superior interest can procure a boy's admission, under bond too that the Navy shall be the profession of his life; but where three years of assiduous study, if crowned with such proficiency as the subsequent examination shall consider necessary, are held equivalent to two years passed on board ship, and with four more, accordingly, spent in actual service, equally entitle the young aspirant to be put on his ultimate examination. Of these two ways, it is easy enough, at first sight, to determine which is best, and yet the difference, on examination into the entire circumstances of each, is not great, both labouring under peculiar disadvantages as complete systems of professional education.

The boy of thirteen, who is sent on board ship, is withdrawn from his early studies, while yet the only impression made by them on his mind, is that of disgust at the labour their tasks had imposed on him. He is thrown into a new world, where the greatest number of those about him are idle, and the choice spirits whom he is most likely to admire and imitate are profligate into the bargain. The schoolmaster, under whom he is required to study navigation, knows nothing probably beyond that necessary, but not exclusively necessary, science; ten to one he is not respectable in his habits, or if he is, that is, under the supposition that the chaplain unites the two charges in his own person, he is a ward room officer, moving in a different sphere from his pupils, and only seeing them at distant and uncertain intervals, while, in the meantime, a thousand claims of active duty, or of amusement under its name, press on the young midshipman's time and attention, rendering it nearly utterly impossible for him to acquire any habit of consistent application. And yet, notwithstand ing, it is very seldom that any one, thus circumstanced, grows up a complete dunce; for the situation is not, after all, without its peculiar advantages, as a school of instruction. The practical part of seamanship is even mechanically acquired, the habit of encountering difficulty and danger, and of applying a prompt and judicious remedy is early formed,-the wits are sharpened for every practical purpose, and even in the theory of navigation, first curiosity, and then

interest, on daily witnessing the most abstruse calculations applied to the most indispensible purposes of selfpreservation, readily carry a boy over the first difficulties. As his six years advance, he gradually becomes solicitous about his ensuing examination, receiving thus a further spur to exertion; and thus, although it must be confessed that, in almost every case alike, all other branches of liberal education are entirely overlooked and neglected, there are yet few or no instances in which a young man of nineteen thus educated, is not qualified to meet the ultimate scrutiny of the examining captains, on the subject of practical seamanship and navigation, a test, bý the bye, which, though once little more than matter of form, is now, by the rigour of some very recent regulations, abundantly severe.

The boy of twelve, on the other hand, who is sent to Portsmouth academy, passes through a very different probation, but reaches ultimately very nearly the same point. Taken from home at a still earlier age than the other, his habits of application are, if possible, still less confirmed; but they are soon acquired here, for the discipline is exceedingly strict, both in its letter and administration, and the attention of the young pupils is still further fixed on their tasks by a very judicious regulation, which provides, that if any of them complete the prescribed course of study within two years and a half instead of three years, and can then undergo creditably the concluding examination, these two years and a half shall reckon to them as full time. Their studies, meanwhile, consist of arithmetic in all its rules, elementary mathematics, practical geometry, and drawing, together with such notions of rigging, and other branches of practical seamanship, as the details of a dock-yard are calculated to convey, this last, however, being rather considered as the recreation than the employment of the young students. Thus far all is very well; the concluding examination is very strict, and the lad of fifteen, who has passed its ordeal, joins a ship for the first time with very decided advantages over his fellows-inferior to them only in the habitual, practical application of his learning to the purposes of his profession. Even this little obstacle in his course too is soon over

come, a very few months are sufficient to teach a sharp lad all that is necessary to be learnt in this way; and the habit of applying it comes of itself within the four years which, as has been already explained, he must yet pass in active service before coming to his ultimate examination. But unfortunately almost every other advantage is for the most part lost in the meantime. The young academicians are comparatively a very small body scarcely any two of them get together -the chances are twenty to one at least, that they do not-they are inferior in practical knowledge to their young compeers, who, on the other hand, feel their own strength on that point, and, by consequence, undervalue every other, and taunt and jeer at a proficiency which, not being their own, they affect to despise. Thus circumstanced, our young pupils yield for the most part to the tide, it would be indeed too much to expect from their years that they should very steadily set themselves in opposition to it, they first, accordingly, conceal and neglect, and then finally lose that proficiency which had been the aim and boast of their earlier years; and emulous alone of that active excellence which, as it is the most congenial to their age, so is it the most popular in their profession, they become, all of them, good practical seamen, much as those educated on board ship, but never (I intimately know and highly regard many of them, and am ignorant of one exception), never push forward to the higher branches of nautical science-never keep up more of what they once learnt even, than what is indispensably necessary to pass them as lieutenants, and to enable them to discharge the duties of the several stations in our service which they may afterwards attain *.

I positively know one instance, and perhaps it is not solitary, of a young man who passed through Portsmouth academy with the utmost credit, having been one of a very few of his year who finished the prescribed course of study in two years and a half, and who yet was rejected as incompetent when he subsequently presented himself to pass as lieutenant.-My young friend will forgive me for thus quoting him, when I add, that he was so stung by the affront, he studied day and night afterwards, and passed the immediately following month with the utmost ease. His talents had only

Such is a faithful and not overcharged picture of the several means for acquiring proficiency in professional science afforded by the existing institutions of our naval service, and of the degree in which these are for the most part improved by young officers. A single glance is sufficient to shew them to be incomplete and inadequate for their purpose, now especially when the pursuits of science are both more extensive in their own spheres, and more widely disseminated among all ranks of society than they were when these institutions were organized, and when accordingly greater opportunities for instruction are required by naval officers to enable them as well to keep pace with the improvements of science, as to retain their place relatively with those with whom they are called on to act and to associate. But there are three special points, each of great importance, in which they would appear to me most particularly deficient. In the first place, both systems of education pursued by them lead only to one common point of very moderate proficiency, the pupil of the one learning steadily up to it, impeded only by his own idle habits, and of the other learning and unlearning down to it, his first career being interrupted halfway by a sudden and entire change of object of pursuit. In the second place, the union of two systems in the same service injures the effect of both, inasmuch as it deprives the respective pupils of each of that encouragement which community of preparation and object with their compeers can alone bestow. And, lastly, neither of them afford any means or inducement to young men to pursue their studies beyond the point of moderate proficiency to which they both equally conduct, which means and inducements are accordingly altogether wanting in our service, not only to our own great loss and disgrace, but also to the detriment of the country, whom we should otherwise be enabled more effectually to ́serve.

been neutralized, only put in abeyance, by the circumstances in which he had been placed; they were, and are still equal to any exertion at which they could reasonably be tasked, and certainly much superior to the mere maintenance of acquisitions, the first difficulties of which they had readily surmounted.

There are two slight innovations, however, which it seems to me would obviate these and other imperfections in the systems in question. The first is, that three or more years spent in assiduous study at any academy' willing to accept the boon, provide the requisite masters, and bring forward accordingly boys of fifteen to a certain given point of proficiency, to be determined by a prescribed examination, shall reckon for two years of active service equally with the same time passed at Portsmouth academy; and the second, that an advanced academy be established for the Navy, similar to that possessed by the Army at High Wycombe, admission to which to be open to officers of all ranks, who may be able to procure an appointment to it, and to undergo the previous examination necessary to ascertain that candidates are qualified to follow the course of study pursued in it. Officers thus appointed to enjoy their full personal pay, the same as if they were actually serving afloat (this also being the case at High Wycombe), and to undergo another examination at the close of the prescribed course of study, be it for one, two, or more years, the successful result of which to have no other reward than the certain reputation of superior proficiency to what is commonly attained in the profession, and the recommendation for selection for special service which such reputation would confer; nor the unsuccessful to have other penalty than the general knowledge of the fact. These proposals I shall now consider in their order.

I.-It was before observed, that on a first view of the two systems of elementary naval education now pursued, it seemed very easy to determine which was the best, although on closer examination they are found of nearly equal value the one to the other; and also, that when that examination is gone through, it is not the want of opportunity for acquiring practical proficiency, although the most obviously probable blemish of that which would seem otherwise the best, which is in truth its capital defect, but, on the contrary, the comparatively small number of students brought forward under it, and their want accordingly of all community of preparation and object, with the great mass of compeers with whom they are required to begin their professional career. And that this real

ly is the state of the case was again attempted to be proved by the fact, that the boys thus educated invariably, and that too in a short time, equal their comrades in practical dexterity, at the same time that they as invariably, and in an equally short period of time, sink to their level in theoretic attainments. The first view accordingly which I now take of the first proposal in question, is, as it would apply a remedy to these disadvantages in this otherwise superior system. Multiply the number of seminaries possessed of the privilege as to service conferred on Portsmouth academy, and you immediately multiply the number of pupils brought up in the same manner-attaching a value to the same attainments-pressing forward to the same goal-keeping each other in countenance in the same studies-and emulous to set forward and increase their respective proficiency in them, not more, they will conceive, for their own honour, than for that of the seminaries whence they each come. And thus would be transferred at once to Naval education all the advantages which in classical instruction arise from the competition of the great grammar schools, Eton, Westminster, and Rugby with each other, and with inferior seminaries,-a competition which we see influence the minds of even their youngest pupils, although their pursuits are to them as dry as navigation or mathematics to a young midshipman.

In the second place, it has been often objected to the navy, as a profession, that boys intended for it are taken so soon from school, and are brought up in habits so exclusively idle, should they either become disgusted with it themselves, or have their prospects in it overcast, they have yet no alternative in their choice, they are fit for nothing else, being in want of that general preliminary education on which alone any after studies can be grafted to advantage, in whatever situation of life the student may be placed. Now this again would be obviated by the proposed measure; for the elements of general education may be bestowed within the prescribed time with ease. For this purpose indeed I would not recommend the required attainments to be too exclusively professional. I speak from an intimate knowledge of the fact when I say, that four years

spent at sea, with a good understand ing of the advantage of previous study, and the necessity of continued application, are infinitely better even for practical purposes than six idled away, as they for the most part are under existing institutions. This last observation, however, is only thrown out by the way, and as matter of opinion: I do not pretend definitively to prescribe the point at which the test for admission into the service in this way should be fixed.

Thirdly, such an innovation as is here proposed would appear peculiarly called for by the circumstances in which we are now placed as a nation, inasmuch as it would hold out that encouragement which a few revolving years of peace will make indispensably necessary, if we would keep up our stock of young officers against another war. As matters now stand, no parent in his senses would send his child to sea to have his morals compromised, his habits degraded, and himself exiled, for nothing at all, for the prospects of the navy are now indeed nothing. But if three years of assiduous application to a particular course of study, reconcilable in the main with almost every other profession as well as this, could be made synonimous with two passed on board ship, many would be induced to turn their views in this direction with little or no ultimate loss, even if disappointed.

And lastly (for I do not wish to extend these remarks unnecessarily), such a prefatory course of study, generally disseminated through the profession, would equally disseminate the thirst for higher attainments throughout its ranks. It is a trite but very true observation, that we must know a little about any matter in hand, before we can become even curious about it. If, then, the elements of natural history, mechanics, and practical astronomy, were made portions, and they certainly would be very attractive portions, of the required course, who shall say to what extent the opportunities for original observation and experiment, so amply afforded by our profession, might not be carried, even although no further steps were taken to promote the end?

II. There are four points of view, in which, as more striking, although not perhaps more important, than many

others, I shall here place the second measure proposed (viz. the establishment of a naval college, similar to that possessed by the Army at High Wycombe.) These are, as it would essentially benefit the whole profession, those members of it even who may never be able to obtain admission on the lists of the academy or college in question; as it would still more particularly benefit those who may obtain such admission; as it is called for by a due consideration for the interests of the country at large, identified as these are with the enjoyment, by the Navy, of the means of obtaining an improved education, now especially, that the sphere of practical science is become so much more extended than when the existing institutions were organized; and lastly, as it would satisfy the absolute right of the Navy itself to possess these at least equally with the sister but rival service, the Army. I proceed with the first.

The establishment of a naval academy, or rather college, similar to that possessed by the Army at High Wycombe, would benefit the service at large, those members of it even who may never obtain admission on its lists, by holding out a distinct inducement to young officers to pursue their scientific studies beyond the point indispensable to pass them as lieutenants. No one is absolutely certain of what he is capable until he tries. If, then, the qualifications for admission into the college were placed high, at the same time that it was distinctly understood that a passage through its ordeal would be a very great recommendation, there is no doubt that many would make the attempt to qualify themselves accordingly, who would fail in that attempt, but who would yet reap great and lasting benefit from having made it. That this effect, however, of the institution might have its fullest operation, it would be advisable, I think, that the test of qualification should be set very high, the higher indeed the better, so that still something striking be left to be gained by admission, were it even principally the recommendation it would bestow. By this means, mere interest without pre-eminent merit would never be able to push to honours or distinction through this avenue; and the constant vacancies on the establishment,

which, however comparatively small its scale, the mere want of qualified candidates would long occasion, would still further cheer and support patient merit in the previous toil, by the certainty of ultimately earning, if ever deserving, the reward. And here I may remark by the way, that this is, in my opinion, the only capital error in the military establishment at High Wycombe, and yet alone accounts sufficiently for the slender general effect its institution has had on the sister service. The qualification for admission to it is set a great deal too low; appointment to it is notoriously matter of mere interest, and is prepared for, accordingly, only on the spur of the moment, when success is certain.

In the second place, however, the institution in question would more particularly benefit those who may be fortunate enough to obtain admission on its lists, first, by uniting them together, and carrying them forward in their scientific studies to a point which their solitary exertions would not probably ever have attained; and next, by returning them to the active duties of their profession, not only with much higher qualifications than they before possessed, but with the advantage of having these generally known and recognised. It would carry them forward to a higher point of proficiency than any to which their solitary study could ever have attained, through means not only of the superior masters whom it would provide for their instruction, but also of the emulation which community of preparation and pursuit would excite among themselves; and it would restore them to their profession, not only with effective claims to selection for the conduct of almost any special service which might be fitting out, but with qualifications which would make a special service of almost the most ordinary routine, by the capacity they would bestow of blending scientific inquiries with every department of duty. Should any novel emergency of either attack or defence occur in the fleet in which they might be serving, with what advantages would they enter into council, with what deference would their opinions be listened to! In whatever corner of the world their lot of service might be cast, they would seize the passing or permanent phenomena of nature with

the ken of men acquainted with whatever is already known on the particular subject, and ready to notice and to reason on the peculiar variety, should any occur. Should they visit a new country for the first time, their account of it would be complete in all its parts: its capacities, natural and political, would be appreciated with judgment; and the manners, customs, and institutions, civil and religious, of its inhabitants, would be reported without exaggeration, and connected probably with the history of the species at large, by some minute analogy of practice or community of belief, the observation of which might have escaped the less gifted traveller. Or if these visions are Utopian as thus stated, and perhaps in their utmost perfection they are so, they at least indicate the direction in which the judicious outlay of a few hundred pounds annually might conduct to the improvement of a most important body of public men, as the Navy unquestionably is; and however modified by sedate judgment, will still leave enough behind to warrant the expense.

The illustration of the deep interest of the nation at large, in thus educating the great body of naval officers up to a higher point than is now deemed necessary, and some of them even up to the highest, and which illustration forms now the third point of view in which I am to consider the proposal in question, would seem, in some degree anticipated by these remarks: and indeed it is somewhat difficult to draw a distinct line between concurring interests, the qualifications thus spoken of, tending not more to call individuals into notice, than to further, by one and the same act, the service on which they are employed. There is one distinction, however, to be observ ed between the interests in question, and which best of all separates them on the present occasion. The interests of individuals are transitory, those of the state permanent. The thousands of naval officers, whose race is gone and going by, have sunk, and are now sinking to repose with each his little meed of success and fame, apportioned and appreciated according to his opportunities, not much the better nor much the worse now, however these have been. But the state in past time is the same state still, and who shall say what may not have been lost irre