The old saying: "What a bastard, not science! Fools wrote it!" or How sailors trained to become officers

Content:

• Context

This group included mainly ordinary sailors who had not achieved even a minimal educational level. Although they read and wrote confidently, they had difficulties with basic arithmetic. Approximately three-quarters of the group's participants were "old-timers," that is, sailors around 30 years old who had served in the navy during the Tsarist era, as well as in the pre-war years, and had served their entire campaign in the active fleet. "Younger" sailors, including both junior sailors and those drafted into the navy after October 1917 through the well-known "Sailor Recruitment Bureau," were represented in this group in isolated numbers.

This group faced serious difficulties in studying science. Their tenacity and dedication were truly impressive. With the persistence characteristic of real men, they overcame all obstacles on the path to mastering astronomy, navigation, and even logarithms. Their faith in their own strength and ultimate success inspired and uplifted their spirits, despite all the difficulties of learning.

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The political situation and the extraordinary conditions at the front forced the Soviet authorities to establish a six-month course for the full training of sailors. This measure was aimed at forming the first class of Red Navy commanders by the spring of 1919. However, this plan remained purely theoretical and had no real chance of being implemented, which became evident in the first weeks of the training process.

The navigation department taught important subjects such as astronomy, navigation, sailing directions, oceanography, and the use of naval instruments. These subjects were adapted to the standards of the previous midshipman classes, which I could confirm based on my experience in the corps. However, the question arises: is it possible to master a three-year program in just six months? It should be noted that previously, young people with a complete secondary education and the necessary applied knowledge were admitted to the training. Currently, only a third of cadets in the navigation department have completed secondary education, another third only have a fourth-grade education, and some lack even this minimum level. These cadets were accepted by exception due to a lack of applications, resulting in unfilled positions. The educational process requires a serious approach and adherence to standards to prepare qualified personnel for naval service.

People with a limited education, such as a four- or two-year college education, even with a strong desire to learn, often struggle to understand complex, specialized sciences. These limitations become immediately apparent.

When solving astronomical problems, a student was faced with the need to calculate triangles, but he did not have a clear understanding of the concept of sine. This lack of knowledge of trigonometric functions significantly complicated the process of solving problems related to astronomy and navigation. Understanding sine and other trigonometric relationships is key to successfully completing calculations in this field. Therefore, it is important to focus on teaching the basics of trigonometry so that students can confidently apply this knowledge to practical problems.

In navigation, to determine a ship's position using three objects, it is sometimes necessary to find the center of a triangle. This process can be difficult for students unfamiliar with the geometric method of bisecting an angle. Learning these skills is an important part of navigational practice, as understanding geometric principles allows for more accurate positioning at sea.

Working with a sailing chart requires knowledge of English or at least the Latin alphabet. In the field of oceanography, physics often becomes the main obstacle.

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Returning to the "diligent group," it is worth noting the difficult challenges they had to face. I recall one of them, V., a man of about 30, with a white beard and a noticeable bald spot. His face, exhausted from the work of a stoker, reflected many years of experience. From the first day of service, he actively worked in this role, first as a junior, and then as a senior stoker. Despite the difficulties, he deserves recognition as one of the most diligent students in the department, demonstrating perseverance and dedication to his work.

Science came easily to him, and it is likely that he could have achieved significant success thanks to his passion for learning and perseverance. However, his lack of education presented many obstacles for him. He constantly encountered difficulties, sought help from someone who could explain complex issues, and spent hours immersed in unfamiliar textbooks, wasting time solving even the most trivial questions.

In addition to the specialized subjects within the curriculum, V. studied naval history on his own. He purchased an English textbook and spent nights studying it, trying to master complex words, which caused laughter among his colleagues in the department, but this did not bother him at all. He also took the required general science course for cadets.

The sailor spent days and nights reading books. In the morning, he was often spotted at his desk, his eyes red and tired, his face creased from sleepless hours. He never left the city, seemingly glued to his stool, immersed in reading about travels or working. Only once did I see him smiling and chatting about unrelated topics. It happened at Christmas, when V.'s wife came to visit from Tver province. She was a simple woman in a headscarf and a cloak, bringing with her a child barely two years old, a quarter of a gallon of milk, and a basket of treats.

Among the diligent students, M. stood out, a solid sailor from the helmsmen, possessing a strong build and impressive physical strength. However, he had difficulty absorbing the course material. His peasant mind couldn't cope with the many nuances and subtleties, which left him bewildered and irritated. Despite these difficulties, he did not lose his energy and desire to learn.

Lacking knowledge of astronomy, he would angrily burst into our "white commune" and attack our sworn astronomer, a former midshipman, practically with his fists.

The ecliptic at the equator baffles me. Why is it so unclear? Sometimes it seems like this is not science, but the result of the work of incompetent people. It is necessary to understand this phenomenon and realize how the ecliptic influences our perception of astronomical phenomena.

When it was explained to him and he still did not understand, he would start waving his hands in anger.

Nord, nord, but why nord? It is a mystery that is difficult to explain. His behavior is puzzling: he behaves like a son of a bitch, not like a real nord. This task seems uninteresting and insignificant to me.

Upon realizing the situation, he would immediately humble himself, his face would clear, and wrinkles of surprise would appear on his forehead, and his eyes would widen.

Oh, you sly one! How simple it is! Clever, damn it, what else can I say. Thank you, friend. Let's go to my place, let's have some tea - I still have sugar.

In the book by Vadim Belov "The Cradle of the Red Fleet. "At the Soviet Courses for Naval Command Personnel," published in Moscow in 2020 and edited by M. A. Erokhova, provides a detailed description of the events and processes that took place in the Soviet Union between 1917 and 1921. The author shares eyewitness accounts that provide a deeper understanding of the formation and development of the Red Fleet. This publication is a valuable source for studying the naval history of Russia and the Soviet era, and also reveals important aspects of the training of naval command personnel in the context of revolutionary changes and civil war. These memoirs are not only a historical document but also an important contribution to understanding the naval strategy of the time.

Context

After the 1917 revolution, it became clear to the new Soviet government that the navy, having lost its tsarist officers, found itself in a difficult situation. Without qualified managers and specialists, the navy could not function effectively. However, the former professionals were perceived as an alien social element. The leadership was confident: "No problem, we'll quickly train new personnel from scratch!" This optimistic statement reflected a desire to create a new elite in the face of radical change, but reality demanded a more in-depth approach to training specialists for the navy.

In the summer of 1918, recruitment for naval command courses at the Naval Academy was announced in Petrograd. The author of this memoir noticed a corresponding advertisement in the newspaper and decided to enroll. Only a few conditions were required for admission.

• have a four-year education;
• be no older than 30 years old;
• present a guarantee from two party members.

400 people enrolled in the courses. According to the author's recollections, the number of applicants was fewer than necessary, despite the attractive conditions offered to cadets in the difficult year of 1918. Participants received food, a salary, the opportunity to live at the site of the courses, and a status that ensured protection from local arbitrariness. These factors made the courses attractive to many, but the number of applicants did not reach the required standards.

Training was organized in six specialized departments: artillery, mechanical, mine, electrical engineering, radiotelegraph, and navigation. Each of these departments offers unique programs aimed at developing professional skills and knowledge in their respective fields.

The course organizers initially set themselves an ambitious goal - to train officers in six months. However, it should be noted that full-fledged training before the Revolution took three years, and the courses admitted students with a higher level of basic education than those enrolled in the revolutionary courses. By the spring of 1919, it became clear that the stated goal could not be achieved in such a short time. As a result, the full educational program was extended to four years.

During the course of training, changes occurred both in the duration and composition of the student body. After just six months, it became apparent that some cadets were unable to master the curriculum or were not showing sufficient initiative in their studies. As a result, a decision was made to recruit young people from the intelligentsia, including former commoners with the required level of education. This, of course, undermined the original concept of quickly transforming sailors and proletarians into officers, but the authorities had no choice, as qualified specialists were needed.

Thus, changes in the composition of the student body became necessary to ensure the quality of education and the training of personnel capable of effectively performing their duties.

Study additional materials:

• Diaries of a teacher at a pre-revolutionary school for illiterate adults
• The past: how revolutionary pride served as a special motivation for learning
• The history of the abolition of grades as a damned legacy of the bourgeoisie
• "No exams are needed for conscious proletarian sailors"
• The past: how sailors learned English