London Navigation School.The London Navigation Schoolis held on the upper floor of the Sailors’ Home Institution, situated in Well Street, London Dock, and consists of two separate apartments, occupied by the Upper and Lower sections.The upper section is for the instruction of masters and mates of the merchant service in the following subjects, viz.:Sextant Observing. Chart Drawing. Geometry. Algebra. Trigonometry. The Sailings. Use of the Nautical Almanac and Mathematical Tables. Principle and Construction of Chronometers. Methods of determining the Latitude and Longitude. Nautical Surveying. Compasses and Magnetism of Ships. Theory of Winds, Tides, and Currents. Methods of taking and recording Meteorological Observations. Principle and Construction of the Steam Engine as applied to the Paddle Wheel and Screw Propeller.The Lower section is for the education of seamen and apprentices. The course embraces the following subjects:—Reading. Writing. Dictation and Letter Writing. Arithmetic. Geography. The Sailings. Sextant Observing. Method of Keeping Ships’ Books.The hours of attendance are from 9 to 12 a.m., 2 to 4 p.m., and 6 to 9 p.m. on the first five days of the working week, and from 9 to 12 a.m. on Saturdays.The fees are six shillings per week for masters and mates, sixpence for seamen, and apprentices are admitted free.The instruction of both sections is conducted by teachers who have been educated and trained in the Greenwich Hospital Schools, and who hold certificates of competency for teaching Navigation and Nautical Astronomy, from Mr. Riddle, the Head Master of the Nautical School.As regards the students who at present attend the school, it is manifest that the masters and mates taught in the senior section come for the express purpose of learning to solve certain problems in Navigation and Nautical Astronomy, required for passing the examination of the Local Marine Board, and they are unwilling to devote any portion of their time to the other subjects that enter into the course of instruction. These, though essential to the education of every master mariner, are unfortunately not at present required of a candidate to pass an examination which proclaims him competent to take command of a vessel.The lower section is composed of seamen and apprentices, who are for the most part employed during the day at their ships in the docks, and have acquiredthe rudiments of an English education before entering the school. They attend during their short stay in port from 6 to 9 in the evenings, and their chief object seems to be to acquire a knowledge of the sailings and the methods of keeping the books of a ship.Both sections are taught the use of nautical instruments, and for this important purpose the Board of Trade has granted a liberal supply of requisites to carry out an efficient system of instruction, as will be seen by the list appended to this Report.Those students who are sufficiently educated are accustomed to work out their own observations. None of them have been allowed to leave the school without receiving as great an amount as was possible of general information, in addition to the special instruction in the subjects for which they attended. Lectures have been delivered in the evenings upon the Steam Engine, Electricity, and Magnetism, with other branches of Natural Philosophy; and the Physical Geography of the Ocean has received particular attention.
London Navigation School.
The London Navigation Schoolis held on the upper floor of the Sailors’ Home Institution, situated in Well Street, London Dock, and consists of two separate apartments, occupied by the Upper and Lower sections.
The upper section is for the instruction of masters and mates of the merchant service in the following subjects, viz.:
Sextant Observing. Chart Drawing. Geometry. Algebra. Trigonometry. The Sailings. Use of the Nautical Almanac and Mathematical Tables. Principle and Construction of Chronometers. Methods of determining the Latitude and Longitude. Nautical Surveying. Compasses and Magnetism of Ships. Theory of Winds, Tides, and Currents. Methods of taking and recording Meteorological Observations. Principle and Construction of the Steam Engine as applied to the Paddle Wheel and Screw Propeller.
The Lower section is for the education of seamen and apprentices. The course embraces the following subjects:—
Reading. Writing. Dictation and Letter Writing. Arithmetic. Geography. The Sailings. Sextant Observing. Method of Keeping Ships’ Books.
The hours of attendance are from 9 to 12 a.m., 2 to 4 p.m., and 6 to 9 p.m. on the first five days of the working week, and from 9 to 12 a.m. on Saturdays.
The fees are six shillings per week for masters and mates, sixpence for seamen, and apprentices are admitted free.
The instruction of both sections is conducted by teachers who have been educated and trained in the Greenwich Hospital Schools, and who hold certificates of competency for teaching Navigation and Nautical Astronomy, from Mr. Riddle, the Head Master of the Nautical School.
As regards the students who at present attend the school, it is manifest that the masters and mates taught in the senior section come for the express purpose of learning to solve certain problems in Navigation and Nautical Astronomy, required for passing the examination of the Local Marine Board, and they are unwilling to devote any portion of their time to the other subjects that enter into the course of instruction. These, though essential to the education of every master mariner, are unfortunately not at present required of a candidate to pass an examination which proclaims him competent to take command of a vessel.
The lower section is composed of seamen and apprentices, who are for the most part employed during the day at their ships in the docks, and have acquiredthe rudiments of an English education before entering the school. They attend during their short stay in port from 6 to 9 in the evenings, and their chief object seems to be to acquire a knowledge of the sailings and the methods of keeping the books of a ship.
Both sections are taught the use of nautical instruments, and for this important purpose the Board of Trade has granted a liberal supply of requisites to carry out an efficient system of instruction, as will be seen by the list appended to this Report.
Those students who are sufficiently educated are accustomed to work out their own observations. None of them have been allowed to leave the school without receiving as great an amount as was possible of general information, in addition to the special instruction in the subjects for which they attended. Lectures have been delivered in the evenings upon the Steam Engine, Electricity, and Magnetism, with other branches of Natural Philosophy; and the Physical Geography of the Ocean has received particular attention.
The following statistics are given in the Report of Capt. Ryder, of the Royal Navy, in 1858.
The officers of the committee of management are:—Chairman, Admiral Sir H. Hope.Secretary, Captain George Pierce, R.N.Head-Master, John Bowing, 1 certificate.The total number receiving instruction in navigation in or through the agency of the school during 1858 has been 149, showing a total increase of 25 since last year. The total fees have been 46l.15s.6d.The entire number of adults and boys who have at any time paid fees during the year are, masters, 3; chief mates, 17; only mates, 2; second mates, 37; seamen, 62; apprentices, 28; total number of students, 149.The following is the rate of fees paid by adults and boys per week:—In the day classes—Masters studying for extra certificates, 6s.; chief mates studying for master, 6s.; only mates studying for chief mates, 6s.; second mates studying for chief mates, 6s.; seamen studying for only mates, 6s.; for second mates, 6s.; apprentices studying navigation, 6s.; those not studying navigation, 1s.; seamen not studying navigation, 1s.; boys learning navigation, 6d.; boys not learning navigation, 6d.In the evening classes—Adults learning navigation, 3s.; not learning navigation, 1s.; boys learning navigation, 3s.; not learning navigation, 6d.The average attendance at the classes has been:—
The officers of the committee of management are:—
Chairman, Admiral Sir H. Hope.Secretary, Captain George Pierce, R.N.Head-Master, John Bowing, 1 certificate.
Chairman, Admiral Sir H. Hope.
Secretary, Captain George Pierce, R.N.
Head-Master, John Bowing, 1 certificate.
The total number receiving instruction in navigation in or through the agency of the school during 1858 has been 149, showing a total increase of 25 since last year. The total fees have been 46l.15s.6d.
The entire number of adults and boys who have at any time paid fees during the year are, masters, 3; chief mates, 17; only mates, 2; second mates, 37; seamen, 62; apprentices, 28; total number of students, 149.
The following is the rate of fees paid by adults and boys per week:—In the day classes—Masters studying for extra certificates, 6s.; chief mates studying for master, 6s.; only mates studying for chief mates, 6s.; second mates studying for chief mates, 6s.; seamen studying for only mates, 6s.; for second mates, 6s.; apprentices studying navigation, 6s.; those not studying navigation, 1s.; seamen not studying navigation, 1s.; boys learning navigation, 6d.; boys not learning navigation, 6d.In the evening classes—Adults learning navigation, 3s.; not learning navigation, 1s.; boys learning navigation, 3s.; not learning navigation, 6d.
The average attendance at the classes has been:—
Grand total of fees, 46l.15s.6d.The amount of aid afforded to the school by the Department has been 43l.16s.4d., which sum includes the payments for the master’s certificate and other allowances, the payments to pupil-teacher, the cost of medals, &c.
Grand total of fees, 46l.15s.6d.
The amount of aid afforded to the school by the Department has been 43l.16s.4d., which sum includes the payments for the master’s certificate and other allowances, the payments to pupil-teacher, the cost of medals, &c.
School Ships.
There is another class of nautical schools for destitute and endangered boys, which are aided by the government through the Ragged School Society, and are kept on board of ships, the practical seamanship of which might advantageously be incorporated into the navigation schools. The expense of these ships per day is thus given by Capt. Ryder, in his Report on Navigation Schools in 1858.
I have collected some statistics showing the expense of school ships. The Akbar, a frigate at Liverpool, is a reformatory, and has about a 100 boys. The Venus, also a frigate, is in charge of the Marine Society, and anchored near Woolwich; she is a school ship for destitute lads, and has about 140 boys. In the Akbar, supported, partly by local contributions and partly by the Government grant of one shilling a day for each boy, the expense of the establishment is probably reduced to as low a scale as possible. The Marine Society is acorporation which can afford to be more liberal in its arrangements. The Akbar was fitted out at an expense of 1,800l.but about 1,000l.is considered to be sufficient for a fit out, if the hull is in good repair. The Marine Society’s ships are always fitted out by the Admiralty without charge. The Akbar costs about 250l.a year for repairs, &c.
I have collected some statistics showing the expense of school ships. The Akbar, a frigate at Liverpool, is a reformatory, and has about a 100 boys. The Venus, also a frigate, is in charge of the Marine Society, and anchored near Woolwich; she is a school ship for destitute lads, and has about 140 boys. In the Akbar, supported, partly by local contributions and partly by the Government grant of one shilling a day for each boy, the expense of the establishment is probably reduced to as low a scale as possible. The Marine Society is acorporation which can afford to be more liberal in its arrangements. The Akbar was fitted out at an expense of 1,800l.but about 1,000l.is considered to be sufficient for a fit out, if the hull is in good repair. The Marine Society’s ships are always fitted out by the Admiralty without charge. The Akbar costs about 250l.a year for repairs, &c.
Estimate of Annual Expense per Boy, deduced from Report.
Outline of Aims and Management of Navigation Schools.
In 1858, Captain Alfred P. Ryder, of the Royal Navy, was appointed to inspect the Navigation Schools connected with the Department of Science and Art, and report on their condition and future management. The statements and suggestions of this report harmonize so fully with the conclusions which we have reached respecting the need and mode of establishing and managing this class of schools in our own country, that we can not better express our own views than by making liberal extracts.
The Government is very anxious to raise the tone of the Commercial Marine for the following reasons:—(a.) Because the Commercial Marine supplies even in time of peace a considerable number of men to the Royal Navy, and because in time of war we should have to rely upon it almost entirely to enable us to man our ships when our reserves were exhausted, which would soon be the case in a naval war.(b.) Because on the efficiency of our commercial marine depends to a great extent our position as a commercial country, and on our position as the greatest commercial country rests our supremacy among European nations.(c.) Because to the commercial marine is entrusted every year an immense amount of valuable property. Want of skill, intelligence, and readiness of resource largely increases the yearly loss of this property.(d.) Because to the commercial marine every year are entrusted the lives of a large and increasing number of Her Majesty’s subjects. Want of skill, intelligence, and readiness of resource largely increase the yearly loss of life at sea.(e.) Because the commercial marine consists of more than 200,000 persons, and is, therefore, an important portion of the nation, considering it numerically.(f.) Because the commercial marine represents England, its religion, laws, customs, and habits, in every foreign country, and it is desirable that our representatives should cease to exhibit (as is now frequently the case,) the worst side of the national character. Large numbers of the sailors in our commercial marine are at present neither good men nor good sailors, but are disorderly, addicted to drink, inefficient at sea and all but useless in harbor. Many of them who reach the rank of mate and master compare disadvantageously in general knowledge with the mates and masters of foreign vessels. There are of course numerous brilliant exceptions. They are to be found chiefly in the service of the large ship-owners. In knowledge of seamanship English masters and mates need not fear a comparison with those of any other nation.The Government, anxious to raise the tone of the Commercial Marine, has endeavored to purify the stream at its source, by the creation or support of Navigation Schools, in order that as soon as possible, by the introduction of well educated lads, its character may be elevated and improved. The Navigation Schools referred to are supported by fees, by local subscriptions, and by aid from the Department of Science and Art. Their object is to offer instruction inthe scientific branches of an Education specially adapted to the Nautical Profession.In commencing an investigation into the present position and prospects of the Navigation schools, it is evidently advisable to ascertain the number of vacancies that occur annually in the commercial marine; these vacancies are occasioned by death, desertion, and change of profession. It is much to be desired that these vacancies should all be filled by well educated English, Scotch, and Irish lads, for in time of war we could only recruit from the Commercial Marine those sailors who are British subjects.6
The Government is very anxious to raise the tone of the Commercial Marine for the following reasons:—
(a.) Because the Commercial Marine supplies even in time of peace a considerable number of men to the Royal Navy, and because in time of war we should have to rely upon it almost entirely to enable us to man our ships when our reserves were exhausted, which would soon be the case in a naval war.
(b.) Because on the efficiency of our commercial marine depends to a great extent our position as a commercial country, and on our position as the greatest commercial country rests our supremacy among European nations.
(c.) Because to the commercial marine is entrusted every year an immense amount of valuable property. Want of skill, intelligence, and readiness of resource largely increases the yearly loss of this property.
(d.) Because to the commercial marine every year are entrusted the lives of a large and increasing number of Her Majesty’s subjects. Want of skill, intelligence, and readiness of resource largely increase the yearly loss of life at sea.
(e.) Because the commercial marine consists of more than 200,000 persons, and is, therefore, an important portion of the nation, considering it numerically.
(f.) Because the commercial marine represents England, its religion, laws, customs, and habits, in every foreign country, and it is desirable that our representatives should cease to exhibit (as is now frequently the case,) the worst side of the national character. Large numbers of the sailors in our commercial marine are at present neither good men nor good sailors, but are disorderly, addicted to drink, inefficient at sea and all but useless in harbor. Many of them who reach the rank of mate and master compare disadvantageously in general knowledge with the mates and masters of foreign vessels. There are of course numerous brilliant exceptions. They are to be found chiefly in the service of the large ship-owners. In knowledge of seamanship English masters and mates need not fear a comparison with those of any other nation.
The Government, anxious to raise the tone of the Commercial Marine, has endeavored to purify the stream at its source, by the creation or support of Navigation Schools, in order that as soon as possible, by the introduction of well educated lads, its character may be elevated and improved. The Navigation Schools referred to are supported by fees, by local subscriptions, and by aid from the Department of Science and Art. Their object is to offer instruction inthe scientific branches of an Education specially adapted to the Nautical Profession.
In commencing an investigation into the present position and prospects of the Navigation schools, it is evidently advisable to ascertain the number of vacancies that occur annually in the commercial marine; these vacancies are occasioned by death, desertion, and change of profession. It is much to be desired that these vacancies should all be filled by well educated English, Scotch, and Irish lads, for in time of war we could only recruit from the Commercial Marine those sailors who are British subjects.6
Capt. Ryder estimates the number of lads required to supply the annual vacancies by death in the British Commercial Marine at over 5,000, and by desertion and change of profession, by at least 1,000 more, or a total of over 6,000; and that schools for seamen and officers should be sufficient to give an annual supply of at least that number, and so accommodate 18,000 students. According to the Report of the Registrar General of Seamen, there were bound and registered at the several ports of the United Kingdom, in the year 1856, 7,410 apprentices. The 176,387 men (not including masters,) employed in the Home and Foreign Trade, were classified as follows: 21,204 mates, 13,232 petty officers, 83,682 seamen, 23,974 apprentices and boys, 12,640 other persons, 1,612 engineers, 4,896 firemen. Of this number 14,375 were foreigners, and 7,712 lascars. During the year 1856, examinations were passed for extra masters, 22; for ordinary masters, 1,223; for first mates, 689; for only mates, 12,223; for second mates, 940—a total of 4,097. Capt. Ryder calculates that the total number required every year to fill up the vacancies and meet the demands of an expanding commerce as follows:
Capt. Ryder remarks that the system of nautical education should be broad enough and attractive enough to bring in all the boys of all classes who wish to go to sea, or may be required to meet the demands of the national and commercial marine. The education given should make athletic, intelligent, handy seamen, and impart such an amount of scientific knowledge of navigation and seamanship as will qualify a due proportion for a lower grade of officers.
The first point to be aimed at would apparently be the establishment of an adequate number of schools, so as to offer scientific instruction on the lowest terms to a sufficient number of boys, to supply the demand for educated young men to fill the vacancies in the ranks of masters and mates. Their knowledge of seamanship must of course be gained before the mast.A commercial navy, fed by a supply of lads that had for three years attendedthe classes at a Navigation school would challenge comparison for general knowledge and information with any profession in England, and would soon cease to be the last resort of those idle, troublesome fellows, expelled from the agricultural class and the various trades, who are too old, too ignorant, or too profligate ever to make even indifferent sailors.Having stated what appears to me to be the ground that may be beneficially covered by a network of navigation schools, I will proceed to state what, in my opinion, are the means by which a Navigation School may be rendered most attractive and efficient.I.A Navigation School assisted by the Government should offer sound Instruction especially adapted to the Nautical Profession.Although at first sight the number of subjects named hereafter may appear large, and the education of too high an order, these objections will vanish when it is remembered that lads are not acceptable on board merchant ships until they are 15-16, because they are of little use, and give trouble; and yet, as has been already stated, if not attracted to the Navigation schools at the age of 12-13, and induced to remain in attendance on the classes until they are 15-16, they will be drawn into some other profession.The course of instruction which is adopted must necessarily therefore be sufficiently comprehensive to extend overthreeyears, and at the same time continue to the last to be specialty adapted to conduce towards the boy’s success in his profession.The subjects which appear to be suitable for boys destined for the nautical profession and retained under instruction from 12-13 to 15-16 are as follows:—* (1.) Reading and writing from dictation.* (2.) First four rules of arithmetic.* (3.) Grammar.(4.) A complete course of arithmetic.(5.) Algebra to quadratics, with application.(6.) Geometry, Books of Euclid, I. II. III., and a few propositions in Book IV.(7.) Trigonometry, plane and spherical.(8.) Navigation.(9.) Nautical astronomy, including lunar double alt. and Sumner’s method.(10.) Practical use of the instruments used at sea.(11.) Geography, descriptive,(12.) Geography, physical,especially as regards products, climates, &c.(13.) Chart drawing; surveying.(14.) Free-hand drawing.* (15.) History, particularly Scripture History and English History.* (16.) Letter writing; book-keeping.(17.) Mechanics and steam-engine.(18.) Magnetism and electricity in relation to ships.(19.) Laws of storms and tides.(20.) Knowledge of the code of signals.(21.) Mercantile laws and usages, as far as is necessary for the master of a merchant ship.(22.) Gymnastics.* The boys are expected to be proficient in these subjects before entry, and they need only be taken up in the way of review.
The first point to be aimed at would apparently be the establishment of an adequate number of schools, so as to offer scientific instruction on the lowest terms to a sufficient number of boys, to supply the demand for educated young men to fill the vacancies in the ranks of masters and mates. Their knowledge of seamanship must of course be gained before the mast.
A commercial navy, fed by a supply of lads that had for three years attendedthe classes at a Navigation school would challenge comparison for general knowledge and information with any profession in England, and would soon cease to be the last resort of those idle, troublesome fellows, expelled from the agricultural class and the various trades, who are too old, too ignorant, or too profligate ever to make even indifferent sailors.
Having stated what appears to me to be the ground that may be beneficially covered by a network of navigation schools, I will proceed to state what, in my opinion, are the means by which a Navigation School may be rendered most attractive and efficient.
I.A Navigation School assisted by the Government should offer sound Instruction especially adapted to the Nautical Profession.
Although at first sight the number of subjects named hereafter may appear large, and the education of too high an order, these objections will vanish when it is remembered that lads are not acceptable on board merchant ships until they are 15-16, because they are of little use, and give trouble; and yet, as has been already stated, if not attracted to the Navigation schools at the age of 12-13, and induced to remain in attendance on the classes until they are 15-16, they will be drawn into some other profession.
The course of instruction which is adopted must necessarily therefore be sufficiently comprehensive to extend overthreeyears, and at the same time continue to the last to be specialty adapted to conduce towards the boy’s success in his profession.
The subjects which appear to be suitable for boys destined for the nautical profession and retained under instruction from 12-13 to 15-16 are as follows:—
* (1.) Reading and writing from dictation.
* (2.) First four rules of arithmetic.
* (3.) Grammar.
(4.) A complete course of arithmetic.
(5.) Algebra to quadratics, with application.
(6.) Geometry, Books of Euclid, I. II. III., and a few propositions in Book IV.
(7.) Trigonometry, plane and spherical.
(8.) Navigation.
(9.) Nautical astronomy, including lunar double alt. and Sumner’s method.
(10.) Practical use of the instruments used at sea.
(11.) Geography, descriptive,(12.) Geography, physical,especially as regards products, climates, &c.
(13.) Chart drawing; surveying.
(14.) Free-hand drawing.
* (15.) History, particularly Scripture History and English History.
* (16.) Letter writing; book-keeping.
(17.) Mechanics and steam-engine.
(18.) Magnetism and electricity in relation to ships.
(19.) Laws of storms and tides.
(20.) Knowledge of the code of signals.
(21.) Mercantile laws and usages, as far as is necessary for the master of a merchant ship.
(22.) Gymnastics.
* The boys are expected to be proficient in these subjects before entry, and they need only be taken up in the way of review.
The above subjects are taught in the Navigation School at Hull.
II.A Navigation School should provide a good supply of apparatus, viz., instruments, books, maps, slates, &c. without any charge to the pupils.
In Ireland, where a class of Navigation Schools has been established as part of the system of National Education, a very liberal supply of sextants, books, maps, &c., is given to each school by the Board of Education.
III.A Navigation School aided by Government should offer valuable prizes in the shape of exhibitions, instruments, books, &c.
The great difficulty we have to contend with is the reluctance on the part of some parents, the inability on the part of others, to maintain their children during the three years’ course.
Exhibitions and prize-schemes should therefore be established on the most liberal footing.Prizes had been awarded by the Department in only two or three instances before my tour of visits.(a.) I beg to suggest thatprizesbe awarded, when deserved, at all the schools every half year.The prizes to consist of sextants, watches, instruments, books, &c. The future prizes to be placed at the commencement of the half-year under the charge of the local committee, to be exposed in the schoolroom in a case with a glass lid or cover. (The half-yearly value of the prizes to be about 15l.); the prizes to be fairly and openly competed for.A very limited number of sextants should be given away, not more than one each half-year among all the schools. The prizes not to be awarded except on the most satisfactory proof of the lad’s sufficient proficiency.(b.) I beg to suggest thatexhibitionsbe established on the following scale, viz., at the rate of twelve for a school giving instruction to 100 boys, or one to every eight boys, and be awarded at all the schools every half-year.The boys after the examination to be divided in the following manner:—The First Division to consist of all the boys who had attended the Classes for a period under 6 months.The Second Division to consist of all the boys who had attended the Classes for 6, and under 12 months.The Third Division to consist of all the boys who had attended the Classes for 12, and under 18 months.The Fourth Division to consist of all the boys who had attended the Classes for 18, and under 24 months.The Fifth Division to consist of all the boys who had attended the Classes for 24, and under 30 months.The Sixth Division to consist of all the boys who had attended the Classes for 30, and under 36 months.Exhibitions at the rate of one in eight boys to be given to the most successful boys in each group.The exhibitions for the 1st and 2nd Divisions to consist of remission of fee and a donation of 6d.a week for ensuing half-year.The exhibitions for the 3rd and 4th Divisions to consist of remission of fee, and a donation of 1s.a week for ensuing half-year.The exhibitions for the 5th and 6th Divisions to consist of remission of fee, and a donation of 2s.a week for ensuing half-year.This part of my proposal is elastic, the value of the exhibitions can be increased if the principle is approved of, and the number may be extended even to offering an exhibition to every boy attaining a certain degree of proficiency in the studies of the school.The chief merits of this plan are (1.) that as all the exhibitions are thrown open for competition every half-year, the spirit of emulation is constantly kept alive; it is notorious that the attainment of an exhibition or scholarship which will be held throughout a student’s career is often the prelude to idleness. (2.) That exhibitions are placed within the reach of the youngest boys.The examination to decide on the exhibitions and prizes should take place at the end of the half-year. The questions to be sent from the Department, and the answers to be sealed up in the presence of the boys, and sent to the Department on the evening of the examination day. The prizes and exhibitions should be awarded at the commencement of the next half-year. As the examination should not, if possible, extend over more than one day, the Department might make a selection from among the subjects taught. As the inspector can not be present, one or more of the local committee should remain in the school during each examination.The result of each examination should be allowed to be published in the local papers; competition will then be created among the various schools at the seaport, who will view with great interest the position of their boys on the examination list.
Exhibitions and prize-schemes should therefore be established on the most liberal footing.
Prizes had been awarded by the Department in only two or three instances before my tour of visits.
(a.) I beg to suggest thatprizesbe awarded, when deserved, at all the schools every half year.
The prizes to consist of sextants, watches, instruments, books, &c. The future prizes to be placed at the commencement of the half-year under the charge of the local committee, to be exposed in the schoolroom in a case with a glass lid or cover. (The half-yearly value of the prizes to be about 15l.); the prizes to be fairly and openly competed for.
A very limited number of sextants should be given away, not more than one each half-year among all the schools. The prizes not to be awarded except on the most satisfactory proof of the lad’s sufficient proficiency.
(b.) I beg to suggest thatexhibitionsbe established on the following scale, viz., at the rate of twelve for a school giving instruction to 100 boys, or one to every eight boys, and be awarded at all the schools every half-year.
The boys after the examination to be divided in the following manner:—
The First Division to consist of all the boys who had attended the Classes for a period under 6 months.
The Second Division to consist of all the boys who had attended the Classes for 6, and under 12 months.
The Third Division to consist of all the boys who had attended the Classes for 12, and under 18 months.
The Fourth Division to consist of all the boys who had attended the Classes for 18, and under 24 months.
The Fifth Division to consist of all the boys who had attended the Classes for 24, and under 30 months.
The Sixth Division to consist of all the boys who had attended the Classes for 30, and under 36 months.
Exhibitions at the rate of one in eight boys to be given to the most successful boys in each group.
The exhibitions for the 1st and 2nd Divisions to consist of remission of fee and a donation of 6d.a week for ensuing half-year.
The exhibitions for the 3rd and 4th Divisions to consist of remission of fee, and a donation of 1s.a week for ensuing half-year.
The exhibitions for the 5th and 6th Divisions to consist of remission of fee, and a donation of 2s.a week for ensuing half-year.
This part of my proposal is elastic, the value of the exhibitions can be increased if the principle is approved of, and the number may be extended even to offering an exhibition to every boy attaining a certain degree of proficiency in the studies of the school.
The chief merits of this plan are (1.) that as all the exhibitions are thrown open for competition every half-year, the spirit of emulation is constantly kept alive; it is notorious that the attainment of an exhibition or scholarship which will be held throughout a student’s career is often the prelude to idleness. (2.) That exhibitions are placed within the reach of the youngest boys.
The examination to decide on the exhibitions and prizes should take place at the end of the half-year. The questions to be sent from the Department, and the answers to be sealed up in the presence of the boys, and sent to the Department on the evening of the examination day. The prizes and exhibitions should be awarded at the commencement of the next half-year. As the examination should not, if possible, extend over more than one day, the Department might make a selection from among the subjects taught. As the inspector can not be present, one or more of the local committee should remain in the school during each examination.
The result of each examination should be allowed to be published in the local papers; competition will then be created among the various schools at the seaport, who will view with great interest the position of their boys on the examination list.
Capt. Ryder suggests (1.) that each boy who holds an exhibition orgains prizes, have the fact engrossed on avellum certificate, and receive amedalorbadge. (2.) That all graduates of the school who bring a good character from their captain or shipowner, for one year after leaving the school, receive one pound from the funds of the school. (3.) That shipowners and the Admiralty be induced to look first to the Navigation schools for their apprentices, and that they open to competition among the prize boys of the schools, any choice places in their gift. (4.) That officers and masters of ships, and public men interested in nautical matters be invited to visit the schools.
IV.A Navigation School should provide an ample Educational Staff, whose income should be sufficient, and a certain portion of it fixed, and whose energies should be mainly directed to the Education of the Boys.
The educational staff, as a general rule, is very insufficient, owing to a school for adults having been generally established in connexion with the school for boys.7This course was adopted chiefly for economical reasons, it being intended that the large fees from the adult class should pay the greater proportion of the expense of the school; but it has resulted in the boys’ school being most seriously injured, as follows, without any compensating advantages.The boys who pay fees, from 6d.to 1s.a week, are constantly and unavoidably neglected by the head master, whose interest it is to attend to the adults who pay from 5s.to 7s.a week; and even if superior to that motive, the head master can not leave the adults for more than a few minutes at a time, because, and not unnaturally, they insist on his remaining with them.
The educational staff, as a general rule, is very insufficient, owing to a school for adults having been generally established in connexion with the school for boys.7This course was adopted chiefly for economical reasons, it being intended that the large fees from the adult class should pay the greater proportion of the expense of the school; but it has resulted in the boys’ school being most seriously injured, as follows, without any compensating advantages.
The boys who pay fees, from 6d.to 1s.a week, are constantly and unavoidably neglected by the head master, whose interest it is to attend to the adults who pay from 5s.to 7s.a week; and even if superior to that motive, the head master can not leave the adults for more than a few minutes at a time, because, and not unnaturally, they insist on his remaining with them.
A peculiarity in the mode of paying masters of Navigation Schools is in increasing his compensation from all other sources by the payment by the Department of an amount represented by the certificate he may hold of his success in passing examination in certain group of subjects. The scheme is as follows:
This group payment is a well devised scheme to induce masters to improve themselves, and is applicable to teachers of every grade, and if rightly applied, will operate as a constant stimulus to professional improvement. But in the case of this class of schools, where there are pupils on a varying scale of direct payment to the teacher, the teacher will be tempted to give his particular attention to the pupils who pay best. This can be counteracted by making the masters’ payment depend on the proficiency of the scholars.
To obtain and keep the services of the zealous, intelligent, and very superior men who alone are fit to take charge of navigation schools, I believe a superannuation allowance would be at the same time the greatest and most economical inducement.I beg to suggest that at 60 years of age a navigation master be allowed toretire with his group money as an allowance. This would be a great inducement to remain in connection with the Department, and to pass in as many groups as possible.The direct inducement which I propose to give to the educational staff to bring their schools up to the highest state of efficiency is a payment in money, and I have been induced to propose this from the sense of the paramount advantage derived in any undertaking from making it the direct pecuniary interest of agents to act up to their instructions.I propose that every head master, every assistant master and every pupil-teacher employed in teaching the boys shall receive a sum of money in addition to his fixed salary and his group money to depend on and vary with the success of the school at the half-yearly examinations. The mode by which I propose to estimate the amount of this payment will be detailed further on, when I speak of inspections.It consists of a sliding scale of payment, so contrived that it is the direct pecuniary interest of the head master to bring all his boys up to the highest state of proficiency, and also the direct pecuniary interest of all the educational staff to refrain from forcing on the clever boys, if by so doing they neglect the duller boys, and also to refrain from drawing the boys into the upper and more showy subjects to the neglect of the lower, more elementary, but more important subjects, errors commonly and but too justly ascribed to schoolmasters in their endeavors to give to their schools the appearance of high efficiency.I am aware that the sliding scale of payment which I propose has the demerit of novelty.The Committee of Council, fully alive to the advantage of a sliding scale, have provided that, in the primary schools, the master’s pay shall depend on and vary with the school pence and the capitation grant (a grant which is made to depend upon the attendance of the children,) in the art schools it is made to depend on and vary with the number of prizes won by the students.The disadvantage of the former plan is that the sliding scale, being made to depend upon mere numerical attendance, both particular proficiency and general proficiency are ignored.The disadvantage of the latter is that it is made the master’s direct pecuniary interest to force on the clever boys to the neglect of the dull boys, while general proficiency and numerical attendance are ignored.There are doubtless good reasons why these very different plans should have been adopted in primary and art schools.In the scheme of varying payment which I propose for navigation schools, both the general proficiency of the school and the numerical attendance of the scholars are made the measures of the masters’ emoluments, while the proficiency of individual boys is fostered by prizes and exhibitions.
To obtain and keep the services of the zealous, intelligent, and very superior men who alone are fit to take charge of navigation schools, I believe a superannuation allowance would be at the same time the greatest and most economical inducement.
I beg to suggest that at 60 years of age a navigation master be allowed toretire with his group money as an allowance. This would be a great inducement to remain in connection with the Department, and to pass in as many groups as possible.
The direct inducement which I propose to give to the educational staff to bring their schools up to the highest state of efficiency is a payment in money, and I have been induced to propose this from the sense of the paramount advantage derived in any undertaking from making it the direct pecuniary interest of agents to act up to their instructions.
I propose that every head master, every assistant master and every pupil-teacher employed in teaching the boys shall receive a sum of money in addition to his fixed salary and his group money to depend on and vary with the success of the school at the half-yearly examinations. The mode by which I propose to estimate the amount of this payment will be detailed further on, when I speak of inspections.
It consists of a sliding scale of payment, so contrived that it is the direct pecuniary interest of the head master to bring all his boys up to the highest state of proficiency, and also the direct pecuniary interest of all the educational staff to refrain from forcing on the clever boys, if by so doing they neglect the duller boys, and also to refrain from drawing the boys into the upper and more showy subjects to the neglect of the lower, more elementary, but more important subjects, errors commonly and but too justly ascribed to schoolmasters in their endeavors to give to their schools the appearance of high efficiency.
I am aware that the sliding scale of payment which I propose has the demerit of novelty.
The Committee of Council, fully alive to the advantage of a sliding scale, have provided that, in the primary schools, the master’s pay shall depend on and vary with the school pence and the capitation grant (a grant which is made to depend upon the attendance of the children,) in the art schools it is made to depend on and vary with the number of prizes won by the students.
The disadvantage of the former plan is that the sliding scale, being made to depend upon mere numerical attendance, both particular proficiency and general proficiency are ignored.
The disadvantage of the latter is that it is made the master’s direct pecuniary interest to force on the clever boys to the neglect of the dull boys, while general proficiency and numerical attendance are ignored.
There are doubtless good reasons why these very different plans should have been adopted in primary and art schools.
In the scheme of varying payment which I propose for navigation schools, both the general proficiency of the school and the numerical attendance of the scholars are made the measures of the masters’ emoluments, while the proficiency of individual boys is fostered by prizes and exhibitions.
V.The Masters of Navigation Schools should display great intelligence and aptitude for teaching, should be intimately acquainted with the best methods of instruction, and be zealous in the performance of their duties.
As a general rule I have found the masters intelligent and apt to teach. The majority of them have enjoyed the privilege of an education at Greenwich under Mr. Riddle.It is important that the masters should be drawn from some normal school; Greenwich school appears admirably adapted for such purpose. To draw a large supply of masters from that school, and retain their services, the position of the masters in a pecuniary point of view must in my opinion be improved. But if this is done an engagement should be entered into to remain as a navigation schoolmaster for a certain time, and after that, not to leave without at least two months’ warning.
As a general rule I have found the masters intelligent and apt to teach. The majority of them have enjoyed the privilege of an education at Greenwich under Mr. Riddle.
It is important that the masters should be drawn from some normal school; Greenwich school appears admirably adapted for such purpose. To draw a large supply of masters from that school, and retain their services, the position of the masters in a pecuniary point of view must in my opinion be improved. But if this is done an engagement should be entered into to remain as a navigation schoolmaster for a certain time, and after that, not to leave without at least two months’ warning.
The position of assistants should be open to all persons whose credentials previously received, as to good character, proficiency in all the subjects taught in this class of schools, and required for the place, are satisfactory. The examination should be public, and the results published. The vacancies among the head masters should be open to competition among the assistant masters.
VII.The Navigation Schools should be judiciously situated, have large airy rooms, a good playground, gymnastic poles, and a lending library.
Exercise at gymnastics is most beneficial to the boys’ health, and confirms them in their choice of the naval profession. The lads when they go to sea are much more useful aloft if they have acquired the agility and daring which can alone be gained by gymnastic exercises.One of the causes of the rapid deterioration in the physique of our sailors is the diminution of work aloft consequent on the introduction of steam.
Exercise at gymnastics is most beneficial to the boys’ health, and confirms them in their choice of the naval profession. The lads when they go to sea are much more useful aloft if they have acquired the agility and daring which can alone be gained by gymnastic exercises.
One of the causes of the rapid deterioration in the physique of our sailors is the diminution of work aloft consequent on the introduction of steam.
VIII.The Fees in a Navigation School should be carefully adjusted.
A carefully adjusted scheme of fees from 1d.to 1s.per week will not exclude by their amount any poor boys whom we might wish to admit, or to repel by their insignificance those parents who would attach no value to that which cost them little.The larger portion of the fees, after deducting a certain fixed sum, or a certain definite proportion of them for local expenses, will stand in the school accounts to the credit of the local committee, and will be expended from time to time, with the consent of the Department, in paying the masters’ salaries, the boys’ exhibition money, &c.In some seaports, where there is a pertinacious disinclination on the part of the parents of the boys to their going to sea, I have suggested to the committee the undertaking to return all or a portion of the school fees of any boy who has passed above a certain mark, on proof being received that the boy has sailed. This would in many cases act both on parent and child as a great inducement to the boy to go to sea.
A carefully adjusted scheme of fees from 1d.to 1s.per week will not exclude by their amount any poor boys whom we might wish to admit, or to repel by their insignificance those parents who would attach no value to that which cost them little.
The larger portion of the fees, after deducting a certain fixed sum, or a certain definite proportion of them for local expenses, will stand in the school accounts to the credit of the local committee, and will be expended from time to time, with the consent of the Department, in paying the masters’ salaries, the boys’ exhibition money, &c.
In some seaports, where there is a pertinacious disinclination on the part of the parents of the boys to their going to sea, I have suggested to the committee the undertaking to return all or a portion of the school fees of any boy who has passed above a certain mark, on proof being received that the boy has sailed. This would in many cases act both on parent and child as a great inducement to the boy to go to sea.
IX.Navigation Schools should be periodically inspected and reported on.
Inspection to be really valuable should be thorough. Now the subjects in which it is proposed that the boys shall be taught at the Navigation School are very numerous, and none of them should, if possible, be allowed to escape the notice of the inspector and the test of examination.I propose that there shall be two examinations every half-year, (1) the general examination, to measure the progress and proficiency of the navigation classes, and the payment to be made to the educational staff; (2) the special competitive examination for prizes and exhibitions. The first will be held in the course of the half-year, in the presence of the inspector and master, the answers, however, to be looked over and valued in London. The second will be held at the close of the half-year, in the presence of the master and of one or more of the local committee. It will be entirely a written examination, the questions to be sent from the Department. To prevent any suspicion of unfair treatment, the examination books should, after each examination, be sealed up at the close of the day, in the presence of the boys, and sent to London. The prizes and prize studentships will be awarded when the school meets again, at the commencement of the next half-year. The answers will be valued in London, by a person appointed for that special purpose. The practice I have adopted is to give full numbers for an accurate answer, half numbers for an answer which, though inaccurate, shows intelligence.The inspector who conducts the general examination should have with him various papers of questions of equal value on each subject, so as to diminish the possibility of information as to the questions set at the examination being communicated from one school to the other. The masters have a direct pecuniary interest in preventing any information being sent to the other schools.I suggest that the general examination, to ascertain the amount of examination money, be conducted in the following manner:The school to be arranged previous to the arrival of the inspector, in five classes, each class separated from the other as far as the arrangements of the school will admit, and the five classes to be so composed as to be about equal, both in average and collective intelligence. No difficulty is experienced by the masters in doing this.The number won by the boys in a class in a particular subject will be added together and divided by the number of boys in the class; the result will be the mean number for that subject for that class, and the classes being equal, that number will be a measure of the proficiency of the school in that subject. Thenumber of boys in the school multiplied by the sum of the mean numbers will be the number which will determine the sum of money to be apportioned to that school, and divided among the educational staff.I propose that a sum of money, at the discretion of the Department, be divided8once a year among the schools, in the ratio of the numbers obtained as above, and that notice be given to them to that effect at the commencement of each year, naming the total sum. I propose that the sum won by the school should be divided among the educational staff in the following proportions:—Head Master 5 shares, but total not to exceed£30Assistant Masters, each 2 shares, but total not to exceed12Pupil-Teachers, each 1 share, but total not to exceed6As every progressive step made by the dullest boy who attends the classes tells on the gross number, and through it on the pecuniary gain of the whole staff, the staff will have no temptation to neglect, but on the contrary, every inducement to push on the dull boys, and as proficiency in the lower subjects counts as much as proficiency in the highest the common fault of neglecting the low subjects would evidently diminish very much the profits of the staff, and will therefore be prevented.I consider this sliding scale would be preferable to paying the master a certain sum for every prize won in the school, which is a direct temptation and inducement to him to select from time to time the most promising boys, and put them under pressure to make prize boys of them, neglecting the dull boys of the same standing who can not on that system of reward be productive of any benefit. The collateral advantages of this system.(1.) It becomes the direct personal interest of the staff to retain the boys as long as possible, in order that at each examination, there shall be as many boys as possible well advanced in all the subjects.(2.) That it becomes their direct personal interest, to select from among the boys presenting them selves for entry, those that are most advanced in the elementary subjects, so that their backwardness may diminish the mean numbers as little as possible.(3.) That it becomes their direct personal interest to work the school with as few masters as possible, as thereby their individual gains are larger.(4.) Competition is created among the Navigation schools and their educational staffs. The result of each examination should be allowed to be published in the local papers, and the results of the examinations at all the Navigation schools should be made known at each school.(5.) The inspector and the Department can see at a glance whether any Navigation school has neglected any subject. The masters could not evade the rigor of this test by any artifice.(6.) The boys will be induced generally to enter into the spirit of the competition, which will have the best effect. A few only can win the prizes and exhibitions, but all can contribute by their exertions to the comparative success of their school.(7.) The local committee and the neighborhood would enter into the spirit of the struggle.
Inspection to be really valuable should be thorough. Now the subjects in which it is proposed that the boys shall be taught at the Navigation School are very numerous, and none of them should, if possible, be allowed to escape the notice of the inspector and the test of examination.
I propose that there shall be two examinations every half-year, (1) the general examination, to measure the progress and proficiency of the navigation classes, and the payment to be made to the educational staff; (2) the special competitive examination for prizes and exhibitions. The first will be held in the course of the half-year, in the presence of the inspector and master, the answers, however, to be looked over and valued in London. The second will be held at the close of the half-year, in the presence of the master and of one or more of the local committee. It will be entirely a written examination, the questions to be sent from the Department. To prevent any suspicion of unfair treatment, the examination books should, after each examination, be sealed up at the close of the day, in the presence of the boys, and sent to London. The prizes and prize studentships will be awarded when the school meets again, at the commencement of the next half-year. The answers will be valued in London, by a person appointed for that special purpose. The practice I have adopted is to give full numbers for an accurate answer, half numbers for an answer which, though inaccurate, shows intelligence.
The inspector who conducts the general examination should have with him various papers of questions of equal value on each subject, so as to diminish the possibility of information as to the questions set at the examination being communicated from one school to the other. The masters have a direct pecuniary interest in preventing any information being sent to the other schools.
I suggest that the general examination, to ascertain the amount of examination money, be conducted in the following manner:
The school to be arranged previous to the arrival of the inspector, in five classes, each class separated from the other as far as the arrangements of the school will admit, and the five classes to be so composed as to be about equal, both in average and collective intelligence. No difficulty is experienced by the masters in doing this.
The number won by the boys in a class in a particular subject will be added together and divided by the number of boys in the class; the result will be the mean number for that subject for that class, and the classes being equal, that number will be a measure of the proficiency of the school in that subject. Thenumber of boys in the school multiplied by the sum of the mean numbers will be the number which will determine the sum of money to be apportioned to that school, and divided among the educational staff.
I propose that a sum of money, at the discretion of the Department, be divided8once a year among the schools, in the ratio of the numbers obtained as above, and that notice be given to them to that effect at the commencement of each year, naming the total sum. I propose that the sum won by the school should be divided among the educational staff in the following proportions:—
As every progressive step made by the dullest boy who attends the classes tells on the gross number, and through it on the pecuniary gain of the whole staff, the staff will have no temptation to neglect, but on the contrary, every inducement to push on the dull boys, and as proficiency in the lower subjects counts as much as proficiency in the highest the common fault of neglecting the low subjects would evidently diminish very much the profits of the staff, and will therefore be prevented.
I consider this sliding scale would be preferable to paying the master a certain sum for every prize won in the school, which is a direct temptation and inducement to him to select from time to time the most promising boys, and put them under pressure to make prize boys of them, neglecting the dull boys of the same standing who can not on that system of reward be productive of any benefit. The collateral advantages of this system.
(1.) It becomes the direct personal interest of the staff to retain the boys as long as possible, in order that at each examination, there shall be as many boys as possible well advanced in all the subjects.
(2.) That it becomes their direct personal interest, to select from among the boys presenting them selves for entry, those that are most advanced in the elementary subjects, so that their backwardness may diminish the mean numbers as little as possible.
(3.) That it becomes their direct personal interest to work the school with as few masters as possible, as thereby their individual gains are larger.
(4.) Competition is created among the Navigation schools and their educational staffs. The result of each examination should be allowed to be published in the local papers, and the results of the examinations at all the Navigation schools should be made known at each school.
(5.) The inspector and the Department can see at a glance whether any Navigation school has neglected any subject. The masters could not evade the rigor of this test by any artifice.
(6.) The boys will be induced generally to enter into the spirit of the competition, which will have the best effect. A few only can win the prizes and exhibitions, but all can contribute by their exertions to the comparative success of their school.
(7.) The local committee and the neighborhood would enter into the spirit of the struggle.
X.A distinctive Dress or Badge is calculated to have a very good effect on the Navigation Schools.
The Trinity Board at Hull gives to 80 boys in the Navigation school a neat uniform (blue jacket, blue and white trousers, and blue cap.) This has a capital effect on the boys, gives them an esprit d’ecole, and acts as a restraint on their conduct outside the schools.
The Trinity Board at Hull gives to 80 boys in the Navigation school a neat uniform (blue jacket, blue and white trousers, and blue cap.) This has a capital effect on the boys, gives them an esprit d’ecole, and acts as a restraint on their conduct outside the schools.
XI.In Navigation Schools great pains should be taken to ensure punctual attendance on the part of the boys.
I beg to suggest that the best form of registers be provided, and that it be made imperative that the register be strictly kept in all the schools, and that the following practice be universal instead of partial, viz., that any boy arriving late is expected to produce a written authority from the master of his school or his parents for his absence. Prizes for good attendance have been found very useful in primary schools. I beg to suggest one prize of 10s., three of 5s., and five of 1s.every half-year, or 3l.a year in a school of 100 boys.
I beg to suggest that the best form of registers be provided, and that it be made imperative that the register be strictly kept in all the schools, and that the following practice be universal instead of partial, viz., that any boy arriving late is expected to produce a written authority from the master of his school or his parents for his absence. Prizes for good attendance have been found very useful in primary schools. I beg to suggest one prize of 10s., three of 5s., and five of 1s.every half-year, or 3l.a year in a school of 100 boys.
Capt. Ryder recommends that the daily record of attendance, proficiency, and conduct, be posted up on the walls of the school every week, month, half-year, and year, as well as the names of all prize boys.
Capt. Ryder goes into detail of the estimates of receipts and payments, and makes the education of each boy cost the Department about £2 10s.per boy per annum. The whole expense of teaching and clothing at the Hull School averages a little more than £6 per boy perannum.
Obstacles to the success of Navigation Schools.The principal obstacles in the way of success, in addition to the inefficiency of the schools, the absence of prizes, &c., are three in number.It is my firm belief that if the Department assist liberally the establishment of navigation schools, placing them on a proper footing, and stating that they are schools established for the sole purpose of giving special instruction in scientific subjects to boys intended for the Royal Navy and the Commercial Marine, these three obstacles will gradually vanish. They are,—(I.)A disinclination on the part of shipowners to enter boys.In reply to my inquiries the owners of steamers stated, “We don’t want boys, who eat as much as men, are of very little use, and give a great deal of trouble; we wantmen.”Steam having superseded the use of sails to a great extent, boys, who in sailing vessels are invaluable for light work aloft, are not valued in steamers.Many of the sailors, so-called, that we find in steamers differ very little from landsmen, except that they are not sea-sick, they can take the wheel and pull an oar. To all the valuable qualities of a true sailor, which were developed by and almost entirely due to his work aloft, viz., agility, readiness of resource, indifference to all danger that may be escaped by bodily activity, as distinct from that solid courage which all Englishmen possess, the steam sailor can lay slight claim.In the Royal Navy we want the superior class of sailors, and if possible those alone. The partial substitution of steam for sails, while it has injured our own sailors has, in the same way and for the same reason, injured those in the commercial marine, on whose aid and support we may at any time be thrown for a supply of seamen.It is most important, therefore, that every impulse should be given to keep up in the commercial navy both the quantity and quality of the seamen; it is much to be regretted, therefore, that the same disinclination to take boys, although fortunately in a less degree, exists among the shipowners of sailing vessels.Lads enter on board merchant ships, some as apprentices, some as boys.In the employment of the larger shipowners apprenticeships are highly valued.9The proportion of apprentices to tonnage at present is about 1 to 200 tons. Before the repeal of the navigation laws, it was by Act of Parliament 1 to every 100 tons.The disinclination to enter boys will, I believe, gradually vanish when the attention of the shipowners, as a body, is attracted to the valuable class of boys who will attend the Navigation schools, for they will be induced to reflect, that although at first sight it may appear to be more economical to enter no boys orapprentices, or a very few only, and those at very low wages,10yet that by so doing they are contributing indirectly, but yet surely and certainly, to the deterioration of the whole class of seamen, and to the ultimate injury of the ship-owning interest.(II.)A disinclination on the part of parents to send their boys to sea.While sailors are, what they frequently are at present, not the most moral or respectable members of society, it is probable and natural that many parents would regret their sons’ choice of the sea as a profession.But as sailors and masters improve by the aid of navigation schools, where they will be instructed in their youth, and are received in sailors’ homes at every port where their vessels touch, this class of objections will gradually become obsolete; and the profession of the sailor will take its proper place by that of the high skilled mechanic as one of the noblest professions a working man’s son can adopt, being also one of the highest paid; 3l.and 4l.a month besides victuals and medical attendance being the not uncommon emoluments of a merchant seaman. Moreover, the profession of a sailor, if he is a steady man, may be rendered both healthy, improving, and entertaining, and acts most beneficially on the character and temper. Steam and science are rapidly diminishing the longest voyages, and long periods of absence, one of the not unnatural objections of a parent, are becoming the exception instead of the rule.The wish to go to sea is implanted by Providence, doubtless for the wisest purposes, in large numbers of the boys of these islands, frequently in those who have never seen the sea. Those parents, ministers, or schoolmasters who take upon themselves to thwart this natural and laudable wish, going the length, as they frequently do, of treating the boy’s desire, as an evidence of a vagabond and depraved taste, may be fairly charged with the responsibility of the boy’s immoral and depraved life, if such unfortunately is the result of his going to sea, for his naval career is probably commenced by running away from home, and he thus severs all those domestic ties which conduce so much to the preservation of purity of life and manners.This conduct on the part of parents should be deprecated by every one who has the best interests of his country at heart.Every respectable and well conducted boy who desires to go to sea should be aided and assisted to do so, and this course should be systematically adopted throughout the country. The Government, by the support of navigation schools, show their opinion on this subject. It only remains for the schools to be put on a proper and liberal footing, worthy of the Government and of the object which they are intended to serve. When this is done, the profession of the sailor will be rescued in the minds of the lower classes from all the odium which at present surrounds it.(III.)A disinclination on the part of boys to go to sea.This disinclination exists in some ports and not in others; it will decrease wherever it exists when Navigation schools, established on a liberal footing, offering the inducements I have suggested, are placed near the docks in every seaport town of any size or importance. It is advisable that the schools should be so placed that the boys can when out of the school play about among the shipping, witness and long to imitate the evolutions of the sailors aloft, &c.
Obstacles to the success of Navigation Schools.
The principal obstacles in the way of success, in addition to the inefficiency of the schools, the absence of prizes, &c., are three in number.
It is my firm belief that if the Department assist liberally the establishment of navigation schools, placing them on a proper footing, and stating that they are schools established for the sole purpose of giving special instruction in scientific subjects to boys intended for the Royal Navy and the Commercial Marine, these three obstacles will gradually vanish. They are,—
(I.)A disinclination on the part of shipowners to enter boys.
In reply to my inquiries the owners of steamers stated, “We don’t want boys, who eat as much as men, are of very little use, and give a great deal of trouble; we wantmen.”
Steam having superseded the use of sails to a great extent, boys, who in sailing vessels are invaluable for light work aloft, are not valued in steamers.
Many of the sailors, so-called, that we find in steamers differ very little from landsmen, except that they are not sea-sick, they can take the wheel and pull an oar. To all the valuable qualities of a true sailor, which were developed by and almost entirely due to his work aloft, viz., agility, readiness of resource, indifference to all danger that may be escaped by bodily activity, as distinct from that solid courage which all Englishmen possess, the steam sailor can lay slight claim.
In the Royal Navy we want the superior class of sailors, and if possible those alone. The partial substitution of steam for sails, while it has injured our own sailors has, in the same way and for the same reason, injured those in the commercial marine, on whose aid and support we may at any time be thrown for a supply of seamen.
It is most important, therefore, that every impulse should be given to keep up in the commercial navy both the quantity and quality of the seamen; it is much to be regretted, therefore, that the same disinclination to take boys, although fortunately in a less degree, exists among the shipowners of sailing vessels.
Lads enter on board merchant ships, some as apprentices, some as boys.
In the employment of the larger shipowners apprenticeships are highly valued.9The proportion of apprentices to tonnage at present is about 1 to 200 tons. Before the repeal of the navigation laws, it was by Act of Parliament 1 to every 100 tons.
The disinclination to enter boys will, I believe, gradually vanish when the attention of the shipowners, as a body, is attracted to the valuable class of boys who will attend the Navigation schools, for they will be induced to reflect, that although at first sight it may appear to be more economical to enter no boys orapprentices, or a very few only, and those at very low wages,10yet that by so doing they are contributing indirectly, but yet surely and certainly, to the deterioration of the whole class of seamen, and to the ultimate injury of the ship-owning interest.
(II.)A disinclination on the part of parents to send their boys to sea.
While sailors are, what they frequently are at present, not the most moral or respectable members of society, it is probable and natural that many parents would regret their sons’ choice of the sea as a profession.
But as sailors and masters improve by the aid of navigation schools, where they will be instructed in their youth, and are received in sailors’ homes at every port where their vessels touch, this class of objections will gradually become obsolete; and the profession of the sailor will take its proper place by that of the high skilled mechanic as one of the noblest professions a working man’s son can adopt, being also one of the highest paid; 3l.and 4l.a month besides victuals and medical attendance being the not uncommon emoluments of a merchant seaman. Moreover, the profession of a sailor, if he is a steady man, may be rendered both healthy, improving, and entertaining, and acts most beneficially on the character and temper. Steam and science are rapidly diminishing the longest voyages, and long periods of absence, one of the not unnatural objections of a parent, are becoming the exception instead of the rule.
The wish to go to sea is implanted by Providence, doubtless for the wisest purposes, in large numbers of the boys of these islands, frequently in those who have never seen the sea. Those parents, ministers, or schoolmasters who take upon themselves to thwart this natural and laudable wish, going the length, as they frequently do, of treating the boy’s desire, as an evidence of a vagabond and depraved taste, may be fairly charged with the responsibility of the boy’s immoral and depraved life, if such unfortunately is the result of his going to sea, for his naval career is probably commenced by running away from home, and he thus severs all those domestic ties which conduce so much to the preservation of purity of life and manners.
This conduct on the part of parents should be deprecated by every one who has the best interests of his country at heart.
Every respectable and well conducted boy who desires to go to sea should be aided and assisted to do so, and this course should be systematically adopted throughout the country. The Government, by the support of navigation schools, show their opinion on this subject. It only remains for the schools to be put on a proper and liberal footing, worthy of the Government and of the object which they are intended to serve. When this is done, the profession of the sailor will be rescued in the minds of the lower classes from all the odium which at present surrounds it.
(III.)A disinclination on the part of boys to go to sea.
This disinclination exists in some ports and not in others; it will decrease wherever it exists when Navigation schools, established on a liberal footing, offering the inducements I have suggested, are placed near the docks in every seaport town of any size or importance. It is advisable that the schools should be so placed that the boys can when out of the school play about among the shipping, witness and long to imitate the evolutions of the sailors aloft, &c.
An attractive evening class will have to be established for the instruction of boys who have to work for their livelihood during the day, and for apprentices. I have proposed that half the fees be given to the educational staff, to insure their taking a direct pecuniary interest in the evening class.In concluding this report, I wish to state, that I am fully impressed with the great benefit that the establishment of good Navigation schools would confer directly on the Royal Navy, the Commercial Marine, and the country; and that I see every reason for believing, that if the schools are placed on a proper footing, the classes will be largely attended, and the schools will answer every purpose for which they are established. The limited number of thirty Navigation schools, which I have suggested, should be forthwith established, although only professing to assist in providing a sufficient supply of educated young men to fill up the vacancies among the masters and mates, yet can not fail to tell with the best effect on the commercial marine generally. For these well-educated lads, who, after leaving the Navigation schools, have to struggle through that large body, the seamen of the commercial marine, before they can win the prizes of their profession, must raise the tone of the class through which they pass.If the thirty schools are established, and after two or three years are evidently working well, it will be worth considering whether more schools of a simpler and less expensive character should not be established to educate a sufficient number of lads fully to supply the vacancies in the seamen class.The alterations I have proposed in the mode of payment of the educational staff are those upon which I desire to lay the most stress; they have had but one object in view, the making it the personal pecuniary interest of each member of the staff to devote himself zealously to those duties, and to no other, which the Department wishes him to perform. In individual cases, we might appeal to higher motives than these, but in dealing with a body of men, however upright and conscientious, I am firmly convinced that there is no safer course than the appealing to the lower motive in aid of the higher.
An attractive evening class will have to be established for the instruction of boys who have to work for their livelihood during the day, and for apprentices. I have proposed that half the fees be given to the educational staff, to insure their taking a direct pecuniary interest in the evening class.
In concluding this report, I wish to state, that I am fully impressed with the great benefit that the establishment of good Navigation schools would confer directly on the Royal Navy, the Commercial Marine, and the country; and that I see every reason for believing, that if the schools are placed on a proper footing, the classes will be largely attended, and the schools will answer every purpose for which they are established. The limited number of thirty Navigation schools, which I have suggested, should be forthwith established, although only professing to assist in providing a sufficient supply of educated young men to fill up the vacancies among the masters and mates, yet can not fail to tell with the best effect on the commercial marine generally. For these well-educated lads, who, after leaving the Navigation schools, have to struggle through that large body, the seamen of the commercial marine, before they can win the prizes of their profession, must raise the tone of the class through which they pass.
If the thirty schools are established, and after two or three years are evidently working well, it will be worth considering whether more schools of a simpler and less expensive character should not be established to educate a sufficient number of lads fully to supply the vacancies in the seamen class.
The alterations I have proposed in the mode of payment of the educational staff are those upon which I desire to lay the most stress; they have had but one object in view, the making it the personal pecuniary interest of each member of the staff to devote himself zealously to those duties, and to no other, which the Department wishes him to perform. In individual cases, we might appeal to higher motives than these, but in dealing with a body of men, however upright and conscientious, I am firmly convinced that there is no safer course than the appealing to the lower motive in aid of the higher.
The plan of payment of the teachers of navigation schools generally, presented by Capt. Ryder, was substantially adopted by the Department having charge of this, class of schools, in 1860, but was changed to the following Minute in April, 1863, on the recommendation of Capt. Donnelly, for the purpose of restricting the efforts of the teacher, and the industry of the scholars, to the subject of Mathematics, Navigation, Nautical Astronomy, and the Use of Instruments, leaving general elementary studies to be mastered in other schools.
Aid to Navigation Schools and Classes.