2. This leads us to the Specific Discipline of the Academy. This is partially included in what we have already said. The intellectual discipline is mainly maintained by the method of study; but there is a grand and perfect system of discipline, which we may briefly describe. The term DISCIPLINE is derived from disciples, discipulus, and means originally teaching of knowledge; but this is not all, nor entirely its modern sense. Discipline is training in knowledge and virtue, in order and diligence, in good conduct, and good habits. To do this requires a control of the body as well as mind; of food and raiment; of time and exercise; as well as the imparting of facts and ideas. It was in the former sense rather than of the latter, that the word EDUCATION, (to lead forth,) was understood among the ancients, and so far as they went they were right. It was this discipline in virtue, temperance, courage, fortitude, and self-denial, which was taught in the days of Persian Cyrus, and Greek Leonidas. It was adopted among the early Christians; but, Cowper well said:—
“In colleges and halls in ancient days,
When learning, virtue, piety, and truth
Were precious, and inculcated with care,
There dwelt a sage called Discipline.
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But Discipline, a faithful servant long,
Declin’d at length into the vale of years,”
Nothing can be more certain than the decline of “discipline” in modern civil institutions. “Colleges and Halls” advertise a much enlarged course of studies; they call to their aid the most learned professors; and they proclaim “all the modern improvement,” and yet it is quite certain, that a pupil can walk for years their learned halls, and at last receive the honors of graduation with a very small share of either learning, diligence, or virtue. Civil institutions may be most excellent for all, who either by early care or natural inclination are willing to use their opportunities for their intellectual or moral advancement. Nay, more, all open irregularities will be corrected, and all possible means afforded for spiritual improvement. But there are two things impossible to overcome—the popular and almost universal license allowed youth, (under the name of freedom) and the total want of any ultimate power to restrain it. These stand directly in the way of thorough discipline. At a Government Military Institution, this is directly reversed. The very first thing taught is positive obedience. The cadet can not be a week at West Point without knowing that he can not govern himself, but must be governed by others. If he is either not fit or not willing, the faculty meet the case in short and decisive language: “If you are either unable or unwilling to pursue the course of study and discipline, we direct you must instantly go. There are plenty more worthy to fill your place.” There is, then, no alternative for the cadet but to go forward, and exert himself to the utmost, or not to go at all. There can be no loitering by the way, to slumber in idleness, or waste in dissipation, or pursue the pleasures of literature. There is no doubt that this stern and constant discipline is the great merit of West Point. It acts on the whole conduct and character. We have already said, that the class-standing determined by the merit-roll, determined their position relatively, and their rank in the army, and by consequence, great distinctions and differences in after life.