Screws.

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

Total.

299

203

177

383

449

617

320

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.

171

14

5

13

28

1853.

122

28

48

198

.667

1857.

30

15

24

U. S. NAVAL ACADEMY AT ANNAPOLIS.

I. HISTORICAL NOTICE.

1HE 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 accom. plished, 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 requi site for a navy officer," he repeats in his Report for 1827, "is in no respect infe rior 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.

SIR:

NAVY DEPARTMENT, August 7th, 1845.

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