitive system the weight of a name which alone

should incline us strongly in its favor:

The yearly examinations, the manner in which the marks of the monthly

examinations tell on the final one, and the careful classification of

the pupils in the order of merit, reminded us of the system of the

Polytechnic more than any other school we have seen. * * * *

The arrangements for the general staff-school require more remark.

In our report upon Austrian schools we have specially noticed this

school as remarkable for its thorough and open competitive character

from first to last, and its very sensible plan of study. Admission to it

is by competition, open to officers of all arms. The pupils are not

unduly overburdened with work; perhaps there is even room for one or two

more subjects of importance; but what is done seems to be done

thoroughly. The officers are carefully ranked on leaving the school,

according as the abilities they have displayed may be considered a

criterion of their fitness for employment on the general staff; and in

this order they enter the staff corps. The consequence is that every

officer knows distinctly, from the time that he first competes for

admission until his final examination on leaving, that the order in

which he will enter the staff depends entirely on his own exertions and

success at the school. It seemed to us that this open competition

produced a spirit of confidence and energy in the students as great, if

not greater, than any we met with elsewhere.

I quote from the same work in regard to the military education in

Sardinia:

Admission into the artillery and engineer school may be considered the

reward of the most distinguished pupils of the _Accademia Militare_,

who, after spending their last year in that institution in the study of

the higher mathematics, chemistry, and architectural drawing, are

transferred for the completion of their education to the school of the

artillery and engineers.

The staff-school, the formation of which dates from 1850, is chiefly

frequented by officers of the infantry and cavalry, who must be below

the age of twenty-eight years upon their entrance. It is carried on upon

the competitive final examination, the ablest entering the staff corps

in that order.

In the same work Mr. Barnard characterizes the Staff-School at Vienna:

The most striking features in the system of this school, both at the

entrance and throughout the course, are, that it is distinctly

competitive, that it admits very young officers, and that while the work

is considerable, the subjects for study are not numerous. In these three

points it differs considerably from the Prussian staff-school, in which

the students are generally older, and the principle of competition is

not so fully carried out. In the Austrian school the students are

placed, on entering, in the order which their entrance examination has

just fixed. They are examined once a month during their stay. On leaving

the school their respective places are again determined, and they have a

claim for appointments in the staff corps in the exact order in which

they were placed on leaving the school. In Belgium, the competitive

system is fully adopted.

The following testimony is from a report on the progress of the

principle of competitive examination for admission into the public

service, read before Section F. Economic Science and Statistics of the

British Association for the Advancement of Science, at Leeds, September

27, 1858, by Edward Chadwick:

Mr. Canon Mosely attests that the “qualifications of the whole” body

of competitive candidates appeared to rise above the general “level of

the education of the country.” It is stated in evidence before the

commissioners for inquiring into the means of improving the sanitary

condition of the army, that this was most decidedly so of the whole body

of competing candidates for medical appointments in the East India

service. Mr. Canon Mosely concludes his report on the last year’s

experience in the following terms: “With reference to the general scope

and tendency of competitive examinations, I may perhaps be permitted the

observation, that the consciousness which success in such examinations

brings with it in early life of a power to act resolutely on a

determinate plan, and to achieve a difficult success, contributes more

than the consciousness of talent to the formation of a manly and

honorable character, and to success on whatever career a man may enter.”

The report of the last Board of Visitors at West Point, from which I

have read, I believe has not yet been printed by Congress; I have read

from a pamphlet copy of it printed in the Journal of Education. The

Board was composed, as it usually is, of men of high character and

ability. After a full and laborious examination of the whole subject,

they unanimously and earnestly recommend the adoption of the competitive

system.

If the appointments to fill and maintain the corps at this maximum

[four hundred] can be selected out of the many American youths ambitious

to serve their country in the Army, on the plan of an open competitive

examination in the several States, the Visitors believe that ninety out

of every one hundred thus appointed will go through the whole course

with honor, and the average ability, scholarship, and good conduct of

the whole corps will equal that now reached by the first ten of each

class.

With such experience of other nations, with such examples at home,

I submit that we may safely in this republican country give our young

men the privileges that are conceded in imperial France and in

aristocratic England; that we may safely place competition against

patronage, and give to modest merit a chance with pretentious

imbecility. I would go somewhat further in the competitive system.

I would not have the Army or the Navy officered exclusively by the

graduates of the national Academies. If any young man, at his own

expense, and by his own study and aptitude for the profession, has

fitted himself for a command in either, let the competition be open to

him equally with those who have been instructed at the public expense,

and let the epaulets rest on the shoulders that are most worthy to wear

them. But I do not propose to follow the subject to this extent at

present. I shall be abundantly content if the Senate will adopt the

competitive system, which has worked so well in other countries and so

well here as far as it has been tried, in the Military Academy.

TABLE VII.--SUMMARY OF EXAMINATIONS FOR ADMISSION TO THE UNITED STATES

MILITARY ACADEMY FOR FIFTEEN YEARS, FROM 1856 TO 1870, INCLUSIVE.

[Transcriber’s Note:

The following tables were printed sideways, on two pairs of facing

pages. Each has been rearranged for this e-text. The table labeled

“Rejections for Literary incompetency”, was originally part of the

main Table VIII. Under “Table VIII, Continued”, the information for

the two Academies has been split into separate tables.]

[KEY]

C Candidates.

A Accepted, total.

T Total.

PD Physical Disability

15Y During fifteen years. [_1856-1870: See second table_]

W Writing, including orthography.

R Reading.

A Arithmetic.

Ge Geography.

Gr Grammar.

H History.

---------------+-----+-----+------------------------------------

| | | Rejected.

| | +---+--------------------------------

| | | | On what account.

| | | +--------------------------------

Appointed | | | | +---+------------------------

| | | | | +---+---+---+---+---+----

| C | A | T |PD |15Y| W | R | A |Ge |Gr | H

+-----+-----+---+---+---+---+---+---+---+---+----

| No.| No.|No.|No.|No.|No.|No.|No.|No.|No.| No.

---------------+-----+-----+---+---+---+---+---+---+---+---+----

Alabama | 32| 20| 12| 1| 11| 5| 3| 4| 7| 7| 7

Arkansas | 10| 7| 3| 1| 2| 1| 1| 1| 1| 2| ..

California | 15| 12| 3| ..| 3| ..| ..| 2| 3| 2| 3

Connecticut | 22| 14| 8| 2| 6| 2| ..| 4| 1| 2| 2

Delaware | 11| 6| 5| ..| 5| 2| 2| 4| 3| 3| 4

Florida | 4| 4| ..| ..| ..| ..| ..| ..| ..| ..| ..

Georgia | 32| 23| 9| ..| 9| 7| 2| 7| 4| 3| 5

Illinois | 55| 47| 8| 1| 7| 5| 1| 1| 2| 4| 1

Indiana | 67| 46| 21| 2| 19| 17| 8| 9| 3| 3| 3

Iowa | 24| 19| 5| 1| 4| 4| 3| 3| ..| ..| ..

Kansas | 6| 3| 3| ..| 3| 2| ..| 1| 2| 1| 1

Kentucky | 60| 43| 17| ..| 17| 8| 5| 9| 7| 6| 6

Louisiana | 18| 14| 4| 1| 3| 2| ..| 3| 1| 1| 1

Maine | 26| 22| 4| ..| 4| 3| ..| 2| 3| 1| 2

Maryland | 32| 25| 7| 2| 5| 3| 2| 3| 1| 1| 1

Massachusetts | 43| 42| 1| ..| 1| ..| ..| ..| 1| ..| ..

Michigan | 29| 20| 9| 1| 8| 6| ..| 3| ..| 2| 3

Minnesota | 11| 9| 2| ..| 2| 2| ..| 1| ..| ..| ..

Mississippi | 24| 16| 8| 1| 7| 4| 4| 4| 6| 5| 5

Missouri | 48| 32| 16| 1| 15| 12| 6| 7| 1| 6| 3

Nebraska | 5| 4| 1| ..| 1| ..| ..| ..| ..| 1| 1

Nevada | 7| 1| 6| ..| 6| 1| ..| 3| 1| 3| 1

New Hampshire | 14| 12| 2| 1| 1| 1| ..| ..| 1| ..| 1

New Jersey | 27| 25| 2| 1| 1| ..| ..| 1| ..| ..| 1

New York | 157| 128| 29| 4| 25| 15| 1| 6| 6| 10| 6

North Carolina | 32| 26| 6| ..| 6| 2| 1| 4| 1| ..| 1

Ohio | 111| 80| 31| 4| 27| 18| 13| 9| 3| 6| 4

Oregon | 4| 3| 1| ..| 1| ..| ..| 1| ..| ..| ..

Pennsylvania | 127| 101| 26| 6| 20| 13| 6| 10| 4| 5| 4

Rhode Island | 7| 7| ..| ..| ..| ..| ..| ..| ..| ..| ..

South Carolina | 22| 17| 5| 1| 4| 2| ..| 3| 1| 2| 2

Tennessee | 48| 33| 15| 3| 12| 10| 4| 3| 3| 2| 2

Texas | 8| 5| 3| ..| 3| 1| ..| 3| 2| 1| 1

Vermont | 13| 12| 1| ..| 1| 1| ..| ..| ..| ..| ..

Virginia | 46| 34| 12| 1| 11| 8| 4| 6| 3| 3| 2

West Virginia | 10| 6| 4| 1| 3| 2| 1| 1| 1| 1| ..

Wisconsin | 27| 20| 7| 2| 5| 3| 1| 3| ..| 1| ..

Dist. Columbia | 6| 5| 1| ..| 1| 1| ..| ..| ..| ..| ..

Colorado Ter. | 4| 2| 2| ..| 2| 1| 1| 1| 1| 1| ..

New Mexico | 5| 4| 1| ..| 1| 1| ..| ..| ..| ..| ..

Utah Ter. | 3| 3| ..| ..| ..| ..| ..| ..| ..| ..| ..

Washington Ter.| 4| 4| ..| ..| ..| ..| ..| ..| ..| ..| ..

Dakota Ter. | 3| 3| ..| ..| ..| ..| ..| ..| ..| ..| ..

Arizona Ter. | 2| 2| ..| ..| ..| ..| ..| ..| ..| ..| ..

Idaho Ter. | 4| | 4| ..| 4| 2| ..| 3| 2| 3| 2

Montana | 1| 1| ..| ..| ..| ..| ..| ..| ..| ..| ..

Wyoming Ter. | 1| 1| ..| ..| ..| ..| ..| ..| ..| ..| ..

At large | 192| 170| 22| 3| 19| 7| 7| 8| 6| 9| 6

+-----+-----+---+---+---+---+---+---+---+---+---

Grand totals |1,459|1,133|326| 41|285|173| 76|133| 80| 98|81

---------------+-----+-----+---+---+---+---+---+---+---+---+---

REJECTIONS FOR LITERARY INCOMPETENCY, BY YEAR:

Military schools and courses of instruction in the science and art of war, in France, Prussia, Austria, Russia, Sweden, Switzerland, Sardinia, England, and the United States. Drawn from recent official reports and documents. Revised Edition · 第 16 / 20 章

1. The number of pupils in the Military Academy is determined by the