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West Point Classroom Resources Unit 1: West Point Classroom Resources Background: West Point After the Revolution, Americans were suspicious of professional standing armies, which smacked of monarchs and oppression. They preferred the model that had worked in George Washington’s war, when ordinary men put down their plows to fight, and later returned home. But the nation was growing, potential threats existed, and many believed that a trained military seemed prudent. When the U.S. Military Academy was founded in 1802, it was something of a compromise, a school to train officers for war and peace. The curriculum would stress engineering, so that graduates could help build the roads, buildings, and waterways that would open up the interior to settlement. If there was a war, state militias would provide the fighting men whom the trained officers would lead. The site chosen for the Academy was at West Point, New York. Cadets came to this location from all over the country by coach, rail, and boat, sometimes traveling alone for the first time. Many were stunned by the dramatic location above the Hudson River, near where George Washington had held maneuvers during the Revolution. The Academy’s goal was a mixed student body—some upper-class boys, some farmers’ sons. In the early years, classes were also mixed by age, with incoming cadets as young as 14 or as old as 20. It went without saying that all cadets were white males; blacks were not admitted until after the Civil War, and women not until 1976. To be admitted, a young man had to be nominated by a member of Congress. Many letters were written by parents and others to lobby for those nominations, because a West Point education was free. When cadets arrived at the Academy, they faced a live examination in mathematics and a vision test that required them to know whether a dime held up 14 paces away was showing heads or tails. If they passed, they began a course of study that was strict and demanding. Many cadets – sometimes nearly half the class – did not make it past the first year or two. Young lieutenants were awarded their field orders based on their class rank rather than according to their talents, so the high-performing Lee was assigned to the engineering corps; the low-performing Grant—despite his gifted horsemanship—to the infantry. Most West Point graduates were then posted to the country’s most far-flung regions, where frontier life was isolated and lonely. Before the Civil War, more than 79 forts were thinly manned with as little as a single detachment of 50 to 100 men. Postings in remote areas often meant building, maintaining and protecting trails west, along with patrolling these routes against Indian raiders. In the South and West, the U.S. Army coped with settlers eager to encroach on Indian lands. In Florida, the Army waged several indecisive wars to subdue the Seminoles. When the Texas Republic joined the United States, border conflicts with Mexicans escalated, and West Point graduates of the late 1840s reported directly to the war front. These young officers were nearly as raw as the volunteer regiments they commanded in Mexico. Unit 1: West Point Classroom Resources Resource 1: View of West Point (Looking South Across the Plain) George Catlin, “View of West Point (Looking South Across the Plain),” 1827. United States Military Academy at West Point. Unit 1: West Point Classroom Resources Resource 1: American painter George Catlin is best known for his many paintings of American Indians in the frontier. This West Point painting, done before Catlin’s journey to the West, was one of a number he devoted to sites in New York State, including Niagara Falls and the then brand-new Erie Canal. Another West Point painting portrays a similar scene, with uniformed cadets lined up in a drill exercise. Unit 1: West Point Classroom Resources Resource 2: Daily Schedule for Cadets Employment of Time During the Day, at the United States Military Academy. The Regulations of the United States Military Academy, 1839. United States Military Academy Library. Unit 1: West Point Classroom Resources Resource 2: West Point cadets had little free time and almost no control over their schedule. From early morning reveille until lights out, they followed a strict routine that accounted for every minute. This schedule, published as part of the Military Academy’s regulations in 1839, taught important lessons about army discipline in addition to academic and military subjects. Engineering and related topics, like mineralogy and geology, formed the heart of the curriculum. Drawing was an essential skill for soldiers and engineers in the days before photography. Both Grant and Lee learned to draw well at West Point. (The class that was about to graduate was called the First Class. Those who had just begun their West Point career were members of the Fourth Class.) R R S o e e c g i s i e s o t t y e u r . r o T c f h e t e h e R 3 O e : g f i f T s i t c e e h r r e s i 7 s a 1 o n n 8 d l 6 2 i C n 9 a e d FIRST CLASS. a W e t t s FIRST CLASS. h t e o ~4)~ t p f s : ~ .5 t t / h - i~ / P d . e e~ i — ~.5 ~ o g U Ho. Name. Date of ‘~ Remarks. i i n t tQ Admission. n a .i~ L~ i Date of ~ Remarks. l t Ho. Hame. ~ t - e ~ Admission. l d i C b S r a l t ~ 24 Albemarle Oady, N. H. July 1, 1825, 18 4 a a r y t 25 ThömasA. Davies, N. Y. July 1, 1825, 15 11 s e *1 Charles Mason, N.Y. July 1, 1825, 20 8 Acting Asst. Pi-of. s 26 Albert C. Blanchard, Mass. July 1, 1825, s u *2 14 10 Robert E. Lee, Vir. July 1, 1825, 19 4 [Math. 27 Ohileab s S. Ho~ve, July 1, 1825, , M *3 Geo. July 19 2 N. Y. 15 11 m William H. Harford, 1, 1825, 28 Caleb Sibley, Mass. July 1, 1825, 2 A *4 Joseph Penn. July 1, 1825, 15 4 19 i A. Smith, a 29 James l *5 James Barnes, Mass. July 1, 1825, 19 4 H. Wright, S. C. July 1, 1824, 18 4 i r . t e 1, 17 30 George A. Sterling, Conn. July 1, 1825, 15 a 6 Cath. P. Buckingham, Ohio. July 1825, 3 r d 31 Joseph H. Pawling, Penn. July 1, 1825, r 7 Joseph B. Smith, D.C. July 1, 1825, 16 10 16 1~ a u y 8 John Mackay, Geo. July 1, 1825, 19 7 32 Antes Snyder, Penn. July 1, 1825, 18 9 / n l A Charles July 17 4 33 William H. Warfield, Md. July - 1, 1825, 17 10 i 9 W. Hackley, N.Y. 1, 1825, b g c 10 Miner Knowlton, Conn. July 1, 1825, 20 10 34 James Clark, Penn. July 1, 1825, 15 8 m a 11 John C. Casey, N.J. July 1, 1825, 15 35 James Allen, md. July 1, 1825, 19 8 e d e 12 William R. M’Kee, Ken. July 1, 1825, 16 ~6 Jonathan Freeman, N. J. July 1, 1825, 15 9 d e d m 13 Joseph E, Johnston, Vir. July 1, 1825, 18 5 37 John P. Davis, Me. July 1, 1825, 18 8 i i a 14 John F. Kennedy, Md. July 1, 1825, 18 10 38 George R. Sullivan, Mass. July 1, 1825, 15 8 y n / a 15 Ormsby M. K. Mitchell, Ohio. July 1, 1825, 15 ii 39 Edwin R. Long, N. C. July 1, 1825, 15 , 8 r J 16 Gustavus Brown, Ken. July 1, 1825, 17 11 c 40 Benjamin W. Brice, Ohio. July 1, 1825, 18 O u h 17 Sidney Burbank, Mass. July 1, 1825, 17 9 41 Robert W. Burnett, Ohio. July 1, 1824, 16 n i July 18 William Hoffman, N.Y. 1, 1825, 16 7 r v e 42 .Tames S. Moore, Geo. July 1, 1825, 18 4 July 18 d e 19 Charles Petigru, S. C. 1, 1825, 10 43 Charles May, Vert. July 1, 1825, 16 10 1 s 20 Franklin E. Hunt, N.J. July 1, 1824, 15 5 44 e 8 / Theophilus H. Holmes, N. C. Sept. 1, 1825, 19 10 o 21 Lancaster P. Lupton, N.Y. July 1, 1825, 17 9 2 45 Edward 11. Williams, Conn. July 1, 1825, 16 9 r r 9 22 Seth Eastman, Me. July 1, 1824, 16 6 o 46 Richard B. Screven, S. C. July 1, 1825, 17 3 o . 23 Thomas Swords, N.Y. July 1, 1825, 18 8 c N f / v e 1 M w 8 U C 2 - e l Y n 9 a i r . s t o p s i 1 r r d t k o : f o W H . m i e s R s t o t e P r s o i o c i u n a r t l c e s Unit 1: West Point Classroom Resources Resource 3: A small yearbook, printed in June 1829, listed each member of the graduating class at West Point, along with his home state and age at the time of admission. Cadets were listed by their ranking in the class, which was determined not only by their grades but by their conduct.
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