Like a wicked Noah’s Ark: the nautical school ships Vernon and Sobraon

Austrian efforts directed toward the eastern Adriatic were concentrated on strengthening Trieste as the main maritime and trading center and consequently the establishment of nautical schools along the Adriatic was aimed actually to provide adequately qualified personnel for Austrian merchant shipping and navy. The foreign governments’ maritime policy in the XIX and XX century (Austro-Hungarian Empire, Kingdom of Serbs, Croats and Slovenians, and Yugoslavia) was in fact bargaining and surrendering to foreign capital, and least of all maritime, with a great caution consequently developed in the native population against the fatherly and false concern. Capt. Pavo Saltaric of Rijeka dubrovacka (Ombla) used to serve as an “authorized teacher of nautical science, hydrography and mathematics” and was one of the first competitors to the nautical science program at the Nautical School of Dubrovnik, whose private school (within the former General Hospital located at the Boninovo) had been active since 1843 and attended by more numerous students than the state school established in 1852. Full time teaching program of the newly established nautical schools started at Bakar (1849), Zadar (1850), Split (1850), Kotor (1850) and Dubrovnik (1852), in addition to already established schools of Trieste and Rijeka. Some time later, some of them were temporarily dissolved, i.e. nautical schools of Zadar (1860 and 1867), Split (1879), Rovinj (1860) and Dubrovnik (1860) due to shortage of students. Following the restructuring of education, the nautical school of Dubrovnik became “Nautical academy” in 1922, subsequently succeeded by “Nautical and Merchant Academy” in 1932. In 1947, the school was named “Nautical Technical Training School”. Based on the founder’s last will, the means bequeathed to the “Ivo Racic Foundation” were intended for the establishment of a Merchant Marine College, scholarships and grants for students, and have been used for that purpose until today. The premises of the present Nautical School was built at Lapad in the period 1952 - 1954. The Nautical Educational Centre was the result of the merger between the Merchant Marine College and the Nautical School of Dubrovnik in 1969. The Faculty of Maritime Studies of Dubrovnik was established in 1984. and the Polytechnic of Dubrovnik late in 1996 and early in 1997, later to develop into the University of Dubrovnik late in 2003. Under the sponsorship of the local shipping company “Atlantska plovidba”, Nautical School was recently equipped by simulators and similar equipment, as a contribution to mutual respect for the continued tradition of nautical education in Dubrovnik and the RC to be carried on.

ON 24 October the second of the Institute's annual series of lectures for nautical school cadets was held, once more under the general title ‘Off the beaten track’, at the Royal Geographical Society's house. Over 550 cadets attended, from H.M.S. Conway, H.M.S. Worcester, the Nautical College Pangbourne, the School of Navigation, Southampton, King Edward VII Nautical School, the London Nautical School, the Reardon Smith Nautical College and the T.S. Arethusa. Members of the London Area Sea Cadet Corps and of the Westminster Sea Scouts also attended.

This article focuses on nautical education during the second half of the nineteenth century in the Austrian Empire (from 1867 Austria–Hungary). The rapid technical transformation in merchant shipping saw steamships assume the dominant position that had, until then, been dominated by sailing ships. During the second half of the nineteenth century, a rapid transformation occurred in all sectors of the merchant shipping trade, affecting seafaring lives and professions, from dockworkers and sailors to shipmasters and owners. The adjustment to the new demands of the business saw nautical education become crucial for anyone wanting to pursue a career at sea. This education involved several paths, one being private tutoring and another formal tuition through nautical schools, both of which were supplemented by apprenticeship onboard. The state introduced national qualifications and exams for the merchant marine that saw new deck officers inaugurated annually. This article explores how various aspects of nautical education and licensing were modified and how they influenced the paths to officer ranks aboard Austrian merchant vessels.

Best known as a marine writer, Juraj Carić (Svirče, Hvar, 1854 – Jelsa, 1927) published a study in Italian on Mavro Vetranović during his sojourn in Dubrovnik in 1895, where he worked as a lecturer at the Nautical School. The writer presented him as a theologian, philosopher, physicist, botanist, astronomer and the first original author of Croatian Renaissance literature. Although not a professional philologist, Carić produced one of the first complete reviews of Vetranović’s poetic opus with the aim of the acknowledgement of glory for ‘who is worthy of glory’. He wrote this study relying on the relevant bibliography (sources in Croatian, Italian and German) and encouraged by the ‘bitter truth’ of the insufficient knowledge of his literary past and the prejudices arising from ‘superficial and not always objective studies’. After the analysis of Carić’s study, the author of this paper concludes that it is not merely one of the contributions to the ‘discovery’ of Mavro Vetranović and Croatian Renaissance literature in the 19th century. Moreover, it is an exemplar of an author’s pen, worth far more with time than just a modest interested reader as this learned native of Hvar presents himself.

We refer to Barcelona as a maritime city, but we ignore almost everything about the cultural foundations of this view. Ignorance is much greater as we approach the last two centuries. The main objective of this thesis is to review some of the events of recent maritime history to provide food for thought. In my opinion there is nothing worse than a culture based on false myths. Misconceptions that are often provoked by ignorance. Contemporary maritime history of Barcelona is a wasteland. The only exception is the study of economic history undertaken by Pierre Vilar. Should also clarify that the term "maritime history" encompasses many aspects, no systematic to date, which could be grouped into three areas: scientific, technical and human. Few studies have attempted to establish connections between them. Talk in global terms about "maritime" was one of the objectives of my thesis. But I will not hide that, whenever I could, I tried to prioritize the human aspect. The method I tried to follow consisted in establish a central element and supporting other aspects about it that I thought were important and affordable. The core of the thesis is a biography of José Ricart (paragraph 4), a key figure in recent maritime history. Other aspects are: science illustration (section 1), a review of various aspects of maritime life in Barcelona (paragraph 2), a reflection on the implementation of industrial technology in ships (paragraph 3) and a detailed analisys of the events that took place during the thirties of last century (Section 5). A significant element of this work is the story of the Nautical School which doesn¿t hace an specific section, but takes part in all of them. Conclusions refer to four aspects. First, we discuss the "maritime dimension" of Barcelona. The capital of the region more like a ¿riverside¿ city. I have also worked to highlight the hard work at sea and to highlight the many myth-making that have been made. In this regard, much work remains to be done. The Nautical School of Barcelona is presented as the midship section of the local and national maritime culture. Finally, it discusses the historical importance of José Ricart and denounce attempts to fall again in the myth. The chronicle of Franco's repression on merchant marine¿s republicans from Barcelona seems fair to me, because of the silence that has prevailed on this issue so far. This, and the fate of those who chose to join the Republican Naval Reserve, are lines of work I would like to continue in the future. In general, it should be noted that the idea raises many questions and points out the need to open new lines of research. Refering to the sources, I believe that, except in the first paragraph which have more secondary sources, the thesis is based on primary sources. In the case of Jose Ricart, monitoring of their work has been very time consuming because of the predominance of articles and short essays, as well as the diversity of platforms on which them were published. I have separated his referentes to the rest in the bibliography.

The improvements done in an Optronic OL-752 spectroradiometer to measure direct solar radiation and compute the aerosol optical depth are presented. The features of the collimating tube and the optical fiber bundle that connects it to the monocromator are shown The equipment was installed at the Izana GAW (Global Atmospheric Watch) station to calculate the extraterrestrial signal to 630 nm (Langley's method). Finally, the instrument was placed at Nautical School (at sea level) in Santa Cruz. A correlation about 85% between the Optronic and the NOAA satellites data was obtained. Our implementation of the King's method to retrieval the aerosol size distribution, considering a Maritime distribution for a set of wavelength was checked: the best agree was in the region between 0.1 and 5 ^tm.

If the day is not far off when communication satellites will lessen a navigator's dependence on conventional astronomical aids it is surely overdue for the deletion of obsolescent and superfluous items from the M.O.T. syllabus for candidates.Of the three ‘standard’ formulae for finding a position line from an altitude of a celestial body (ex observer's meridian) only one, Marcq St. Hilaire, is in general use at sea today. The other two, Longitude by Chronometer and Latitude by Ex-meridian, depend for survival on the patronage of the Ministry of Transport and the Nautical Schools.

AT the ripe age of ninety, Richard Strachan passed away on Easter day, April 20. He was educated at the Nautical School, Royal Hospital, Greenwich, and afterwards entered the Board of Trade. In 1855, when the Meteorological Department of the Board of Trade was initiated under the superintendence of Admiral FitzRoy, he was given charge of the In struments Division for supplying vessels in the Navy and mercantile marine for purposes of observation in the different oceans.

This paper will deal with the political and administrative involvement of Henry Parkes in the establishment of government Industrial and Reformatory Schools in New South Wales through the Industrial and Reformatory Acts of 1866. The 1866 legislation of the Martin-Parkes ministry had its origins in the various government enquiries into the problem of child destitution and delinquency during the 1850's. Parkes himself chaired one such enquiry (The Select Committee on the Proposed Nautical School, 1854) and was a persistent and enthusiastic advocate of the nautical training approach to the treatment of destitute and neglected boys. As Colonial Secretary in 1867 Parkes was responsible for both the establishment of the Nautical School Ship Vernon and the Girls' Industrial School, Newcastle. Parkes' role in providing patronage and constant political support for the N.S.W. Vernon as well as his relative neglect of the Girls' Industrial School will be examined in some detail. The influence of overseas theories, models and approaches on Parkes' ideas and thinking concerning child social welfare will be a consideration.

THE Sir John Cass Technical Institute of Aldgate, London, offersin its prospectus for 1927–28 a wide range of choice of subjects. Among the more specialised courser are those in gas manufacture and analysis, brewig and malting, and petroleum technology. There is an important department of metallurgy in which students are prepared for the University of London degree of B.Sc. (Engineering) in metallurgy. There are also a department of arts and crafts (including silver. smithing, jewelry, and engraving), trade classes, and a nautical school. The new session will be opened on Oct. 10, when Sir William Beveridge will give an address.

As transatlantic trade between Spain and her American colonies developed from the sixteenth century onwards, a new class of ocean-going vessel commander emerged. Gradually, pilotos, who were trained in nautical schools, replaced the former coastal trade patrones as masters and mates in long-distance navigation. During the eighteenth and nineteenth centuries, accession to this professional class entailed the completion of a challenging programme of study, which was assessed through a range of examinations and tests to yield a mate’s qualification for those who successfully negotiated the course. Only then would ship-owners have sufficient confidence to consider mates for promotion to the rank of master and manager of a shipping venture. The transition from sail to steam greatly affected the work and life of seafarers in the world shipping industry, especially those who belonged to the class of professional masters and mates. This was particularly so in the Spanish merchant marine, which had some peculiarities that must be borne in mind if this particular process of change is to be fully understood. The aim of this article is to analyse from various perspectives the complex roles of the master, who functioned as both employer and employee, in Spanish shipping enterprises. By so doing, it is intended that a platform for further research, and broader, comparative analyses, will be constructed.

This research delves into the ways Indonesia can enhance the competitiveness of its maritime transport industry through innovation in nautical education and human resource development in nautical schools. Utilizing a qualitative journal review, global publications, and UNCTAD, ILO, World Bank, and Statistics Indonesia (BPS) official data, the study confirms that new learning facilities in the shape of bridge and engine room simulators, computerized curricula, and harmonization with the STCW Convention increase the technical competence of cadets. Human resource development through global certification, trainer development, and competency-based courses also increases Indonesian graduates' employability globally. From a sectoral viewpoint, performance is also positive, at 21.5 million passengers and a growth of 5.2% in cargo handling in 2023. Nevertheless, Indonesia remains at position 61 in the 2023 Logistics Performance Index, below its regional neighbors Singapore and Malaysia. Major issues include uneven logistics distribution, no competition in port terminals, and a lag in human resources compared to global standards. Overall, the study shows that maritime competitiveness improvement requires more synergy between logistics policy reform, human resource development, and educational innovation. Improving these areas will not only develop the quality of maritime graduates but also lead Indonesia to achieve its long-term goal of being a global maritime hub.

Personal papers in the archives at Maritime College, State University of New York, document the lives of alumni from the school’s founding in 1874 through the early decades of the 20th century. Journals, diaries, memoirs, and reminiscences located in these collections provide evidence of what it was like to work on a ship, far from home, travelling to foreign lands. In this article, I explore first-hand accounts of maritime life by Van Horne Morris, my maternal grandfather and a 1938 graduate of the Massachusetts Nautical School (now known as Massachusetts Maritime Academy), and several alumni of the New York Nautical School (now known as SUNY Maritime College), who graduated between 1896 and 1929. Close reading of their letters and manuscripts reveals echoes of a maritime literary tradition rooted in the antebellum-era United States. Comparing and contrasting the style and content of their writing to antecedents in the 19th century also illuminates continuity and changes in maritime labour and culture over time.

The aim of this paper is to indicate some of the distinctive problems of executive leadership which surround the control of authority in merchant navy training schools in the United Satates, Great Britain, and Spain. On the basis of extensive field interviews with the staff and directors of two American, three British, and two Spanish, schools, our purpose is to suggest the conditions which give rise to the need for particular kinds of leadership styles, depending upon the manner by which nautical education is organized [1]. More specfi-cally, our thesis is that their organizationl chartering arrangements (defined as contractual and quasi-contractual linkages with variious third parties to nautical education) mandate specific kinds of internal structural patterns within nautical schools which, in turn, produce the need for different styles of executive leadership.

One of the most serious and persisting problems confronting the shipping companies of all the developed maritime nations is the retention of seafarers who will yield long periods of service at sea. Turnover and wastage involves considerable expenses in recruiting and training of new seafarers. One of the means for the recruitment and retention of seafarers is the vocational nautical school system. In contrast to general education, where the objectives are diffuse, vocational institutions have very specific functions. Their achievements are therefore generally measured by means of the relative number of graduates who enter and remain in the industry for which they were trained. The present study examines the problem of the commitment to the maritime occupation of graduates of nautical schools in Israel in recent years, and it attempts to evaluate nautical education by examining the proportion of graduates who actually entered the maritime occupation and the extent of their stability at sea. No attempt is m...