the rudiments only of the education which is requisite to make a useful officer, and having acquired a smattering of seamanship-that is to say, a fair knowledge of rigging, and some acquaintance with boatmanagement-but with a complete ignorance of everything concerning the actual working of a ship at sea. And it is not improbable that he has never in his life been on board a vessel under way. Entered, then, as an officer of the Navy, and embarked on board a sea-going ship, he has first the various stages of sea-sickness to undergo, and then the mysterious process of " getting his sea-legs" to go through, during which time, it may easily be imagined, he is not only utterly useless on board, but not a little in the way. When he has passed through his novitiate, and has begun to feel at home on the deck of a ship at sea, he finds himself in the somewhat anomalous position of an officer and a schoolboy combined. His education has still to be carried on-as best it may under the difficulties we have before described-for he sees a series of examinations looming in the future; and at the same time he finds himself placed in responsible positions to govern and direct grown-up men in matters of which he is, in comparison with them, wholly ignorant. The consequence is, that the actual authority rests with the petty officer; the quasisuperior being only too glad to avail himself of his subordinate's better experience, and thus he contents himself with echoing his directions. On the other hand, if he be a vain and headstrong lad, or is impressed with high notions of his dignity as an officer, he attempts to carry out his own view of matters, and either mischievous consequences ensue from his ignorance, or else his orders are disregarded, and a breach of discipline is the result. For, putting aside the youngster's utter inexperience in professional matters, his extreme youth renders him quite unfit for command; and it requires an amount of self-control and rigid habit of discipline

such as is only to be met with amongst the very best men of a ship's company, to insure his being treated with the respect due to his position as an officer. It often happens that a youngster is afraid to report the men in cases of misconduct, and thus many offences occur, and are passed over unnoticed, which are extremely prejudicial to the discipline of the ship. This produces its effects in fostering habits of insubordination among the ill-disposed of the crew, and the result is that the punishmentreturns are thereby increased, to the bitter mortification of the captain and first-lieutenant. For it is well known that a great part of the offences against discipline, both in the army and navy, arise from the ignorance, want of judgment, or the faults of those in authority. This, then, is a strong argument against the system of schoolboy officers. No doubt the evils we have pointed out are less serious than they were before the trainingship was established, but they still exist, and can only be eradicated by a further change of system.

After the first year or two of service the midshipman begins to be of some account in the ship. He has now become quite habituated to a sea life, and has gained sufficient knowledge and experience to enable him to be of some use; moreover, he has acquired a certain amount of self-confidence, which, with his advance in age, causes him to feel and act more as an officer. He thus gradually becomes valuable to his profession; but it is very clear that while in this chrysalis state he had better have occupied some other position than that of an officer-as well for his own advantage as for the benefit of the service.

In no other nation in + does this system of cers exist. In are received trainin

The staff of officers and professors in the establishment is much larger than ours, and the scheme of instruction is more comprehensive. There is a steam and a sailing corvette attached to the training-ship, in which the cadets take cruises during the summer months; and after leaving the training-ship they must complete their education by a probationary cruise of one year in a regular man-of-war, before they receive their commission as an officer. In every other maritime country on both sides of the Atlantic the cadets are educated in a naval college for periods varying from two to three years, and spend the summer months at sea in small vessels attached to the College for that special purpose. They are thus instructed in the various branches of learning which the peculiar nature of their future profession requires, and they gain a thorough practical knowledge of the rudiments of that profession, so that on joining the service they at once take their position as trained officers. It will be seen that the French system is the most nearly akin to ours; nevertheless, the general opinion amongst English naval officers seems to be in favour of a college, with training-vessels for summer cruising.

A plan which has been likewise suggested, and which has, as will be seen, great advantages, is as follows:-The educational course to take place entirely on board seagoing training-ships, and to extend over a period of three years, the age of entry being, as at present, from twelve to fourteen, with the same examination. One trainingship to leave England each year with the whole number of cadets entered for that year, and the vessel to sail for a voyage round the world. The vessels to be built for the purpose; to be roomy frigates, as lightly rigged as possible, with auxiliary steam-power, and only a few guns for exercising purposes. The captains would, of course, be chosen for special qualifications for this responsible position, and the

officers and crew, who should be sufficient only to handle the ship properly, would be likewise carefully selected; some encouragement, such as additional pay, being offered so as to induce good officers to volunteer for this service. A competent and sufficient staff of professors and masters-for which many of the present naval instructors would be qualified-to be embarked on board each vessel; the plan of instruction being of course the same in each ship. During their three years' cruise the training - ships would visit every part of the world, avoiding unhealthy places and extremes of climate, timing their visit to each country as far as possible so as to take advantage of the most favourable season of the year. French, Italian, and Spanish masters might be embarked while the ship was in those stations where the respective languages prevailed; and when practicable, the cadets might be given opportunities for becoming acquainted with foreign countries by expeditions into the interior. On the return of the training-ship at the end of her three years' voyage, an examination of the cadets would take place, and those found qualified would be rated midshipmen; and, after a certain amount of leave to visit their friends, would be appointed to different ships. But in order to encourage the cadets in their studies, and as a reward for diligence and ability, it should be open to those who showed special proficiency to come forward for their examination at any time during the last year in the training - ship, provided they were not under fifteen years of age; and if they succeeded in passing the examination, they should be at once rated midshipmen, and appointed to ships on the station; only in this case, since the lad would have been already two years at least away from England, he should not be kept out for a longer additional period than could be avoided. And since a badly-disposed boy, or one of vicious habits, can do an immense amount of harm

to his companions under any circumstances-but to a much greater extent in a confined space like a ship the captain of the trainingships should be instructed to bring before the Commander-in-Chief any case where a boy, by gross misconduct, or by idle worthless habits, had shown himself unfit for the Navy, in order that he might be at once removed and sent home by the first opportunity.

By this system there would thus be one training-ship returning to England every year with her complement of lads ready to join the service as well-trained and educated and most valuable officers. They would then be from fifteen to seventeen years of age, and might be at once made commissioned officers. At all events, three years' service only as midshipmen should be required before the final examination for lieutenant, with the minimum age of nineteen as at present. This further examination, however, would scarcely be necessary after such a training as we have described.

There can be little doubt that this mode of training naval cadets, if it could be carried out, is the one calculated to produce the best officers, and therefore to bestow the greatest benefit on the service. It combines the advantages of the Naval College with those derived from going to sea at an early age; it habituates the cadet at once to the ways of a sea life, and enables him to learn every branch of his profession in actual practice, as he will experience it afterwards. Not a day passes at sea without something occurring which is worthy of note and full of instruction to the young sailor; he has constant working experience in seamanship under every varying condition; he learns at once the theory and the practice of navigation, taking observations both at sea and on shore, the rating of chronometers, and keeping a ship's reckoning. He has opportunities for gaining a knowledge of and a taste for astronomy, for familiarising himself with the various ce

lestial phenomena of every region. He learns practically the art of marine surveying, so extremely valuable to a naval officer; and indeed, in this respect, the training-ships might be turned to good account by surveying harbours which are imperfectly known. He also acquires a thorough knowledge of the physical geography of the sea-of that wonderful system of the circulation of winds and currents, of atmospheric and climatic changes, which are so closely and beautifully interwoven one with another, and which, though of paramount importance to the mariner, as well as to science in general, had been but little noticed until Fitzroy and Maury, with methodical research and inductive reasoning, had shown at once the comprehensiveness of the system, and the great value of properly understanding it. He will have made acquaintance likewise with every quarter of the globe, with foreign nations and languages, which, if circumstances should eventually prevent his following up his profession, will prove of the greatest advantage in after-life. Indeed, it is difficult to say in what situation of life such a training would not be valuable. Working aloft, rowing, swimming, fencing, the gun and small-arm drills, and gymnastics, will afford him healthy exercise; he will find opportunities at the various places he visits for riding, shooting, and fishing, as well as cricket, foot-ball, and other sports; and a well-supplied library, with chess, draughts, &c., drawing and painting, will give him plenty of employment in his leisure hours on board.

system out of working, at the very time that the demands of the service for the supply of young officers would probably be much increased. We cannot see, however, that any other objections could be raised to the above plan; yet, since the one we have pointed out is perhaps serious enough to prevent such a scheme being adopted, we must turn to some other, less open to objection, if inferior in the result producible by it.

We have seen that a College for the training of young naval officers was for more than a century in existence, and that the same principle has been revived in the Britannia, though under another form; the main cause of the several failures of the old Academy and College being, that it was only a partial system, the number of cadets trained there being limited; and there were, therefore, two distinct classes of officers in the service, those who had been educated, and those who had not. It is not likely that this error will be committed again; and the immediate re-establishment of a Royal Naval College for the training of cadets, on a scale and footing worthy of this great maritime nation, is on all sides, and among all classes of naval men, strongly urged. In the evidence taken before the Select Committee on Naval Promotion and Retirement during the last session of Parliament, very decided opinions in favour of this measure were expressed by the Duke of Somerset, and by each one of the distinguished officers who were examined upon this point. The Committee in their Report recommended the subject to the consideration of the Admiralty, it not being one which they were called upon to decide, though they intimate pretty clearly their opinion in favour of it. And indeed the Admiralty would seem to have made up their minds on the subject, for they have on several occasions announced that they contemplate establishing a College; and very probably, before these pages are published, they will have asked

Parliament for a sum of money for that purpose.

The first and one of the most important questions that arises with regard to the future Naval College is the situation of it-one most necessary condition being, that it should be near enough to a dockyard to admit of constant access. If there should be two establishments, as is recommended by some officers, then Portsmouth and Plymouth would naturally be the localities that would suggest themselves to every one; but if there should be one only, there can be scarcely a question but that Portsmouth-our greatest naval port, with its central situation and its historical associations-should be the place where our future Nelsons should be trained, if a convenient site could be found. The Isle of Wight and the banks of Southampton Water have been suggested as eligible localities; and it was said that at one time the Admiralty were in treaty for a house in Stokes Bay, near Gosport, formerly belonging to Lord Ashburton, with a view to converting that into a Naval College. Each of these situations, however, is liable to objections. It would not be easy to find a suitable site in the Isle of Wight sufficiently near Portsmouth, and land there is exceedingly valuable. Southampton Water is also too far from the dockyard, and its muddy shores are not favourable for boating or bathing. The Stokes Bay situation is likewise objectionable it is in too close a proximity to the town of Gosport, the grounds are on much too small a scale for such an establishment, and there is very little other land available. Moreover, Stokes Bay is an exposed lee-shore, and very ill adapted for boats, except in the finest summer weather.

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There is, however, a locality near Portsmouth, which is admirably suited to the purpose, and that is Hayling Island. Any quantity of land could there be obtained at a reasonable rate; it is thinly populated, being simply a congeries of farms, with one or two small ham

lets, and a sea-bathing establishment which was started there as a speculation some years ago, but which does not seem by its appearance to have been a very profitable investment as yet. The place is exceedingly healthy; the air is pure, for the sea-breezes come in straight from the English Channel; and an unlimited extent of land and common is available for recreative purposes. The beach for miles presents the greatest attractions to the bather, and Langston harbour affords a perfeet shelter from all winds, and is one of the finest places conceivable for boat-exercise. A bridge connects the island with the mainland, and a railway is in course of construction, which will join the south coast and direct Portsmouth lines at Havant, the first station out of Portsmouth, so that Hayling Island will be only two hours from London. A floating bridge would form an easy communication with Portsea Island at Fort Cumberland, where there is now a ferry, the distance from there to the dockyard being about three miles. A small steamer-which under any circumstances ought to form part of the establishment of a Naval College would take the cadets round to the dockyard in half an hour; or, when preferred, the distance would be within a walk, and the railway would be available likewise. This situation would also have the advantage of being within the range of the forts which form the defences of Portsmouth; but the principal advantage of this locality, which gives it a special merit, is, that from the peculiarity of the situation, the cadets could be easily kept clear of the dangers and temptations of a seaport town, while, at the same time, they have all the benefit of a close proximity to the dockyard. If this were to be selected as the site for the future College, it would be an excellent plan if an Act of Parliament were passed placing Hayling Island on a somewhat similar footing with regard to the Admiralty, as Oxford and Cambridge are with respect to the -University authorities; so that the

possibility of any improper people being located in the neighbourhood of the College could be prevented. We might in this respect take example from the United States; for at their celebrated Military College at West Point on the Hudson river, the whole of the immediate vicinity of the establishment is under special jurisdiction; the hotels are on the temperance principle, and no improper characters are allowed in the place; so that all that legislation can do is done to guard the morals of the students.

The age of entry into the College and the initiatory examination should be the same as at present on joining the Britannia, and as we have suggested for the sea-going training-ships. The period of training should also be three years, with the same privilege for those of marked proficiency to come forward for examination after two years, if not less than fifteen years of age. On passing out of the College, the cadets would, as in the former scheme, be immediately appointed to sea-going ships as midshipmen, in which rating they would serve three years before they would be eligible to pass for lieutenants. The course of instruction should be marked out with special reference to the requirements of the service, and should include mathematics, foreign languages, history, navigation, physical geography, drawing, marine surveying, elementary astronomy, and steam, with gunnery and the small-arm exercises. But there is one point which must be carefully attended to in framing any scheme of instruction for naval cadets, and that is, that the first object to be attained is to make them sailors. Theoretical knowledge is excellent, and indispensable in order to make accomplished officers, but it can only be valuable-either to the service or to the individual—when, as a superstructure, it rests upon a foundation of sound practical seamanship. There will, of course, be vessels attached to the College for this purpose-every naval man advocating the establishment of a College does