
When the Continental Congress established America’s first navy in October 1775, they faced a daunting challenge: how do you build a fleet from scratch when you’re fighting the world’s most powerful naval force? The Continental Navy peaked at around 3,000 men serving on approximately 30 ships, a tiny force compared to Britain’s massive Royal Navy. But who were these sailors who were willing to risk their lives for a fledgling republic?
Where They Came From
The colonial maritime community had extensive seafaring experience, as much of British trade was carried in American vessels, and North Americans made up a significant portion of the Royal Navy’s seamen. Continental Navy sailors came primarily from port cities along the Atlantic coast, particularly New England communities where maritime trades were a way of life. Many had worked as merchant sailors, fishermen, or privateers before joining.
The naval service was notably diverse for its time, including native-born Americans, British deserters, free and enslaved Black sailors, and European immigrants. Unlike the Continental Army, which had periods of banning Black soldiers or sometimes placing them in segregated regiments, the Continental Navy was mostly integrated. At sea, there was less distinction between free and enslaved sailors, and those held in bondage had opportunities to work toward freedom. This maritime tradition of relative equality distinguished naval service from other Revolutionary War experiences.
Getting Into the Service
Recruiting sailors proved to be one of the Continental Navy’s biggest headaches. Navy boards supervised appointing petty officers and enlisting seamen, though these duties were chiefly performed by ship commanders or recruiting agents. The first Marine recruiting station was located at Tun’s Tavern, a bar in Philadelphia.
Enlistment was generally voluntary, though the line between volunteering and impressment—forced service—was sometimes blurred. Recruiting parties would scour port towns seeking able-bodied men, advertising not only pay but also the possibility of capturing British prizes for sale, with proceeds shared among the crew—a powerful incentive.
The problem was competition. Privateering—private ships licensed by congress to seize enemy vessels—was far more attractive to sailors because cruises were shorter and pay could be better. With over 2,000 privateers operating during the war, the Continental Navy struggled constantly to maintain adequate crew sizes. Continental captains often found themselves unable to man their ships due to privateers’ superior inducements.
Landsmen, Seamen, and Petty Officers
At the bottom rung of a Navy crew stood the landsman—a recruit with little or no sea experience. Many were farm boys or tradesmen who had never set foot on a ship. Their days were filled with the hardest labor: hauling ropes, scrubbing decks, and learning basic seamanship.
Above them were ordinary seamen, who had some experience afloat, and the more skilled able seamen who knew their way around sails, rigging, and naval gunnery. These sailors formed the backbone of the Continental Navy. Sailors skilled in managing the ship’s rigging were said to “know the ropes.” Without their knowledge of wind, tide, and timber, ships would have been little more than floating platforms.
The most experienced enlisted men were promoted to petty officers. These weren’t commissioned officers but rather specialists and leaders—boatswain’s mates directing rigging crews, gunner’s mates overseeing cannon fire, and carpenters’ mates keeping the wooden hulls afloat. They were the Navy’s “non-commissioned officers,” long before the U.S. Navy had a formal NCO corps.
Most Continental Navy ships also carried detachments of Continental Marines. These enlisted men were soldiers at sea, tasked with keeping order on deck, manning small arms in combat, and leading boarding parties.
What They Wore
Unlike officers who had prescribed uniforms, enlisted sailors received no standard clothing from the Continental Navy. Due to meager funds and lack of manufacturing capacity, sailors generally provided their own clothing, usually consisting of pantaloons often tied at the knee or knee breeches, a jumper or shirt, neckerchief, short waisted jacket, and low crowned hats. Most sailors went barefoot, and a kerchief was worn either as a sweat band or as a simple collar closure. The short trousers served a practical purpose—they didn’t interfere with climbing the ship’s rigging. This lack of uniforms reflected the Continental Navy’s financial struggles, where everything from ships to ammunition took priority over standardized clothing.

Daily Life at Sea
Shipboard duties for enlisted sailors were grueling and dangerous. Landsmen cleaned the deck, helped raise or lower the anchor, worked in the galley, and assisted other crew members. More experienced sailors handled the complex work of managing sails, operating guns during combat, standing watch, and maintaining the vessel. Specialized roles were filled by experienced hands, and most sailors worked long shifts in harsh conditions, often enduring crowded, wet, and unsanitary quarters below deck.
Living conditions were cramped. Sailors lived in close quarters with limited privacy, shared hammocks on the lower decks, and endured monotonous food rations. Meals were simple, based on salted meat, ship’s biscuit, and whatever could be supplemented from local ports or captured prizes. Leisure was rare, and recreation was often limited to singing, storytelling, or gambling. The work was physically demanding and accidents were common—falling from rigging, being crushed by shifting cargo, or drowning were constant risks.
Discipline and Relations with Officers
Discipline in the Continental Navy was deeply influenced by the British Royal Navy and the “ancient common law of the sea.” The Continental Congress issued articles governing naval discipline, empowering officers to maintain strict order and punish infractions including drunkenness, blasphemy, theft, or disobedience. Punishments included wearing a wooden collar, spending time in irons, receiving pay deductions, confinement on bread and water, or, for serious offenses, flogging.
Flogging was often done with a multi-thonged whip known as the cat o’ nine tails. The most common flogging consisted of between 12 and 24 lashes, though mutineers might receive sentences in the hundreds of lashes—often becoming a death sentence.
Even though officers held absolute authority aboard their vessels, the Continental Navy sometimes suffered from severe discipline problems. Some commanders found it impossible to maintain control over squadrons made up of crews recruited from one area and commanded by officers from another. The relationship between officers and enlisted men reflected the social hierarchies of the time, with a clear divide between the educated officer class and working-class sailors. However, the shared dangers of combat and the sea could create bonds that transcended these divisions.
A Brief but Important Legacy
Enlisted sailors of the Continental Navy came from diverse and often hardscrabble backgrounds, shaped by the hard labor and hazards of maritime life. These men, whose names are mostly lost to history, formed the foundation of America’s first navy and contributed profoundly—through sacrifice and service—to the establishment of American independence.
Of approximately 65 vessels that served in the Continental Navy, only 11 survived the war, and by 1785 Congress had disbanded the Navy and sold the remaining ships. Despite its short existence and limited impact on the war’s outcome, the sailors of the Continental Navy created a foundation for American naval tradition and provided trained seamen who would serve in future conflicts.
Sources:
- https://www.history.navy.mil/browse-by-topic/wars-conflicts-and-operations/american-revolution.html
- https://en.wikipedia.org/wiki/Continental_Navy
- https://www.history.navy.mil/research/library/online-reading-room/title-list-alphabetically/e/enlisted-uniforms.html
- https://tallshipprovidence.org/18th-century-waterfront/
- https://www.usni.org/magazines/proceedings/1905/july/administration-continental-navy-american-revolution
- https://navyandmarine.org/ondeck/1800navaldiscipline.htm
Personal note: The Grumpy Doc proudly served as an enlisted sailor in the U.S. Navy from 1967 to 1974.






























Study The Past If You Would Define The Future—Confucius
By John Turley
On December 26, 2025
In Commentary, History
I particularly like this quotation. It is similar to the more modern version: Those who don’t learn from the past are doomed to repeat it. However, I much prefer the former because it seems to be more in the form of advice or instruction. The latter seems to be more of a dire warning. Though I suspect, given the current state of the world, a dire warning is in order.
But regardless of whether it comes in the form of advice or warning, people today do not seem to heed the importance of studying the past. The knowledge of history in our country is woeful. The lack of emphasis on the teaching of history in general and specifically American history, is shameful. While it is tempting to blame it on the lack of interest on the part of the younger generation, I find people my own age also have little appreciation of the events that shaped our nation, the world and their lives. Without this understanding, how can we evaluate what is currently happening and understand what we must do to come together as a nation and as a world.
I have always found history to be a fascinating subject. Biographies and nonfiction historical books remain among my favorite reading. In college I always added one or two history courses every semester to raise my grade point average. Even in college I found it strange that many of my friends hated history courses and took only the minimum. At the time, I didn’t realize just how serious this lack of historical perspective was to become.
Several years ago I became aware of just how little historical knowledge most people had. At the time Jay Leno was still doing his late-night show and he had a segment called Jaywalking. During the segment he would ask people in the street questions that were somewhat esoteric and to which he could expect to get unusual and generally humorous answers. On one show, on the 4th of July, he asked people “From what country did the United States declare independence on the 4th of July?” and of course no one knew the answer.
My first thought was that he must have gone through dozens of people to find the four or five people who did not know the answer to his question. The next day at work, the 5th of July, I decided to ask several people, all of whom were college graduates, the same question. I got not one single correct answer. Although, one person at least realized “I think I should know this”. When I told my wife, a retired teacher, she wasn’t surprised. For a long time, she had been concerned about the lack of emphasis on social studies and the arts in school curriculums. I was becoming seriously concerned about the direction of education in our country.
A lot of people are probably thinking “So what, who really cares what a bunch of dead people did 200 years ago?” If we don’t know what they did and why they did it how can we understand its relevance today? We have no way to judge what actions may support the best interests of society and what might ultimately be detrimental.
Failure to learn from and understand the past results in a me-centric view of everything. If you fail to understand how things have developed, then you certainly cannot understand what the best course is to go forward. Attempting to judge all people and events of the past through your own personal prejudices leads only to continued and worsening conflict.
If you study the past you will see that there has never general agreement on anything. There were many disagreements, debates and even a civil war over differences of opinion. It helps us to understand that there are no perfect people who always do everything the right way and at the right time. It helps us to appreciate the good that people do while understanding the human weaknesses that led to the things that we consider faults today. In other words, we cannot expect anyone to be a 100% perfect person. They may have accomplished many good and meaningful things and those good and meaningful things should not be discarded because the person was also a human being with human flaws.
Understanding the past does not mean approving of everything that occurred but it also means not condemning everything that does not fit into twenty-first century mores. Only by recognizing this and seeing what led to the disasters of the past can we hope to avoid repetition of the worst aspects of our history. History teaches lessons in compromise, involvement and understanding. Failure to recognize that leads to strident argument and an unwillingness to cooperate with those who may differ in even the slightest way. Rather than creating the hoped-for perfect society, it simply leads to a new set of problems and a new group of grievances.
In sum, failure to study history is a failure to prepare for the future. We owe it to ourselves and future generations to understand where we came from and how we can best prepare our country and the world for them. They deserve nothing less than a full understanding of the past and a rational way forward.
This was my first post after I started my blog in 2021. I believe it is even more relevant now.