The division of the classes into small sections of 12-14 midshipmen each, of nearly equal standing, tends to secure the personal and thorough instruction of each and all. The attempt was made, by furnishing prepared blanks to the several departments, to ascertain the character and actual amount of the studies and exercises accomplished by the several sections during the eight months of study of the year 1863-4. The returns made are not complete, but it appears that the English studies of the lowest class (in 12-14 sections) have consisted of one lesson a week in Spelling and Derivation, four in Bullion’s English Grammar, four during the first term in Cornell’s Geography, and during the second term in General History, with daily exercises in Composition and the exercise of the Voice; in Mathematics, five lessons a week during the first term in Greenleaf’s Common School Arithmetic, and during the second term in Davies’ University Algebra. In the upper sections, the Algebra was commenced within the first term and more or less nearly finished at the close of the year. The highest section had also five lessons a week for three weeks in Davies’ Elementary Geometry (5 books) and instruction twice a week in Drawing. The space in the several textbooks actually gone over varied considerably in the different sections. It will be seen, therefore, that the studies of this class, with the exception of Algebra and Geometry, are simply those of every common school, and yet the lower section is reported as having succeeded but “imperfectly” in Grammar, and “very imperfectly” in Algebra. It is also to be stated that a part of the class had received eight weeks additional preparatory instruction during August and September, 1863.
In the third class, of six sections, there were three lessons per week, during the first term, in American History, and during the second term in Rhetoric. The lower section prepared six English compositions each term—the highest section, weekly compositions through the second term. All the sections prepared three lessons weekly in French during the first term and four lessons during the second, but with very unequal progress. In Mathematics, (five lessons per week,) Algebra was completed by the lower sections and reviewed by the higher in the first four or five weeks, when Elementary Geometry was taken up by all, and completed in the first term by the highest section. In the second term, Elementary Geometry for three weeks by the lowest section, and Trigonometry for the rest of the term—in the highest section, Trigonometry for ten weeks, Mensuration two weeks, and Analytical Geometry commenced, for three weeks. The first section had also three lessons a week in Marine and Topographical Drawing, and during the first term one lesson a week in Seamanship.
In the second class, of five sections, during the first term, five lessons a week in Analytical Geometry, replaced in the highest section by the Differential and Integral Calculus for five weeks; four lessons a week in Statics, to which the first section added Dynamics, three weeks; five lessons a week in Surveying, three weeks in each term, with practical exercises. The lowest sections had also four lessons a week in French, and the first section weekly lessons in Seamanship and Infantry Tactics, and two lessons a week in Gunnery. In the second term, five lessons a week in Dynamics, Hydrostatics, Pneumatics and Acoustics, with twelve lectures, Surveying, three weeks, and Astronomy, ten weeks. Two lessons a week in Wayland’s Moral Science. The first section had also two lessons a week in Gunnery.
The first class, consisting of the three more advanced sections of the second class, and in its third year of study, during the first term were pursuing chiefly second class studies, having five lessons a week in Physics, including Statics, Dynamics, Hydrostatics, Acoustics, Magnetism, and Electricity, with sixteen lectures; four lessons a week in Theory and Practice of Navigation (six weeks) and General Astronomy (eleven weeks;) two lessons a week in Seamanship, and two in Gunnery, Naval Light Artillery, and Field Fortifications. In the second term, four lessons a week in Heat and Chemistry, with nine lectures; three in Wayland’s Ethics and Kent’s Constitution of U.S., and International Law; three in the Theory and Practice of Navigation; two in Seamanship; and one in Gunnery, &c. Two lessons a week were given through the year in Spanish, by means of the French.
In addition to the daily lessons of each class are the general practical exercises by divisions, by the higher classes on shore embracing daily exercises in Fencing, three exercises weekly in Infantry Drill, Howitzer Drill once a week, the Great Gun Drill upon the Practice Ships twice weekly in favorable weather, and a certain amount of Target Practice by the first class. The younger classes on the school-ships have also their special drills. Special instruction is given them in boating, and the numerous cutters and launches belonging to the ships afford ample opportunity for recreation and practice of this kind at suitable times. The use of the “Rainbow,” a schooner-rigged craft of 15-20 tons, is also not unfrequently allowed to pleasure parties made up from the cadets. Weekly bathing is enjoined and practiced throughout the year as a sanitary regulation, but the absence of the cadets from port during the summer months, while on the cruise, prevents the attainment of that knowledge and skill in the art of swimming, which seem to the Visitors so essential a requisite.
The general results of the examinations and exercises as observed by the Visitors, may be stated as in general very favorable. The examinations of the classes were made by sections and conducted by the individual professors of the departments, with great fairness and impartiality, without any purpose of embarrassing the pupils, and for the single object of eliciting the extent, accuracy, and vividness of the pupil’s knowledge of the topic. Written lists of questions were furnished to the cadets on entering the examination rooms, which were usually answered in writing upon the blackboard, with opportunity for oral explanation. The difference in the proficiency shown by the higher and lower sections, in all except the first class, was very strongly marked. In the written answers, the writing was fair and legible, and the spelling and composition very creditable—revealing in these respects an immense improvement upon the entrance examination papers of the same cadets. The Visitors would suggest that in future examinations there should be more of paper, even if there should be less of blackboard work, and that a portion of the questions should be handed in on slips by the Visitors and answered in writing with ink, in presence of the Board, by every member of the section present.
The practical professional exercises of the cadets upon the parade ground and on board ship, embracing all the different branches of shore and ship duty, (including a harbor cruise on board the Practice Steamer,) and designed to exemplify the proficiency of the classes in seamanship, gunnery, and naval and infantry tactics, were performed in the most satisfactory manner, justifying the professional pride manifestly felt by those taking part in them. Moreover, these exercises, instead of being executed under the direction, as heretofore, of the respective Academic officers in command, were conducted under the charge wholly of officers appointed from the midshipmen themselves.
Physical Training.
The unavoidable exposures and risks of the naval service require not only a sound mind—a mind well informed, quick, and accurate in its operations, but a sound body—a body supple, athletic, and tough to resist the rapid alternations and continuous exposures of wet and cold weather. Although careful and continuous training can do much to develope and strengthen the qualities referred to, the records of the Academy and of the service, as well as the present appearance of many of the cadets, show that sufficient regard has not been paid to vigor and elasticity of physical constitution, in the original appointment, or the entrance medical examination. The regular military drill and evolutions, the small arm and other exercises, in which the whole corps participates, the professional practice in gunnery and seamanship, all help to supply these deficiencies. There is still room for more careful scrutiny for inherited tendencies and hidden defects, in the entrance medical examination, as well as in the regular course of naval education, for a well arranged system of gymnastic exercises and athletic games, to give suppleness to the joints, steadiness to the nerves, hardness to the bones, and elasticity to the sinews. Such games and sports as the young universally accept with eagerness and pursue with unflagging interest, should be systematically introduced. Ample time, room, and encouragement by rank, prizes, and publicity, should be given to make a fondness and indulgence in such games as cricket, football, leaping, boating, &c., the habit of every member of the lower classes at least. An hour a day devoted to these healthful sports, even if taken from the study and class-room,—even more, if taken from the idle lounging, or the listless walk, or vulgar scuffling, will give at once health and strength, increased capacity for study, and valuable social qualities and manly virtues—all results of emphatically the highest professional value.