PART X. MILITARY SYSTEM AND SCHOOLS IN THE UNITED STATES. (continued 7)

1818 44 . . . . 44 45 7 140

1819 52 . . . . 33 45 9 139

1820 47 . . . . 34 44 12 137

1821 47 . . . . 46 44 13 150

1822 46 . . . . 41 42 10 139

1823 42 . . . . 32 40 9 123

1824 35 . . . . 38 39 8 120

1825 34 . . . . 40 40 10 124

1826 39 . . . . 35 42 10 126

1827 40 . . . . 40 43 9 132

1828 37 . . . . 37 42 9 125

1829 43 . . 34 . . 41 9 127

1830 39 . . 58* . . 43 9 149

1831 37 . . 46 . . 43 9 135

1832 44 . . 38 . . 42 9 133

1833 44 . . 45 . . 43 9 141

1834 43 . . 46 . . 43 8 140

1835 44 15 31 . . 43 13 146

1836 43 15 35 . . 42 17 152

1837 44 26 23 . . 44 20 157

1838 49 20 37 . . 45 22 178

1839 60 16 51 . . 49 27 193

1840 61 17 53 . . 51 30 202

1841 59 17 57 . . 53 33 219

1842 69 11 55 . . 64 52 251

* Sixteen acting assistants.

S Surgeons.

PAS Passed Ass’t Surgeons.

AS Assistant Surgeons.

P Paymasters.

PAP Passed Ass’t Paymasters.

AP Assistant Paymasters.

CE Chief Engineers.

1AE 1st Assistant Engineers.

2AE 2d Assistant Engineers.

3AE 3d Assistant Engineers.

Ch Chaplains.

PTL Professors and Teachers of Language.

Total = Total Staff Officers

STAFF OFFICERS, 1842 TO 1871 INCLUSIVE.

Year. Medical Dept. Pay Department. Engineer Dep’t. Ch PTL Total

S PAS AS P PAP AP CE 1AE 2AE 3AE

1843 69 9 60 64 . . . . 5* 8 5 5 22 29 277

1844 69 26 39 64 . . . . 5* 9 5 10 22 26 277

1845 96 26 41 64 . . . . 5* 11 9 11 23 25 286

1846 69 29 36 64 . . . . 5 5 13 13 23 24 281

1847 69 33 34 62 . . . . 4† 5 13 13 22 24 280

1848 68 41 37 63 . . . . 6† 9 18 24 24 23 308

1849 69 39 41 64 . . . . 6† 12 17 38 24 14 325

1850 68 37 43 64 . . . . 8† 8 18 33 24 12 316

1851 68 34 44 63 . . . . 9† 7 17 35 23 12 313

1852 69 34 45 64 . . . . 10† 19 29 28 24 12 334

1853 69 40 37 63 . . . . 13† 18 34 34 24 12 345

1854 69 37 42 64 . . . . 11† 24 25 44 24 12 353

1855 69 35 44 64 . . . . 12† 22 23 41 24 12 347

1856 69 36 43 64 . . . . 13 21 28 39 24 12 349

1857 69 43 37 64 . . . . 17 24 20 35 24 12 345

1858 69 41 39 62 . . . . 18 31 21 54 24 12 371

1859 69 41 39 64 . . . . 21 33 23 63 24 12 389

1860 69 37 42 64 . . . . 24 36 23 92 23 11 421

1861 69 43 36 64 . . . . 28 43 20 92 24 12 450

1862 80 2 118 62 . . 31 48 32 78 240 116 12 724

1863 80 1 117 63 . . 31 49 32 92 264 118 12 759

1864 80 7 108 64 . . 32 52 48 149 252 120 12 815

1865 78 22 108 63 . . 33 59 65 235 115 121 12 811

1866 79 44 33 62 . . 30 54 65 175 64 19 12 637

1867 79 38 37 80 39 11 54 86 146 37 19 11 637

1868 80 42 38 80 39 26 50 88 131 21 18 11 617

1869 80 35 33 79 38 18 49 91 112 35 16 11 597

1870 80 33 35 80 40 20 48 81 122 1 21 10 571

1871 80 32 38 80 39 20 56 98 93 . . 23 9 575

* 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.

VOL. OFFICERS, 1862 TO 1871 INCLUSIVE. LINE.

Year. ALC AVL AM AE AMM ABG Total

1862 14 28 581 60 572 1255

1863 15 50 581 336 754 31 1767

1864 4 81 516 896 901 47 2445

1865 14 112 583 1280 843 75 2907

1866 8 39 133 258 192 9 619

1867 4 36 140 251 201 2 634

1868 4 26 114 163 142 2 451

1869 . . . . 12 9 79 . . 97

1870 . . 1 1 1 . . . . 3

1871 . . 1 1 2 . . . . 4

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.

Year. APAS AAS AAP ACE AAE ACp Total.

1862 . . 93 140 . . 364 . . 597

1863 . . 142 217 21 665 16 1061

1864 . . 197 330 44 1185 23 1784

1865 . . 246 372 55 1761 28 2453

1866 12 60 80 14 301 1 408

1867 20 18 18 7 296 1 360

1868 19 16 2 2 205 . . 242

1869 7 5 1 . . 61 . . 74

1870 2 2 . . . . 5 . . 9

1871 2 7 . . . . . . . . 9

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.

Year. SL R F C SW BW S Gb Ga B SV BS UV BV SF SG EV Total

1817 5 . . 9 2 13 12 11 11 8 24 . . 1 9 5 1 . . . . 111

1818 5 . . 10 3 11 13 10 9 8 34 . . 1 7 3 1 . . . . 115

1819 5 . . 9 3 5 13 13 7 8 21 . . 1 3 1 1 . . . . 90

1820 5 . . 9 3 5 13 13 5 8 21 . . 1 3 1 1 . . . . 88

1821 7 . . 7 2 4 2 6 6 . . . . 1 . . . . . . 1 . . . . 36

1822 7 . . 7 2 4 2 8 6 . . . . 1 . . . . . . 1 . . . . 38

1823 7 . . 8 2 4 2 15 5 . . . . 1 . . . . . . 1 . . . . 45

1824 7 . . 8 2 4 1 13 5 5 . . 2 . . . . . . 1 1 . . 49

1825 7 . . 8 2 5 1 8 5 5 . . 1 . . . . . . 1 1 . . 44

1826 12 . . 14 2 8 1 5 . . . . . . 2 . . . . . . 1 1 . . 46

1827 12 . . 14 2 13 . . 5 . . . . . . 1 . . . . . . 1 1 . . 49

1828 12 . . 16 . . 17 . . 5 . . . . . . 1 . . . . . . 1 1 . . 53

1829 12 . . 16 . . 16 . . 5 . . . . . . 1 . . . . . . 1 1 . . 52

1830 12 . . 16 . . 16 . . 5 . . . . . . 1 . . . . . . . . 1 . . 51

1831 12 . . 16 . . 15 . . 5 . . . . . . 1 . . . . . . . . 1 . . 50

1832 12 . . 17 . . 15 . . 7 . . . . . . . . . . . . . . . . 1 . . 52

1833 12 . . 17 . . 15 . . 8 . . . . . . . . . . . . . . . . 1 . . 53

1834 12 . . 17 . . 15 . . 8 . . . . . . . . . . . . . . . . 1 . . 53

1835 12 . . 17 . . 15 . . 8 . . . . . . . . . . . . . . . . 1 . . 53

1836 11 1 16 . . 15 . . 7 . . . . . . . . . . . . . . . . 1 . . 51

1837 11 1 16 . . 14 2 6 . . . . . . . . . . . . . . . . 1 4 55

1838 11 1 16 . . 14 4 7 . . . . . . 1 . . . . . . . . 1 . . 55

1839 11 1 16 . . 16 4 7 . . . . . . 1 . . . . . . 1 1 . . 56

Table VI. Sailing and Steam Vessels—1840 to 1861.

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.

Year SAILING VESSELS. STEAM VESSELS. TV

SL R F SW BW S SV BV PR TSl S1 S2 S3 SS W1 W2 W3 ST TSt

1840 11 1 16 21 4 8 1 . . . . 62 . . . . . . . . 2 1 1 . . 4 66

1841 11 1 16 21 4 9 1 . . . . 63 . . . . . . . . 2 1 1 . . 4 67

1842 11 1 16 21 4 9 3 . . . . 65 . . . . . . . . 2 1 1 . . 4 69

1843 11 1 15 18 8 9 3 . . . . 65 . . 1 . . . . 2 1 2 . . 6 71

1844 10 1 15 22 7 9 5 . . . . 69 . . 1 . . . . 1 1 2 . . 5 74

1845 10 1 14 23 8 8 4 . . . . 68 . . 1 . . . . 1 1 5 . . 8 76

1846 11 1 14 23 8 6 4 . . . . 67 . . 1 . . . . 1 1 6 . . 9 76

1847 11 1 14 22 5 9 6 . . . . 68 . . 1 . . . . 1 1 10 . . 13 81

1848 11 1 14 22 6 12 7 4 . . 77 . . 1 . . . . 1 1 12 . . 15 92

1849 11 1 14 22 5 5 6 . . . . 64 . . 2 . . . . 4 1 7 . . 14 78

1850 11 1 14 22 4 5 6 . . . . 63 . . 2 . . . . 4 1 7 . . 14 77

1851 11 1 14 21 4 3 5 . . . . 59 . . 1 . . 2 4 3 5 . . 15 74

1852 11 1 14 21 4 3 5 . . . . 59 1 2 . . . . 4 3 6 . . 16 75

1853 11 1 13 21 4 4 5 . . . . 59 1 1 2 . . 4 3 5 . . 16 75

1854 10 1 13 20 4 1 7 . . 2 58 1 2 2 . . 4 3 3 . . 15 73

1855 10 1 13 20 4 1 7 . . 2 58 7 1 1 . . 3 1 7 . . 20 78

1856 10 1 12 19 3 1 6 . . 2 54 7 1 2 . . 3 1 5 3 22 76

1857 10 1 12 19 3 1 5 . . . . 51 7 1 2 . . 3 1 5 3 22 73

1858 10 . . 10 21 3 1 3 . . 5 53 8 6 2 2 3 1 2 1 25 78

1859 10 . . 10 21 3 1 3 . . 5 53 8 6 9 2 3 1 3 1 33 86

1860 10 . . 10 21 3 . . 3 . . 5 52 8 6 8 5 3 1 5 3 39 91

1861 10 . . 10 20 3 . . 3 . . 6 52 8 6 8 7 4 1 4 . . 38 90

TABLE VII. Sailing and Steam Vessels—1862 to 1871.

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

Year. SAILING VESSELS STEAM VESSELS TV

1 2 3 4 TSl Screws Iron Clads Side Wheels

1 2 3 4 TSc 1 2 3 4 TIC 1 2 3 4 TSW

1862 7 10 19 65 101 5 16 29 69 119 5 5 37 6 53 2 19 40 51 112 383

1863 4 7 12 83 106 6 15 24 96 141 4 6 37 6 53 2 10 52 85 149 449

1864 3 5 16 84 108 12 35 37 129 213 9 5 56 4 74 2 16 52 152 222 617

1865 3 6 16 84 109 23 32 42 168 265 3 6 6 56 71 3 8 56 160 236 681

1866 1 6 16 19 42 23 31 17 64 135 3 7 6 53 69 3 4 47 20 74 320

1867 2 6 15 15 38 20 18 15 53 106 3 6 6 47 62 3 4 43 17 67 273

1868 6 9 12 5 32 19 21 17 43 100 7 4 41 3 55 3 4 23 12 42 229

1869 6 9 11 5 31 19 21 16 40 96 7 4 38 3 52 3 1 11 9 24 203

1870 . . 2 17 11 30 5 24 19 40 88 . . 6 5 40 51 . . 4 1 12 17 186

1871 . . 2 17 10 29 3 24 18 42 87 . . 4 6 40 50 . . 4 . . 7 11 177

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.

Year M 1 2 3 4 T R D Dm

1851 171 . . . . . . . . 171 14 5 13

1852 144 . . . . . . 28 172 7 . . 16

1853 122 . . . . 28 48 198 17 1 13

1854 89 6 16 30 42 183 9 3 17

1855 66 12 26 16 74 194 23 1 15

1856 47 20 17 38 49 171 31 4 2

1857 30 15 24 28 78 175 34 1 2

1858 45 15 24 35 100 219 38 . . 7

1859 47 20 28 56 83 234 30 . . 1

1860 49 25 39 57 117 287 22 . . 3

1861 55 35 38 70 124 324 33 3 4

1862 67 21 31 120 79 318 112 1 14

1863 9 21 31 118 212 391 45 2 14

1864 2 39 63 137 218 489 20 4 53

1865 31 60 99 133 163 486 74 . . 53

1866 84 78 110 115 147 534 70 2 12

1867 72 89 87 98 147 493 68 2 7

1868 157 81 82 88 93 501 57 2 3

1869 77 80 77 76 53 363 25 1 5

1870 74 68 54 37 92 325 45 1 4

1871 69 51 33 48 108 309 42 1 3

U.S. NAVAL ACADEMY AT ANNAPOLIS.

I. HISTORICAL NOTICE.

The history 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 to employ 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.”

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.

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 end the 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’r Franklin 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 at the 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 the Constitution and 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.

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.

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.

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.

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 final examination 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.

II. CONDITION OF THE NAVAL ACADEMY IN 1864.

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, Naval Gunnery, 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-ships are 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 examination between 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 to pass 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.

Second Department, Mathematics, in seven branches—Arithmetic and Algebra, Geometry, plane and solid, Trigonometry, Mensuration, Descriptive Geometry, Analytical Geometry, and the Differential and Integral Calculus.

Third Department, in four branches—Astronomy, Practical Astronomy, Navigation, and Surveying.

Fourth Department, in eight branches—Mechanics of Solids, Mechanics of Liquids, Pneumatics, Acoustics, Electricity, Heat, Chemistry, and the Steam-Engine.

Fifth Deportment, in seven branches—English Grammar, Descriptive Geography, Physical Geography, Outlines of History, Rhetoric, Ethics, and Political Science.

Sixth Department—the French Language.

Seventh Department—the Spanish Language.

Eighth Department—Drawing and Draughting.

These studies are distributed into four annual courses for the four regular classes, each class being subdivided into convenient sections, usually according to the relative standing of the members. During the last year the first class, of 36 cadets, has been graded into three sections; the second class, of 59 cadets, into five sections; the third class into six sections; and the fourth class, during the first term, with 176 cadets, into fourteen sections, and in the second term, with 156 cadets, into twelve sections—each section receiving separate instruction.

The more difficult portions of the several branches may be reserved for the higher sections of the classes, and it is frequently the fact that in certain branches no instruction whatever is given to the lowest sections. Deviation from the general rule for the admission of cadets only in the month of September has made the formation of “Intermediate Classes” necessary, so that there are now two divisions of the second class and two divisions of the third class. By this means the number of sections is increased, the labors of instruction augmented, and much inconvenience in other respects created. The demands of the times have also introduced other irregularities into the course, hurrying the more forward sections through their studies and detailing them into active service at the close of the third year, with or without a graduating examination, while the lower sections are retained through the whole four years.

The Commandant of Midshipmen and the several professors are each at the head of a special department, with such assistants as may be necessary. The professors, instructors, and assistants are responsible for the regular and orderly conduct of their respective classes and sections while under instruction, and must report all want of preparation, absence, or misconduct. Daily notes are taken of the progress and relative merit of each pupil in each of his studies. The assistants must make weekly reports of such notes to the heads of their departments, who in turn report to the Superintendent, recommending such transfers as should be made from one section to another. The scale of daily merit in each study embraces seven grades, with corresponding values designated by numbers, as follows:—Thorough, (4.0)—Very Good, (3.5)—Good, (3.0)—Tolerable, (2.5)—Indifferent, (2.0)—Bad, (1.0)—Complete Failure, (0.) The average standing for the week in each study accompanies the report. Monthly reports are drawn up by the Academic Board for each month in the academic year, showing the relative standing of the members of each class in their different studies, and also their conduct or demerits. These reports are based upon the weekly reports and upon the results of the examinations, when such are held within the month, and are posted for public inspection. The examination weeks are considered of equal weight with those of the month.

The examinations are held by the Academic Board in the months of February and June, and are sufficiently thorough to enable the Board to decide upon the proficiency and relative merits of the members of the several classes. After each June examination a “general merit-roll” is formed for each class, for which purpose a maximum number or value is assigned to each of the principal branches in the several departments. The total amount of these maxima throughout the course is 1,000, and they are distributed among the departments and branches, for the different classes, as follows:—In the first year, to mathematics, 20—grammar and rhetoric, 10—geography, 10—history and composition, 10—drawing, 10—conduct, 5—total, 65;—In the second year, to seamanship, 20—mathematics, 35—grammar and rhetoric, 15—history and composition, 10—French, 30—drawing, 25—conduct, 15—total, 150;—In the third year, to seamanship, 40—gunnery, 20—infantry tactics, 25—howitzer drill, 20—mathematics, 45—general astronomy, 25—practical astronomy, navigation, and surveying, 15—mechanics, 30—physics, 25—moral science and international law, 20—French, 40—conduct, 30—total, 335;—In the fourth year, to seamanship, 100—gunnery, 60—naval tactics, 30—practical astronomy, navigation, and surveying, 75—physics, 30—steam-engine, 35—moral science and international law, 20—Spanish, 50—conduct, 50—total, 450. The minima values are fixed at one-third of the corresponding maxima.

The “general merit-roll” includes only such as pass a satisfactory examination in all the principal branches of their class and have not exceeding 200 demerits recorded against them. In the formation of the roll, the individual having the highest standing in any branch for the year receives the corresponding maximum number, while the one who has the lowest standing receives the corresponding minimum. The intermediate members of the class receive numbers proceeding by equal differences from the maximum to the minimum, in the order of their relative merit as fixed by their “class merit-rolls.” The gradation for conduct is determined by allowing the maximum number to such as have no demerits, and for others diminishing that maximum by 1/300 part for every demerit recorded against them. All the numbers thus assigned to the several members for the different branches of study and for conduct are then added together, and the members are arranged in each class according to the aggregates thus obtained. For the graduating class a “graduating merit-roll” is formed by adding the aggregate numbers of each member upon the several “general merit-rolls” for the four years and arranging the order of the members according to these new aggregates. The highest number reached upon the “graduating merit-roll,” by any one of the class just graduating, was 859.

If any student at any examination fails to pass a satisfactory examination in any principal branch, or has recorded against him more than 200 demerits since the commencement of the academic year, a report is made of the case to the Secretary of the Navy, showing the habits of study, aptitude for study and for sea duties, and his general habits and conduct, and upon his decision the student is dismissed, or upon recommendation of the Academic Board, allowed to continue at the Academy for further trial.

The final graduating examination is held by a special Board and occurs, by a recent regulation, not less than one year after the close of the course. This examination embraces seamanship and naval tactics, practical gunnery, navigation, and management of steam-engines, and the standing in these branches is combined to determine the relative merits of the candidates. In assigning numbers, 1,000 is considered the maximum and 333 the minimum for such as are considered qualified for promotion, and the Board assigns such numbers within these limits as will fairly express the relative qualifications of the members of the class. The numbers thus assigned, when added to the numbers already assigned on the “graduating merit-roll,” determine the standing of the graduates as ensigns; the highest number taking precedence.

Text-Books. Studies of the past Year.

The method of teaching as at present pursued is almost wholly by means of text-books and recitations. A series of lectures is delivered in connection with the recitations in Natural Philosophy and Chemistry. Without underrating the office of the text-book, the success of the French Polytechnic method of teaching even the higher Mathematics by lectures, collateral study, and examination, and the experience of all schools, of the power of the human voice and of the human eye to win, hold, and harmonize attention should not be lost to this institution, many of whose pupils need the influence of such a method to vitalize their powers of thinking and to bring within their grasp the general principle or doctrine of the subjects taught.

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.

As part of the physical training of naval cadets, the expansion of the chest and the culture of the vocal organs should receive more special attention than the word of command on parade, and the questions and answers in the examination would indicate they had received. A clear, full, decisive voice is an element of influence on the deck at all times, and of power in the hour of danger, as well as on the field or in the senate chamber.

The first beginning of habits, secret or open, which waste the vigor of the mind and body, should be watched with professional skill as well as parental interest, and those cadets in whom such indulgencies have grown into habits, should be cut off from the institution and service without hesitation and without reprieve.

Domestic and Sanitary Arrangements.

The institution is peculiarly fortunate in having had for years a Commissary who understands his business and gives universal satisfaction to all concerned. The neatness of the kitchen, the supply, preparation, and serving of the food, the geniality, good order, and enjoyment of the mess-hours, and the fact that no complaint reached the Visitors from any one of the 450 boys, blessed with good health and plenty of physical exercise, makes the record of this department an exception to similar departments in other large collegiate institutions. This comes from having the right man in the right place.

The hospital arrangements on shipboard and on shore, although not as large and quiet as would be desirable or as would be provided specially in permanent quarters, are sufficient for the demands on their accommodations. The location of the institution and the judicious arrangement and management of the Academy as to cleanliness, exercise, and diet, as well as the presence of a surgeon and two assistants on the Academic staff, and numerous attendants for hospital service, would seem to act as a preventive of accidents and disease, the mean daily percentage of sick on ship and shore from Oct. 1st to May 31st being returned at a little more than three per cent. out of an average attendance of 447 midshipmen. In calling for the annual reports to the Department of the medical condition of the institution, the Visitors were informed that a duplicate copy or abstract was not retained. Such copy or abstract would be highly convenient, and would seem to be even necessary, if it is deemed advisable to have a periodical inspection of the sanitary condition and requirements of the school.

Religious Observances and Instruction.

The regulations require that the students shall be assembled in the chapel for prayers daily, fifteen minutes before the breakfast hour, and that divine service shall be held on Sunday, which officers and students are expected to attend, unless excused on the ground of conscientious scruples, declared in writing by the former, and by the parents or guardians of the latter. These daily and Sunday exercises are conducted by the regular Chaplain of the institution. He is at the present time assisted in these and other such voluntary religious labors by three other chaplains of the Navy, who are now in residence as assistant professors. There are four Bible classes composed of cadets, and over one-eighth of the members are communicants in the different denominations of Newport. The student who brings, in his moral culture from home, religious convictions and habits, can easily preserve and strengthen them here, and no amount of instruction in the institution can compensate for the neglect of parental example and teaching in this respect. The absence of the religious element in the character and training of youth is a fundamental defect, and no institution of learning, special or general, can safely, for any length of time, dispense with appropriate and adequate means of religious instruction and a practical recognition of religious obligations, consistent with due regard to the religious convictions of individuals and the equal rights of all religious denominations. Such individual convictions and denominational rights can be best respected, not by ignoring the subjects themselves, but by selecting the chaplain from time to time so as to represent different religious denominations, and in all cases, in reference to his ability to be useful as chaplain in this institution.

The reading of the Sabbath, and one of the exercises of Monday morning might be so arranged as to harmonize with the religious observances and uses of Sunday, and the whole be made to unfold and enforce the great, definite, and unchanging obligations of every human being to his fellow-men, to his country, and to God.

As part of the religious and moral instruction of the Academy, more at least should be attempted to prevent, and if these unfortunately exist, to eradicate certain vulgar and vicious habits, whose beginnings are small, but which ultimately take complete possession of the individual. Although the Visitors can not, from their own knowledge, speak of its existence, they have had too many assurances from those who did know, to have any doubt of the prevalence of the vulgar and immoral practice of profanity, and that several of those addicted to it are among the youngest members of their classes, who came here entirely pure in this respect. The medical and police experience of the institution detects the occasional existence of other tastes and habits more directly affecting the health and morality of their victims, and which should and doubtless do receive the considerate and vigilant attention of the authorities, especially of the Chaplain, Surgeon and Superintendent.

Discipline.

The Superintendent is charged with and held responsible for the good order and discipline of the Academy, and it is made the duty of every officer, professor, and instructor, having knowledge of any violation of law or regulation, or of any crime, irregularity, neglect, or other improper conduct, of which any student or any other one has been guilty, to report the same without delay to the Superintendent. Offenses are defined with great minuteness and precision, and the circle of punishments embraces demerits on the roll of conduct, private and public reprimand, confinement to Academy grounds, to room, or to guard-room, and withdrawal on necessity, or dismission. In the administration of discipline, the Superintendent is clothed with much power, which is exercised by the present incumbent with great discretion and the happiest results. The private memorandum and letter book of this officer, respecting every case of discipline during the year, was placed before the Visitors, and they can bear willing testimony to the preventive admonition and parental regard with which he has exercised his authority.

Demerits, to be considered in making up the conduct-rolls, are assigned for all offenses. Such delinquencies as are not deemed deserving of severer punishment are grouped into four classes, which count ten, eight, six, four, and two demerits respectively, besides a miscellaneous class counting from one to ten demerits according to circumstances. The total demerits of each cadet is expressed by the sum of all demerits standing against him on record for the year, increased for the third class by one-sixth, for the second class by one third, and for the first class by one-half.

No punishment of any kind can be inflicted by other authority than that of the Superintendent. Report is read at evening parade of all demerits and other punishments that have been inflicted during the day, and opportunity is always given for excuse or explanation. Full record is made of every case of discipline, and a monthly conduct-roll is publicly posted showing the number of demerits against each cadet. It is evident that this conduct-roll does not fairly represent the character and conduct of the cadets, as a large number of demerits may be gained by numerous minor offenses, which involve neither immorality nor lawlessness, while a cadet who has been guilty of most flagrant acts of vice and disobedience may still be charged with but few demerits. Yet the conduct-roll has but a subordinate influence in determining the general merit-rolls, and in the question of dismissal the fuller record of punishments, as well as the demerit-roll, has its weight in determining the action of authorities.

Financial Affairs.

All money appropriated for the support of the Naval Academy is drawn for by the Paymaster and by him deposited with the Sub-Treasurer in Boston. The Paymaster draws upon him, from time to time, to make his disbursements.

The principal heads of expenditure for the fiscal year ending June 30th, 1864, are as follows:—

Pay of Commissioned and Warrant Officers, Midshipmen, Seamen, and others, $241,771.71

Pay of Professors and Assistants, 35,000.00

Expenses of the Academy, School and Practice Ships, Surgeon’s necessaries, contingent expenses, and repairs of all kinds, 72,753.84

The total of all expenditures from 1st July, 1863, to May 31st, 1864; is reported at $383,419.41.

From the pay of the midshipmen, which is $500 per annum, $100 are reserved yearly to be paid upon graduation, though this sum is sometimes diminished by unavoidable circumstances. There is also deducted from their pay, the amount of board—at present $16.50 per month—and $3.00 per month for washing. The aggregate of these sums is paid monthly by the Paymaster to the Commissary. Articles of clothing for the midshipmen are provided under contract by the Storekeeper with the approval of the Commandant. All other articles for their use are purchased by the Storekeeper, from funds provided by the Paymaster, at prices sanctioned by the Commandant.

The midshipmen receive such articles as they desire upon requisition approved by the Commandant, and no other articles are permitted to be sold to them than those which the Storekeeper is authorized to have. Each midshipman has a pass-book in which his purchases are entered, and regular report is made by the Storekeeper to the Paymaster, who charges against each the aggregate amount of his purchases. On the 30th April, 1864, the amount of balances still due to the midshipmen was $44,579.93, the aggregate of indebtedness by them being only $111.90. The amounts to the credit of the members of the graduating class vary from $180 to $400.

The accounts of the Commissary are examined quarterly by a committee of three officers appointed by the Superintendent, to whom they make report. The Visitors deemed at their duty to go behind the reports of this committee, and deputed one of their number to examine personally the original accounts of the Commissary and Storekeeper. As the result of this examination, which was conducted with the most rigid scrutiny, it is but justice to state that they found the accounts correct in all their details, and the prices of all articles as low as they can be purchased at wholesale in the city of New York, and the Visitors consider the financial affairs of the Academy as conducted with commendable skill and fidelity.

While the Visitors bear willing testimony to the fidelity with which the financial affairs of the Academy, as well as the departments of subsistence, discipline, and instruction, are and have been administered, they can not but express their disappointment at the very small number of officers of the lowest rank which the institution has contributed to the naval service. With an aggregate annual expenditure of several hundred thousand dollars, the aggregate number of graduates, since the opening of the four years’ course, in 1851, including the three classes of 1858, ’59 and ’60, which were ordered into active service in 1862 and ’63, before completing their studies, is but 269, or at the rate of less than 22 each year, at an expense to the country of over $12,000 for each graduate. If the 93 who entered the service with only two or three years’ residence had completed their course, the aggregate expense for each graduate would have exceeded $15,000. This, as it appears to the Visitors, small result, is due mainly to the want of care in selecting candidates, and the very low standard of general scholarship required for entering the Academy. The experience of this institution is the same as that of others of the same character; any mode of selection which does not test in advance the natural aptitude and preparation for the special studies of the course, and exclude rigorously all who are found deficient, will burden the institution with a number of students which will have to be thrown off after months and sometimes years of struggling to incorporate them into the regular classes and to the manifest injury, in the meantime, of the scholarship and character of the institution. While a nomination by patronage, and a pass examination have a direct tendency to reduce the average ability of the selected candidates to the minimum required, a competitive examination raises the general average to the maximum ability of all who apply.

Graduating Class of 1864.

The present graduating class (consisting after the final examination of 31) at the close of its third year has completed the whole course prescribed, excepting that the Calculus has been omitted and that Surveying has been limited to instruction in Harbor and Coast Surveying, from Bowditch. Steam and the Steam-engine have received fuller attention from this than any preceding class, embracing six weeks of theory and practice on board of the steamer Marblehead—altogether too little attention for a department so important. Two summer cruises have been made by this class—both coast cruises—the first on board the John Adams, from June 6th to Sept. 30th, 1862; the second from 16th June to 25th Sept., 1864, in which the following vessels were united, viz.: Flagship Macedonian, sloop of war Marion, screw steamer Marblehead, and the yacht America. Upon these cruises the midshipmen were practiced in all the regular duties attaching to the posts of lieutenant and master, taking by turns upon themselves the working of the ship, in the different vessels; making and calculating observations for determining the ship’s position, going through all possible manoeuvres and performing the duties incident to the management of ships in action, in heavy weather, or in the many emergencies which arise requiring superior skill in seamanship. They were engaged in instructing the crews in gunnery, in infantry and sword-drill, and in drill of the battery. They were also detailed for actual boat service, and for the transferring of howitzers and marines from ship to shore. During the last cruise Meyer’s code of signals was used by the graduating class as signal officers, in communicating from vessel to vessel in the fleet, and instruction was also given in the Naval Code of signals, and in Navigation throughout the cruise to all cadets on board. In addition to these cruises the yacht America, in charge of cadets of this class, as commanding officers, has been engaged in the performance of despatch-boat duty, and also special “coast picket duty” in search for the Tallahassee.

The experience of this class—made up of three advanced sections of what is now the second class (the graduating class of 1865,) would seem to indicate, that under a system of appointment that should admit from the start only those who had maturity of mind and requisite scholarship, the professional studies of the Academy might be completed in three years. This is one year longer than the course of the French Naval School at Brest, the entrance examination of which would exclude most of the graduates of our Academy.

III. RECOMMENDATIONS.

The Visitors close their report with the following suggestions, as the results of their examinations and conferences, in reference to the further development of the Naval Academy and the extension of nautical education generally, for the consideration of the Department.

I. Until the pupils of the Naval Academy have gone through the theoretical and practical course of instruction provided in this institution expressly to qualify them to act as Midshipmen, the Visitors recommend that they be designated as Naval Cadets—simply candidates for the lowest official rank in the Navy—and that no cadet be rated as midshipman, no matter how well up he may be in his studies, until he has had at least eighteen months of professional practice afloat, towards which time the actual time at sea of each experimental cruise shall be credited.

II. As the most direct blow to the hindrances which practically exclude a large portion of the youth of the country, no matter how strong may be their predilection or great their acquired fitness for the naval service, from even a chance of being admitted to this national school;—as the most effectual preventive of the disappointments now experienced by individuals and families in the failure of many appointees to pass the entrance examination, or to meet even the low requirements of the first year’s course;—as the only effectual way of ridding the institution of the low average ability and attainments which characterize the lower sections of every class, and of bringing up the talent and scholarship and conduct of the whole corps to the average of the first two sections;—as a sure guaranty against the early resignation of officers educated at the public expense for a life service in the Navy, and of a progressive and honorable career as long as life and health last;—as a powerful attraction to draw to this department of the public service a fair share of the best talent and loftiest ambition of the youth of the country, and as a stimulus to their best efforts for self and school improvement for this purpose—the Visitors recommend the immediate abandonment of the custom of selecting candidates for admission by individual patronage, in consideration of neighborhood, relationship, or party connection, or the better motives of the poverty or the public service of parents, and that all appointments be hereafter made in consideration of the personal merit of the applicant, ascertained by a public competitive examination, conducted before an impartial tribunal, constituted as shall be prescribed by law. Admission, sought and obtained in this way, will be honorable to the successful candidates, a source of pride to the neighborhood and State from which they come, a reward to the teachers who have prepared them, and a stimulus to the industry and good conduct of their comrades at home. The classes of the Academy, replenished every year by new recruits, all of whom have sought the service from personal choice and won their place by personal merit founded on natural aptitude and vigor of mind and acquired knowledge, and who regard the diligent improvement of these opportunities of professional study and practice as the true road to honorable promotion hereafter, to be gained by farther industry and devotion—will at once have an average ability and scholarship equal to that now attained by only five or six out of every one hundred, and a large proportion of the cases of discipline, the “dead weights,” the reëxaminations, and the failures from inability, distaste, or want of preparatory knowledge, will forever disappear from the records of the Academy.

These suggestions have not the merit of originality nor the objections of novelty. The principle recommended has stood the test of seventy years’ trial in France in naval and similar public schools, and is now in successful operation in England, as well as in most of the military schools of Europe. It has been again and again urged by thoughtful friends of this institution and of our other national school at West Point, as the most effectual remedy for the evils complained of. The Academic Board of this Academy, in answer to a request from a committee in 1858 for its opinion on this point, replied:—“The Academic Board has long been of the opinion that the present system of appointing midshipmen without care in their selection, was undermining the very existence of the institution. The records of the Academy show that scarcely more than one-fourth of those admitted graduate. The fault lies with the appointing power, which has not kept the institution supplied with the proper material, and the Board has been powerless in applying a remedy. It has done all in its power by recommending a higher standard of proficiency.” The Visitors for 1862, in the Report of their examinations, remark:—“After a careful examination of the subject, the Board has been forced to the conclusion that the selection of candidates has not been made with sufficient reference to the wants of the public service, but has been and continues to be regarded as a portion of the patronage of the members of Congress making the nominations. The evil does not stop here; for in many cases, after they have been appointed without regard to talents or fitness, and have obtained admission to the institution, and subsequently have been found incapable to pursue the studies of the class to which they belong, the influence of the same member of Congress originally nominating them is successfully used to continue them at the institution, in obtaining authority for them to recommence their studies by joining a lower class; thus retaining those wanting in talents and fitness, to the exclusion of others of suitable qualifications that might be presented. An institution like this, in which the students are educated and supported by the government, ought to have them selected from the highest and most promising youths of the country.”27

The same general principle, selection by merit, ascertained by the same general method, competitive examination, conducted on such conditions as Congress shall authorize or prescribe, has been recommended for appointments to the kindred national institution—the Military Academy at West Point—with the view of removing the same hindrances and remedying the same defects in the practical working of that school. That eminent military teacher and administrator, General Thayer, under whom the Academy, notwithstanding many hindrances and defects, attained its highest development, recommended the adoption of this principle at the outset of his administration, after having seen its successful operation in the military schools of France; and he has recently, after the lapse of nearly fifty years, all of them spent in actual experience or observation of the practical results of a different principle, renewed the recommendation in a communication to the Secretary of War. He has, within the present year, declared his belief that the adoption at the start, and the continuous recognition of this principle, the selection of candidates for admission on the ground of personal merit and aptitude for the special purposes of the institution, in appointments to the Military Academy, would have more than doubled its usefulness, would have avoided most of the difficulties of administration which it has encountered, would have prevented the popular prejudices which demagogues and disappointed parents and Congressmen have fostered, and would have gained for it a larger measure of the popular favor.

The Visitors of the Military Academy for 1863, in their Report to the Secretary of War, go into an extended discussion of the advantages and objections to this principle and mode of making appointments. To this document reference is made as embodying the convictions of this Board as to the probable working of the same principle in admissions to the Naval Academy.