EDUCATION IN NAVAL ARCHITECTURE
In these courses it is recognized that the
study of other subjects must proceed concurrently with that
of Naval Architecture.
The Naval Architect has to be responsible for the ship
as a complete design, and in this capacity should have some
familiarity with all that pertains to a ship. Thus he should
know something of Marine Engineering (especially of machinery & pro-
pellers); of Electricity; of weapons in warships; of masts,
rig, etc., in sailing; types of vessels ; of the work of the
stevedore in cargo vessels ; of
questions relating to the docking and undocking of ships ; of
appliances for loading and unloading of ships ; of the regula-
tions of the Classification Societies and the Marine Department, Malaysia
regarding structure, freeboard, and tonnage ; of appliances for
navigating, as well as having a thorough knowledge of the
practical work of the shipyard. In the early stages of a design,
the naval architect frequently has to proceed independently in
trying alternatives for the desired result, and it is not until the
design is somewhat matured that he can call in the assistance
of specialists in other departments. The naval architect
should, therefore, have an interest in everything connected
with the type of ship he has to deal with, and he will con-
tinually be collecting data which may be of use to him in his
subsequent work.
For the average student of Naval Architecture, in addition
to the work he does and observes in the shipyard, mould loft, CAD/CAM
and drawing office, it is necessary to attend classes in
Naval Architecture and other subjects. The apprentice should
systematically map out his time for this purpose. In the first
place, a good grounding should be obtained in mechanical
drawing and in elementary mathematics. Both of these sub-
jects are now taught by admirable methods. The drawing
classes are usually primarily intended for Engineering students,
but this is no drawback, as it will familiarize the student with
drawings of engineering details which he will find of consider-
able service to him in his subsequent work. Some institutions
very wisely do not allow students to take up the study of any
special subject, as Naval Architecture, until they have proved
themselves proficient in elementary drawing and mathematics.
The time thus spent is a most profitable investment.
The Board of Education now only hold examinations in
two stages, a " lower " and a "higher," but lecturers
will probably divide the work between these stages, and
themselves hold examinations.
We will suppose, then, that a student starts definitely with
the lowest class in Naval Architecture. With this subject
he should also take up Elementary Applied Mechanics, and,
if possible, some Mathematics. The next year may be devoted
to the Examination in Naval
Architecture, with a course in more advanced Applied
Mechanics, and a course in Electricity or
Chemistry would form a welcome relief. The next year may
be devoted to further study in Mathematics, Theoretical and
Applied Mechanics, Electricity. The next
year may be devoted to another class in Naval Architecture,
with more advanced Mathematics, including the Differential
and Integral Calculus. This latter branch of mathematics is
essential in order to make any progress in the higher branches
of any engineering subject. If the student is fortunate enough
to live in a large shipbuilding district, he will be able to attend
lectures in Naval Architecture. A first-class
certificate in this stage is worth having, and in preparing
for the examination, the student must to a large extent read
on his own account, and for that year he will be well advised
to devote his whole attention to this subject. Much will
depend on the particular arrangements of teaching adopted
in a district as to how the work can be best spread over a
series of years.
In making the above remarks, the writer wishes to empha-
size the fact that a student cannot be said to learn Naval
Architecture by merely attending Naval Architecture classes.
Teachers in this subject have not the time to teach Geometry,
Applied Mechanics, or Mathematics, and unless these subjects
are familiar to the student, his education will be of a very
superficial nature. Teachers of the subject are always ready
to advise students as to the course of study likely to be most
beneficial in any given case.
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