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 Magazine

Playboy’s

Samantha

March 2021
Featuring
Gigi - Lesslee & London

Michelle renee
 The players
Jeff Pobst
Deputy editor

IG: @jeffpobst

Craig Visionz
I absolutely love capturing beauty
on camera be it an awesome
landscape or a person.

Honey West
She was born in Hollywood,
california for real! yes,
Hollywood is a real place!), and
Grew up closely following the
entertainment world and the sexy,
wild people in it. she's had a blast
interviewing performers in the
adult industry, covering news,
writing reviews and much more.
General Offices: 7551 Ladywell Ct Worthington, Ohio 43085 Top Floor Magazine assumes no responsibility to return
unsolicited editorial, graphic or other material. All rights in letter and unsolicited editorial and graphic material will be
treated as unconditionally assigned for publication and copyright purposes and material will be subject to Top Floor
Magazine’s unrestricted right to edit and comment editorially. All persons were 18 years of age or older at the time of
creation of content. Records required by 2257 title 18 are maintained by the publisher at 7551 Ladywell Ct Worthington,
Ohio 43085. Top Floor Magazine and the TFM logo are marks of Top Floor Magazine. No part of this book may be
reproduced, stored in a retrieval system or transmitted in any form by any electronic, mechanical, photocopying or
recording means or otherwise without prior written permission of the Publisher. Any similarity between the people and
places in the fiction and semi-fiction in this publication and any real people and places is purely coincidental. For credits,
see the back inside page of this publication. Published in U.S.A
 Contents
19 basketball movies ii

20 The Y Factor

21 TFM Headliner

28 Jenny Talk

37 Jokes

38 Sexual Astrology

Pictorials

Model of the Month

6
Gigi

12 On the cover
22

Samantha Lesslee &

London
4 Celebrity Shout Outs

6 Model of the Month

31
Versus & Past Playmates
9
Michelle
10 Honey West Retro
Renee
18 basketball movies I
Celebrity Shoutouts!!!
They say it’s leaked or Paparazzi - We say it Publicity!

Porn star Autumn Falls posed for a stunning pictorial.

Her films are super hot also.

I’m not really sure how Victoria’s Secret plans to sell

lingerie when one of their Angels Rosie Huntington-
Whiteley keeps posing with nothing on.

Recently engaged
former Bachelor star
Lucy Aragon had a
little topless time on
the beach.

Maybe she is still

looking - I know we
are!

Former Playboy Playmate Josie Canseco flashed

her tits for her friends and fans. Thank you!
Another Random Scribd Document
with Unrelated Content
 If there were training-ships in every port of the United States for
apprentices to the sea service, and the apprentices, after being taught the
rudiments of an English education and all the seamanship that could be
taught on board of a vessel in port, were sent on long sea voyages, the
seamen of the country would soon become more elevated in character than
they are at present, and ship-owners would realize the importance of
cherishing and protecting a valuable class of our countrymen who are now
left to the tender mercies of hard-hearted landlords, crimps, and runners.
It is a great mistake to suppose that steam vessels can be managed well
by landsmen at sea. The terrible shipwrecks, loss of numbers of individuals,
and of millions of dollars’ worth of property annually on the ocean, is in the
main attributable to bad management, ignorance, and want of experience
of those in charge of the vessels. It is as necessary that sea steamers
should be officered and manned by expert seamen as it was in former times
for clipper and other sailing vessels. A good knowledge of seamanship is
only to be acquired by a long apprenticeship; nor does the ability to
navigate a vessel from one port to another make a man a seaman. There is
no vocation, profession, or calling which requires a more varied knowledge
and a greater experience than that of an expert seaman. It is not sufficient
that he should know how to knot and splice a rope, to reef and furl a sail,
to take his trick at the helm, or to give correct soundings in heaving the
lead. He must be a good judge of the appearances of the weather, know
how to lay his vessel to and under what canvas for safety, on what tack to
put his vessel to avoid the strength of the approaching gale or hurricane,
when to run and when to lie to, and he must be fertile in resources to save
his vessel in case of danger or disaster at sea. The expert seaman is a man
full of resources, and ever ready to turn his knowledge and experience to
good account; but such is not the estimate of him by those who only know
him as an outcast of society, without friends and without influence.
As education and careful training elevate those who are engaged in the
different pursuits on shore, the same means, if judiciously employed, will
elevate and make useful and respectable in their sphere that much
neglected and greatly oppressed class of our fellow-citizens—the American
sailor.

Navigation Schools for the Mercantile Marine.

Whatever may be the success of still another trial of the
apprentice system to secure a supply of trained seamen for the
Navy, the experience of all other countries is decidedly in favor of a
liberal system of Navigation Schools, as well as an efficient system of
registration, examination, and certificates of competency and of
service, administered under national inspection and with pecuniary
aid, and under the local management of merchants, ship-owners,
and underwriters, for the commercial marine.

GENERAL REVIEW OF MILITARY

EDUCATION

I. NAVAL SCHOOLS AND EDUCATION.

We can not better introduce the conclusions to which this study of

the subject has brought us, than by giving a few extracts from the
many communications, which the recent agitation of naval education
in England has elicited.

Proposed Improvements in Naval Education in England.

In 1869, the alternative was offered, on their own petition, to the
2,710 disabled seamen, who resided in the truly magnificent Hospital
at Greenwich, on the Thames, which the national gratitude had set
apart for their accommodation, when no longer able from wounds,
age, or other infirmities to serve under “the meteor flag” of England
—to continue there at the expense of the government, or draw their
pensions and spend it in their own way, among their friends in their
old homes, or wherever they fancied; only 31 elected to remain—
and these were too feeble to leave, or had outlived their friends. The
old Hospital infirmary, a large detached building, was granted by the
Admiralty to the Seamen’s Hospital Society for the benefit of the
mercantile marine; but the bulk of that immense pile—which is
covered in by seven acres of roof, and whose domes and colonnades
were designed by Sir Christopher Wren, and erected at a cost, from
first to last, of not less than a million sterling—full of historic
associations as the birthplace of Queen Elizabeth, and the residence
of two dynasties of English kings, and the greater Lord Protector
Oliver Cromwell, and for two centuries the home of the British Navy
—for nearly two years has stood vacant. The Times, in an editorial of
September 13, 1871, renews a suggestion made at the time the
system of out pensions was under discussion, to continue its use for
the Navy.
It is almost two years since we hazarded the suggestion that it should be
converted into a Naval University. We used the term “University” in the
sense of a collective institution, embracing several separate Colleges
adapted to a similar purpose. We pointed out how inadequate in extent and
in range of education is the present Royal Naval College at Portsmouth, the
only institution we possess for supplying to Naval Officers what is termed a
“higher education.” We also reminded our readers that the education of our
Naval Cadets between the ages of 12 and 14 is now carried on in a School-
ship, which, from the nature of things, must have many disadvantages in
comparison with a building of ample space on the brink of a great river and
on the border of a Royal Park. We showed that there was already a great
Charity-School in the rear of the Hospital, and supported by its funds, for
the gratuitous education of 800 children of poor sailors; and we reckoned
that the Hospital would still supply ample accommodation for a scheme,
suggested to us on high authority, for furnishing at cost price to the
children of seamen of all grades in the Navy and Commercial Marine, an
education in English, French, the elements of science, and the ordinary
rudiments of instruction.
In the year 1870 the Admiralty appointed a committee on “the Higher
Education of Naval Officers,” and directed them to consider whether it was
desirable to limit the place of study to the College at Portsmouth, or
whether the vacant buildings at Greenwich could be utilized for the
purposes of education. The reported evidence of the Committee revealed a
lamentable want of scientific knowledge in the naval profession. The
witnesses were agreed in stating that few half-pay Officers had knowledge
enough to study with advantage after the age of 30, and that few could,
with advantage to the service and themselves, be spared to study before
the age of 30. It was stated by the Mathematical Master that Commanders
and Captains come to the College very badly prepared, and that “some
come who are unable to work a decimal fraction.” They come, as the
College is now organized, exclusively for scientific study, in which
Mathematics are a necessity, and yet are destitute of the most elementary
preparation. Of course there are a few brilliant exceptions, but the scientific
attainments of the profession as a body appear to be deplorably low.
 In preparing a scheme for the improvement of what is so modestly
termed “the higher education” of Naval Officers, the Committee proposed to
add to the voluntary subjects of study a considerable number of practical
pursuits. They proposed, under the advice of the late Chief Constructor of
the Navy, to add both a short and a long course in Naval Architecture, in
which there is at present absolutely no instruction given to Naval Officers.
Such an education was supplied between the years 1806 and 1821, but
since the latter year it has been altogether ignored and discouraged. It
would require considerable space for the exhibition of models, and no
sufficient room exists for it in the present College in Portsmouth Dockyard.
The Committee proposed to furnish instruction, as now, in Steam,
Mathematics, Nautical Astronomy, and Field Fortification, but to add
facilities for the study of Languages, Chemistry, including Metallurgy,
Geology, Mineralogy, and Naval Tactics. The want of a knowledge of
languages in the British Navy was signally illustrated on a somewhat recent
occasion, when the French iron-clad fleet visited Spithead, and upon our
Admiral signalling for all officers who could speak French to come on board
the Flagship, only one officer in the Channel Fleet was able to respond to
the summons. The want of a scientific knowledge of the principles of naval
architecture has prevented of late many skilled seamen of the Royal Navy
from contributing useful and practicable suggestions to the discussions on
our ironclad ship-building. The Committee seem to have thought that it
would not be practicable to make a year’s study in the Naval College in
peace time compulsory for every sub-lieutenant, though distinguished
officers, like Admiral Sir Alexander Milne, gave evidence in favor of it. But,
apart from this abundant source for supplying students, it was anticipated
that an extension of the education would attract a large increase of
scholars; and on general grounds, quite distinct from the accommodation,
one-half of the Committee, including the Director of Naval Education, were
strongly in favor of establishing the College at Greenwich. Fortified by this
concurrence of authority, we recommend again to the consideration of the
Government the scheme of a Naval University as the best mode of
repeopling that ancient and now vacant Hospital.
This “leader” of the Times was followed in the issue for Sept. 20,
by a communication from the eminent ship-builder E. J. Reed, who
was for several years at the head of the Department of Naval
Construction—with reasons for immediately widening and raising the
education of naval officers of all classes.
The absence of everything like a comprehensive organization for
imparting to them the knowledge necessary in these days is truly
deplorable, and is made the more so by the very fact that our officers are
 themselves well aware of the extreme defectiveness of their training in
many branches of knowledge which would be most valuable to them, and
exhibit the strongest desire to supplement that training by every available
means. I have had many occasions of observing this during the last few
years; not the least striking of them being the publication of my book on
Shipbuilding in Iron and Steel, which, although a purely technical and
professional book, was eagerly procured and studied by a very large
number of naval officers, who, as you justly state, are now left absolutely
without any official instruction in naval architecture. When in Russia this
year I found elaborate means and appliances for instructing young officers
in all the great features of practical shipbuilding, as well as in the general
principles of naval design, and I had the opportunity of examining a large
model of an iron-clad ship which was being constructed by these young
naval officers; while the shipbuilding and engineering officers of the Russian
service have one entire side of the vast building which accommodates the
Admiralty branches, wholly devoted to their instruction. I have not yet seen
the naval training schools of Germany, but I have had several opportunities
of conferring on shipbuilding questions with the naval officers of that
country, and I can state with perfect confidence that they possess a most
intimate acquaintance with even the latest methods of naval design and
construction, and obviously have had a careful training in the principles of
naval architecture and the details of shipbuilding. How much this training
contributes to the efficiency of naval commanders and other officers I need
not say.
Mr. Reed dwells on the total absence of even an attempt to
instruct naval officers of all ranks in the department of construction.
Even our warrant officers, the “carpenters” of the Navy, whose duty it is
to keep our Navy in repair at sea, and to take instant measures for saving
our ships from the effects of injuries sustained by collisions, groundings, or
during action—even these officers are subjected to no special and
organized training whatever, and are often put on board ship, in responsible
charge of the repairing staff, without any knowledge whatever of the
construction of their vessel.
I knew so well that the whole class of naval “carpenters” have for years
been anxious to obtain a better training for their very responsible duty, that
I made a vigorous effort to be allowed to organize a system by which every
carpenter of the service should be carefully instructed in iron shipbuilding,
and as carefully selected for particular ships on account of his fitness for
the duty; but some tradition about warrant officers being “executive
officers,” and therefore not under the Chief Constructor of the Navy, and
also, I fear, some jealousy of the patronage of such appointments passing
into new hands, effectually barred my progress, and imposed conditions
under which it was not possible to give effect to my wishes.
I do not think I shall go beyond the truth if I say that other warrant
officers are as deficient of suitable training as carpenters. I have certainly
known of more than one instance in which the machinery by which our
great modern guns are worked at sea has been so imperfectly understood
that the “breaks” which are intended to control them have been “greased;”
and no doubt a war would develope sad consequences of the enforced
ignorance of our gunners.
But let it not be supposed that I advocate the instruction of warrant
officers alone in the principles and practice of shipbuilding; it is in my
judgment pressingly desirable that the whole class of executive officers
should be afforded a certain amount of training in these subjects, and a far
ampler training than they now receive in many other subjects also. The
Navy suffers very much, even in peace times, from the want of a more
liberal training on the part of its officers, as they themselves well know; and
I am thoroughly persuaded that in a time of war we shall have to make
great sacrifices on account of our neglect in this respect. Many unwise
things are done, and many unwise reports are written, because of the want
of fuller scientific and technical information on the part of naval officers;
and I do not hesitate to say that during my tenure of the Chief
Constructorship serious evils arose in my own department from the outside
pressure of the uninformed.
Mr. Reed would locate the Naval University at Greenwich.
Such a University must almost of a necessity be metropolitan. All the
provincial Government Schools of Naval Architecture in this country have
failed, and always must fail, because the metropolis alone can supply the
necessary professors for class education chiefly of a scientific character;
and the same is even more true of the present case. All the civil members
of the late Admiralty Committee on the higher education of naval officers
concurred in this view, none more strongly, I believe, than the present
Director of Admiralty Education, Dr. Joseph Woolley, who is undoubtedly at
once the most experienced and most enlightened authority alive as regards
all questions of naval training. And there is this very strong further reason
for making this University metropolitan—viz., that one of the most fruitful
and valuable results to be anticipated from a more liberal and enlarged
education of our naval officers is the release of the service from those
thousand and one Old World prejudices which cramp the action and spirit of
the service in these modern days, when other nations are bringing their
most free and cultivated minds to bear upon naval warfare; and to found a
University in a port where the present traditions and habits of thought of
 the service have the greatest force, would be to place a fatal stumbling
block at the very threshold of the work; and if the metropolis is to be the
home of the University there can not be a doubt about the superior
eligibility of Greenwich. There the magnificent college already stands, with
its empty halls, inviting the Government to devote them to some great
national and naval object. It is within easy reach of London, professors and
teachers; it is in the neighborhood of great shipbuilding and marine engine-
making establishments, and also of Chatham Dockyard. It is on the banks
of our noblest river, and on the verge of the open country, so that every
form of healthful recreation would be available for the students. It also
affords ample internal space for all those laboratories, model rooms, lecture
rooms, and other apartments, which could only be secured on a sufficient
scale at a seaport by a large outlay of money. And, above all, it affords the
readiest, as well as the best, means of entering upon a much too long-
neglected undertaking.
In the same issue (Sept. 20), the Times had a leader on the
subject, from which we take a few paragraphs.
It is certainly discouraging for a nation which has hitherto held, and
which means to keep, the first place in the world as a naval Power to find
that in systematic training Russia and Germany are dangerously surpassing
us. No doubt in the raw material of a navy we can compete fearlessly with
any country on the face of the earth; our sailors can not be matched for
enterprise, resolution, and discipline, nor can our captains, in spite of some
late disasters, be out-sailed or out-manœuvred by any who sail under
foreign flags. But we must not forget that war on the seas, like war on land,
is year by year becoming more and more a scientific pursuit. Our
magnificent iron-clad fleet, in which Mr. Reed feels justly a parental interest,
is too precious a possession to be intrusted to men who do not know how
to use so two-edged an instrument. But how should our naval officers know
how to manage an iron-clad ship? They are taught nothing about the
construction of these triumphs of modern science; they do not, as a rule,
possess even the elementary knowledge which would enable them to
commence the study of the subject.
Whether the unequaled advantages offered by Greenwich Hospital be
turned to account or some more expensive method be adopted by a
Government which pins its credit on economy, the necessity of providing for
the education of naval officers can no longer be ignored. Not to speak of
the absolute absurdity of sending iron-clads to sea in charge of officers who
know no more of the construction of an iron-clad than they know of the
latest improvements in cotton-spinning machinery, it is obvious that a
system under which men whose business is to navigate costly vessels of
 war, are sent to their work without knowing even the elements of
mathematics, must sooner or later result in a disastrous collapse. It may be
a question whether such has not been the case already,—whether the
recent mischances in the conduct at sea of some of our finest vessels may
not be traceable to the imperfect education of the officers.
When other nations are giving their sailors scientific teaching, and when
we are expending gigantic sums on the construction of a Navy which must
be handled in accordance with scientific principles, it appears absurd, or
worse, to allow the commanders and the officers of our iron-clads to go to
sea without the slightest guarantee for their knowledge of the peculiar
conditions under which one of our modern monster ships is to be managed.
If an iron-clad happens, as we may presume, considering what has lately
happened, is not impossible, to strike upon a rock or otherwise seriously to
damage herself at a distance from home dockyards, the chances are that
no one on board, from the captain down to the carpenter, will know how to
repair the damage.
To the urgent demand for more scientific knowledge of naval
construction, Admiral Henry J. Rouse interposes a plea for more
seamanship, discipline, and education afloat. In the Times for Sept.
28, the bluff Admiral says, rather bluntly:
I was alive to the want of seamanship and to the neglect of a naval
education from the moment a midshipman left his school and was
appointed to a steamer: but I always flattered myself there was one
redeeming point—namely—gunnery—in which the officers of the present
day had a wonderful preëminence over the old school. How is the proposed
college to ameliorate this state of things? Will it make the young officers
engineers when on board ship? They are not allowed to interfere with the
engineer, who is, in fact, the commanding officer. Will warrant officers,
carpenters, and gunners, be educated there? And in answer to Mr. Reed
relying upon the carpenter in the event of a ship grounding (not an
uncommon occurrence), we look to the captain to lay out his anchors,
lighten his ship and heave her off by purchase over purchase; we do not
consult the carpenter. Mr. Reed says,—“The men who will have to design for
our Navy will never be free to design the best ships which can be provided
until an improved education of the whole naval service unbinds the hands
of the scientific servants of the Admiralty.”
Who are the scientific servants? Are the men who designed the iron-
bound monsters at the expense of half a million each; which have every
bad quality, which can neither sail, wear, nor stay better than a coal barge,
and which roll and pitch like maniacs owing to the weight of their armor,
and which are certain to founder if called upon to face a very heavy gale?
 Are the servants scientific who stow their ballast on empty cells, thereby
preventing a ship righting herself if she heels over 33 deg. under canvas,
and which makes her capsize keel uppermost, according to the simple law
of gravitation which impels the vacuum to the surface? Was the servant
scientific who reduced a ship’s ballast 300 tons, and put a corresponding
weight of iron on the upper works, boasting he had retained the same line
of immersion without calculating the loss of stability, and did not the
Admiralty listen to him like countrymen to a mountebank, and reward him
with a grant of money?
If a Greenwich College could diminish the frightful excesses and
expenditure in the last eight years in the building department, for which the
House of Commons demanded an investigation, which was checkmated by
sending a distinguished admiral to the Cape of Good Hope; if it could
instruct the scientific servants in the mysteries of their vocation, and
convert the simple landsmen in Charing-cross into naval oracles; if it could
make young officers seamen by inspiration, then I should agree with Mr.
Reed that a Greenwich College would be most desirable.
As for the junior officers nothing but a sailing ship can educate a seaman.
If a midshipman loses the precious years from 14 to 17 in a steamer he will
be too old and proud to learn his profession, and when later in life he is
sent to take command of a prize ship under canvas in war time he will look
very foolish in half a gale of wind.
If any man will take the trouble to think, he must be convinced that no
ship of any size, no armor clypei septemplicis, no guns of 25 tons can
compete with an iron-cased steam ram of about 1,200 tons, invulnerable,
bomb-proof, which would put five feet of cold steel under a ship’s water line
going 14 miles per hour. We are now building gunboats to protect the
coast. One of Mr. Drake’s steam rams of about 300 tons, without a gun
mounted, would destroy a dozen of them. In the next naval action history
will be repeated. Romans, Carthagenians, and again the naves rostratæ,
alias the Steam Ram, will carry the day. It is wonderful that the Admiralty
for the last twenty years have been building their hogs in armor to defy
shot and shell, ignoring the terrible attack of this superior power. It is never
too late to mend. To save enormous sums of money and a waste of coal we
ought to pay off all our useless monsters, and during peace to commission
small ships with auxiliary screws, never to burn a coal except in a case of
necessity; and then, by keeping squadrons at sea, we might improve our
discipline, our seamanship, and esprit de corps.
The letter of Admiral Rouse was accompanied by a leader in the
Times of the same date from which we take a few paragraphs.
 The spirit of an English sailor of the old school, with his bluff, outspoken,
uncompromising detestation of change, and his unfaltering belief that all
that has been was right, is something to wonder at and even admire, if we
should not care to imitate it, in these days of perpetual motion. He has
observed, as we all have, with shame and misgiving, that while the cost of
our vast ironclad vessels of war is growing yearly greater, the officers of the
new generation who are to be intrusted with the handling of these
expensive monsters are not comparable for practical skill and shiftiness with
those of Admiral Rouse’s contemporaries who dominated the seas in sailing
frigates in the days before either steam or ship-armor was devised. In his
perception of the defects of our present system the Admiral does not stand
alone; it is condemned by the ablest officers who are now in command of
our fleets, by the eminent engineers who construct them—unfortunately,
with still more eloquent urgency by the voice of our recent naval annals.
The misadventures of the Captain, the Psyche, and the Agincourt, not to
mention less serious mishaps, have startled us all, and the seamanship of
the British Navy has come to be gravely questioned.
Let us compare Admiral Rouse’s remedy with Mr. Reed’s.
The latter is dwelling on the custom of sending young boys to sea with
necessarily imperfect training, and of promoting them to the higher grades,
though in the meantime they have had no opportunities of scientific
instruction. He asserts the consequence is that very few of the officers who
command our costly iron-clads at the present day know any thing of the
construction or the qualities of those gigantic boating masses. Admiral
Rouse admits this fully, but he superadds a charge at least as serious; he
alleges that few or none of our modern naval officers who spend the years
of their apprenticeship to the sea on board a steamer, and who “worship
the boiler whenever they are in a scrape,” do know or can know any thing
of real seamanship. Mr. Reed says that the study of the principles of
shipbuilding is unknown among the officers of our Navy, and that
accordingly, few of them can handle an iron-clad. Admiral Rouse says that
the study of the winds and waves is neglected by them, and that not many
of them can sail a frigate. Mr. Reed demands a Naval University to teach
officers the theory of navigation as applied to the vast masses of iron now
afloat under our flag. Admiral Rouse would get rid of these “useless
monsters” altogether, would, during peace, commission small “ships with
auxiliary screws,” and “never burn a coal except in case of necessity.” Here
we have the ancient and the modern spirit in contrast and juxtaposition.
The former, obstinate and often illogical, but with a certain rude and not
unjustified faith in practice, deserves our respect, for it was this spirit which
won us, in old times, our naval supremacy. The latter may be over-bold and
presumptuously contemptuous of the past and all its belongings; but it is
 the spirit of progress, and on its guidance we have to depend for the
maintenance of the renown we achieved in the earlier and darker time.
On the 20th of March, 1871, Capt. James G. Goodenough, R. N.,
read a paper before the Royal United Service Institute, on the
Preliminary Education of Naval Officers, from which we make
extracts.
I should be guilty of an absurd and forced indifference to what is passing
around me if I were not to say that an impression now exists very generally
in the service, that the views which finds most favor with regard to the
training of the officers of Her Majesty’s Navy is, that the naval officer should
be taught young; that he should be made to devote himself to the details,
and nothing but details of his profession from boyhood to youth, and from
youth to middle age, and that somewhere behind middle age and old age,
he should be deemed to be warrant, and be thrown away a pensioner on
the country’s gratitude, unfit even to have a voice in the guidance of the
affairs of the service to which he may have been an ornament. This
impression is doing much harm in all directions.
It is weakening the desire for knowledge and self-improvement in naval
officers; it is tending to narrow and circumscribe the idea of responsibility of
a naval commander for all things coming within his ken, and to lower his
conception of his own position from that of a representative of his country
in all parts of the world, an agent of her policy, and a guardian of her
commerce, to that of being a mere executing tool, whose only argument is
force.
The warning which I should give, and it contains the whole case, is this,
—that while all other circumstances of life at sea have changed
considerably in the last thirty years, the preliminary training of our officers
has not changed in its main features. It is not merely that our material,
whether in ships or guns, steamships or canvas, has changed. It is not only
that our material has become far more complicated than of yore. If that
alone were the case, the system of a former age might supplant the wants
of the day. No! the change whose bearing we have failed to acknowledge,
even though we may have perceived it, is this, that while formerly the
conduct of ships at sea, their discipline, and the handling of their material
generally, was based on the experience obtained in the practical individual
lives from early years, and on an acquaintance with external phenomena
and internal details, which were not reduced to laws or elevated into
systems; now, we do possess rules and laws, which greatly reduce the
value, if they do not quite supersede, the practical experience of a single
life. In every one of the varied practical duties of a sea officer, this is the
case, whether in navigation or in discipline, in artillery or in manœuvring;
and I say that this constitutes the great change in a sea life to which we
have made no corresponding advance. I say that although those laws and
systems exist, we still continue to let the details which they include be
painfully and only practically acquired by experience, instead of
methodically teaching the principles on which they are based.
The principles on which I consider that that education should rest are
these: First, that a distinction should be made between the period of
education and that of special training. Second, that special training should
be the business of the Government, while education should be left to the
care of the parents, at the ordinary schools of the country. Third, that the
handling of ships’ sails and boats, and the principles of command should be
methodically taught, instead of, as at present, being left to chance
observations and the accidents of service. Fourth, that the young officers
under training in schoolships should have no command, except over each
other, and should count no sea time; and that on entering the service afloat
in sea-going ships, they should become at once, in some measure,
responsible officers, though liable to future examinations, and to produce
evidence of having done work after leaving the training-ships. Fifth, that in
order to discourage cramming, all entrance examinations should be
confined, as far as possible, to the subject of study at advanced public
schools, and that every candidate should be required to bring with him
certificates of a year’s good conduct from his last school.
I wish to see a distinction made between the education and the special
training of naval officers. I do not pretend to give the precise age at which
this distinction should be made. It will necessarily differ with different boys,
and I would therefore have a two years’ limit to the age of entry instead of
one. My opinion is, that special training should begin at from 14 to 16, and
that it should be continued from that age for three years; that is, from an
average of 15 to an average of 18 in the college and sea-going training
ships.
I should wish young officers to proceed thence to the ordinary service
afloat, and after two years’ service in a sea-going ship to be admitted to
pass an examination for lieutenants.
The examination for entry, which under the system I propose, would be
at the average age of 15, should take place in November of each year, and
should be arranged, as far as possible, so as to comprise subjects which do
not require special cramming, but are taught generally in our public schools,
omitting some, such as Greek, of which no further use or notice would be
made in their future career, and substituting French, or another modern
language in lieu.
The college would then open for the cadets on the 1st of February, and
while indoor studies of navigation, nautical astronomy and modern
languages occupied the mornings, the afternoons should be devoted to
practical seamanship until the first of May, when they should embark in a
corvette, especially set apart for their instruction, until August.
During these four months they should perform every practical duty of
their profession with their own hands, under instruction, with plenty of
time, and with patient, steady instructors, and at the end of their cruise,
after an inspection by the governor of the college, they should strip and
clear their vessel before proceeding on a summer holiday.
During the cruise they should not only learn to take and work their own
observations for the position of the ship by the ordinary known methods,
but should also study the pilotage of the coast of England, whenever
visited.
After the vacation they should again rig their vessel, and until the end of
October should have instruction in rigging, masting, and so on, while the
weather permitted, as well as continuing to exercise in boats. November
and December being devoted to indoor studies and examination. This
would complete the first year of training.
The second year would begin as the first, with indoor studies in the
morning, the advanced seamanship class of the afternoon, alternating with
gunnery instruction classes until May, when the second class would embark
in a steam corvette, and in addition to the study of seamanship, as in the
first year, would join that of steam machinery. While the cruise of the first
year would have been on board a sailing corvette, and on the south coast
of England generally, that of the second year should have been extended to
the coasts of the United Kingdom and western coast of Europe; and while
the sailing corvette should be manned by steady old seamen, and no
attempt should be made at quickness of manœuvre, the steam corvette for
the second year should be manned by active young trained able seamen,
and all manœuvres should be performed together, as in actual practice in
man-of-war, the young cadets under training working a mast.
At the end of this cruise, they would not only strip their vessel, but would
also take to pieces the principal parts of the machinery, before the summer
holidays and after inspection.
On recommencement of term in October, indoor studies should again be
taken up, and the final examination for the rank of midshipmen should take
place in December, the average age of the young officers being now 17
years.
I should now reassemble the midshipmen on February 1st, either on
board the gunnery ships or in a special ship attached to the college, for a
three months’ course in practical gunnery, after being examined in which,
they should be discharged into a full-rigged, full-manned frigate for final
instruction in the duties of an officer, under selected captains, commanders,
and lieutenants. They should here alternately take the duties of officers of
tops, officers of boats, officers in charge of a particular mast, and in
rotation as officers of the watch, under the care and guidance of a
lieutenant of each watch, while lectures and exercise in manœuvres of
ships and boats, of heavy and field guns, of small-arm drills and landing
parties, should be systematically taught them. At the end of this cruise,
which should extend to the Mediterranean, an examination in seamanship
should take place, and the midshipmen would be discharged into the
service afloat, at an average age of 18 years, where they would serve as
midshipmen for one year before examination (as now) for sub-lieutenants.
Thus, the whole course of training would be two years at college, and in
training corvettes as cadets, and one year’s training in practical gunnery,
and instruction as an officer in various duties, with the rank of midshipman
performing all the duties of a subordinate officer, at the conclusion of which
an examination should take place in all the subjects of the profession,
whether at home or abroad. This preliminary education should be followed
by the modification of the navigating class, the creation of an examination
for the rank of lieutenant, and other changes in rank.

Footnotes for Part X: United States

1 The Militia System was broken up by the Volunteer System
introduced by the United States and encouraged by State Legislation, and
now (1872) even formal returns as to enrollment are not complied with
by a majority of the States.
2 Prepared by Major E. D. Mansfield, a graduate of West Point in 1819,
for Barnard’s American Journal of Education, March, 1862.
3 It is not meant to say that this subject was not mentioned before. It
was by Col. Pickering, in 1783. But whoever reads the letters and
memoirs of Washington, will see, that all the early ideas on the subject of
military education and military science were derived from the experience
of Washington.
4 The first diploma, which we suppose was a manuscript certificate,
was the one given to the then Cadet Swift, and signed by Captains
Barron and Mansfield.
5 Captain Partridge, who was a useful and energetic man, had
subsequently full opportunity of carrying out his popular views in the
military schools of Norwich and Middletown, which he founded by his
own efforts.
6 These defects and irregularities arose from not obeying the law, and
not pursuing the ideas it pointed out. The great effort of Professors
Mansfield and Ellicott, was to get the spirit of the law followed practically.
7 The Class here spoken of graduated in 1819. Of its living members,
are Henry Brewerton, late Superintendent at West Point; Edward D.
Mansfield, Commissioner of Statistics for the State of Ohio; Justin Dimmick,
late Commander of Fortress Monroe; Daniel Tyler, a distinguished
Engineer and General in the Army of the Potomac; Wm. H. Swift, a
distinguished Engineer, and President of the Illinois Canal Company;
Joshua Baker, a Civil Engineer, Judge, and Planter, in Louisiana; and Major
Turnbull, distinguished as a Topographical Engineer in the War with
Mexico.
Among the dead was George H. Whistler, the most distinguished Civil
Engineer our country has produced.
8 We use the word moral, in preference to spiritual, because, in its
comprehensive sense, including the latter; but by no means intimating,
that in this Christian country, we should make any place of education a
mere reproduction of Persian or Greek models. Our servile imitation of
the Ancients, often makes us forget that we are neither Spartans nor
Romans. The man who attempts at this day to revive the institutions of
Pagan Greece, is as false to true Philosophy, as he is to true Christianity.
9 The authorship of West Point has been quite extensive: too much so
to enumerate here. Among the works of its graduates, we may mention
the “Political Manual,” “American Education,” and Statistical Reports by
Edward D. Mansfield, the “Review of Edwards on the Will,” by A. T.
Bledsoe, and the Military Tactics of Generals McClellan, and Halleck. The
Educational Works of Mr. Mansfield have been before the public for many
years, and studied in all parts of the United States. In this class also may
be mentioned the editorial labors of some twenty of the graduates, some
of whom have had no small influence on public affairs.
10 We should not forget that a large number of West Point graduates
from the south, (Maryland, Virginia, Carolina, and Tennessee,) have
remained loyal, in spite of all the influences of social and political ties.
11 Mr. Courtnay was afterwards Professor of Philosophy and Mechanics
in the University of Virginia. There he died, lamented by all who knew
him.
12 From Instructions for government of the U.S. Military Academy,
Report of Board of Visitors for 1871, and an account by Col. McDougall in
Report of English Military Commission.
13 The duties of Inspector are now (1871) discharged directly by the
Secretary.
14 See Boynton’s “History of Military Academy at West Point,” p. 293.
15 The successful candidate, out of twenty competitors, was a member
of the Free Academy of the city of New York, and stood in scholarship
about the middle of his class.
16 Report of Col. Barry, dated September 12, 1871.
17 Although no one institution contributed so large a number of
officers to the Confederate Armies, the Military Institute at Frankfort, Ky.,
the Cadet Corps connected with the arsenals in Norfolk, Richmond, and
other Southern cities, and the State Military Institutes in Alabama and
Louisiana, furnished a large number of subordinate officers, which
facilitated the early organization of the armed forces of the South.
18 Gen. Cocke, in 1866, gave $20,000 to endow this professorship.
19 Dr. Mercer of Louisiana, made a donation of $11,800 to this chair.
20 A Cadet in the military organization of the Army denoted a junior
officer between the grade of lieutenant and sergeant, and was introduced
from the French service. An Act of Congress, passed May 7th, 1794,
provided for a Corps of Artillerists and Engineers, to consist of four
battalions, to each of which eight cadets were to be attached, and
authorized the Secretary of War to procure at the public expense the
necessary books, instruments and apparatus for the use and benefit of
said corps. In 1798, an additional regiment of Artillerists and Engineers
was raised, increasing the number of Cadets to fifty-six. In 1798, the
President was authorized to appoint four teachers of the Arts and
Sciences necessary to Artillerists and Engineers. No appointment was
made till 1801, and in 1802, the Military Academy was established at
West Point, where the corps of Engineers was directed to repair with fifty
Cadets, and the Senior Officer of the Corps was constituted
Superintendent. Col. Williams was then Senior Officer of Engineers, and
became, ex-officio, Superintendent, and continued such until 1812.
21 Captain Partridge attached much importance to pedestrian
excursions in reference both to hygenic, and educational considerations.
To these excursions he attributed his own robust health, and his familiar
knowledge of all the details of American battles. In one year, (1830,) he
made four excursions from Norwich, each occupying from four to six days
—and from one hundred and fifty to four hundred miles—the last day’s
walk generally averaging over sixty miles. He had ascended and
measured the altitude of all the highest mountain elevations in the
Northern States.
22 Miss C. E. Beecher’s “Appeal to American Women,” “Calisthenics,”
&c.
23 [We do not share this alarm, or believe that hard study, apart from
open or secret vice, has had much, if any thing, to do with such physical
deterioration as does exist.— Ed. Am. Jour. of Ed. ]
24 Aristippus.
25 Written December, 1861. Recommended by Governors Andrew and
Morgan in their messages in January.
26 Such a Manual will soon be published by J. B. Lippincott & Co.,
Philadelphia.
27 An early friend of this institution, on learning the fact stated in the
same Report of 1862, from which the above extract is taken, “that in the
course of six years one hundred and twenty-four students were turned
back to pursue a second time portions of the academic course,” and of
this number only six passed the final examination, (thereby costing the
country over $300,000 in pay, salaries, and equipment, for absolutely
nothing, and at the same time depriving the naval service of an equal
number of competent young officers,) writes to a member of this Board
as follows:—“I have had the curiosity to question fifty middies, as I
happened to meet with them, without selection, and representing
different classes in the institution and different States, as to the
circumstances of their appointment—and of these fifty, forty were the
near relations or sons of political friends of the parties making the
nominations, and five were the sons of persons in official stations at
Washington, although appointed ‘at large,’ leaving but five for selection
from other sources. In several cases the answers were significant—‘My
father had to bleed freely for my appointment.’ ‘My brother worked hard
for his election.’ ‘I had the promise of a cadetship at West Point, but as
there was no vacancy that year, I got an appointment here.’ ‘I am an
exchange. Senator —— got an appointment for Mr. C.’s nephew, and Mr.
C. nominated Senator —— friend’s son for the place.’”—[Ed. of Amer.
Journal of Education.]

Errata for Part X (United States):

Arkansas—484,167,—78 companies of State Guard,
—484,167—
was followed by the appointment of many persons from
civil life
apointment
till after the war of 1812-’15 proved his ideas to be correct
1812—’15
1 Sergeant Major, / 1 Quartermaster Sergeant.
Sergeant,
VIII. NATURAL AND EXPERIMENTAL PHILOSOPHY.
VII.
7 a.m. Parade call, 8 a.m. Guard mounting,
final . after “8 a.m.” invisible
public examination is to be held from year to year,
text has “year to / to year” at line break
the latter is given according to the Census of 1850.
final . missing or invisible
agitate the question unceasingly.”
close quote missing
We have been favored with the perusal of the
“Propositions,”
close quote missing
according to the personal merits and fitness of the
candidate.”
printed as shown: missing open quote or superfluous close quote?
the boys have not had a fair chance. This is what I want
them all to have, and especially the country. I desire that
the Academy shall begin, as it goes on, upon the
competitive principle.
printed with two lines transposed:
... the boys have
the country. I desire that the Academy shall begin, as it goes on,
upon the
not had a fair chance. This is what I want them all to have, and
 especially
competitive principle...
Let us see what is their system.
sytem
the powers and duties of the general government,
missing hyphen in “govern/ment” at line break
Surgeon—Col. R. L. Madison.
Madison,
these and the various pedestrian excursions,
pedesterain
Before your memorialist proceeds to examine the truth
exaime
the abuse of the mode of appointing Cadets
apppointing
of 5206 cadets admitted from 1842 to 1863 inclusive
page damaged: number computed from table on page 799
an amendment to the appropriation bill in 1836
apppropriation
In his general programme he includes studies
progamme
at some time or other save an army, and not let
army,”
[Footnote 23]
Ed. Am. Jour. of Ed.
all . invisible
“that the inferences drawn can not be controverted.”
close quote missing
renew his knowledge of what he had been taught.
taught.”
For the purpose of giving instruction
“For
Professor Owen has stated
“Professor
 [Footnote 25]
in their messages in January.
final . missing
impress them more strongly with its importance.
expected close quote missing
Reveille at day break, and they march by squads
Revielle
as the cadet wearies of it when the novelty is past.”
not an error: this quotation began two pages earlier
[Footnote 26]
will soon be published by J. B. Lippincott
both . missing or invisible
footnote tag missing: position conjectural
well instructed and thoroughly disciplined seamen
thoroughy
[The principal heads of expenditure ...]
Pay of Professors and Assistants
Asssistants
and no doubt a war would develope sad consequences
anomalous spelling unchanged
on the 1st of February, and while indoor studies
text has “and / and” at line break

contents by country:

France Prussia Austria Bavaria Italy Russia

Sweden Great Britain Switzerland United States

Military Education in France; Part I. of Military Schools and Courses

of Instruction in the Science and Art of War in different countries. By
Henry Barnard, LL.D., late U.S. Commissioner of Education. Pages 7
—276.
 CONTENTS.

page.

Military Schools of Special Application in France, 131

I. Artillery and Engineers’ School at Metz, 133
1. History and General Description, 137
First Artillery School in 1679 at Douai, 137
Garrison Schools in 1720, 137
Academy at La Fère in 1756, 137
First Engineer School at Mézières in 1749, 137
School at Metz in 1795, 137
2. Location, Buildings, Barracks, Riding School, 138
3. Staff of Government, 140
3. Staff of Instruction, 141
Superior Council, 141
Instructional Council, 142
Administrative “ 142
4. Subjects and Methods of Study, 142
Instruction Common to both, 143
Instruction Special to Artillery, 143
Instruction Special to Engineers, 143
Employment of time for First Year, 144
Employment of time for Second Year, 143
5. Examination and Classification, 145
Final Examination, 146
Classification of the Order of Merit, 147
6. Subsequent instruction and Employment, 148
7. Regimental Schools, 150
Appendix, 151
Regulations and Programmes of Instruction, 151
I. Police Regulations, 152
II. Regulations for Estimating the value of Work
Executed, 151
III. Programme of Artillery Course, 156
Introduction—1. Effects of Powder, 158
2. Projectiles, 159
3. Motion of Carriages, 160
Second Part—Section 1. Small Army, 161
Section 2. Projectiles and Cannon, 162
Section 3. War and Signal Rockets, 164
Section 4. Carriages, 166
Section 5. Artillery Force, 165
Section 6. Construction of Carriages, 166
Third Part—Effects of Projectiles, 167
Fourth Part—Trace and Construction of Batteries, 168
Fifth Part—Section 1. Organization and Service of
Artillery, 179
Section 2. Artillery in the Field, 170
Section 3. Artillery in the Attack and
Defense, 170
Section 4. Artillery in the Sham Siege, 174
Recapitulative Tables, 180
IV. Course on Military Art and Field Fortification, 181
I. Lectures, 181
1. Historical Notices of the Organization of
Armies, 181
2. Tactics, 182
3. Castrametation, 182
4. Field Fortification, 182
 5. Military Communications, 184
6. Strategy, 184
II. Works of Application, 184
Recapitulations, 189
V. Permanent Fortifications and Attack and Defense of
Places, 190
VI. Course of Topography, 194
1. Topographical Drawing, 194
2. Topographical Surveying, 194
VII. Course of Geodesy and Dialling, 197
1. Special for Engineers, 197
2. Common to Engineers and Artillery, 198
VIII. Course of Sciences applied to Military Arts, 200
1. Geology, 200
2. Working in Iron, 200
3. Application of the Working of Iron, 201
4. Manufacture of Small Arms, 201
5. Manufacture of Ordnance, 201
6. Manufacture of Powder, 201
7. Pyrotechny, 201
Works of Application, Samples of Minerals, Geological
Exercises, Molding, Chemical Compounds, 202
Practical Instructions on Munitions and Fireworks, 203
IX. Course of Applied Mechanics, 205
1. General Principles, 205
2. Motion of Machines, 205
3. Resistance of Materials, 205
4. Working Machines, 206
5. Explanations and Works of Application, 207
X. Course of Construction, 208
1. Elements of Masonry, 208
 2. Architecture of Military Building, 209
3. Resistance of Material, 210
4. Hydraulic Construction, 210
Works of Application, 215
XI. Course in the German Language, 214
XII. Programme of Sham Siege, 217
Preliminary Measures and Lectures, 217
Composition of the Personnel, 218
Conferences, 218
Tracing of the Work, 219
Memoir and Sketch, 219
XIII. Course on the Veterinary Art, 220
Interior of the Horse, 220
Exterior of the Horse 220
Health of the Horse 220
II. Regimental Artillery and Engineers’ Schools, 221
1. Artillery Regimental Schools, 221
Design, 221
Staff, 221
Instruction, 221
Theoretical—Practical—Special, 221
2. Engineer and Regimental Schools, 223
Staff’s, 223
Instruction—kinds, 223
Courses, 224
III. The Infantry and Cavalry School at St. Cyr, 225
History and General Description, 225
Origin, 225
General Description, 226
Staff of Government and Instructions, 228
 Buildings, 229
Daily Routine, 231
Course of Study, 235
Examinations, 238
Co-efficients of Influence, 238
Classification in Order of Merit, 239
Choice of Service, 240
IV. The Cavalry School of Application at Saumur, 241
Design, 241
Staff, 241
Instruction, 241
Pupils, 242
Text-books and Recitations, 243
Veterinary Instructions, 243
Hippology, 244
The Model Stud, 244
Breaking Young Horses, 244
School of Farriers, 244
V. The Staff School at Paris, 245
1. Duties of the French Staff, 245
The War Dépot, 246
The Staff Corps, 246
2. Buildings and Establishment, 248
3. Staff of Government and Instruction, 248
4. Conditions of Admission, 249
Entrance Examination, 250
Studies, 250
Daily Routine, 251
Examinations, 253
Co-efficients of Influence, 253
 Examination before Consulting Committee, 256
VI. The Military Orphan-School at La Fleche, 257
Juvenile and Privileged School, 257
Course of Instruction, 257
Staff of Government and Instruction, 257
Yearly Charge, 257
Courses, 258
Examination, 258
Inspection, 258
VII. The School of Musketry at Vincennes, 259
Origin, 259
Staff, 259
Course of Instruction, 260
VIII. The Military and Naval School of Medicine and Pharmacy, 261
1. Military School of Medicine at Paris, 261
2. Naval Schools of Medicine at Brest, Toulon, and Rochefort, 262
IX. The Naval School at Brest, 263
Examination for Admission, 263
Course of Instruction, 264
X. The Military Gymnastic School at Vincennes, 265
1. Elementary Gymnastics, 265
Classification, 265
Spirit and Method of Teaching, 266
Learning to March, 266
Gymnastic Chain, 266
Pyrrhic Exercise, 267
Equilibrium: Wrestling, 268
Traction, 268
2. Applied Gymnastics, 269
Leaping, 270
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