To further the liberal education of midshipmen and to provide the Naval service with officer translators and interpreters,” is the prescribed mission of the Department of Foreign Languages at the Naval Academy.
When garrulous U-boat captains carried on conversations in the mid-Atlantic via their “talk between ship” sets and a little later our ships or planes suddenly appeared at their secret rendezvous and depth charged them into oblivion, when talkative Vichy pilots during the North African campaign found U. S. Navy Wildcats hovering overhead as they prepared to take off, when Italian and Nazi flyers at the Sicilian and Italian landings became unpleasantly aware that the invasion forces had firsthand knowledge of their secrets, when chattering Jap pilots in the south Pacific found us fully ready and waiting for their raids, it was eloquent proof that trained interpreters at shipboard earphones were reaping the dividends of their earlier training. In this vast global war the wise commanding officer makes a careful survey of all qualified interpreters, officers and enlisted, in his ship. Whether it is an Allied or Axis tongue makes no difference. Either can be of great importance. When the situation requires instant action there is no time available to break out a dictionary and attempt to translate the jargon coming in over the phones that the communication officer has been smart enough to place on the enemy’s transmitting wave length.
With a Dutch Admiral in charge of the Allied naval forces in the Java Sea battles early in 1942 the communication between different ships was most limited and certainly unsatisfactory. No one doubts now that the engagements would have been more harmonious and satisfactory (from our point of view) if qualified interpreters had been on each ship so that a complete knowledge of all signals and communications could have been made quickly understandable to all commanding officers. Signals received during the heat of battle have to be obeyed immediately. When delay is caused by the lack of a common language the result is costly and disastrous.
The importance of a knowledge of foreign languages to the well-equipped naval officer was recognized when the Naval Academy was founded in 1845. The first language taught was French, under the charge, for the ensuing 21 years, of Professor Arsene N. Girault. In 1851 the Spanish department was started by Professor Edward A. Roget. Separate heads of language departments were maintained until 1872. Thereafter both came under the control of one person, the first being Commander Winfield Scott Schley, who later won fame in the Spanish- American War.
At that time there was nothing elective about the course, midshipmen were given two years of each language. The general result was that unless he had had previous language background the midshipman did not learn enough of either language to attain the proficiency of an interpreter and hardly that of a translator. It did, however, provide him with a certain amount of conversational versatility, a smattering of two languages.
Starting with the class of 1917 only one foreign language was given the midshipman during his four years. It was supposed to be elective. It was, but often in reverse. For instance, if a midshipman on entering showed a thorough knowledge of, say Spanish, he was quite certain to be assigned the study of French, on the theory that as long as he already had a knowledge of Spanish that was more than equivalent to what he would get at the Naval Academy, he should learn another language. It was still believed that it was better for a naval officer to know two languages fairly well than to be proficient in one. Due to our ships touching at Spanish and French speaking ports during the same cruise there was ample room for argument for this school of thought. The department was still striving for versatility in languages rather than trying to develop efficient interpreters in one language.
This line of thought maintained until the late twenties when the pendulum swung in the other direction and the definite mission of the Foreign Language Department (called Modern Language Department at that lime) became to supply officer interpreters to the naval service. Steps were inaugurated not only to select the most approved methods but to insure that all instructors used this method. The final step in the midshipman’s course was to hold interpreter and translator examinations before graduation, making a report to the Navy Department of those qualifying so that proper entry could be subsequently made in the Navy Register regarding the language qualifications of the graduates. Prior to that time officers usually became qualified interpreters or translators by writing to the Navy Department, listing their experience in the language or languages, giving perhaps their general mark while midshipmen, and requesting they be designated as translators or interpreters. Admittedly, the interpreter and translator of that day was oft-times of uncertain quality, for there was no definite check on his ability. The present examination for interpreter and translator will be discussed later.
The teaching methods have undergone many changes, the purpose being to use the most modern and those which have shown the best results. We do not claim that the present one is the best in the world and admit that there is always room for improvement. At least, all instructors now use the same method of instruction and consequently pull in the same direction. This condition did not always prevail.
The Foreign Language Department, called the “Dago” Department since its birth, has had many colorful figures within its offices. The beloved and respected “Ferdie” and the “Aristocrat” could surely be included in that group and no one doubts that they and the other gentlemen that served with them had a complete knowledge of the language they taught. The unfortunate part of it was that some members of the department did not always see eye to eye and it was difficult to find any two of them who agreed how the course should best be given the midshipmen. If any one instructor could have taken one section of midshipmen through the entire four years that section would undoubtedly have become very proficient in the language. Unfortunately this was not possible and each month every midshipman section had to become accustomed to the methods and idiosyncrasies of his new instructor. Naturally, the best results were not obtained from the course.
In the middle twenties some of the civilian instructors were released and for the first time officers from the fleet were installed in their places. In most cases the officers did not have the linguistic background of their predecessors but they did know what type of instruction they had received as midshipmen had benefited them later as officers in the fleet. They were of the unanimous opinion that a definite teaching policy should be prescribed and rigidly adhered to by all instructors, that conversation and reading aloud had to be stressed. All new ideas and recommendations were given careful consideration and when considered practicable were adopted. The Department adopted the policy of being absolutely open- minded on points of instruction.
Our ships were frequently visiting Italian and German ports, and some of the best Diesel books were written in German, so in 1930 it was decided to expand the department and teach a limited number of sections Italian and German. This proved to be so successful and popular that in 1940 when our good neighbor policy was becoming so pronounced and our ships were frequent visitors to Brazilian ports Portuguese was added to the course. When we were plunged into the second World War the growing importance of two other languages was recognized, one of an ally, Russia, the other of an enemy, Japan. In June, 1942, these two languages were added, now making seven languages taught by the Department of Foreign Languages: Spanish, French, Italian, German, Portuguese, Russian, Japanese.
When we say the language course is elective we do so with reservation. What it finally boils down to is this. After a careful analysis is made of the candidate’s linguistic, and in some cases, his scholastic background, measured with his own desires in the matter, a language is assigned him in which he is considered most likely to be successful. In the great majority of cases the candidate and the Department are of the same mind in the final choice.
Each midshipman is interviewed by a senior member of the staff of the Foreign Language Department and then is given a questionnaire to fill out. On the face of this card he is asked what language other than English he has studied, the number of years devoted to it, the name of the school he attended and its location. This latter is often of prime importance, for certain primary schools arc outstanding for their teaching of foreign languages. His next question is: “What foreign language can you understand and speak in ordinary everyday conversation?” The next is, “The Naval Academy has courses in French, Spanish, German, Portuguese, Italian, Russian, and Japanese. You will study one foreign language. After careful study of requirements listed on the reverse side, indicate your, (a) first choice, (b) second choice.” The reverse side reads as follows:
Requirements for admission to the various language groups:
Before indicating your choice of languages on the face of this card, carefully study the following requirements for admission to the various groups. The courses in the Department of Foreign Languages are designed to make the standard of difficulty the same for all languages provided that, in general, the requirements below are met.
Spanish: All those who have had no previous language study or training (or who have studied Spanish) will be assigned this language.
French: Only those who have had at least two years of high-school French or its equivalent will be permitted to study French.
German: Only those who have had at least two years of high-school German or its equivalent will be permitted to study German.
Portuguese: Those who have had one year or more of Latin, or those who do not qualify for the French and German groups may volunteer for this course.
Italian: Those who have studied Italian in school or who have learned it at home should choose Italian. Others who have had at least two years of Italian will be admitted.
Russian: Seventy-two midshipmen who have studied or spoken Polish, Czech, or other Slavic languages; or who have studied one language at least three years or two or more languages at least two years each and who have ranked high in languages will be allowed to study Russian.
Japanese: Thirty midshipmen of high general scholastic standing and marked linguistic ability, evidenced by considerable language study, should volunteer for this course.
In many cases, the choices indicated hereon may not be granted. The final assignment to a language rests upon the needs of the Academy and the Service as determined by the Head of Department.
A certain number of sections for each language is desired and naturally the above requirements cannot be rigidly adhered to. The percentages assigned to the present fourth class were as follows: Spanish, 40 per cent; French, 27.5 per cent; German, 10 per cent; Portuguese, 10 per cent; Italian, 2.5 per cent; Russian, 7 per cent; Japanese, 3 per cent.
To maintain the above percentages it sometimes becomes necessary to explore the candidate’s background more thoroughly to see if he stands a fair chance of making good in the language of his second choice. Up to date there has been no difficulty in keeping to the desired percentages.
It is recognized that a number of entering midshipmen have a very thorough knowledge of the language they are assigned while others, particularly in Spanish, have had little or no previous experience. It is obvious that if the former midshipmen were placed in sections with beginner assignments they would gain nothing from the foreign language course. With this in mind placement tests are held toward the end of plebe summer for midshipmen with previous knowledge of French, Spanish, and German. These tests or examinations make it possible for the Language Department to select the advanced or “savvy” sections, consisting of 10 sections of French, 10 sections of Spanish, and 4 of German. There are not enough sections taking other languages to justify such a division with the exception of Portuguese, but not many midshipmen have had previous training in this language. These advanced sections are then given as much additional work in the language as it is believed they can handle. From the savvy sections naturally come most of the interpreters and translators. It should be noted that if members of the savvy sections fail to live up to the requirements they arc taken out. Also midshipmen may be advanced to the savvy sections.
With the Academy course shortened to three years for the duration, the midshipman receives instruction in a foreign language only during the first two years. To compensate for its brevity every effort is made to have the course as interesting and as attractive as possible for the midshipmen not only in the classroom but through voluntary extracurricular activities.
Once the language sections enter Luce Hall where they receive instruction all orders to the sections by the leaders are given in the language they study. Visitors who happen to be near the head of the stairway on the second floor of Luce Hall when such sections are entering or exiting may well wonder if they arc at the United States Naval Academy or that of some foreign nation when they hear commands snapped out in seven different foreign languages— none in English.
These same visitors might be puzzled even more if they should roam about the huge mess hall during meal hours, for again their ears would be assailed by the same seven foreign languages coming from the lips of apparently U. S. midshipmen. Each table seats 22 midshipmen and in the mess hall we have two tables each of French, Spanish, anti German speaking midshipmen, one for each of the other languages. The occupants of these tables are strictly volunteers. Here the plebe can be heard as well as seen, for as long as he confines his talk to the foreign language of the table he may chatter away to his heart’s content without fear of upper- class displeasure. Naturally, in order to exchange gossip with his table mates, there is the incentive for him to extend his vocabulary beyond the special one given him for the foods and parts of the mess gear that lie will encounter. We believe that one’s proficiency in a language may be bettered only by its constant use and that the language tables are a painless and enjoyable avenue to that end.
Tucked away outboard of the upper reaches of Memorial Hall are the Foreign Language Club rooms, three in number, whose partitions have been removed sufficiently to make one long room. Meetings arc held in the club rooms after the evening meal on scheduled dates by each club—one for each language. On those nights the rooms are generally well filled. The attendance is purely voluntary and we endeavor to offer enough attractions to compensate the midshipmen for giving up the three-quarter- hour period from release from dinner until call to rooms for study. The Foreign Language Department officer in charge of each club usually arranges some entertainment on meeting nights which he thinks will be of interest. The rooms are provided with the latest books, magazines, and newspapers of the language concerned, easy chairs and good reading lamps arc installed, bookcases which line the walls are filled with the best books available. The entertainment varies. One night sound movies will be shown depicting native life, dances, music. Playlets are given by both the midshipmen and instructors, native songs arc learned and sung and if desired a recording is made on the Language Club machine. The South American, Mexican, and Cuban music and dances arc of course the most popular and most sought after. Only recently the Spanish Club had as a guest a well-known and beauteous Mexican dancer whose interpretations were received with so much enthusiasm that there was a great reluctance on the part of the midshipmen to answer the call to rooms.
Through the medium of a film exchange in New York modern native sound pictures are obtained. These are full-length features and are shown to midshipmen and officer audiences on Sunday afternoons. These pictures are usually of the romantic type and have actors who are often well known to the American public. The diction used by actors is believed to be of the purest and the value of such movies is obvious.
Another extracurricular activity recently inaugurated by the Foreign Language Department is after-dinner speaking. The first classman takes his regular turn at afterdinner speaking in the English Department. As a further refinement in his education he is given the opportunity not only to listen to distinguished speakers in the language lie has been studying but to test out his own knowledge of it by delivering a short talk to an audience. Midshipmen from all classes take part in this activity. Distinguished members from embassies arc the guest speakers on nights when Allied languages are scheduled. On Japanese or German nights officers or professors who have complete command of such languages assist.
To quote an old adage, “the proof of the pudding is in the eating,” we feel that proof of the value of the Foreign Language Department is the increasing number and quality of interpreters being turned out each year and the desire for increasing numbers of qualified officer interpreters on foreign shore assignments and on board not only our ships but those of our French and Italian allies.
Formerly during the fall months a notice was sent to the First Class that Interpreter and Translator examinations would be held on a certain date in the near future and an outline was given of what would be expected of them to qualify. The examinations were held not only for the languages taught at the Naval Academy but for any other foreign language in which the midshipman felt he was qualified. Most outside languages can be taken care of by officers in the Department. If necessary, outside help is called in, but so far such help has not been sought outside the Naval Academy grounds.
This invitation to qualify as interpreters and translators is extended also to each class of Reserve Midshipmen.
Since the start of the war the number of qualifying midshipmen has steadily increased.
The class of 1943 which graduated in June, 1942, qualified as interpreters the following: Spanish 17, French 19, German 7, Italian 6, Greek 3, Czech 1, Lithuanian 1, a total of 54. As translators only: Spanish 7, French 9, German 2. Six additional third and fourth classmen were qualified as Greek interpreters. One candidate for Chinese (Mandarin) failed to get a passing mark.
The class of 1944, which graduated in June, 1943, qualified the following interpreters: Spanish 45, French 49, Italian 9, Portuguese 2, Norwegian 1, German 19, a total of 125. Those qualifying as translators only were: Spanish 32, French 40, German 15, Italian 2, a total of 89.
Starting with the class of 1945 (the present First Class) the special Translator examination was eliminated. In its place the average of the fall, winter, and spring examination marks was used. All those who made an average of 3.4 or belter were considered qualified as Translators and eligible for the oral examination for Interpreter to be held during the winter term 1943 44 (First Class Year). The fall examination of the aforementioned three exams was designed to test the midshipman in the technique of using naval phraseology and his knowledge of naval terms and expressions, correspondence forms, and various navy customs clarified in naval phraseology. Midshipmen were permitted to bring their copy of Naval Phraseology and a dictionary to the examination hall and consult them during the examination.
During the winter term 1943-44 those who qualified as translators were given the oral examination of interpreters which includes: (1) general conversation, (2) oral translation from the foreign language into English and from English into the foreign language of conversations of the examiners, based on Naval Phraseology (acting as interpreter), and (3) a three-minute impromptu speech on a designated subject.
After such an examination the future commanding officer of those qualifying can feel confident that when lie sees the designation of Interpreter in the Register alongside the name of one of his officers, that officer will actually be able to maintain the designation.
To understand a people, whether you are fighting or are allied with them, you must know their language—the equivalent of understanding how they think. The Navy Department’s recognition of this fact has become stronger with the progress of the war. In October, 1941, Japanese language schools were set up at Harvard and at the University of California and competent interpreters were turned out by the dozens. In September, 1942, the activities of these two schools were transferred to the one large school at the University of Colorado, Boulder, Colorado. An intensive Russian course was next established at Cornell. More recently language training centers have been set up in various parts of the country and it is probable that instruction will be given in the language of all the major nations we come in contact with in this vast global war.