Evening capital and Maryland gazette. (Annapolis, Md.) 1910-1922, 1913-01-22
THE POINT OF VIEW
OF AN UNDERGRADUATE
Midshipman Ernest G. Small u. S.
N. A. Class 1912.
TELLS OF THE NAVAL ACADEMY
Reproduction Of Story Recently
Published in U. S. Naval In-
stitule.


As an illustration of this training
and its effect, it is amusing to note
the discussions that often arise
among midshipmen as 10 the value of
Naval Academy education for en-
gineering professions. The majority
seem to think that lucrative employ
ment is bound to fall to the lot Of
any graduate OF the mere mention of
the name of his alma mater. Little
do they consider the exaetng require
ments Of modern engineering, the
long apprenticeship. and the high
degree Of specialization required.
A Il this goes for nothing. The spirit
Of do what you are told, for it can
be done, is so inbred that it complete
IN ovsrshadows the difficulties. Judg-
ing by the records of Academy gradu-
ates in civil life, the contention of
the undergraduate is probably true.
The graduate would succeed because
be simply would not fail.
Crowding is not only felt at the
Naval Academy, but elsewhere. The
alternate work week and study a
week plan, covering a course of six
years in the engineering school Of the
University of Cincinnati and the re-
quirement of bachelors degree for
admission into the engineering schools
of Columbia University are but signs
of the times. The increase of tech
meal knowledge and the glut on the
market of professional labor are per-
haps the determining factors. 1t has
been proposed to meet this require
ment of more preparation, at the
Naval Academy, by a five years
course IF instruction. The objection
to this plan is that it postpones for
a year the advent to sea, the only
place, so many authorities tell US,
where a man-of- warsman can really
learn his profession. This objection
might be overruled and the five years
course established, if there were -
other remedies at hand. But are
there not other remedies?
1t is fact that the require ments
for entrance to the Naval Academy,
when compared with those of other
scientific schools, are low. Most sci
entific schools of the caliber of the
Massachusetts Institute of Tehuol-
ogy, Stevels and the University OF
Wisconsin, require, in addition to the
Naval Academy requirements, two
foreign languages, physics, chemis
try, solid geometry, plane trigonom-
etry, more extended knowledge of
algebra. and a working acquaintance
with mechanical drawing. Why
should not the Naval Academy de-
mand as much? If the Academy is
designed to furnish an education for
youths from the entire country, from
regions where educational advant-
ages must of necessity be few. much
in the same spirit as our public
schools seem to attempt to train every
child as a potential president, of
course, the requirements cannot be
raised, but If the fact is recognized
that with the increased density of
population and its consequence keener
competition in the professions, a
larger field is open, there is no rea-
son in my mind why advantage
should not be taken of this condi-
tion to raise the requirements.
paradoxical as it may seem, /
do not believe the number Of can
didates for appointment would be
cut down, for men like to strive IN
proportion to the hardness of the
struggle. 1t may be urged against
this scheme that the age of admis-
sion to the scientific schools is
higher than that required for the
Academy. ! can speak from but a
limited knowledge on this point. The
Academy age for admission is from
is to 90 years. The authorities of
the Massachusetts, Institute of Tech
nology, an admittedly superior insti-
tuition OF its kind. recommend that
freshman be at least IL years of age.
Briefly. raising the entrance require
ments commends itself TO me as an
intensive cultivation of resources al
ready at hand.
The second remedy l would pro-
pose is to put off the fifth year urtil
the graduate has had sea experience.
Let the our years be as broad in its
course OF study as possible. Let him
90 to sea for two or three years.
There will he find himself as truly as
did that ship of Kipling's. At the
end of this period, having tested his
capabilities and found his speciality
let him take his courses in steam,
electricity, ordnance, international
law. or in whatever field his ability
lies Does not the present system
tend 10 turn out specialists in all
branches regardless of the limited
capacity Of the human machine. Is
it not true that every new advance in
the naval profession has meant an
increase in the academic working
| pressure to the end that the graduate
be familiar with every branch of a
profession which in a way is more
than an epitome of all others,
Continued.
Il