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USNA Incoming Plebes – Class Of Annual Register UNITED STATES NAVAL ACADEMY JUNE 4, 1969 CONTENTS The United States Naval Academy v Superintendents ix The Board of Visitors x The Academic Advisory Board xi The Academic Board xi Directory of Faculty, Staff, and Supporting Activities, 1969-70 1 Midshipman Officers and Petty Officers, Third Set, Class of 1969 27 Statistical Data of the Graduating Class, Class of 1969 35 Explanation of Symbols and Abbreviations (Used with Merit Roll for the Completed Course and with Reports of Relative Standing for Academic year 1968-69) 37 Major and Minor Code Symbols 39 Summary of Majors and Minors Awarded by Academic Departments-Class of 1969. ... 40 Order of Merit, by Multiple-Class of 1 969 42 Reports of Relative Standing at Completion of Academic Year 1967-68 56 Class of 1969 56 Class of 1970 71 Class of 1971 85 Class of 1972 102 Explanation of Symbols Used in the List of Midshipmen of the Fourth Class (Class of 1973) to indicate Method of Qualifying Scholastically and the Source of Appointment . 120 Midshipmen of the Fourth Class, Class of 1973 1 22 Deaths, Resignations, Discharges, etc 145 Recapitulation of Membership and Separations, Beginning of Academic Year 1969-70, Including Class of 1973 155 General Information Concerning Midshipman Programs, Summer 1969 156 Prizes, Awards, & Commendations Presented at Prizes and Awards Ceremony, June 1969 159 THE UNITED STATES NAVAL ACADEMY The Academy Today The United States Naval Academy at Annapolis, Maryland, is the under- graduate college of the U.S. Navy. Its mission is to prepare young men for careers as officers in the Navy or the Marine Corps. The Academy is ac- credited by the Middle States Association of Colleges and Secondary Schools, and graduates of its four-year course are awarded the Bachelor of Science degree. The development of professional officers has been central to the objectives of the Naval Academy since its founding over 120 years ago. It is today. But today's Naval Academy offers considerably more. As a professionally oriented academic institution it provides a broad liberal education and offers in-depth study in 24 major programs. The curriculum is demanding, and its many choices are designed to challenge each midshipman in terms of his own aca- demic aptitudes and interests. The day is long past when every line officer could be expected to embody all the qualifications and specialities desired or needed in a naval career. Today's Naval Academy, therefore, does not seek to give the same all- inclusive educational package to every graduate. Rather, it undertakes to produce in every graduating class a group of individual line officers— all well trained in basic professional subjects—who collectively possess the wide range of knowledge and capabilities demanded of the officers in our modern Navy. For breadth in his education, each midshipman must satisfy certain minimum course requirements in the social sciences and humanities, in mathematics and science. To ensure depth, he completes a major sequence of his own choosing from a variety of fields. Historical Sketch Annapolis, Maryland, became the center of professional naval education in the United States in 1845 when George Bancroft, then Secretary of the Navy, engineered the transfer of Fort Severn from the Army to the Navy for THE UNITED STATES NAVAL ACADEMY the establishment of a formal training school for midshipmen. Fort Severn, built in 1808 at the juncture of the Severn River and the Chesapeake Bay to guard the port of Annapolis, had become nearly deserted by the Army. Com- mander Franklin Buchanan was appointed as the first Superintendent of the new Naval School. He assembled a faculty with four military and three civilian members, thus approximating the 50-50 ratio of today's officer- civilian faculty of 600. Initially, midshipmen spent a year in class at Annapolis, then three years at sea, returning to the Naval School for their senior year. Courses were offered in gunnery, naval tactics, engineering, chemistry, mathematics, astronomy, French and English. Eighty midshipmen were enrolled by January 1846. Attrition was heavy during the early years, and Annapolis furnished but 15 to 20 officers to the Fleet each year until the Civil War. In 1851 the Naval School was formally designated the United States Naval Academy and the Board of Visitors first met at the Academy. An uninterrupted four-year course was inaugurated. (Thus, a four-year curriculum first appeared at the Naval Academy long before it became general practice in American undergraduate education.) Intensive training at sea with the Fleet during the summer recesses replaced the years previously spent at sea. The Brigade of Midshipmen left Annapolis during the Civil War to receive their training in the more secure surroundings of Newport, Rhode Island. Following the War, the Brigade returned to Annapolis to stay. In 1873, the Academy was awarded a certificate by the Paris Exposition for "The Best System of Education in the United States." From 1873 to 1912, the mid- shipman's course was six years, with the final two at sea. In 1912, the two years at sea were eliminated and the course reverted to four years. During the Civil, Spanish-American, and World Wars the course was shortened to speed the flow of officers to the Fleet. Both World Wars saw the training of large classes of reserve midshipmen and officers at the Academy. On 25 May 1933, an Act of Congress authorized the Superintendent to confer the degree of Bachelor of Science upon all graduates from and after the date of the accrediting of the Academy by the Association of American Universities. Since the Association had previously accredited the Academy on 25 October 1930, graduates commencing with the Class of 1931 became eligible for the degree. By virtue of an Act of Congress approved on 8 July 1939, the Superintendent was authorized to confer the degree upon all living graduates. In May of 1947, the Naval Academy was accredited by the Middle States Association of Colleges and Secondary Schools. The total number of graduates, including the Class of 1969, is 37,435. The guiding fathers of the Naval Academy have continued updating and upgrading the curriculum through the years. From the inception of the Academy until 1959, however, all midshipmen took the same courses except for their foreign language. Engineering- and weapons-related courses during vi THE UNITED STATES NAVAL ACADEMY these years probed the mechanisms and the operation of specific systems and their components. They were hardware-oriented. Advances in science and the proliferation of highly sophisticated equip- ment in the Fleet in recent years, together with the broadening of the Navy's international responsibilities, demanded equal sophistication in the early education of its future leaders—education providing a broad knowledge of basic scientific and engineering principles, providing an in-depth understand- ing of engineering and weapons systems, education tailored to the demands of the many specialized occupational careers offered today's professional officer. Evolution of the curriculum over the Academy's first 115 years became revolution in its next ten years. In 1959, midshipmen were first permitted to validate previously completed college-level work. Electives were offered in all departments and qualified students were encouraged to carry additional courses or "overloads." For the first time, individualized programs of study became possible. In 1963, a civilian academic dean was appointed, the Academy's Trident Scholar research program for selected first classmen was established, and the Academy's traditional 4.0-based grading system was con- verted to the present letter-grade system. A reduction in the number of courses in the basic curriculum, an elected minor for all midshipmen, and achievement of a major by the most capable became a reality with the 1964-65 academic year. The number of electives offered had increased by this time to more than 200 courses. The strengthening of the Academy's curriculum has continued. Most re- cently, in the 1969-70 academic year, a further reduction in the number of required courses in the basic curriculum has made it possible for all midship- men to complete one of the 24 majors offered. The area of the curriculum directly related to the naval profession—navigation, leadership, operations and tactics, etc.-was broadened to better prepare midshipmen for their duties as young officers. At the same time, the program of summer training at sea was overhauled to provide an experience more relevant to both the professional training at the Academy and the capabilities demanded of young officers in the Fleet. Today's choice of majors includes Aerospace Engineering, Marine Engineer- ing, Mechanical Engineering, Naval Architecture, Ocean Engineering, Electrical Engineering, Systems Engineering (Weapons), Mathematics, Applied Science, Physics, Chemistry, Analytical Management, General Management, Ocean- ography, Operations Analysis, Economics, Foreign Affairs, History, Political Science, Literature, European Studies (French, German or Italian), Far- Eastern Studies (Chinese), Latin American Studies (Spanish or Portuguese), and Soviet Studies (Russian). There are more than 400 elective courses. Qualifications of the faculty have kept pace with recent improvements in the curriculum—improvements in which the faculty has played a vital role. Today, more than forty percent of the civilian faculty possess the doctorate and most of the officers on the faculty have at least a master's degree. vu THE UNITED STATES NAVAL ACADEMY An Academic Advisory Board of distinguished educators, businessmen, and naval officers, appointed by the Secretary of the Navy to advise the Superin- tendent on academic matters presented to the Board, held its initial meeting at the Academy in 1966. The fall of 1966 also saw the inception of the Acad- emy's Immediate Graduate Education Program under which midshipmen who have completed requisite graduate-level studies at the Academy may be selected to enroll in accelerated master's programs at participating civilian universities or at the Naval Postgraduate School immediately after graduation.
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