Reply Sir, - The article "Two Stripes," contributed
by " Trelwell " (The NAVAL REVIEW, February, 1950, p. 51) cries out for an
answer, and I hope that others more worthy than myself wi! supply it. May I,
however, attempt to take up the cudgels on behalf of the schoolmasters with two
stripes on their arms who come under fire in the article ? To explain my
standpoint a personal note is necessary: I wear, most proudly, the light blue
cloth between my stripes (more than two now) but I graduated to this state not
only through public school and university, but also through the lower deck and
an R.N.V.R. executive Commission. Not only did I have several years as an adult
civilian during which the Navy excited my constant interest from afar, but
also, since 1940, my experience within the Service has, by good fortune, been
fairly wide.
It is surely our task in the Service now to accept the
inevitable and adjust ourselves to the altered circumstances, rather than to
bewail the circumstances. And by adjustment I do not mean that we do nothing
about the ignorance and/or callousness attributed by "Trelwell" to the
"new-type Lieutenant," but that by practice and precept we should lead them in
the way they should go, moulding their " new" outlook into the by no means
rigid framework of Naval tradition. Despite " Trelwell's " indignant
strictures, by far the majority of these men will be found eager and willing
pupils.
Many of your readers will be aware that the Instructor Branch
underwent a radical change of constitution four years ago. The result, apparent
already and predominant very soon, will be the emergence of a completely
university-trained body of officers competent not only to undertake the highly
technical instruction required at the " departmental " training establishments
and the " bread-and-butter " work of H. E. T., E. T. 1, etc. ; but also able to
tackle the practical work of plotting and weather forecasting which increases
in importance with the rapid development of the science of modem warfare. The
qualifications of these officers are such as would enable them to obtain far
more lucrative positions as civilians. It stands to reason, therefore. that
they come into the Service for no other reason than that they want to come. On
this fact hangs the whole strength and tradition of the Navy, whether the
recruit be a milkman's boy of 14 or an honours graduate of 23, and I submit
that the latter. by virtue of his age and experience, comes in with a mature
enthusiasm which we should be wise to nurture and incredibly foolish to
despise.
The Instructor Officer comes in eager to be first and foremost
a Naval Officer: I have interviewed candidates, and I know. Those who interview
them invariably put this point first of all, and the candidate whose answer to
it is unsatisfactory rarely gets very far. The question of disciplinary
training after entry is, of course, a vexed one, but again the natural
adaptability of the still young, but educated, man comes to his rescue in nine
cases out of ten. But surely "Trelwell" reveals the unreality of his estimate
of the situation by his suggestion of a probationary period of training at sea.
It would be glorious -we should all welcome it enthusiastically, but where are
the sea-going ships these days in which hundreds of Instructor Officers,
Doctors, Dentists and the like could serve their apprenticeship ?
I
cannot leave the subject without reference to Trelwell's remark about
"rettlement." Five years have passed since the war ended and the world outside
is still no "brave new world." We have realized, none too soon, that the sailor
going out to pension is going out to a struggle for a living far more testing
than his life in the Service. The object of resettlement work by Instructor
Officers is to show in a practical form the Navy's gratitude to the man who has
served it well by equipping him for this struggle. We afford some similar
assistance to the National Serviceman who has been with us for a comparatively
short time: he is the man who will come back to us in the event of a future
emergency, and, in due proportion, he deserves the same consideration. The
Service reaps the dividend in the long run, no less than the individual. No
doubt " Trelwell " also had in mind what is known as "Current Affairs
Instruction"-a bone of bitter contention since about 1943. We know it has been
subject to abuse, but we also know that we live now in a world society in which
the unending conflict is no longer between nation and nation, but (to reduce it
to its simplest terms) bstween tyranny and that freedom of which the Royal Navy
has been throughout its history the most jealous guardian. We have been the
jealous guardian of freedom, but we have also taken it for granted without
knowing very much about it. Nowadays, faced with a powerful rival ideology (and
its exponent is very well versed in his creed) the British sailor, no less than
his counterpart in any other walk of life, must know what his birthright of
freedom really means, and what he is up against. That is the job that the
Instructor Officer undertaking these " extra-mural " forms of instruction and
advice is tryiyg to do.
Have I strayed rather far from the burden of
"Trelwell's" article ? Perhaps. But "Trelwell" is rather typical of a number of
people in the Service who fail to realize, I think, that time and the
circumstances have overtaken them, but that at the same time the Service has
not changed. The strength of the Navy lies now, as always, not in the stripes
on the officers' cuffs or the badges on the sailors' sleeves, nor even in the
professional qualifications of which these should be the outward sign, but in
the wholesome pride of a great Service which hundreds of years of tradition
instils into every man, to a greater or lesser degree, the moment he dons naval
uniform.
Yours truly "I.O."
Source: The Naval Review May 1950 |