THE NAVAL ACADEMY OF TODAY AND ITS MISSION
By Lieutenant Commander Mahlon S. Tisdale, U. S. Navy
The Mission
"To mould the material received into educated gentlemen, thoroughly indoctrinated with honor, uprightness and truth, with practical rather than academic minds, with thorough loyalty to country, with a ground work of educational fundamentals upon which experience afloat may build the finished naval officer, capable of upholding, whenever and wherever may be necessary, the honor of the United States; and withal giving due consideration that healthy minds in healthy bodies are necessities for the fulfillment of the individual missions of the graduates; and that fullest efficiency under this mission can only be attained if, through humane yet firm and just discipline, the graduates carry into the Service respect and admiration for this Academy."
The Naval Academy has passed through many physical transformations since its inception in 1845, and it requires some daring, in these days of progress, to attempt to visualize the future. But even with the reduction of armaments, it is reasonable to assume that the Naval Academy of today will be the Naval Academy of the future—for several decades at least.
In the evolution from which resulted the present Naval Academy, the greatest single increase in capacity came during the World War when the plant was increased to its present size. By duplicating the wings of Bancroft Hall, the quartering capacity was about doubled. The Hall can house, in its four wings, two thousand forty midshipmen, with two in each room. During the war the appointments were increased to five for each Congressman, with twenty for the President and one hundred for the Secretary of the Navy. As a natural result last year saw a regiment of 2,431, the largest in the history of the Academy. There are 2,396 at present.
Such regiments are too large. They necessitate berthing three midshipmen each in some of the old "Youngster" rooms, and as many as four in some of the "first class suites." Manifestly such crowding, though necessary in but a small percentage of cases, is unsatisfactory. Last year a bill was introduced in Congress to reduce the number of appointments to two for each member of Congress, and proportional reductions among the other appointing powers. This bill has not become law. A happier choice in reducing would be four. There are several good reasons for not reducing below that number. Such a drop would furnish a regiment of about two thousand which would permit the existing plant to be run at maximum efficient capacity. The attrition in commissioned personnel in these times of treaty navies is high. This year it may run as high as two hundred fifty. If the Service is ever to fill existing vacancies, and keep step with attrition as well, we will need about four hundred graduates each year for some years to come. Further, by graduating more than are needed for the Service, the navy can select only the more apt for commissions. Perhaps the Government cannot afford to run the Academy at a maximum, solely to permit choosing the graduates, but there is another side.
The graduates who are returned to civil life will be the nucleus of the finest sort of a reserve. The opportunity for an education will be granted to many young men who might be denied an education otherwise. Four years here cannot fail to instill much Americanism, as well as good character, into the graduates. They will be returned to civil life better citizens in every way. The overhead expense increases only moderately per capita, with a regiment of two thousand, as opposed to one of fifteen hundred. Naturally the pay and the cost of the rations depend directly upon the number of midshipmen. The money could be spent much more unwisely.
These reasons are sound, and contain most of the arguments customarily advanced. Little opposition to them has developed, and there has been no refutation. The Government has many farms for moulding and developing live stock. Surely a school for the moulding of humans into good citizens is a wise investment.
As has obtained for years, the midshipmen are drawn from all walks of life. Yet even the poorest judge of character cannot fail to see that the average candidate compares most unfavorably with the average first-class man.
Recent years have witnessed an increasing interest in what one might call practical or applied psychology. The war focused thought on this feature of leadership. No officer will deny that the ability to lead men is an essential characteristic of a good officer. Yet for years each coming generation has had little guidance in this regard. For our particular form of career, we have had instilled all sorts of knowledge about all sorts of machines, except the human machine. And without the human machine, of what avail are all of the others?
The press of war saw all kinds of men commissioned. Some with previous experience as executives, but more without it, became officers. These men, fired by the enthusiasm of war, patriotism, and personal ambition, sought written guidance—only to find that in the Service experience is, in truth, not only the best teacher, but virtually the only teacher. Training had to be conducted largely by word of mouth and by example. There were plenty of excellent works on war and similar subjects, but few on the fundamentals of leadership. All of this brought the realization that the graduates of the Academy were being sent into the Service, with possibly the essentials of command indoctrinated into them, but with little tangible advice or instruction in those practical methods, which the experience of generations had shown to be best suited to the situations a junior officer encounters afloat.
It is perhaps true that leaders are born and not made. But there are various degrees of skill among leaders. The Napoleons may perhaps have the God-given gift, but we cannot all be Napoleons. Nor can we wait for the presentation of the gift. Few there are who have it. Yet the rest of us must struggle along as best we can. We are in a career which is primarily one of leadership. The Service standards are of the highest. To meet this situation, a course in leadership has been introduced into the Naval Academy curriculum. And for the same reason, the mission of the academy has been reduced to writing, in the belief that a visible mission will crystallize thought on those features of the academic life which have the greatest bearing in fitting men to command.
Recent developments in warfare such as aviation, gas, radio, and communications have demanded, or are demanding, a place in the curriculum. But it is difficult to find the necessary time. The pace is already fast. The departments have been re-working their respective courses, cutting and pruning where possible, to make room for the newer subjects. The mission is to teach fundamentals, which grants plenty of authority for cutting—but there is much that cannot be cut. The new developments have caused no reduction in the importance of the old subjects. Most of them are in the line of additional information required of the naval officer, rather than a replacing of the old knowledge. Radio, for example, is of a continually increasing importance, but it does not relieve the officer of today from having a knowledge of signals.
To meet this difficulty, there appear to be only two courses open. Either we must come to the five-year course, or the entrance requirements must be so increased that a candidate will have had one year of college work prior to admission. The latter plan seems impracticable for several reasons. It would increase the age of admission, even though the actual requirements might remain unchanged. It would prevent many worthy young men from qualifying for the academy. It would probably not meet with the approval of the Congressmen, who are privileged to appoint the candidates. The present entrance requirements have, in the press from time to time, already been classed as difficult. As a matter of fact, they are not difficult, as the results would indicate. The entrance requirements for classes entering in 1923 and subsequently, have been increased, but only up to college entrance requirements.
Now coming to the mission, it contains nothing new, but does express in black and white what the Academy is working for. This differs little from what has been taught for years, but it permits all to see at a glance what a high standard the service expects of its officers; and that, while scholarly attributes are essential, unimpeachable character is vital.
To Mould the Material Received into Educated Gentlemen, Thoroughly Indoctrinated with Honor, Uprightness and Truth
Character permeates the entire mission. I cannot better express the necessity than to quote from a letter written last year by the present Superintendent to the Secretary of the Navy:
High standards of character are vital in a military organization. Men in other walks of life may trifle with the truth in everyday affairs and suffer little as a consequence. We cannot be so tolerant. The fundamental of an officer's value to the Service is his trustworthiness.
No one in the Service can amount to much without having pride in his calling, and pride in his own particular assignment. This is one reason why the mission sets such a high standard. Men are prone to be what their superiors think they are. The mission directs the thoughts of the young gentlemen of the regiment, as well as those of the officers, toward a target. The target involves honor, uprightness, integrity, and many other essentials. As the midshipmen respond to the challenge and indulge in introspection, each will see some of the dross not visible to others, and a thoughtful consideration of self, compared to the ideal which the Academy demands, gives a determination to meet the test. When it has been met, there comes the pride of success. Custom and tradition have always held ours to be an honorable calling. Ever since there have been navies, officers and men have been proud to wear the blue. At high standard set—and met—makes for satisfaction in one's work.
Pride is allied with self respect, without which no officer or man can succeed. A midshipman's word is not questioned. He is taught that he is expected to tell the truth; that less than the truth shows him unfit; and, so far as the authorities are concerned, that what he says is the truth. This gradually cements into his character not only the habit of truth, but also pride that he is trusted, and his self respect is strengthened accordingly.
When the occasional misfit does enter, sooner or later he shows his true colors. The standard punishment for any offense of evasion of the truth, actual untruth, or other offense involving the honor of the individual or of the Service, is dismissal. The honor element of naval character must be unimpeachable.
It goes without saying that the academic course must be maintained at a high standard. There are at least two reasons for this. First, because academic education trains the mind to think, to reason logically, and to estimate correctly the countless situations which a naval officer is called upon to handle. Second—and this reason is not so widely understood—because a strenuous academic course instills a fundamental of naval character into the midshipman. This is the habit of working, and of working "on one's own." Our section room methods do not meet with the universal approval of the scholars of the country. Some of them prefer the lecture method. But there is no denying that four years spent in digging things out for one's self breeds independence, and teaches the young gentlemen of the regiment to work, and to work hard.
Marks are a necessary evil. One might almost say that they are the curse of the course. They must exist not only to stimulate effort, but to permit some sort of reasonably just arrangement of the graduates on a seniority list. Any other scheme would make the arrangement haphazard.
A primary requisite in the character of the successful naval officer is obedience. One who cannot command himself cannot command others. Hence, for four years the midshipmen are taught self-discipline. Many of the academy regulations seem unnecessary to the thoughtless. But all have a purpose. The American character is essentially one of action. This action in the younger generation is frequently without regard for the rights of others; and is all too often without regard for the consequence. In short, obedience is not one of the prominent characteristics of the average young man. No officer can be successful who is disobedient. This involves loyalty, subordination, and several of the other recognized attributes of one who would succeed. Of course the primary function of most rules is for the orderly carrying out of a large and intricate organization, but regardless of the reason for the regulations, it is a fact that they do teach the novice that there are certain things that he may not do. They form the entering wedge, in the training of men for a life of self-sacrifice in duty's name. The orderly arrangement of the day teaches promptness, loyalty, attention to details, subordination to superiors, and obedience in general. An important part of the training in obedience is military drill—the so-called "drills of precision." They form the habit of obeying an order exactly, at a definite time, and without question. Infantry drill, so far as a necessity for the knowledge of the subject is concerned, is not as important as is gun drill. But as a moulder of character, its value is incomparably greater.
Another important point now receiving much attention is how best to stimulate the efforts of the midshipmen. Every regiment has had a minority who shout vociferously that all they want is a "little old two-five." While this claim is most often made by those incapable of garnering more, such statements to a certain extent are harmful to the rest. Most of us feel a wish that we could do it over again, and the feeling always carries the mental qualification that "I could pull my class standing up, now that I realize what standing means." In other words each of us has admitted, at least to himself, that his present standing does not represent his best effort. The word "greaser" still carries the old stigma, and the midshipmen of today are no different from those of yesterday. To urge the regiment to greater effort, the attention of all hands was called to the value of class standing, and its importance in their career. Forming the habit of doing one's best is much more far-reaching than simple class standing; for learning to do one's best, on all occasions, is a fundamental of naval character.
In a further attempt to stimulate effort along those lines an order was published, explaining the value of service reputation, and encouraging the midshipmen to work now toward that goal; stating that the Superintendent will place a letter of commendation on the records of "those six midshipmen who, at the end of the academic year, will have contributed most by their officer like qualities and positive characters to the development of military spirit and loyalty within the regiment."
It has been said that too many first-class men leave the Academy without having heard the sound of their own voice raised in command. The midshipmen officers received plenty of training, while the "clean sleevers" had to go on board ship into a division assignment, with no experience in command beyond handling a section during a periodic detail. To equalize the opportunities of all first-class men—for after all, our major simple mission is to command—the present system of changing the assignments each month was placed in effect. All first-class men now wear a single narrow stripe around the sleeve; and in addition, the midshipmen officers wear the appropriate number of short stripes just above the class stripe. For the last three months of the year, selections are made from the entire first class, having in mind the record of each midshipman in his previous detail. The best are selected, and they wear the appropriate insignia of rank, the customary five stripes, four stripes, etc., all the way around the sleeve, in lieu of the class stripe. Each midshipman, under this system, graduates with the experience of having commanded a squad at least. This breeds confidence, in proportion to the responsibility which the size of the command has carried. Confidence is another fundamental characteristic of the efficient officer.
As another important step toward the moulding of character, an intensive educational campaign is being conducted to counteract the ease with which lenders of money, or credit, prey upon the midshipmen. The midshipmen have been told repeatedly, both orally and in writing, of the menace carried by the debt habit. An effort has also been made to interest their parents in this feature. One large firm has voluntarily agreed to solicit no life insurance from midshipmen. A Baltimore paper has published an editorial "Rally around the Admiral," commenting favorably upon the efforts being made to stamp out the debt habit. If the midshipmen can be made to see the foolishness of spending considerable sums on "grad" terms, they will not only have avoided forming a bad habit, but will join their first ships more cheerfully than where, as formerly in some cases, a year's pay is obligated to a human vulture.
With Practical Rather Than Academic Minds
The midshipmen are taught to seek responsibility, and are given the necessary knowledge, that they may not fail to measure up. The course is essentially practical. An officer handling huge ships, big guns, intricate machinery, and high speeds, must have common sense, a quick acting mind, and the requisite knowledge.
With Thorough Loyalty to Country
Naval Tradition has an important function in developing loyalty to the Service, as well as to the Country. Young officers, though they may have unknowingly absorbed much of it, may scoff at tradition as one of the hobbies of the senile. Thinking men will admit, however, that tradition in any vocation makes for greater efficiency. The young gentlemen are at a most impressionable age, and despite the penchant that youth has for jeering at those who have gone before, it is certain that some inspiration must come from a knowledge of the successes of their predecessors in the Navy. What young man—mayhap he is studying the history of the World War—can look upon Cribble's "The Return of the Mayflower," depicting the entrance into Queenstown of our first destroyers in 1917, without a thrill of pride, and without experiencing a determination to be ready himself when duty calls?
Who of us can look upon the tablet in Memorial Hall, dedicated to those who lost their lives after a voluntary 1,500 mile voyage in an open boat, to bring succor to their comrades of the shipwrecked Saginaw, without at least wondering if we can meet the supreme test so courageously? Does not the tablet to Lieutenant Stanton F. Kalk, who surrendered his place on a life raft, after the torpedoing of the Jacob Jones in 1917, and in consequence lost his life that an enlisted man, a non-swimmer, might live, conjure up visions of a young officer meeting his Maker manfully, in accordance with "the best traditions of the Service"? And does not the gazer have inculcated just another bit of naval character, to help him in his own hour of trial, when duty will call, and when he must not be found wanting? And so on through the many books, portraits, monuments, and tablets, which the Naval Academy preserves to assist in the character moulding of its youth. A brief history of the more important memorials has been printed, and a copy has been furnished each midshipman.
With a Groundwork of Educational Fundamentals, Upon Which Experience Afloat May Build the Finished Naval Officer
The academy does not attempt to turn out finished naval officers. Without adequate experience afloat, as officers, it would be a hopeless task. This is an important point, and one often discussed in the Service. The Naval Academy turns the graduate over to the Service, for seasoning and further training in the school of experience.
That Healthy Minds in Healthy Bodies are Necessities
It is recognized that human nature contains certain unfavorable elements as well as favorable ones, and that these must be combated by physical, as well as educational, means. The body must be healthy, if the mind is to be so. The American youth is frequently equipped with a super-abundance of energy, which must be diverted into proper channels, to prevent it from flowing into mischievous—or worse—ones.
Athletics thus serve a number of purposes. Through personal association, they satisfy the gregarious instinct which demands company—that is, they prevent loneliness. Through the successes of our teams, they increase the midshipmen's pride in the Academy. They increase company, battalion, class, and Academy spirit. They fit the graduates to coach ship's athletic teams. And what is more important, the general athletic system, completely standardized, does much to keep the regiment healthy, and builds up their physiques to keep pace with their constantly developing minds. It develops also certain qualities of leadership, such as good sportsmanship, instant decision, concentration, willingness to work hard, and self denial.
If—the Graduates Carry Into the Service Respect and Admiration for this Academy
The last part of the mission opens up a wide field of opportunities for good. The nature of the life is such that there will always be a feeling of relief when the coveted diploma has at last been won. Whatever is worth having, is worth working for; but there are so many slips between the cup and the lip, that success naturally means a release from an enormous strain—hence the spirit of "Thank God we're out of the wilderness." The feeling is perfectly natural, and there is no desire to change it. The aim is rather to have that "out of the wilderness" paean mean nothing more than the lifting of the safety valve, before the graduates settle down to a life of steady steaming, with heart and mind gratefully reminiscent of Academy days.
The policy is to give the midshipmen all the authority they are capable of handling. But this authority goes hand in hand with responsibility. They are held strictly accountable for their actions. The policy is to lead, rather than to drive. They are encouraged along a road, rough going at its best, and those who fail to measure up are summarily dealt with. A year's trial of this plan is encouraging but it will require one, or perhaps two, more years to establish definitely that the system is an improvement. The system is on trial, but gives every indication of success. The regiment realizes that the effort to relieve the grayness of Academy life means that, more than ever, they must measure up or take the consequences. There has been no let-down in discipline—quite the contrary.
Graduates who love the Academy will love the Service, and will make the necessary sacrifices, when the time comes, with a smile. They will come back to the Academy as Officer-Instructors, willingly, cheerfully, even eagerly. They will teach others to love the Academy, and in not so long a time there may be a waiting list for academy duty. Officers will be fighting for the detail. Then, as now, the midshipmen will be happy, interested, thoughtful, but with a greater sympathy for the Academy and the Service. This may come with the millennium; but at least we have a target.