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As soon as Japan accepted surrender terms, the Navy moved into high gear on the twin problems of reducing its strength to a peacetime fleet and disch… - Samuel Eliot Morison
" "As soon as Japan accepted surrender terms, the Navy moved into high gear on the twin problems of reducing its strength to a peacetime fleet and discharging its excess number of sailors. By an "Al-nav" of 15 August 1945, it replaced its "computed-age" formula for the release of officers and men to a point system such as the Army had been using in its rotation of troops. Age, length of service and number of dependents established an individual's number if points, which determined his eligibility and priority for discharge. Naval separation centers were established at key cities and training stations throughout the country.
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About Samuel Eliot Morison
Samuel Eliot Morison (July 9, 1887 – May 15, 1976) was an American historian noted for his works of maritime history and American history that were both authoritative and popular. He received his Ph.D. from Harvard University in 1912, and taught history at the university for 40 years. He won Pulitzer Prizes for Admiral of the Ocean Sea (1942), a biography of Christopher Columbus, and John Paul Jones: A Sailor's Biography (1959). In 1942, he was commissioned to write a history of United States naval operations in World War II, which was published in 15 volumes between 1947 and 1962. Morison wrote the popular Oxford History of the American People (1965), and co-authored the classic textbook The Growth of the American Republic (1930) with Henry Steele Commager.
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Samuel Morison
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Additional quotes by Samuel Eliot Morison
And in this flight of history from literature the public was left behind. American history became a bore to the reader and a drug on the market; even historians with something to say and the talent for saying it (Henry Adams, for instance) could not sell their books. The most popular American histories of the period 1890–1905 were those of John Fiske, a philosopher who had no historical training, but wrote with life and movement.
Of course, what we should all like to attain in writing history is style. “The sense for style,” says Whitehead in his Aims of Education, “is an aesthetic sense, based on admiration for the direct attainment of a foreseen end, simply and without waste. Style in art, style in literature, style in science, style in logic, style in practical execution, have fundamentally the same aesthetic qualities, namely, attainment and restraint. Style, in its finest sense, is the last acquirement of the educated mind; it is also the most useful. It pervades the whole being. . . Style is the ultimate morality of mind.”
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