ments. At the dawn of day, even in the shortest days, the shrill fife and rolling drum summon the cadet to his morning duties, and with the exception of the hours of meals, there is one incessant pressure upon him for bodily and intellectual labor, till ten at night. The results of this is, that when the hour of retirement comes, he must have more than human strength, who is not ready and willing to lie down and sleep. There are, of course, exceptions; but, at West Point, they are rare. The lights are put out at 10 o'clock, and the weary student is ready to retire. Thus, the system of discipline at the Military Academy at once strengthens the body, stimulates ambition, prevents idleness, and compels the mind to pursue the objects of reason, rather than the charms of imagination.

Having thus traced very briefly the history, studies, and discipline of West Point, it is only just to say something upon the fruits it has produced. These are divided naturally into two classes; the work of the Professors, and the performance of Graduates. The former is little noticed in the accounts of our colleges, except in the reputation of some distinguished men; but the latter, (the divines, lawyers, and statesmen who have graduated,) make the glory and the ornament of the triennial catalogue. Let us see if something has not been produced by West Point, which, in regard to the peculiar objects and teaching of the Academy, may bear a favorable comparison with the catalogue of any institution for the last half century. We do not mean in regard to the learned professions, for if West Point had excelled in these departments, it would have utterly failed in those for which it was made. But, we mean in the great field of science and of usefulness. First, let us look at some of the fruits produced by its professors, especially in the production of text-books. In the history of instruction at West Point, we have stated the total absence in the beginning, of text-books on some subjects, and the unfitness of those on others, even the common studies of Mathematics. The first text-book on Descriptive Geometry, published in America, and we believe, the English language, was prepared by Professor CROZET; but, as he then understood our language imperfectly, and had little taste for authorship, it was soon supplanted, by a complete treatise prepared by Professor Davies. On that subject, as on the subject of Engineering, there was no systematic treatise; and for a time, West Point got along by oral teaching, and such collateral aid as could be had. The utter deficiency of suitable books may be known by the fact, that the first really tolerable text-books on mathematics were translations of La Croix, Bourdon, Biot, &c., French authors. The French methods

of writing and teaching science are, on most topics, the best. Their style is clear and analytical. The English treatises are clumsy, being what is called in literature, elliptical, having vacancies in the reasoning, to be supplied by the student. The next great and permanent improvement in books, were the mathematical works of Professor DAVIES, a graduate of 1815, when the Academy was yet in a chrysalis state; he was several years a teacher before he conceived the idea of supplying a new series of mathematical text-books. His first plan was to adopt the best French works as a basis, and modify them, so as to be adapted to the American course of instruction. In this manner were prepared "Davies' Legendre," (Geometry,) and subsequently "Davies' Bourdon," (Algebra.) Other treatises were prepared on his own plan, and thus, for many years, Professor Davies pursued the quiet and laborious task (independent of other avocations,) of preparing an entire course of mathematical text-books. In time he modified these again, so as to fit them for the best colleges, and the higher schools. From the smallest mental arithmetic, to the profoundest treatise on the Calculus, he has produced clear and admirable text-books on every topic of mathematical studies. Many other good books have been prepared by professors in colleges, but there is no part of the United States in which some one of Davies' works are not taught in schools and colleges. Gradually, the civil institutions have been, in some degree, brought up to the standard of West Point, in mathematical studies.

In more recent years, Professor BARTLETT has published his treatise on Optics; Professor CHURCH, on the CALCULUS, and Professor MAHAN, on Field Fortification, and a treatise on Civil Engineering. Various other works on military subjects have been contributed to the stock of knowledge, by graduates of the Academy.*

Thus have the graduates of West Point, by disseminating in textbooks, and teaching the higher knowledge, and better methods pursued there, in fact, and beyond dispute, elevated the entire standard of education in this country. Contrast, for example, the text-books of Day, Hutton, Enfield, Gregory, &c., which were the only ones to be had on mathematical science in 1818, with those now in use at West Point, New Haven, or Princeton. Contrast the methods of

* The authorship of West Point has been quite extensive; too much so to enumerate here. Among the works of its graduates, we may mention the "Political Manual," "American Education," and Statistical Reports by Edward D. Mansfield, the "Review of Edwards on the Will," by A. T. Bledsoe, and the Military Tactics of Generals McClellan, and Halleck. The Educational Works of Mr. Mansfield have been before the public for many years, and studied in all parts of the United States. In this class also may be mentioned the editorial labors of some twenty of the graduates, some of whom have had no small influence on pub. lic affairs.

study before the blackboard, the arts of drawing, the system of rigid demonstration, and of exact scales of merit were introduced, with those now in use in the higher schools of science, and we shall be satisfied that West Point has done a great and most useful work in elevating the standard of education. This is one fruit of its production, which has been altogether too lightly estimated. If it be of importance to increase the number of blades of grass, it is of much more importance to increase the number of minds fitted to enjoy the works of God, and use beneficially the gifts with which he has intrusted them.

A more obvious and commonly remarked fruit of West Point, is the men, laboring in their vocations which it has produced. It is impossible here, (though it would be a labor of love,) to note the individual examples of merit and usefulness, among those whom West Point has sent into the service of their country. We are here limited rather to a statement of general results. It may be done briefly; and since we have seen no Register later than 1850, we must deal in round numbers. These, however, will approximate the precise facts. They are there statistically:

Whole number of Graduates, (about)

Killed in battle,

Died in service,

In military service of the United States now,
Have been in political service (ministers, gov-
ernors,) mayors, and members of congress,
and of legislature,

Other civil and state offices,

Lawyers,

Clergymen, (including two bishops,)

Physicians,

2,000.

80.

300.

800.

80.

100.

110.

16.

110.

100.

25.

President of colleges, professors and teachers,
Authors, editors, and artists,

Civil engineers, and officers of R. R. and canals, 180.
Merchants, financiers, farmers, and manufac-

Officers of militia, and volunteers, (not of the

140.

army,) Numbers have resigned, and died young, not above enumerated, and numbers of these also have died in the civil service. We have made this classification to show how largely West Point has contributed to education, civil engineering, and the professions. These were not the direct objects of the Academy; but, when long years

of peace presented no duties but that of the garrison, and no glory to the profession of arms, it was natural and proper for active and ambitious young men to seek honor and usefulness in other pursuits. Nor did the government discourage this, for it foresaw what has happened, that these young men, so highly educated in science, would diffuse this knowledge throughout the country; elevate the standard of education, and be ready when their country needed their services. This has happened. A better knowledge of the exact sciences has been carried into the colleges; the railroads and canals have been built by engineers ready furnished by the government; and now when half a million of men have been suddenly called to war, they have been largely officered by the graduates of West Point. Here we may briefly allude to the most grave fact which has been urged against the Military Academy. The best officers of the rebel army were educated there. Why is this? Is there a want of sound morals? or, is loyalty no virtue there? Neither. A part, and a part only* of the graduates born and grown up in the south, have gone with their friends, families, and connections, into the rebel service. This was on account of social ties, and had no more to do with West Point, than had other rebels from Harvard, or Yale, with those institutions. The noticeable fact is that they were educated at the government expense, and therefore under peculiar obligations to the country. But we find a parallel in the numerous officers of the state, as well as of the army and navy, who had been honored and rewarded at the public expense, but who thought it no shame to betray their country, and conspire against its life. We in vain attempt to account for such crimes, except upon the principle of common depravity, of which history has furnished similar examples in all ages of the world.

We have come to the end of the work we proposed. The rise, progress, and fruits of the Military Academy, we have briefly, and, we trust, justly delineated. Certainly, we have no end to serve, no prejudice to gratify. We knew the Academy in its early and immature period. We have seen it grow up to usefulness and honor. We see its graduates taking their places among those who have well served their country, and well deserved its laurels. In this we are glad. But our memory is filled with other images. We see West Point, in the now lengthening shadows of time. We seem to see those with whom we studied freshly present, as they

* We should not forget that a large number of West Point graduates from the south, (Maryland, Virginia, Carolina, and Tennessee,) have remained toyal, in spite of all the influences of social and political ties.

walk the green plain, or sit before the class, or strive to teach our dull and inattentive minds. They were men worth remembering, and when, in after times, we became their friends, rather than their pupils, still more pleasant memories gathered around them. We seem to see the venerable ELLICOTT, like Goldsmith's schoolmaster, alike full of learning, and of kindly humor; the placid and intellectual expression of MANSFIELD, whose abstracted looks seemed to be searching the higher philosophy; the courtly and dignified THAYER, whose graceful manners and attractive conversation can not be forgotten by any who knew him; and the amiable COURTNAY, who though of later date, will long be remembered. He left the world in doubt, whether he was the better scholar or the better man.*

Of these, and of those like them, do we think, when we think of West Point. Nor of those alone; the place itself, where nature delights in the sublime and beautiful, rises before us. No imagination is necessary to clothe it with the hues of poetry; no books to recall the lost passages of history; no labored eulogy to bring up the memories of the dead. You can no more forget them, than you can the Pilgrims, when standing by the rock of Plymouth. Yon gray and moss-covered ruin was once the fortress of the Revolution. Yon scarcely perceptible pile of stones marks the spot where its soldiers were hutted in the winter. Yon slightly raised turf, beneath the dark shades of the cedar, was his grave, and soon, perhaps even now, that slight memorial will be gone forever. Yon little valley under the shadows of the mountain, recalls the illustrious name of Washington. Yon blue mountain-top tells of the beacon fires he lit. All around are memories; all around are sacred spots. If the Greek remembers Marathon; if the Jew lingers at Jerusalem, or the Christian pilgrim grows warm at Bethlehem, so should the American remember West Point; linger round the ruins of Fort Put, and gaze with delight on the blue summit of Beacon Hill.

Mr. Courtnay was afterwards Professor of Philosophy and Mechanics in the University of Virginia. There he died, lamented by all who knew him.