Journal of the australian naval

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Physics and Chemistry

The report of Senior Naval Instructor F.W. Wheatley:

Electricity and Magnetism were distributed

throughout the four years instead of being

confined to one year, and Mechanics and Optics

were also divided.

The result was a marked improvement, and

now that the four years' course has been complete, all small difficulties of overlapping with other subjects have been removed, and the course runs smoothly, parallel with Mathematics. Engineering and Navigation.

The work is divided as follows: First Year — Preliminary. Standard Units, Derived Units, Introduction to Mechanics, Hydrostatics, Heat and Magnetism; Second Year — Optics, Heat. Mechanics. Magnetism; Third Year — Fnctional Electricity, Current Electricity, Mechanics, Optics, Sound; Fourth Year — Mechanics, Hydrostatics. Electricity.

The results of the year's work have shown the benefit of these alterations.'

' The Third Years' course (recalling that Chemistry was now only taught in years three and four) comprises the study of the simpler elements, leading up to Combustion. Properties of Water and Fuels, with Gas Analysis. This was followed by a simple treatment of the metallurgy of the common metals and their alloys.

During the Fourth Year, Chemical Arithmetic is introduced, and a full study of Water Analysis made. The course is completed by enough Organic Chemistry for the understanding of the composition and action of explosives.'


The other clergyman on the instructional staff. the Reverend Frederick Riley, another SNI, reported on the English teaching within the

Royal Australian Naval College

Photograph courtesy Dept. of Defence November '86. Journal ol the Australian Naval Institute — Page 65

College. It is notable that in addition to the two clergymen on the instructional staff, the College also had a chaplain, the Reverend George Chalmers who was a Methodist minister.

The report of Senior Naval Instructor, the Reverend F. Riley:

The first object of the instruction given during the past year was to enable Cadet-Midshipmen to express themselves accurately and well in their mother tongue, both in writing and speech To this end. about one-half of the hours available were given to the technical study of language, for the first two years in the form of reading, analysis, and essays, and for the senior Cadet-Midshipmen by the way of word study, paraphrase. essays, and a reasoned observation of standard passages.

Literature lessons proceeded throughout the year with all Cadet-Midshipmen, ranging from simple narrative poems for the First Year to a close reading of Shakespeare, Sheridan and Ruskin for the Third and Fourth Years.

A simple course of Lectures on the great English wnters from Chaucer to Tennyson was given to the Fourth Year, in order that Cadet-Midshipmen might learn to look upon English literature as Ihe shrine of our national ideas and traditions.'

Some time was also devoted to the development of general intelligence. "English" affords the best opportunity for broadening the views of Cadet-Midshipmen, and for keeping them abreast of current thought and movements, and responsive to the intellectual call of the day. They were therefore encouraged to express themselves in debates and speeches on matters of up-to-date importance, exclusive of party politics. They were also taught how to read and understand the articles in such magazines as the Fortnightly and Nineteenth Century.'


The report of Senior Naval Instructor L.N. Morrison:

The Cadet-Midshipmen have shown themselves keenly interested in this subject, and the Fourth Year particularly so in Nautical French. Very good progress has been made in all classes. A feature of the work in the early stages has been frequent exercises in pronunciation and reading, and. with the careful development of conversation, the majority of the Passing-Out Year have acquired a tolerable fluency of speech. They can also express themselves with reasonable accuracy in writing, and can read a French newspaper with ease.

(I will refrain from sending an untranslated copy of Le Monde to Admiral Collins.)


The report of Senior Naval Instructor, the Reverend F. Riley:

' In the First Year a course of lessons was given on English history from Roman times to the Tudor period, and in European history from the Persian invasions of Greece to the time of the Revolt of the Netherlands.

In the Second Year the course comprised a study of European history from the Barbarian Invasions to the end of the Middle Ages. English history was studied from the Stuart penod to the beginning of the nineteenth century.

Both these courses included the study of the lives of the great naval heroes and the reading of books dealing with British naval power.

The Third Year were taken through a course of modern European history, beginning with the Renaissance. Particular attention was given to the development of France and the rise of Russia and Prussia. Naval history proper was introduced by tracing briefly the beginnings of sea-power in the ancient world, noting the influence of the sea on civilisation, and the development of naval warfare.

To the Cadet-Midshipmen of the Fourth Year a course of lessons was given on the growth of the British Empire from the days of the Elizabethan adventurers to the Federation of Australia.

In Naval History a series of lectures dealt with the formation and composition of the Navy in the Tudor period, and its continued development in the seventeenth and eighteenth centuries.

In all Years, and particularly in the First and Second, considerable attention was paid to mapping,'

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