I. Payments will be made by the Department only on the results of instruction in the following subjects:1. Mathematics, including such portions of Algebra, Geometry, Mensuration, Plane and Spherical Trigonometry, Logarithms, as far as necessary for understanding Navigation and Nautical Astronomy.2. General Navigation.3. Nautical Astronomy.4. Physical Geography.5. Steam and the Steam Engine.II. The payments will be made to those teachers only who have taken certificates as qualified to teach the above studies.III. Examination for teachers will be held annually in November, in SouthKingston, Dublin and Edinburgh. The traveling expenses of candidates if successful will be paid.IV. Examination for students will be held(1.) The adults, seamen and others, at the seaport towns where local Marine Boards are formed and are prepared to undertake them from year to year.(2.) The youths, in inland towns once a year, the examination forming part of the general May Science examination will be held simultaneously all over the kingdom where local committees are formed to conduct them, the examination papers being supplied by the Science and Art Department.V. The successful candidate will be classed as passed with honorable mention, third, second, and first grade certificates. In the three last, a certificate will be given to that effect. The grades of success may be improved at any future examination.VI. The teacher will receive one, two, three, four or five pounds, according to the class of success of his pupils, on the condition that the pupil, if a boy, shall have received forty lessons, at least, from the teacher, and then goes to sea, and if an adult at sea, then he shall have received twenty lessons, at least.VII. Should the pupil have been previously examined and payment made on his account, the twenty or forty lessons, as the case may be, must have been given since that examination, and the payment to the teacher will be the difference between that sum previously paid and the amount found due on the grade then taken.VIII. A local committee must in all cases be formed, and from them the teacher will receive the necessary vouchers.IX. The sum above fixed can only be considered experimental, and may be altered from year to year.
I. Payments will be made by the Department only on the results of instruction in the following subjects:
1. Mathematics, including such portions of Algebra, Geometry, Mensuration, Plane and Spherical Trigonometry, Logarithms, as far as necessary for understanding Navigation and Nautical Astronomy.
2. General Navigation.
3. Nautical Astronomy.
4. Physical Geography.
5. Steam and the Steam Engine.
II. The payments will be made to those teachers only who have taken certificates as qualified to teach the above studies.
III. Examination for teachers will be held annually in November, in SouthKingston, Dublin and Edinburgh. The traveling expenses of candidates if successful will be paid.
IV. Examination for students will be held
(1.) The adults, seamen and others, at the seaport towns where local Marine Boards are formed and are prepared to undertake them from year to year.
(2.) The youths, in inland towns once a year, the examination forming part of the general May Science examination will be held simultaneously all over the kingdom where local committees are formed to conduct them, the examination papers being supplied by the Science and Art Department.
V. The successful candidate will be classed as passed with honorable mention, third, second, and first grade certificates. In the three last, a certificate will be given to that effect. The grades of success may be improved at any future examination.
VI. The teacher will receive one, two, three, four or five pounds, according to the class of success of his pupils, on the condition that the pupil, if a boy, shall have received forty lessons, at least, from the teacher, and then goes to sea, and if an adult at sea, then he shall have received twenty lessons, at least.
VII. Should the pupil have been previously examined and payment made on his account, the twenty or forty lessons, as the case may be, must have been given since that examination, and the payment to the teacher will be the difference between that sum previously paid and the amount found due on the grade then taken.
VIII. A local committee must in all cases be formed, and from them the teacher will receive the necessary vouchers.
IX. The sum above fixed can only be considered experimental, and may be altered from year to year.
COLLEGE OF NAVAL ARCHITECTURE AND ENGINEERING.
The course of instruction at the Royal College of Naval Architecture and Marine Engineering at South Kensington was originally in subjects the same as at Portsmouth, but after careful observation of what could be accomplished in connection with practical instruction and observation in the dock-yards, the subjects have been redistributed, and the number of sessions increased.
Thefirstyear embraces mathematics, practical ship-building (laying off work), chemistry and metals, machinery, steam and its management, physics, drawing, and French.
Thesecondyear embraces the same subjects, with the addition of heat, and strength of materials.
Thethirdyear includes the same subjects still further pursued.
Afourthyear was added to the course in 1868, and the whole scheme in its details has not yet been fully tested.
A portion of each year is spent in the dock-yards in practical work, under the superintendence of officers in charge of different departments of the local service.
At the close of each session of theoretical study, a rigid examination is instituted, and promotion from class to class, and final graduation with the diploma of Associate or Fellow is awarded on the results.
In 1869 there were 30 students (15 engineers and 15 shipwrights) sent by the Admiralty, and receiving their instruction free; and 10 outside or ordinary students (6 engineers and 8 in naval construction), a total of 40 students.
Schools and Practical Training for Naval Engineers.
In addition to the higher theoretical instruction in Naval Construction, Steam, and Marine Engineering, and kindred branches, at South Kensington, and to the candidates for assistant engineers, furnished by the numerous marine engine factories, and ocean steamers, to which young men resort to acquire a practical knowledge of their duties, the Admiralty have established in the dockyard schools at Portsmouth, Devonport, and Sheerness, courses of study and practical training, and a system of test examinations, for the express purpose of securing a body of educated and skillful engineers, to meet the demands of this department of the service.
Boys between the ages of 15 and 16, can enter their names as applicants with the Superintendent of the dockyards, and if they can pass the medical examination and give evidence of good character, they are examined twice a year by the Civil Service Commissioners in Arithmetic, including fractions, square and cube roots; Algebra, including quadratic equations; Euclid (six books), spelling, writing, and correct oral use of the English language, translations from the French or Spanish language, and geography. A certain number, according to the vacancies, who stand highest in the competitive examination, are received for six years.
A portion of time is spent, by the boys, on their admission, in the factories and drawing office, the foundries, the smitheries, and other shops to acquire a general knowledge of the work done in them. They are instructed in the parts, construction and working of marine engines and boilers, and the practical use of the various instruments in the engine room, including the indicator. They attend regularly for a portion of the day the dockyard schools, and are examined twice a year by the Director of Naval Education; and in the final examination they must gain 2,000 marks out of the 2,650 (the aggregate of the marks assigned to each study), of which more than three-fourths must be in the properties of steam, mechanics, hydrostatics, plain trigonometry, and good conduct and industry, to obtain a first-class certificate of qualification. If his knowledge of steam-machinery, and his good conduct and skill as a workman, is certified to by the Chief Engineer, a first-class candidate is fully qualified for the appointment of assistant engineer. The most intelligent of this class are eligible for a four years’ additional course in the Royal School in South Kensington, where they study seven months in the year, the other five being spent in practical application of principles in the drawing rooms and workshops of the dockyards. Thirty-two students entered this school from the Dockyard Schools in 1870-71.
The Royal School of Naval Architecture and Marine Engineering issue two grades of diplomas. To gain the lowest, that ofAssociate, the candidate must obtain a certain minimum of marks in the aggregate of all the subjects, in practical engineering; the proportions and arrangements of engines, boilers, and propellers; strength of material; heat and steam, as well as in arithmetic and mensuration, algebra, plane trigonometry, elementary mechanics and hydrostatics, and engine drawing. To obtain the second (the diploma of aFellow) the candidate must produce designs and estimates for building simple and compound engines; calculate the power of engines and performance of vessels; strength of material and principles of ship-construction, &c., as well as pass a satisfactory examination in higher mathematics, physics, and natural philosophy.
Theentrance to the Royal Navy is now limited to boys between the ages of 15 and 17, who present themselves at certain recruiting stations on board of Receiving ships stationed in the principal ports of Great Britain, and who are found on examination to be in sound health, not below a certain standard of height, weight, and circumference of chest, of good character, and with a rudimentary knowledge of reading, writing, and arithmetic. After passing satisfactorily the required examination, with the written consent of their parents and guardians they are entered and bound to Her Majesty as sailors until they arrive at the age of twenty-eight, and then sent to one of the five Training Ships at Devonport (Impregnable and Implacable), Portsmouth (St. Vincent), Falmouth (Ganges), and Portland (Boscawen).
In each Training Ship the boys are divided into two classes—the First and Second. The First class is the upper division, into which those pass who have been twelve months on board. Here they receive 7d.per day (instead of 6d.in the Second), and if they have passed a satisfactory examination in seamanship, gunnery, and school work, they wear a badge, and are called Badge Boys, and enjoy the privileges of a Petty Officer,—extra liberty on shore and exemption from dirty work, as well as increased pay.
The work on board of a Training Ship, consists of (1.) School duties, and (2.) Instruction and training in the practical work of a sea-going vessel.
(1.) The school work is conducted by the Head-master and his assistants, under the general control of the Chaplain and Naval Instructor. The boys are put into four divisions, irrespective of the classification of First and Second, which has reference to the time they have been on board. Having a knowledge of reading and writing when they enter, they are taught arithmetic and geography, and become quite expert in elementary studies. Each division is subjected to a searching examination four times a year, by the Captain, and twice a year by the Inspector of Navy Schools, who reports direct to the Admiralty.
(2.) The Training work, includes all branches of the service required of a sailor, and a familiarity with every part of the vessel and her rigging; the names and uses of the masts and yards; knotting and splicing; the use of the helm and needle; the compass; all the various niceties of rigging; the way to reef and furl; to make, shorten, and shift sails; and the meaning of the various words of command. To go through with quickness and precision all these various subjects, the boys are divided into sections, each under a regular teacher. The lessons are short, but frequent, and the repetition is continued till the right way becomes a habit. A portion of the boys are taught flags, and the various systems of signaling. All are taught swimming, and how to rescue a man overboard, before they go to sea. To perfect the boys in rowing, sailing, and managing boats, a number of different descriptions is attached to each Training Ship. A Brig is also provided which is placed under the command of a lieutenant, to cruise daily with a party of boys, who perform all the work, under an experienced sailor. Those who have been at school for six months are sent off for two or three weeks at a time to get accustomed to real sea work. After an experience of two months in a Brig, the boys return to the Training Ship for further drill as a preparation for sea service on board of naval vessels.
Boys who show an aptitude for the use of tools are formed into a special class to be trained for ship-carpentering. And to give the practical knowledge, a small ship (theCirce) is fitted up as a workshop, and is attached to theImpregnable, at Devonport.
The training of the British sailor is not limited to seamanship, but each boy is now conducted with great attention through a complete course of gunnery instruction. This course is divided into four sections.
1. The Handspike drill, and manning boats’ sides.2. Pointing, sponging and loading. Rifle drill.3. Pointing, dismounting and mounting. Sword Exercise.4. Independent firing; quick and broadside firing; shifting, breechings, trucks, and trigger lines, bow and quarter firing; and securing a lower deck gun.
1. The Handspike drill, and manning boats’ sides.
2. Pointing, sponging and loading. Rifle drill.
3. Pointing, dismounting and mounting. Sword Exercise.
4. Independent firing; quick and broadside firing; shifting, breechings, trucks, and trigger lines, bow and quarter firing; and securing a lower deck gun.
On leaving a Training Ship about half the boys go through a course of Practical Gunnery, to enable them to aim and accustom them to firing shot and shell, on board of a ship specially fitted up for their use.
In few schools of any grade is the occupation of the pupils more incessant, but the routine is so diversified, that the lads are in high health and spirits during their entire training.
In1856 the frigateAkbarwas handed over by the Admiralty to a Board of Managers in Liverpool, and in 1858, the frigateVenus, to the Marine Society in London, to be fitted up and occupied by a class of boys, who were found hanging about the docks, and were fit candidates for police and reformatory treatment. In these ships successive classes of lads—in the former an average of 70, and in the latter, of 140, each year have received the ordinary elementary school instruction, and in addition, have been trained to the ordinary routine of a seaman’s life. In due time a majority of them, rescued from bad influences, and lifted on to a higher plane of intelligence, have been put on board of merchant vessels, to work their way up into positions of good pay and responsibility.
In 1870 the Admiralty turned over to a Board of Management (charged by the Poor Law with providing schooling for destitute and pauper children) in the Forest Gate District, composed of three of the eastern parishes of London, a fine wooden man-of-war, theGoliath, of 84 guns, rendered powerless for the service, by the progress of modern naval construction. The ship was fitted up as a nautical and industrial school, at a cost trifling compared with that of a new building, site, and equipment for the same number, and, with its complement of 400 lads born to poverty and almost predestined to vice and crime, anchored off Gravesend. Fortunate in its superintendent, Captain Bourchier, of the Royal Navy, and his staff of industrial and book instruction, these lads (increased during the year to 450) have been subjected to a daily nautical drill and school course, which give great satisfaction.
From an official statement published in the London Times (Oct. 11, 1871), it appears that out of 449 boys received on board since theGoliathtook up her station, 16 have gone into the Royal Navy, and in a few weeks 40 others will be in readiness; 13 have gone to sea in merchant ships, and more berths are promised shortly; 25 have found desirable situations on shore or been discharged to their friends. Besides the regular elementary school studies in which all engage for four hours, and seamanship whichis taught to all, 115 are under instruction in the bands, of which there are four on board, in addition to a drum and fife band. There are 160 treble and second singers; and concerts, vocal and instrumental, are given by the young performers. For young musicians there is a demand in the army, and a list of 30 adepts have been sent to the Horse Guards. There is a swimming bath attached, and 185 have been taught to swim. Out of a fund raised by subscription, prizes are given, the first distribution of which is thus described:
The prizes, of which about 100 were given away—and Captain Bourchier said he wished heartily that he had a prize for every boy, for “there was not one black sheep among them”—were awarded according to a system calculated to stimulate the better feelings as well as the intelligence of the boys. Thus, while there were prizes for seamanship, for smartness aloft, for the best sail-makers, best coxswains of boats, best tailors, shoemakers, carpenters, painters, buglers, &c., there were also prizes for the best swimmers, the best captain of messes, for the boys who kept their clothes or band instruments in the best order, one for the boy who had attended most carefully to the sick, and two for the most popular boys in the ship. The latter prizes had been awarded according to a species of informal and unconsciousplébisciteon the part of the boys themselves. There were five “popular boys” nominated; for one of these—a small, dark, round-faced urchin—every boy in the ship voted; the next on the list had a little over 50 per cent. of the crew in his favor; and if names be any guide to nationality both these boys ought to hail from the sister island. To five of the boys silver medals were given for special good conduct, and these enjoyed the distinction of standing in the front row and having their honors fastened on by Miss Bourchier, daughter of the Captain Superintendent, the general distribution of books being made by Mr. Brushfield, chairman of the Board of Managers. As the little fellows came up to the table it was impossible not to remark what a difference existed between recent arrivals in the school and those who had been a few months or even a few weeks on board theGoliath. The school records show that, though commonly feeble and stunted in growth when they embark, numbers of them have since grown two and three inches in height, and as much as two inches round the chest. At Gravesend mariners know that the salt water mingles with the fresh; the process is silent, but not the less real. And in theGoliath, as in the tide itself, a change may be traced, working quietly but just as surely, in thephysiqueand characters of the boys on board. The constraint, depression, and helplessness lurking in all pauper boys lifts and melts away by little and little. In its place come the frankness, courage, and love of adventure natural to English boys who live near the sea. Every thing on board encourages a cheerful, self-reliant tone: the music, good food, good air, alternate hours of work and play, care, and strict discipline—these are the elements in the midst of which they live. The boys make every thing for themselves. Even the neat Hussar uniform in which band No. 1 plays on the quarter-deck has been cut out and made on board. The form of punishment held in most awe is to be forbidden to row in the boats. Moreover, they one and all feel that they have a future. Taking into account the advantages, physical and educational, which the boys receive, it would not be placing too high a value upon the training in theGoliathto estimate it in the case of each boy at 50l.a year. Yet the actual charge made to other unions is 6s. 6d. a week.
The prizes, of which about 100 were given away—and Captain Bourchier said he wished heartily that he had a prize for every boy, for “there was not one black sheep among them”—were awarded according to a system calculated to stimulate the better feelings as well as the intelligence of the boys. Thus, while there were prizes for seamanship, for smartness aloft, for the best sail-makers, best coxswains of boats, best tailors, shoemakers, carpenters, painters, buglers, &c., there were also prizes for the best swimmers, the best captain of messes, for the boys who kept their clothes or band instruments in the best order, one for the boy who had attended most carefully to the sick, and two for the most popular boys in the ship. The latter prizes had been awarded according to a species of informal and unconsciousplébisciteon the part of the boys themselves. There were five “popular boys” nominated; for one of these—a small, dark, round-faced urchin—every boy in the ship voted; the next on the list had a little over 50 per cent. of the crew in his favor; and if names be any guide to nationality both these boys ought to hail from the sister island. To five of the boys silver medals were given for special good conduct, and these enjoyed the distinction of standing in the front row and having their honors fastened on by Miss Bourchier, daughter of the Captain Superintendent, the general distribution of books being made by Mr. Brushfield, chairman of the Board of Managers. As the little fellows came up to the table it was impossible not to remark what a difference existed between recent arrivals in the school and those who had been a few months or even a few weeks on board theGoliath. The school records show that, though commonly feeble and stunted in growth when they embark, numbers of them have since grown two and three inches in height, and as much as two inches round the chest. At Gravesend mariners know that the salt water mingles with the fresh; the process is silent, but not the less real. And in theGoliath, as in the tide itself, a change may be traced, working quietly but just as surely, in thephysiqueand characters of the boys on board. The constraint, depression, and helplessness lurking in all pauper boys lifts and melts away by little and little. In its place come the frankness, courage, and love of adventure natural to English boys who live near the sea. Every thing on board encourages a cheerful, self-reliant tone: the music, good food, good air, alternate hours of work and play, care, and strict discipline—these are the elements in the midst of which they live. The boys make every thing for themselves. Even the neat Hussar uniform in which band No. 1 plays on the quarter-deck has been cut out and made on board. The form of punishment held in most awe is to be forbidden to row in the boats. Moreover, they one and all feel that they have a future. Taking into account the advantages, physical and educational, which the boys receive, it would not be placing too high a value upon the training in theGoliathto estimate it in the case of each boy at 50l.a year. Yet the actual charge made to other unions is 6s. 6d. a week.
The editorial notice of this enterprise concludes as follows:
Thus, beside the regular supply of trained sailor boys who may be expected to take to the navy—we are told the punishment most dreaded on board theGoliathis being forbidden to row in the boats—there will be a considerable residue brought up to steady work on shore, to skilled labor and occupations which ought to secure them in after life a decent subsistence, and a position far above the slough of hopeless and helpless poverty in which they were born.
Thus, beside the regular supply of trained sailor boys who may be expected to take to the navy—we are told the punishment most dreaded on board theGoliathis being forbidden to row in the boats—there will be a considerable residue brought up to steady work on shore, to skilled labor and occupations which ought to secure them in after life a decent subsistence, and a position far above the slough of hopeless and helpless poverty in which they were born.
INTRODUCTION.
Thenecessities of the maritime service in France, public and private, military and commercial, have created a system, or at least a series of special schools for children whose parents are occupied on the sea, or youths preparing for the exigencies of naval affairs, several of which we will proceed to describe, with the aid of official documents,11without reference to the chronological order in which they have been instituted. The system includes
1. Nautical School for the Orphans of Sailors.
2. The Inflexible and other School-ships.
3. Naval Apprentice Schools at the government naval stations.
4. School for Boatswains and Shipmasters.
5. School for Naval Engineers and Stokers.
6. Naval Drawing School.
7. Schools of Navigation and Hydrography.
8. Naval School at Brest.
9. School of Naval Architecture at Paris.
10. School of Marine Artillery.
11. School of Hydrography.
12. Naval School of Medicine and Pharmacy.
In addition to the schools above enumerated, several of which will be described in detail, the French government has now under consideration the establishment at Paris of a Central School of Commerce and Navigation. The instruction, while it will be special, will not be technical, and will be designed for young persons who propose to enter either the military or mercantile marine, leaving the practical details of the particular branch of the service to be acquired elsewhere.
A system of maritime conscription for recruiting the navy, and strict regulations requiring special instruction in masters and mates of all mercantile vessels, are in force in France.
NAUTICAL SCHOOL FOR ORPHANS OF SAILORS.
Formerly, when the children of sailors were obliged at the age of seven to leave the asylums (salles d’asile,) which are open to them with such liberality, they had to stay for six years in the primary schools before, they were admitted to the “school for young sailors” (école des mousses,) where their professional education commenced. This state of things, entirely satisfactory when the child belongs to a family, is different when it is an orphan. Then there is a void to be filled.
An imperial decree, published Nov. 15th, 1862, at the suggestion of the Marquis of Chasseloup Laubat, provides for this want by furnishing at Brest an institution for the orphans of the navy, and placing it under the especial protection of Her Majesty, the Empress. Vice-Admiral, Count de Gueydon, gave all his care to the organization of this especial school, which was intended to gather the orphans of seamen, to place them under the protection of the navy, to educate and instruct them that they might follow in the steps of their fathers. They were placed under the supervision of lieutenant Picard of the navy. Their general instruction was confided to theBrothers of the Christian Schools, and the “Daughters of Wisdom” (filles de la sagesse) were intrusted with all the cares which such young children require.
We have nothing to say in this place of the excellent primary instruction given in this school, and will only notice briefly the special or professional instruction, which is imparted in a military style by divisions, subdivisions, companies, sections, squads commanded by masters, second masters, quarter-masters, and naval instructors. There are three sizes (the low, middle, and high,) each of which is commanded by a pupil.
The lessons which they receive consist of instruction in the management of sails, sailor’s practice, (école de matelotage,)the whistle, fife and drum, rowing, swimming, military practice, gun-practice, bayonet-practice, bats,eillon-drill, principles of music, gymnastics, and boxing. There is likewise given to them a physical and military education, whichdevelopestheir strength and gives them the ability to study more closely.
On the 1st of January, 1867, there were in the school 415 pupils. Most of them are sent to the Seamen’s School (école des mousses,) when they have attained the thirteenth year of their age; those who are not considered fit to serve in the navy are struck off the lists and returned to their families.
The following table shows the number of pupils that had entered and left the school, up to Dec. 31, 1866:
THE INFLEXIBLE AND OTHER SCHOOL-SHIPS, AT BREST.
For a long time the children of sailors were placed on board the vessels of the fleet, where they lived in a state of servitude, and frequently arrived at a mature age without being able to read or write, while the gasket of the sailor formed characters which would not yield to any moral suasion. It is only since 1822 that they received, before being placed on board the vessels, an elementary and professional instruction, and since that time the school-ship hasbecome the principal seminary for naval officers. The children must be at least twelve years old and their parents pledge themselves not to take them away from the school till they have reached the age of eighteen.
The school-ship, first established at Brest in 1823, was transferred to a corvette in 1836, to a frigate in 1851, and finally, in 1861, to the man-of-war, “l’Inflexible,” where it numbers at present 900 pupils from the age of 13 to 15. They remain here at least one and not more than two years, and receive a primary and professional instruction. After leaving the school they are placed on vessels of the fleet, where they continue to be under the special superintendence of the naval department. Even here they go through a regular course of instruction, given by one of the officers, and have thus an opportunity to continue the studies commenced on board the school-ship.
It would lead us too far here to enumerate in detail all the exercises performed on board theInflexible. It will suffice to say that besides school instruction, the pupils are progressively accustomed to the practice of their profession, and learn everything which a sailor can be taught on board a vessel; the washing and cleaning of the vessel and of their linen, the rigging of the mast, the maneuvering of sail-boats and row-boats, which occupations fill the morning hours. After dinner, which takes place at 11 o’clock, they go on board two brigs, where they study and execute alone all that constitutes the practical art of the sailor.
It is not to be wondered at that these young sailors on board theInflexibleget a liking for their occupation. Always in the open air, with good clothes, varied bodily exercises and abundant food, they acquire robust health and a thorough knowledge of their profession. Whilst two companies tack, two others go through military, exercises with rifles or guns, taking them to pieces, lashing the pieces, and in various ways maneuvering with the mountain howitzer, bayonet-fencing, &c. Some go to the sail-maker’s room and make hammocks. In 1857 there were selected 16 sail-makers and 20 steersmen from those in each company who showed most aptitude and taste for these specialties. This classification of the young sailors according to their professional ability, has produced very excellent results.
More recently still (by an imperial edict of Aug. 11, 1868,) a special section of sailor apprentices has been formed on board the “Inflexible” for children, who have not the required size and strength, (taille;) they are received into the school as apprentice sail-makers,carpenters and calkers. Pupils, after having reached the age of sixteen, are transferred to the school-shipLa Bretagne.
The following table will give the statistics of this school to 1866.
NA Number Admitted.CoT Chief of the Topmast.T Topmen, (gabiers.)FT Flying Topmen, (gabiers volants.)S Supplementary.L Left the Navy, or died.
NA Number Admitted.
CoT Chief of the Topmast.
T Topmen, (gabiers.)
FT Flying Topmen, (gabiers volants.)
S Supplementary.
L Left the Navy, or died.
The chambers of maritime commerce at Bordeaux, Cette, Marseilles, Ajaccio, Havre, &c., have established similar nautical schools and placed them under the supervision of the government.
NAVAL APPRENTICE SCHOOLS.
There have been since 1824, in every one of the five naval stations of France, elementary schools, intended to give to the apprentices in the various workshops a degree of elementary knowledge, on the system of monitorial or mutual instruction. After some years of prosperity they were abandoned, in consequence of the great aversion then generally manifested against this method. The only one that remained was the school at Rochefort, which was under the superintendence of the Brothers of the Christian Schools. But in 1828 and 1829, under the ministry of Martignac, the Baronet Hyde de Neuville ordered their reëstablishment. Every one of these schools organized itself in its own way, and it was only in 1851 that a decree of April 7th prescribes uniform regulations.
We have nothing to say here on these apprentice-schools, which are simply primary schools for adults, to which are added special schools for rowing. Their professional instruction is given in the various workshops of the port, to which they have been assigned; the apprentice school has had during the year 1866, 954 pupils.
SCHOOLS OF BOATSWAINS.
The navy maintains schools called “école de maistrance” (maistrancecorps of under-officers of a ship,) where a certain numberof workmen from the arsenals, chosen by open competition, receive the special theoretical instruction required for the boatswain and foremen of the various workshops.
The origin of these establishments goes back as far as 1819. A circular from the Secretary of the Navy, the Baronet Portal, of Aug. 17th, decreed the establishment, at the ports of Brest, Rochefort and Toulon, of special schools, in which a certain number of young workmen, destined for the “board of shipmasters” (maistrance) and chosen from among the most intelligent ones, should go through a theoretical and practical course of ship-building. The same circular contained a provisional regulation, giving the rules to be observed in these schools. The number of pupils in each was limited to 12, of which 8 should be carpenters, 1 pulley-maker, 1 blacksmith, 1 locksmith, 1 cooper, &c. These pupils should be chosen from among the most intelligent and best-behaved apprentices and young workingmen. They must know reading and writing, have served two years in one of the ports, and be at least eighteen and not more than twenty years old. The supervision of these schools was confided to a naval engineer.
We have just given an outline of the programme of admission required in 1819, because it is an official indication of the state of primary instruction at this period; but the same regulation proves that it was too high yet, for the minister allowed, for the first two years, the limit of age to be extended to 25 years.
The course of instruction which was to be given, comprised the first elements of mathematics, elementary geometry, the first elements of rectilinear trigonometry and the first elements of statics, &c. This course of studies was to last two years, and a system of examination and prizes was organized.
It was generally supposed that such an organization would obtain great success, and that the advantages which it presented would attract many pupils. But such was not thecase. The working classes at that time were very much neglected, and there were very few who could read or write. Moreover the working men did not receive any pay whilst attending the school, and thirdly, there was no opportunity for these young men to perfect themselves in the practical exercises of their profession during the two years they studied the theory. The necessity of making some modification became clearer every day, and this was done by a royal decree of Feb. 9th, 1833.
Instead of choosing the pupils, competition was substituted, and as the primary instruction had advanced, candidates were requiredto be able to read fluently, to write neatly and correctly, and to be acquainted with the rudiments of arithmetic; they must be workingmen of the first or second class, must be 21 years old and have served for three years in some port; finally, they must furnish a certificate of their professional capacity, given by the foreman of their workshop, and countersigned by the director.
The course of instruction was to last two years, but the theoretical studies were confined to the first year; the second year was exclusively devoted to the practical application of the various professions of the pupils, the number of whom was increased, the recruits coming to a great extent from the naval ports. Brest was to receive 24, Rochefort 14, and Toulon 14; 52 in all, instead of 36.
In spite of the abolition of the limit of higher age, which gave a larger number of pupils access to the school, the recruiting of pupils still presented great difficulties. These were partly obviated by admitting assistant boatswains, and even boatswains, who were paid by the day. This measure was productive of very happy results; the number of pupils was soon increased and the studies werepursuedwith greater vigor.
The republican government, likewise, devoted its attention to these schools. A decree ordering a reörganization, was published April 23, 1856, and is to the present day in force. The conditions of admission were retained and extended to workingmen of the third class; the number of pupils assigned to each post was somewhat changed; the course of instruction was to last two years; during the first, the pupils spent the whole morning at the school, and during the second, only three mornings per week. Finally, it was agreed that the pupils were to be paid for the time which they devoted to the school, just as if they had worked in the dockyard.
PROGRAMME OF INSTRUCTION.
In order to make the scientific instruction of more practical use, the following programme was fixed for each year.
First year.—Arithmetic, logarithms, square cube roots; 2, geometry; 3, elements of descriptive geometry; 4, elements of algebra up to equations of the second degree; 5, linear drawing; the course of arithmetic and algebra lasted a month and a half, from 10 o’clock till noon, instruction in drawing from 8 till 10. The two last months of the year were employed in reviewing all that had been taught during the year, and in preparing for the examination.
Second year.—1, Common mechanics; 2, workshop accounts; 3, drawing. The course of mechanics and workshop accounts laststwo months. The half-day spent at the school is divided into three parts; the first is occupied in drawing, and lasts two hours; the second (either mechanics or workshop accounts) also two hours; the remainder of the time is devoted to optional studies. When the course of mechanics and workshop accounts is finished, the pupils are divided into two sections; the first comprises the carpenters, and workmen of similar rank; the second the mechanicians and workers in metal. During two months and a half the professor of mathematics teaches the section that works in wood the application of geometry to the drawing of working plans, explains to them all the details of the drawing of the frame, the stern, the bow and pieces, &c. He teaches them to calculate thedeplacementsfrom the centre of the keel, or metre-centre. Finally, the pupils are taken to the molding-loft, in order to trace there a vessel in its true dimensions under the directions of a drawing-master. The metal-workers receive instructions from the professors of mathematics, on the property and application of steam; the functions of the various parts of a steam-engine; the applications of descriptive geometry to the drawing of the different parts of the steam-engine, &c.
The instruction in drawing receives in these schools all the attention which the development of naval construction demands. During the first year the pupils learn successively shading strokes of different thickness, simple and dotted; the construction and use of ladders. After this preparation, which applies to all, they execute professional drawings; the carpenters, plans of vessels after a copy; the mechanicians, plans of steam-engines and steam-boilers, &c. The time devoted to drawing during the second year is employed by the carpenters in drawing a fair copy of the complete furnishing material of a vessel, the details of the masting, the capstan, the helm, &c.; by the metal-workers in drawing a fair copy of the various machines. All these courses of instruction have been attended with satisfactory results; most of the pupils who have not been able to draw a straight line before entering the school, on leaving can draw in a creditable manner the working-plan of a vessel as well as of the most complicated machines.
From its foundation in 1819 till the end of 1862, theEcho de maistranceat Brest has been attended by 429 pupils, viz.:
275 pupils actually in the service, viz.: 34 pupils; 60 workingmen; 57 assistant boatswains; 100 boatswains; 24 paid boatswains.59 pupils died in the service, viz.: 5 pupils, 15 workingmen, 7 assistant boatswains, 22 boatswains; 7 paid boatswains; 1 naval storehouse-keeper.95 pupils left or were discharged.
275 pupils actually in the service, viz.: 34 pupils; 60 workingmen; 57 assistant boatswains; 100 boatswains; 24 paid boatswains.
59 pupils died in the service, viz.: 5 pupils, 15 workingmen, 7 assistant boatswains, 22 boatswains; 7 paid boatswains; 1 naval storehouse-keeper.
95 pupils left or were discharged.
To get an idea of the manner in which the pupils pass the examination on leaving, it will be seen from the following table, which shows the results in the school at Brest during the last five years, that the instruction given has not been lost. The same is the case at Rochefort and Toulon.
SCHOOL FOR NAVAL ENGINEERS, STOKERS, etc.
Since the introduction of steam into navigation, it is indispensable to have well-trained stokers and mechanicians, men who enjoy robust health, great presence of mind, prudence and an inventive genius when facing difficulties, skill in working metals, a knowledge of elementary mathematics and its application to their labor. In order to prepare such men, two special schools have been established by an imperial edict of Sept. 24, 1860, one at Brest, on board theUrania, and another at Toulon, on board theJena. To be admitted to these schools, the conditions must be fulfilled which are required for the various grades in thepersonnelof a steam vessel.
In order to recruit these schools, all the blacksmiths, braziers and weighers, (ajusteurs) who belong to the annual contingent of the army, may be sent officially, or at their own request, to the ports of Toulon and Brest, to be incorporated in the companies of mechanics of the navy. Civilians are admitted by contracting a voluntary engagement as stokers. All, however, must undergo an examination in manual labor, to show their physical capacity.
The course of instruction for stokers who are candidates for the grade of quartermaster, comprises, 1, arithmetic up to and including the rule of three, and square roots; 2, common geometry up to and including spherical bodies; 3, a concise knowledge of mechanics, and physics; 4, description and classification of steam-engines for vessels; the adjusting of their various parts, a concise knowledge of the property of metals and their use; 5, the practical management of machines and steam-boilers; 6, the repairing of machines.