* Also one engineer-in-chief and one principal engineer in 1843, ’44, and ’45.† Also one engineer-in-chief 1847 to 1855 inclusive.
* Also one engineer-in-chief and one principal engineer in 1843, ’44, and ’45.
† Also one engineer-in-chief 1847 to 1855 inclusive.
AL Acting Lieutenants and Lieut.-Commanders.AVL Acting Vol. Lieutenants.AE Acting Ensigns.AM Acting Masters.AMM Acting Master’s Mates and Mates.ABG Acting Boatswains and Gunners.
AL Acting Lieutenants and Lieut.-Commanders.
AVL Acting Vol. Lieutenants.
AE Acting Ensigns.
AM Acting Masters.
AMM Acting Master’s Mates and Mates.
ABG Acting Boatswains and Gunners.
VOL. OFFICERS, 1862 TO 1871 INCLUSIVE.LINE.
APAS Acting Passed Ass’t Surgeons.AAS Acting Assistant Surgeons.AAP Acting Assistant Paymasters.ACE Acting Chief Engineers.AAE Acting Assistant Engineers, 1st, 2d, & 3d.ACp Acting Carpenters.
APAS Acting Passed Ass’t Surgeons.
AAS Acting Assistant Surgeons.
AAP Acting Assistant Paymasters.
ACE Acting Chief Engineers.
AAE Acting Assistant Engineers, 1st, 2d, & 3d.
ACp Acting Carpenters.
STAFF.
Table V.Sailing Vessels of United States Navy—1817 to 1839.
SL Ships of the Line.R Razees.F Frigates.C Corvettes.SW Sloops-of-War.BW Brigs-of-War.S Schooners.Gb Gunboats.Ga Galleys.B Barges.SV Store Vessels.BS Block Ships.UV Unarmed Vessels.BV Bomb Vessels.SF Steam Frigates.SG Steam Galliops.EV Exploring Vessels.Total = Total No. of Vessels.
SL Ships of the Line.
R Razees.
F Frigates.
C Corvettes.
SW Sloops-of-War.
BW Brigs-of-War.
S Schooners.
Gb Gunboats.
Ga Galleys.
B Barges.
SV Store Vessels.
BS Block Ships.
UV Unarmed Vessels.
BV Bomb Vessels.
SF Steam Frigates.
SG Steam Galliops.
EV Exploring Vessels.
Total = Total No. of Vessels.
Table VI.Sailing and Steam Vessels—1840to1861.
SL Ships of the Line.R Razees.F Frigates.SW Sloops-of-War.BW Brigs-of-War.S Schooners.SV Store Vessels.BV Bomb Vessels.PR Perman’t Rec’g Vessels.TSl Total Sailing Vessels.S1 Screw Steam’s, 1st Cl’s.S2 Screw Steam’s, 2d Cl’s.S3 Screw Steam’s, 3d Cl’s.SS Screw Steamers.W1 Side Wheeled, 1st Class.W2 Side Wheeled, 2d Class.W3 Side Wheeled, 3d Class.ST Steam Tenders.Tst Total Steam Vessels.TV Total Number of Vessels.
SL Ships of the Line.
R Razees.
F Frigates.
SW Sloops-of-War.
BW Brigs-of-War.
S Schooners.
SV Store Vessels.
BV Bomb Vessels.
PR Perman’t Rec’g Vessels.
TSl Total Sailing Vessels.
S1 Screw Steam’s, 1st Cl’s.
S2 Screw Steam’s, 2d Cl’s.
S3 Screw Steam’s, 3d Cl’s.
SS Screw Steamers.
W1 Side Wheeled, 1st Class.
W2 Side Wheeled, 2d Class.
W3 Side Wheeled, 3d Class.
ST Steam Tenders.
Tst Total Steam Vessels.
TV Total Number of Vessels.
TABLE VII.Sailing and Steam Vessels—1862 to 1871.
1 First Rates2 Second Rates3 Third Rates4 Fourth RatesTSl Total SailingTSc Total ScrewsTIC Total Iron Clads.TSW Total Side Wheels.TV Total No. of Vessels in the U.S. Navy
1 First Rates
2 Second Rates
3 Third Rates
4 Fourth Rates
TSl Total Sailing
TSc Total Screws
TIC Total Iron Clads.
TSW Total Side Wheels.
TV Total No. of Vessels in the U.S. Navy
The following Table, prepared from the official Navy Register for January of each year, by Capt. G. H. Preble, U.S. Navy, exhibits the number of midshipmen graduates, and midshipmen attached to the Naval Academy, with their classification and the number of resignations, deaths, and dismissals, from 1851 to 1871, inclusive.
TABLE VIII.Midshipmen in Naval Academy.
M Midshipmen.1 First Class.2 Second Class.3 Third Class.4 Fourth Class.R Resignations.D Deaths.Ds Dismissals.
M Midshipmen.
1 First Class.
2 Second Class.
3 Third Class.
4 Fourth Class.
R Resignations.
D Deaths.
Ds Dismissals.
Thehistory of the United States Naval Academy, as an institution, opens October, 1845, but its germ and growth in suggestions, for the practical instruction of midshipmen, dates back to the beginning of the century. A school of the Navy constituted one of the departments, or group of schools, in the plan of a Military Academy drawn up by Alexander Hamilton, as Inspector General of the Army, and submitted to Congress, January, 1800, in the Report of the Secretary of War (James McHenry), whose department was at that time charged with the management of naval affairs.
In 1808, General Williams, in a report on the enlargement of the Military Academy at West Point, of which he was Superintendent, recommended “that nautical astronomy, geography, and navigation should be taught by the professor of mathematics,” and that the plan of the institution should “take in the minor offices of the navy; but also any youths from any of the States who might wish for such an education, whether designated for the army or navy, or neither, and to let these be assessed to the value of their education.” This plan was doubtless suggested by the Polytechnic School of France, and if adopted at the time, would have not only have given to the army and navy a much broader and firmer basis of scientific attainments, but would have hastened the construction of roads, bridges, canals, and railroads, and the development of the mineral and other industrial resources of the country, by turning out every year a number of young men, qualified in scientific culture, to enter on the duties of civil, mining and mechanical engineers, and become superintendents of manufacturing and other corporate enterprises. In the absence of any special school of preparation for such civil services, officers of the army were induced to resign their commissions to superintend the construction of canals and railroads under state and corporate auspices.
In the measures which grew out of the war of 1812, was the act of January, 1813, “to increase the Navy of the United States,” in which authority was given to the Secretary of the Department toemploy a schoolmaster for each vessel to which 12 midshipmen were assigned. By these, so far as appears in any published document, was given the first formal employment of this class of officers.
In 1814 the Secretary (William Jones) suggested “the establishment of a Naval Academy with suitable professors, for the instruction of the officers of the Navy in those branches of Mathematics and experimental philosophy, and in the service and practice of gunnery, theory of naval architecture, and art of mechanical drawing, which are necessary to the accomplishment of the naval officer.” This suggestion was renewed by his successor, Smith Thompson, of New York, and a distinct proposition to locate it on Governor’s Island, in the harbor of New York, by Secretary S. L. Southard, in 1824. In a special communication to the Senate in 1825, he says:
The younger officers enter at so early an age, that they can not be accomplished, or even moderately accurate scholars. They are constantly employed on ship-board, or in our navy-yards, where much achievement in learning can not be expected. And yet the American naval officer is, in fact, the representative of his country in every port to which he goes, and by him is that country in greater or less degree estimated. “The science and information requisite for a navy officer,” he repeats in his Report for 1827, “is in no respect inferior to that required by the army officers and engineers, and the interest as well as the honor of the country are not less concerned in the correct performance of their duties.”
The younger officers enter at so early an age, that they can not be accomplished, or even moderately accurate scholars. They are constantly employed on ship-board, or in our navy-yards, where much achievement in learning can not be expected. And yet the American naval officer is, in fact, the representative of his country in every port to which he goes, and by him is that country in greater or less degree estimated. “The science and information requisite for a navy officer,” he repeats in his Report for 1827, “is in no respect inferior to that required by the army officers and engineers, and the interest as well as the honor of the country are not less concerned in the correct performance of their duties.”
President Adams (J. Q.) in his Annual Message, Dec. 5, 1825, remarks that “the want of a Naval School of instruction corresponding with the Military Academy at West Point, for the promotion of scientific and accomplished officers, is felt with daily increasing aggravation.” In his message, Dec. 4, 1827, he returns to the subject “as still soliciting the sanction of the legislature,” adding—
Practical seamanship, and the art of navigation, may be acquired upon the cruises of the squadrons, which, from time to time, are dispatched to distant seas; but a competent knowledge, even of the art of ship-building, the higher mathematics and astronomy; the literature which can place our officers on a level of polished education with the officers of other maritime nations; the knowledge of the laws, municipal and national, which in their intercourse with foreign states and their governments, are continually called into operation; and above all, that acquaintance with the principles of honor and justice, with the higher obligations of morals, and of general laws, human and divine, which constitute the great distinction between the warrior patriot and the licensed robber and pirate; these can be systematically taught and eminently acquired only in a permanent school, stationed upon the shore, and provided with the teachers, the instruments, and the books, adapted to the communication of these principles to the youthful and inquiring mind.
Practical seamanship, and the art of navigation, may be acquired upon the cruises of the squadrons, which, from time to time, are dispatched to distant seas; but a competent knowledge, even of the art of ship-building, the higher mathematics and astronomy; the literature which can place our officers on a level of polished education with the officers of other maritime nations; the knowledge of the laws, municipal and national, which in their intercourse with foreign states and their governments, are continually called into operation; and above all, that acquaintance with the principles of honor and justice, with the higher obligations of morals, and of general laws, human and divine, which constitute the great distinction between the warrior patriot and the licensed robber and pirate; these can be systematically taught and eminently acquired only in a permanent school, stationed upon the shore, and provided with the teachers, the instruments, and the books, adapted to the communication of these principles to the youthful and inquiring mind.
In 1841, Secretary Upshur renewed the recommendation of his predecessors, and a bill to establish a naval school at or near Fortress Monroe, passed the Senate, but was not acted upon in the House.
The nucleus of a school was formed when the midshipmen were first ordered to the Naval Asylums at Philadelphia and other places, to prepare for their examination, and several of the professors of Mathematics repaired there to give instruction.
In 1845 the Secretary of the Navy (George Bancroft), inaugurated and completed in four months an arrangement by which a Naval School, with its corps of professors, was instituted in a suitable location, without any special appropriation, and with only the existing authority of acts of Congress. The original plan is best set forth in Mr. Bancroft’s letter to Commodore Franklin Buchanan, whom he appointed superintendent of the institution.
Navy Department, August 7th, 1845.
Sir:
The Secretary of War, with the assent of the President, is prepared to transfer Fort Severn to the Navy Department, for the purpose of establishing there a school for midshipmen.In carrying this design into effect, it is my desire to avoid all unnecessary expense—to create no places of easy service—no commands that are not strictly necessary—to incur no charge that may demand new annual appropriations; but, by a more wise application of moneys already appropriated, and officers already authorized, to provide for the better education of the young officers of the navy. It is my design not to create new officers, but, by economy of administration, to give vigor of action to those which at present are available; not to invoke new legislation, but to execute more effectually existing laws. Placed by their profession in connection with the world, visiting in their career of service every climate and every leading people, the officers of the American navy, if they gain but opportunity for scientific instruction, may make themselves as distinguished for culture as they have been for gallant conduct.To this end it is proposed to collect the midshipmen who from time to time are on shore, and give them occupation during their stay on land in the study of mathematics, nautical astronomy, theory of morals, international law, gunnery, use of steam, the Spanish and the French languages, and other branches essential, in the present day, to the accomplishment of a naval officer.The effect of such an employment of the midshipmen, can not but be favorable to them and to the service. At present they are left, when waiting orders on shore, masters of their own motions, without steady occupation, young, and exulting in the relief from the restraint of discipline on shipboard.In collecting them at Annapolis for purposes of instruction, you will begin with the principle that a warrant in the navy, far from being an excuse for licentious freedom, is to be held a pledge for subordination, industry and regularity,—for sobriety, and assiduous attention to duty. Far from consenting that the tone of the discipline and morality, should be less than at the universities or colleges of our country, the President expects such supervision and management as shall make of them an exemplary body, of which the country may be proud.To this end you have all the powers for discipline conferred by the laws of the United States, and the certainty that the department will recommend no one for promotion, who is proved unworthy of it from idleness or ill-conduct or continuing ignorance, and who can not bear the test of a rigid examination.For the purpose of instruction, the department can select from among twenty-two professors and three teachers of languages. This force, which is now almost wasted by the manner in which it is applied, may be concentrated in such a manner as to produce the most satisfactory results. Besides, the list of chaplains is so great that they can not all be employed at sea, and the range of selection of teachers may be enlarged by taking from their number some who would prefer giving instruction at the school to serving afloat. The object of the department being to make the simplest and most effective arrangement for a school; you will be the highest officer in the establishment, and will be intrusted with its government. It is my wish, if it be possible, to send no other naval officer to the school, except such as may be able and willing to give instruction. Among the officers junior to yourself, there are many whose acquisitions and tastes may lead them to desire such situation. For this endthe department would cheerfully detach three or four of the lieutenants and passed midshipmen, who, while they would give instruction, would be ready to aid you in affairs of discipline and government. Thus the means for a good naval school are abundant, though they have not yet been collected together and applied.One great difficulty remains to be considered. At our colleges and at West Point, young men are trained in a series of consecutive years; the laws of the United States do not sanction a preliminary school for the navy; they only provide for the instruction of officers who already are in the navy. The pupils of the naval school being, therefore, officers in the public service, will be liable at all times to be called from their studies and sent on public duty. Midshipmen, too, on their return from the sea, at whatever season of the year, will be sent to the school. Under these circumstances, you will be obliged to arrange your classes in such a manner as will leave opportunity for those who arrive, to be attached to classes suited to the stage of their progress in their studies. It will be difficult to arrange a system of studies which will meet this emergency; but with the fixed resolve which you will bring to the work, and with perseverance, you will succeed.Having thus expressed to you some general views, I leave you, with such assistance as you may require, to prepare and lay before this department for its approbation a plan for the organization of the naval school at Fort Severn, Annapolis.The posts to which you and those associated with you will be called are intended to be posts of labor; but they will also be posts of the highest usefulness and consideration. To yourself, to whose diligence and care the organization of the school is intrusted, will belong, in a good degree, the responsibility of a wise arrangement. Do not be discouraged by the many inconveniences and difficulties which you will certainly encounter, and rely implicitly on this department as disposed to second and sustain you, under the law, in every effort to improve the character of the younger branch of the service.
The Secretary of War, with the assent of the President, is prepared to transfer Fort Severn to the Navy Department, for the purpose of establishing there a school for midshipmen.
In carrying this design into effect, it is my desire to avoid all unnecessary expense—to create no places of easy service—no commands that are not strictly necessary—to incur no charge that may demand new annual appropriations; but, by a more wise application of moneys already appropriated, and officers already authorized, to provide for the better education of the young officers of the navy. It is my design not to create new officers, but, by economy of administration, to give vigor of action to those which at present are available; not to invoke new legislation, but to execute more effectually existing laws. Placed by their profession in connection with the world, visiting in their career of service every climate and every leading people, the officers of the American navy, if they gain but opportunity for scientific instruction, may make themselves as distinguished for culture as they have been for gallant conduct.
To this end it is proposed to collect the midshipmen who from time to time are on shore, and give them occupation during their stay on land in the study of mathematics, nautical astronomy, theory of morals, international law, gunnery, use of steam, the Spanish and the French languages, and other branches essential, in the present day, to the accomplishment of a naval officer.
The effect of such an employment of the midshipmen, can not but be favorable to them and to the service. At present they are left, when waiting orders on shore, masters of their own motions, without steady occupation, young, and exulting in the relief from the restraint of discipline on shipboard.
In collecting them at Annapolis for purposes of instruction, you will begin with the principle that a warrant in the navy, far from being an excuse for licentious freedom, is to be held a pledge for subordination, industry and regularity,—for sobriety, and assiduous attention to duty. Far from consenting that the tone of the discipline and morality, should be less than at the universities or colleges of our country, the President expects such supervision and management as shall make of them an exemplary body, of which the country may be proud.
To this end you have all the powers for discipline conferred by the laws of the United States, and the certainty that the department will recommend no one for promotion, who is proved unworthy of it from idleness or ill-conduct or continuing ignorance, and who can not bear the test of a rigid examination.
For the purpose of instruction, the department can select from among twenty-two professors and three teachers of languages. This force, which is now almost wasted by the manner in which it is applied, may be concentrated in such a manner as to produce the most satisfactory results. Besides, the list of chaplains is so great that they can not all be employed at sea, and the range of selection of teachers may be enlarged by taking from their number some who would prefer giving instruction at the school to serving afloat. The object of the department being to make the simplest and most effective arrangement for a school; you will be the highest officer in the establishment, and will be intrusted with its government. It is my wish, if it be possible, to send no other naval officer to the school, except such as may be able and willing to give instruction. Among the officers junior to yourself, there are many whose acquisitions and tastes may lead them to desire such situation. For this endthe department would cheerfully detach three or four of the lieutenants and passed midshipmen, who, while they would give instruction, would be ready to aid you in affairs of discipline and government. Thus the means for a good naval school are abundant, though they have not yet been collected together and applied.
One great difficulty remains to be considered. At our colleges and at West Point, young men are trained in a series of consecutive years; the laws of the United States do not sanction a preliminary school for the navy; they only provide for the instruction of officers who already are in the navy. The pupils of the naval school being, therefore, officers in the public service, will be liable at all times to be called from their studies and sent on public duty. Midshipmen, too, on their return from the sea, at whatever season of the year, will be sent to the school. Under these circumstances, you will be obliged to arrange your classes in such a manner as will leave opportunity for those who arrive, to be attached to classes suited to the stage of their progress in their studies. It will be difficult to arrange a system of studies which will meet this emergency; but with the fixed resolve which you will bring to the work, and with perseverance, you will succeed.
Having thus expressed to you some general views, I leave you, with such assistance as you may require, to prepare and lay before this department for its approbation a plan for the organization of the naval school at Fort Severn, Annapolis.
The posts to which you and those associated with you will be called are intended to be posts of labor; but they will also be posts of the highest usefulness and consideration. To yourself, to whose diligence and care the organization of the school is intrusted, will belong, in a good degree, the responsibility of a wise arrangement. Do not be discouraged by the many inconveniences and difficulties which you will certainly encounter, and rely implicitly on this department as disposed to second and sustain you, under the law, in every effort to improve the character of the younger branch of the service.
I am, respectfully, your obedient servant,
GEORGE BANCROFT.
Com’rFranklin Buchanan,
United States Navy, Washington.
Under these instructions the school was duly organized at Fort Severn, Annapolis, and formally opened, October 10, 1846, with 36 midshipmen, appointed in 1840, and who were, before resorting to Annapolis, preparing for examination at the Naval Asylum at Philadelphia; 13 of the date of 1841, who were to remain at their studies until drafted for sea, and 7 acting midshipmen, appointed in 1845. The first staff of instruction consisted, besides Commander Buchanan, of Lieutenant James H. Ward, in gunnery and steam; Surgeon J. L. Lockwood, in chemistry; Chaplain George Jones, in English studies; Prof. Henry H. Lockwood, in natural philosophy; and Prof. Girault, in French.
In 1846, Congress appropriated an amount not exceeding $28,000 for repairs, improvements, and instruction at Fort Severn, Annapolis, Md.; and a like amount in 1847 for the same objects, “including a purchase of land not exceeding 12 acres, for the use of the Naval School.” In the same year (Dec. 1847), Secretary Mason recommended a practice ship.
Down to 1849, the regulations provided for two years’ study atthe School, followed by three years’ service at sea, and then two years’ study at the School. This alternation of study and practice—of practice at sea associated with opportunities of study, and of study at school with many advantages of testing principles by experiments and the observations of professors and officers of experience, possessed advantages which still commend it to the minds of many officers over that of longer continuous study at school before practice in earnest is begun. The old system had its shortcomings, but it turned out good seamen and gallant officers, and its best features ought to be again engrafted on the new.
In 1849, a board of officers was directed by the Secretary of the Navy to consider the organization of the school at Annapolis, and report to the department. This was done, and new regulations were matured, and ordered to go into effect on the first of July, 1850. The teachers’ staff was enlarged, and a practice ship, the Preble, a sloop-of-war of the third class, was attached for the purpose of a summer cruise, and the institution was henceforth styled in Acts of Congress and Reports of the Secretary, the Naval Academy. The course of instruction was arranged for four years, with an interval of two or three months in the summer devoted to a practice cruise for two of the classes. The President was authorized to appoint a Board of Visitors, whose functions were “to witness the examinations of the several classes, and examine into the police, discipline, and general management of the Academy.”
The new system began in October, 1850, under Commander C. K. Stribling, as Superintendent, who was relieved in 1853 by Commander L. M. Goldsborough, who was in turn relieved by Captain George S. Blake, in 1857, who continued in the superintendence till 1867, when Admiral Porter was assigned to the position, which he held till 1870, when Commodore J. L. Worden succeeded him.
The first or lowest class in the four years’ course, entered in October, 1851, and graduated in June, 1854, having had two summer cruises of practice, and a long period of continuous study.
The necessities of the War, which as early as April, 1861, had made Annapolis the seat of military operations, caused the removal of the Academy—its professors, students, library and apparatus—in the month of May, to Newport, first to Fort Adams, and afterwards to the Atlantic House in the town, and to theConstitutionand other ships, which were not fit for active service, in the inner harbor. All the members of the three highest classes were ordered into active service, and with the fourth class, and 200 newly appointed, the system of instruction went on as in times of peace.
Course of Studies in 1864.
In the organization of the Naval School at Annapolis, in 1845, the ordering of the course of studies was left practically with Prof. William Chauvenet, a graduate of Yale College, who had been commissioned professor of mathematics in 1841, and had acted as such in the instruction of midshipmen in the Naval Asylum at Philadelphia. The following is substantially the arrangement proposed by him for the classes when fully organized—the main deviation in the course as followed in 1864 was in the assignment of text-books.
FIRST CLASS—FOURTH YEAR.
Department of Practical Seamanship, Naval Gunnery and Naval Tactics.—Seamanship, Naval Tactics. Naval Gunnery; Simpson’s Ordnance and Gunnery. Simpson’s Translation of Page’s Theory of Pointing. Dahlgren’s Boat Howitzer.Department of Astronomy, Navigation and Surveying.—Theory of Navigation. Practical Astronomy. Marine Surveying.Department of Natural and Experimental Philosophy.—Lardner on Heat. Wells’ Chemistry. Main & Brown on the Steam-Engine.Department of Ethics and English Studies.—Constitution U.S.; Kent on International Law, Vol. I.Department of Spanish.—Ollendorff.
Department of Practical Seamanship, Naval Gunnery and Naval Tactics.—Seamanship, Naval Tactics. Naval Gunnery; Simpson’s Ordnance and Gunnery. Simpson’s Translation of Page’s Theory of Pointing. Dahlgren’s Boat Howitzer.
Department of Astronomy, Navigation and Surveying.—Theory of Navigation. Practical Astronomy. Marine Surveying.
Department of Natural and Experimental Philosophy.—Lardner on Heat. Wells’ Chemistry. Main & Brown on the Steam-Engine.
Department of Ethics and English Studies.—Constitution U.S.; Kent on International Law, Vol. I.
Department of Spanish.—Ollendorff.
SECOND CLASS—THIRD YEAR.
Department of Practical Seamanship, Naval Gunnery and Naval Tactics.—Seamanship. Simpson’s Naval Gunnery.Department of Mathematics.—Smyth’s Analytical Geometry. Smith’s Differential and Integral Calculus.Department of Astronomy, Navigation and Surveying.—Davies’ Surveying. Herschel’s Astronomy. Bowditch’s Navigation.Department of Natural and Experimental Philosophy.—Lardner’s Optics, Acoustics, Electricity, and Magnetism. Smith’s Mechanics.Department of Field Artillery and Infantry Tactics.—Hardee’s Light Infantry Drill. Instruction in Field Artillery.Department of Ethics and English Studies.—Wayland’s Moral Science.Department of French.—Girault’s French Student’s Manual. Dumas’ Vie de Napoleon. Manesca’s Reader.
Department of Practical Seamanship, Naval Gunnery and Naval Tactics.—Seamanship. Simpson’s Naval Gunnery.
Department of Mathematics.—Smyth’s Analytical Geometry. Smith’s Differential and Integral Calculus.
Department of Astronomy, Navigation and Surveying.—Davies’ Surveying. Herschel’s Astronomy. Bowditch’s Navigation.
Department of Natural and Experimental Philosophy.—Lardner’s Optics, Acoustics, Electricity, and Magnetism. Smith’s Mechanics.
Department of Field Artillery and Infantry Tactics.—Hardee’s Light Infantry Drill. Instruction in Field Artillery.
Department of Ethics and English Studies.—Wayland’s Moral Science.
Department of French.—Girault’s French Student’s Manual. Dumas’ Vie de Napoleon. Manesca’s Reader.
THIRD CLASS—SECOND YEAR.
Department of Practical Seamanship, Naval Gunnery and Naval Tactics.—Seamanship.Department of Mathematics.—Davies’ Legendre’s Geometry. Chauvenet’s Trigonometry. Davies’ Mensuration.Department of Ethics and English Studies.—Eliot’s History U.S. Quackenbos’ Rhetoric. Composition.Department of French.—Girault’s French Student’s Manual. Girault’s Vie de Washington.Department of Drawing and Draughting.—Line Drawing.
Department of Practical Seamanship, Naval Gunnery and Naval Tactics.—Seamanship.
Department of Mathematics.—Davies’ Legendre’s Geometry. Chauvenet’s Trigonometry. Davies’ Mensuration.
Department of Ethics and English Studies.—Eliot’s History U.S. Quackenbos’ Rhetoric. Composition.
Department of French.—Girault’s French Student’s Manual. Girault’s Vie de Washington.
Department of Drawing and Draughting.—Line Drawing.
FOURTH CLASS—FIRST YEAR.
Department of Mathematics.—Greenleaf’s Arithmetic. Davies’ Algebra. Davies’ Legendre’s Geometry.Department of Ethics and English Studies.—Bullions’ English Grammar. Cornell’s Geography. Worcester’s and Lord’s History. Composition.Department of Drawing and Draughting.—Sketching.
Department of Mathematics.—Greenleaf’s Arithmetic. Davies’ Algebra. Davies’ Legendre’s Geometry.
Department of Ethics and English Studies.—Bullions’ English Grammar. Cornell’s Geography. Worcester’s and Lord’s History. Composition.
Department of Drawing and Draughting.—Sketching.
CONDITION IN 1864.
The following Report, drawn up by the author of this Treatise, after a residence of several weeks in the institution, as one of the Board of Visitors, exhibits its condition in 1864, and contains suggestions on the educational improvement of the military and commercial marine, which met the approbation of the Board.
Report of the Board of Visitors to the Secretary of the Navy.
Sir:—The Visitors, appointed “to witness the examination of the several classes and to examine into the state of the police, discipline, and general management of the Naval Academy,” for 1864, report as follows:—
I. THEIR OWN PROCEEDINGS.
The regular session of the Board, although several members were in attendance earlier, commenced on Monday, the 20th of May, and continued from day to day until Friday, June 10th. Their investigations as a Board, embraced—
First.—A thorough inspection of the buildings, ships, and material equipment provided by the Department for the residence, subsistence, health, and instruction of the several classes.
Second.—An attendance of the whole or a portion of the Visitors, for a brief period at least, on the examination conducted by the Academic Board, of one or more sections of each class in each study professedly attended to during the year.
Third.—An exhibition of the professional knowledge and skill attained, including the parade, evolutions, tactics, and drill as a military corps—the uses of the rapier, cutlass, musket, and cannon, great and small—the handling of ropes, sails, spars, boats, and everything included in practical seamanship in harbor, afloat, and in action.
Fourth.—Inquiries into the mode of conducting the entrance examination, and the results—the classification and programme of studies for each class—Scholarship and conduct rolls—causes of failure to graduate, and system of punishment—chapel exercises, morality, manners, and personal habits of the midshipmen—the accounts and vouchers for the expenditure of government appropriations, including payments made for the use of the cadets—in fine, into the police, discipline, and general management of the institution.
A committee of the Board was authorized and requested to attend the entrance examination of the new class, as well as the finalexamination of the graduating class, in order that the report required of the Visitors might cover the operations of the Academy for the year 1864.
Every facility for prosecuting their investigations was extended to the Visitors by the Superintendent, Officers, Professors, and Students.
In presenting some details of the condition of the Naval Academy as they found it, and in offering suggestions for its improvement, which the submitting of a report implies, the Visitors are not unmindful that the institution is not at present furnished with permanent buildings and equipments in all respects adapted to its purpose;—that even such as are furnished were selected with reference to a smaller than the present number of pupils;—that its staff of instructors and course of instruction have been disturbed by the pressing exigencies of a great war, calling off into actual service some of its most experienced teachers;—that the education which it aims to give is not general but special, not covering the whole ground of a generous culture, but particularly adapted to make accomplished seamen and midshipmen;—and, moreover, that in an educational field so wide and subjects of inquiry so numerous as attach themselves to the details of such a school, a brief visit, made while the institution is not following its usual daily routine, is not in all respects the most favorable to the formation of just and reliable opinions. They at the same time believe that the government and people expect that the liberal appropriations in its favor will be expended with a judicious economy, and that the knowledge imparted will be accurate, thorough, and professional, and that its graduates will be really fitted for that rank of the service for which they are professedly trained. They recognize the fact that the school is yet in the youth of its development, and also that its purpose is not only to perpetuate naval science as it has been taught, but to maintain a progressive course of instruction, engrafting thereon all necessary or possible improvements.
Organization for Administration and Instruction.
The Visitors find the Naval Academy, subordinate to the direct supervision of the Department, under the immediate government of a Superintendent, Commodore George S. Blake, who is held responsible for its discipline and management. He is assisted as chief executive officer by the Commandant of Midshipmen, Commander Donald M. Fairfax, who resides in the Academy building on shore, and is also head of the department of Seamanship, NavalGunnery, and Naval and Infantry Tactics. The Commandant is assisted in the different departments of his duty on ship and shore by three senior assistants and eleven assistants, nine of the latter being of the rank of lieutenant, and the remainder lieutenant-commanders. Two of the senior assistants have charge of the Practice-ships Marion and Macedonian, and also assist in instruction; six of the assistants are engaged in executive duty on board the School-ships Constitution and Santee, while the others, as well as these, are charged with certain branches of instruction in the department of which the Commandant is chief.
There are also attached to the Academic Staff one Professor of Astronomy, Navigation, and Surveying; two Professors of Mathematics, with six assistants in the same department; one Professor of Natural and Experimental Philosophy, with two assistants; one Professor of Ethics and English Studies, with nine assistants; one Professor of the French language, with an assistant; one Professor of the Spanish language; one Professor of Drawing and Draughting, with an assistant; one Sword-master, with an assistant; and one Librarian, who acts also as assistant in Mathematics, and Ethics and English studies. The officers not attached to the Academic Staff include a Paymaster, a Surgeon, with two assistants, a Chaplain, (with three, who are engaged as instructors,) a Commissary, Storekeeper, Secretary, Treasurer, and clerks to the Superintendent and Commandant.
The Academic Board is composed of the Superintendent, the officers in charge of the Practice and School-ships, and the professors, except that the professors of French, Spanish, and Drawing take part only upon matters pertaining to their own departments. The Board is required to conduct and regulate all examinations of candidates and students, preparing the necessary papers and reports in connection therewith, to prescribe the order and times of instruction, to recommend text-books for the approval of the Naval Department, and books, instruments, and other necessary material for instruction, to recommend at pleasure the restoration or farther trial of students that have been dismissed or found deficient in scholarship, to grant certificates of graduation, and to report from time to time, on the system of studies and instruction pursued, and propose such improvements as experience may suggest.
Buildings and Material Equipment.
The material arrangements for the accommodation of the Academy, for the lodging, subsistence, and comfort of the pupils in health and sickness, and for study and instruction, both scientific and professional,although made on a sudden emergency, for temporary occupancy, and for a smaller number, are far from being insufficient in extent, or particularly objectionable, when compared with similar arrangements for other great schools. The main building on shore is of wood, originally intended to lodge and board a large number of guests, and as adapted to the uses of the Academy, accommodates about half of the classes as well as most boarding schools provide for their pupils. The arrangements are not as convenient or as safe from fire as those at Annapolis; but they are too good to be complained of, even if they do require a strict observance of regulations, or special organization and diligence to protect from fire, which would carry mourning into many homes. Good discipline and good recitations, and a large amount of military and naval knowledge are secured under the difficulties such as they are, which the Department, be they great or small, will, doubtless, remove at the earliest possible moment. In any permanent or temporary arrangement, on ship or shore, while the privacy and comfort of separate lodgings for pupils should as far as practicable be secured, the Visitors recommend that convenient halls be provided, properly ventilated, warmed and lighted, and supplied with the best dictionaries, encyclopedias, and naval histories and biographies—to be occupied for study at certain hours by such pupils as have not acquired the power of concentrating attention, and the habit of solitary study—a power and habit of the highest importance, but very rarely attained. The same rooms might be open to the pupils at certain hours every day for the purpose of reading naval histories and biographies, and for consulting the encyclopedias and other books of reference. The formation of right habits of study and the habit and mode of reading such books to the best advantage should be made a matter of special and frequent inculcation by the head of each department of study.
The lack of suitable buildings for lodging, subsistence, and study, for a portion of the pupils, is supplied by an extension of the School-ship System, first inaugurated on board of the “Plymouth,” at Annapolis, in 1849, in our system, although always the main feature in the French system of naval education. The old “Constitution” and the “Santee,” properly moored in the harbor of Newport and adapted, are used for the residence and study of the younger classes, which are in this way brought more readily into the daily routine of the school and the service without the vulgar annoyances, to which the youngest classes are almost universally subjected, when lodged in the immediate neighborhood of the next older class. If School-shipsare to constitute a permanent, integral feature of the Academy, the details of arrangements for separate lodging and class study require additional attention. For the present, recitations are attended in suitable buildings on Goat Island, near which the ships are moored and reached by covered passages. On this island is sufficient room for all sorts of athletic sports, military drill, and target practice.
The “Macedonian” and “Marion” are used for practice in the evolution of guns and other naval tactics by the several classes. To these are added, at least for the purposes of the summer cruise, the screw steamer “Marblehead” and the yacht “America.”
Number of Pupils—Entrance Examination.
The number of pupils belonging to the Naval Academy in the year closing June, 1864, was 458, distributed into four classes, generally according to the period of their connection with the institution, with a staff of 57 officers and instructors. This is an astonishing development of the Academy in respect to pupils, as well as in the number of the teaching staff, and equipment for professional training, since Oct. 10th, 1845, when the Academy found a location at Fort Severn in Annapolis, or since January 1st, 1846, when it was reported to have 36 midshipmen and six professors and instructors, including the Superintendent. To judge of the progressive development of the institution, and of the results of the annual examination which they were appointed to witness, the Visitors deemed it necessary to ascertain the average condition of each class as to age and attainments, at the time of becoming connected with the Academy, and with the general results of the entrance examination—this examination being the only check on the admission of unqualified candidates—no previous examination being held in the districts or States from which they come.
By law and regulations governing the admission of candidates into the Academy, the maximum number of pupils is limited to 526, viz., two for every Congressional district or territory, appointed on the nomination of the member or delegate, from actual residents of the district, if such nomination is made to fill a vacancy duly notified, prior to the first day of July in any year, and if not so made, by the Secretary of the Navy; and twenty-five more appointed by the President, two for and from the District of Columbia, ten from the country at large, ten from the sons of officers of the army and navy, and three from the enlisted boys of the navy. All candidates who receive notice of their provisional appointment must present themselves to the Superintendent for examinationbetween the 20th and 31st of July, or September in case of second appointments. The examination is twofold; first, before a medical board, consisting of the surgeon resident and two other medical officers designated by the Department; and second, before the Academic Board. The candidate must be found, according to the law of 1864, to be between the ages of fourteen and eighteen years—of good moral character—physically sound, well formed, and of robust constitution—and pass a satisfactory examination in reading, writing, spelling, arithmetic, geography and English grammar.
The requisition as to age was advanced from 16 in 1861, to its present maximum in 1864, while the Board was in session, and conforms in that respect to the age which they had decided to recommend. The traveling expenses of the successful candidates are paid.
The Visitors were furnished on application with tables exhibiting the statistics of these entrance examinations from 1851 to 1863 inclusive. From these tables it appears that out of 1,522 candidates, nominated and appointed conditionally, but afterwards examined, 313 or one-fifth of the whole were rejected as unqualified, although the attainments required were such as any graduate of a common school should possess. Of the number (1,209) admitted, 466, more than one-third, failed on the first year’s course. Out of the number who failed at the earlier examinations, three hundred and thirty-one were turned back for a second trial, and after floundering along in the lower sections, only a very small per cent. succeeded in graduating. Of the whole number admitted, (1,209,) only 269 graduated, including 93 who were received into the service from 1861 to 1864 before completing their studies.
From another table, covering the entrance examinations from 1860 to 1864 inclusive, it appears that out of 1,093 candidates who presented themselves for admission, 807 were admitted, while 53 were rejected by the Medical Board, 219 by the Academic Board, 11 withdrew, and 3 were found to be over the maximum age.
From another table, exhibiting the ages of the successful and unsuccessful candidates, it appears that out of 1,141 candidates examined, 201 (18 per cent.) were rejected, and of the number rejected, 177 were under 17 years of age. Of the 940 admitted, 313 (33 per cent.) failed the first year, and of the number that failed, 254 were under 17 years of age. The average age of the candidates admitted was 16 years and 2 months, and of those who failed, 15 years and 10 months.
The fact that one-fifth of the whole number nominated failed topass the examination in the most rudimentary branches of a common English education—and in only the most elementary portions of these branches—indicates unmistakably how little regard has been paid to school attendance and proficiency in the selection of candidates. To judge how far these failures might be attributed to a laudable strictness on the part of the Academic Board, the entrance examination papers, which are filed away from year to year, were called for, and from those it appears that the questions asked and exercises required were few and simple—far too few and simple—far below the requirements of any Public High School; and yet such wretched perversions of the orthography of the most common words, such mistakes in American geography, such bungling use of the English language in the composition of a simple letter, such numerous failures in arithmetical operations not going beyond the elementary rules and simple exercises in fractions and proportion, it would be difficult to gather from all the Public High School entrance examinations of the country. More strictness on the part of the Academic Board would have saved the government hundreds of thousands of dollars, for of the candidates allowed to pass, two-fifths fail on the studies of the first year, although these studies belong to a good English education, and are preliminary to a special scientific naval training—showing a want of suitable preparatory knowledge, of aptitude for study, or of will and desire to learn. A portion of those who fail the first year are put back for a second year’s trial, and in some instances for a third, and the proportion of those thus put back who finally succeed in graduating is very small, thereby causing a total loss of the thousands of dollars expended upon each. From data gathered from the annual reports of the Department, it appears the annual expense of a pupil of the Naval school exceeds $1,500, and that each graduate who has been four years in the institution costs the government over $10,000. But the pecuniary loss is not the only consideration—the places filled by pupils, no matter what their courage or general ability, unable or unwilling to profit by the opportunities of scientific and professional instruction so lavishly provided, might be filled by competent, ambitious, diligent, and courageous young men, if they could have had their qualifications tested by a competitive examination.
Daily Routine.
The morning gun calls the cadets up at 6 o’clock. Inspection of the rooms follows, when the bedding must be found arranged, the rooms swept, and every thing in order. Ten minutes are given to chapel services, and half an hour to breakfast, which is over at 7.15.Forty minutes recreation are then allowed, during which sick-roll is called and such as report themselves indisposed are marched to the hospital and reported to the surgeon. At 7.55 the sections are formed under the supervision of the Officer of the Day, assisted by the section leaders, and at 8 o’clock, on given signal, they are marched in close order to their recitation rooms, in perfect silence and with strict military decorum. All who are not engaged in the recitation rooms are expected to be preparing their lessons in their own rooms, and it is the duty of the superintendents of floors to see that they are there. The dismissal and re-formation of sections at the end of each hour are conducted with similar formality and regulated by special signals. Study and recitation continue until 1 o’clock, when the cadets are formed in order by the captains of crews, (the whole corps being organized in nine guns’ crews, for the purposes of discipline and practical instruction,) all special orders and rules for the day are read, and they are then marched into the mess hall for dinner, which occupies forty minutes. From 1.40 to 1.55 recreation is allowed and the sections are then again formed as in the morning for recitation and study. At 4 o’clock ten minutes are given to preparation for drill, as may be the order of the day, and then follow instruction in fencing, infantry or artillery drill, and recreation until parade and roll-call at sunset. Supper immediately succeeds, to which half an hour is given, and recreation until study-call at 6.30 or 7.00, according to the season. Study hours continue until tattoo, at 9.30, during which time the cadets must all be in their rooms, and after inspection of rooms all lights are extinguished at 10 o’clock.
The routine on board ship is as far as possible the same. No control is exercised over the occupation of the time by the cadets during study hours, provided good order is preserved. No studies or exercises are required on Saturday afternoon and one-half of each class may then be allowed liberty beyond the limits of the Academy. A vacation is given at the close of the second year, the only one in the whole course. As means of recreation, chess, draughts, and all games of chance are strictly forbidden. On the other hand, every facility is afforded for games of ball, boxing, fencing, boating, &c.
Course of Instruction, Examinations, and Merit-Rolls.
The course of instruction at the Naval Academy is comprised in eight departments, with their special branches, as follows:—
First Department, in six branches—Practical Seamanship, Theory and Practice of Gunnery, Naval Tactics, Infantry Tactics, Howitzer Drill, and the Art of Defense.