the time Mr. Ransom resigned the Vice-Presidency, until May, 1843, that office was filled by Hon. Aaron Loveland. Mr. Ransom returned at this time, and was again made Vice-President, and Professor of Civil and Military Engineering, etc. The buildings and land used up to this time, were the property of Capt. Partridge. During May, arrangements were made for the purchase of this property by the University, but some misunderstanding occurred before this was done, and in November, President Partridge resigned, and took from the armory all the arms and accoutrements, attempted to revive his old Academy in another part of the village, and finally, when the University could not purchase his property at his prices, obliged the students to remove from the buildings. On his resignation, Truman B. Ransom was chosen President, and for the two years the institution was carried on in other buildings in the town. The Legislature was applied to, and appropriated a hundred stand of armis, sets of accoutrements, etc., for the use of the students. At last an arrangement was made with Capt. Partridge, for the purchase of his property, and the University returned to its old quarters. The number of students was small during these difficulties, but the military department was always active, a good military edu cation was given, and men were graduated who now hold responsible places in the military service of the United States among the Federal troops.

In May, 1847, President Ransom, then Major-General of the Vermont Militia, resigned his place at the University, accepted that of Colonel of the "New England regiment," ninth infantry, and went with that body to Mexico. September 13th of the same year, he was shot while gallantly leading the charge of his regiment upon the fortifications of Chapultepec. When Gen. Ransom left, Prof. James D. Butler was appointed President, pro tem., and in January, 1848, Gen. Henry S. Wheaton, of Massachusetts, was elected President, and served as such till August, 1849; he was succeeded in September, 1850, by Rev. Edward Bourns, LL. D., who still (1863,) holds that office.

Soon after 1850, the opposition to anything of a military education became very strong, the number of Cadets at this institution diminished, and the tone of the prospectus changed to suit the public. "The discipline is military in principle and form. The Cadets are under military organization, they dress in uniform, are regularly drilled with arms. But they are not made lovers of war! They are not found to adopt the profession of arms more than others of the same age, however educated; oftentimes the harmless practice of handling arms at this age, is found to satisfy the craving for the use of them, and these young men settle down into the ranks of peace more easily and more contentedly than those that have had no such training. The drill is an agreeable exercise. The system of discipline is strict, though not oppressive, its sole object is to preserve order and promote study." "The object is not to make soldiers, but to strengthen the body." During these years (from 1850 to 1860,) the prospects of the University were not bright. It was at once engaged in lawsuits, and troubled with debt and opposition. In 1853, it was proposed to move the University to Montpelier, but the project was finally abandoned, the last of the old Academy property was bought, the buildings were repaired and the institution freed from debt. Previous to 1850, the finances were in a very confused state. When the charter was obtained, land to the value of fifteen hundred dollars was brought and deeded to the University. The sale of this, and subscriptions from Trustees and citizens of Norwich, produced enough to purchase the North Barracks.

The money received of students for tuition was always, and is still, all used for paying the salaries of the instructors. The room-rents scarcely paid the rent and repairs of the South Barracks, and the University ran slightly into debt. The State, in 1853-4, gave the institution about thirteen hundred dollars of an unappropriated school fund, and enough more was raised by friends of the University to purchase the South Barracks, and pay off old debts, and put all the buildings in good repair. For several years it was obliged to struggle against a load of popular prejudice on account of its military feature, but since 1861, it has brushed up its uniform, and its Military Department no longer seeks to hide itself. No such semi-apologies for the military training of its students appear in its catalogues and prospectus for 1861 and 1862.

"The Norwich University differs from most colleges in two respects. These are its double system of study, consisting in an Academic and a Scientific course; and its department of Military Science. The Academic course comprises those studies usually pursued in other colleges; the Scientific embraces Mathematics, Natural Sciences, Belles-Lettres, Surveying, and Engineering. Four years are required to complete the former, and three, the latter course of study. Students are also allowed to take a partial course in either department. The students of all departments are regarded as equals.

"The feature, however, which more than any other distinguishes Norwich University from other Collegiate institutions. is the department of Military Science and Tactics.

"Agreeably to the provisions of its charter, the students are all under Military discipline-are called Cadets-dress in uniform, and are instructed in Infantry, Rifle, and Artillery Drill, Bayonet Exercise, Fortification, Reconnoissance, Castrametation, Guard and Out-Post duty, &c., &c. All the arms and equipments necessary for drills are furnished by the State of Vermont.

*

"The military feature of this institution is one which should particularly commend it to the notice, and patronage of the public at this time. The want of men skilled in Military Science and Tactics, to take command of volunteer forces, and discipline them into effective soldiers, has been severely felt in organizing the present army of the United States. The reverses with which it has met are, without doubt, owing largely to this cause. To guard against this defect in the future, it is now generally felt that young men should be educated thoroughly in every department of Military Science. In times of peace this knowledge would not incapacitate men for nor interfere with any other business; while in times of war, it would become invaluable to the country in training an army for efficient service."

The following persons constituted the Faculty in 1862. Rev. EDWARD BOURNS, LL. D., President, and Professor of Moral Sciences, Ancient Languages, and Literature; ALONZO JACKMAN, A. M., Brigadier-General Vermont Volunteer Militia, Professor of Mathematics, Natural Philosophy, Military Science, and Tactics; THOMAS R. CROSBY, M. D., Professor of Anatomy, Physiology, and Natural History; CLINTON S. AVERILL, A. M., Acting Professor of Natural Sciences; GEORGE BAILLARD, Professor of Modern Languages, and Linear and Architectural Drawing; SAMUEL W. SHATTUCK, B. S., Tutor in Mathematics and Military Tactics; ALONZO JACKMAN, A. M., Librarian.

MILITARY ELEMENT IN SCHOOLS OF ALL GRADES.

INTRODUCTION.

In all ages and in all countries there have been educators who recognized the importance of the physical, and more specifically, of the military element in their schemes of individual and collective teaching. No higher authority in English pedagogical literature of the liberal type, can be named in this connection, than John Milton, who, in his brief but masterly outline of "a virtuous and noble education," includes this in the means of a complete and generous culture, that is "to fit a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war." In the outset he demands that the number of pupils, for whose accommodations a spacious house and grounds were to be provided, should be large enough for "the convenience of a foot company or interchangeably two troops of cavalry," so that systematic exercise could alternate with the studies and diet. In his general progamme he includes studies which shall "stir up their spirits to manly and liberal exercise," and "inflame their hearts with high hopes of living to be brave men and worthy patriots." In the enumeration of studies he specifies mathematics, the practical aid of instruments in surveying and engineering, and their application to fortification and navigation. Living in the midst of a civil war like our own, when the preservation of constitutional liberty had summoned troops from the field, the shop, and the study, and placed men in command who had not been trained to the profession of arms, Milton directs or points out the value of studies, the mastery of whose general principles "may at some time or other save an army," and not let the healthy and stout bodies of young men rot away under them for want of this discipline, which is a great pity, and no less shame to the commander." In treating specially of physical culture, Milton assigns to military drill, and use of sword and other weapons, at least an hour and a half each day, that his pupils may be equally good both for peace and war. "The exercise which I commend first is the exact use of these weapons to guard and strike safely with edge or point. This will keep them healthy, nimble, strong, and well in

breath; is also the likeliest means to make them grow large and tall, and to inspire them with a gallant and fearless courage, which being tempered with seasonable lectures and precepts to make them of true fortitude and patience, will turn into a native and heroic valor, and makes them hate the cowardice of doing wrong." With the use of the sword Milton would associate all athletic sports "wherein Englishmen are apt to excel." And after the day's study has been thoroughly done, "with minds in good tune and satisfaction," he would occupy the "two hours before supper in military motions, under sky, or cover, according to the season, as was the Roman wont; first on foot, then as their age permits, on horseback to all the art of cavalry; that having in spirit, but with much exactness and daily muster, served out the rudiments of their soldiership in the skill of embattling, marching, encamping, fortifying, besieging and battering, with all the helps of ancient and modern strategems, tactics, and warlike maxims, they may, as it were, out of a long war come forth renowned and perfect commanders in the service of their country. They would not then if they were trusted with fair and hopeful armies, suffer them for want of just and wise discipline to shed away from about them like sick feathers, though they be never so oft supplied; they would not suffer these empty and unrecruitable colonels to quaff out or convey into secret hoards the wages of a delusive list and miserable remnant. No, certainly, if they knew aught of that knowledge which belongs to good men or good governors, they would not suffer these things." To these school studies and practical exercises, Milton would add excursions "to all quarters of the land, learning and observing all places of strength, all material for building, all soil for towns and tillage, harbors and ports of trade. These ways would try all their peculiar gifts of Nature, and if there is any secret excellence among them, would fetch it out and give it fair opportunities to advance itself by."

The views of Milton in favor of military exercises can not be attributed to any professional bias, for his tastes and his habits of life were in the shaded walks of the academy, "contemplating the serene countenance of truth in the still air of delightful study."

The example of Switzerland can be cited on the side of their practicality, on a scale as liberal and much more popular than their author at the time contemplated; and quite recently (1871), the Federal war authorities propose that the older boys in the secondary and superior schools shall be instructed in outpost and skirmishing duties.

X. PHYSICAL AND MILITARY EXERCISES IN PUBLIC SCHOOLS.

A NATIONAL NECESSITY.

BY EDWARD L. MOLINEUX.

Major and Inspector in New York Militia.

FROM a long and unexampled period of political and commercial prosperity we suddenly find ourselves called upon to struggle for national existence, and while a noble response from the people to the necessity of the struggle has strengthened the hand of government with an intelligent army, and developed the resources of the country, yet the occasion has laid bare defects which call for correction.

Without a standing army of any magnitude we have found our militia laws defective, and have been obliged to create ourselves a military people by the sufferings and bitterness of an experience bought on the field of active warfare.

Military necessity has compelled the loss of invaluable time in the organizing and preparing of our troops, which would not have been required had we been able to meet the rebellion at the commencement with well trained officers and an experienced and carefully drilled militia.

"The first object," says Daniel Webster, "of a free people is the preservation of their liberty:" a noble truth which must speak home to the heart of every American, and if, as it is asserted, "the future life and character of a nation is to be seen in its system of schools," then we may well listen with some degree of alarm to the warnings and unmistakable evidences by which we are surrounded, that the American race is physically deteriorating.*

The question arises, has our National system of Education been such as to qualify and prepare us to maintain successfully, the noble inheritance which was won by the physical energies of the men of the Revolution, and with our success in the field of intellectual culture, have we kept the physical advantages possessed by our forefathers?

Let us not mislead ourselves in this matter, but calmly look at the facts, that as a rule, our present system of Public Education is devoted solely to the mental and moral improvement of the scholars, and that the encouragements and rewards held out by committees and teachers, stimulate to the overexertion of the brain, and sacrifice in too many instances, the health and growth of the body. Although great improvement has been made of late by the shortening of the time devoted to study, and by the introduction of more frequent periods of recreation, yet still little has been attempted for giving exercise and activity to the body; this important training being left to the care of parents or the pupils themselves.

*Miss C. E. Beecher's "Appeal to American Women," "Calisthenics," &c.