Larry Wade ’64 with his “adopted grandson” Kevin Cokgormusler ’22.

Spotlight

Innovation and Inspiration: Captain Larry Wade’s Influence on Maritime Training

AMONG THE NUMEROUS INDIVIDUALS who have left their mark on Maine Maritime Academy, Captain Laurence “Larry” Wade stands out as one of the finest. From his beginnings as an MMA student to his pivotal role in shaping the future of maritime education, Wade’s contributions have been nothing short of transformative.

Captain and Mentor

Wade’s journey at MMA began as a student in the inaugural four-year class of 1964. His education at MMA prepared him for what would be a fulfilling 30-year career in the maritime industry. After retiring from shipping, Wade was invited to return to his alma mater, this time as Master of the Training Vessel State of Maine (TSSOM), a post he held from 1996 to 2011.

As his first order of business in his new position, Wade took on the daunting task of overseeing the renovations of the USNS Tanner as the next MMA training vessel. The Tanner, Wade recounts, was not the original ship slated to replace the USNS Upshur. Initially, it was the research vessel USNS Harkness that quickly took on the unfortunate but humorous nickname “USNS Darkness” due to the numerous troubling issues that were uncovered. Ultimately the “Darkness” was rejected and the Tanner was chosen as a replacement.

The United States Maritime Administration (MARAD) assigned Wade the role of project manager for the renovations which was a tremendous task that allowed him to utilize his ingenuity and expertise. “Larry was able to convert that ship (Tanner) so that it was the most technically modern training ship in the United States, if not the world,” said Leonard Tyler, former president of MMA.

Deanna Wade (1st Mate) and Wade – Christmas 2024.

Under his stewardship, the newly renovated TSSOM embarked on over 15 training cruises, navigating more than 3,000 student mariners safely across the globe. His influence was not confined to the maritime realm; he was known to have taught valuable life lessons too, creating confident and well-rounded mariners and community members. Jesse McIntire ’03 writes, “Captain Wade had that special ability to make us all feel like we were in good hands…whether at sea or ashore. We were all shaped by his example as a husband and family man.” Wade’s students were well-equipped for work and life. Wade has had the pleasure of seeing countless students progress through MMA and on to successful careers in their chosen fields.

“Many of my former students have successfully sailed and raised their licenses and I now can address them as Captains and Chief Engineers, Managers, Bar Pilots. There is a degree of pride in that, for sure!”

Hurricane Katrina

Wade’s leadership skills shone brightly during the aftermath of Hurricane Katrina in 2005 when MARAD, the owner of the maritime academy ships, emergency-activated the TSSOM. Captain Wade and his crew demonstrated exceptional resilience and resourcefulness, providing critical support and assistance to those in need. His role in coordinating relief efforts and his unwavering commitment to service exemplify the values of Maine Maritime Academy.

While in port in Louisiana, the ship and crew assisted wherever needed, which included providing much-needed housing and food. The MARAD’s mess deck quickly became the go-to lunch stop for other relief workers, attracting a parking lot full of tanker trucks, helicopters, and even trains. “When they would come in to eat, they would leave their keys on the counter in case we needed to move their vehicle,” chuckled Wade. “They even gave us the locomotive keys — which, if you do not know, are a large, heavy bar.”

During the time spent in Louisiana, Wade’s vision for the future of maritime education led to the conceptualization of the National Security Multi-Mission Vessel—a fleet of multi-mission training vessels designed to revolutionize maritime training while offering enhanced services during crisis situations. Together with his colleagues, Wade envisioned ships equipped with modern facilities and advanced technology, providing unparalleled training opportunities for students and professionals alike.

A Proposal is Written

Wade and his crew created a proposal for the U.S. Government following Katrina based on the concept they had developed for the NSMVs.

The presentation outlined how a fleet of well-equipped vessels could provide wide-spectrum support when needed, services such as waste management, medical facilities, housing, electrical generation, waterborne local infrastructure support, a disaster operations center, and a multi-agency training platform. These ships would feature redesigned propulsion plants, increased berthing and messing areas, and expanded interior spaces. Furthermore, having multiple identical ships would enable unified training for everyone and facilitate the efficient transportation of vessels and students.

Rendering of National Security Multi-Mission Vessel (NSMV)

But what do the NSMVs mean for students of MMA? These ships serve as large, state-of-the-art classroom labs complete with two bridges, two engine rooms, and increased classroom spaces. The new NSMVs will prepare cadets to step aboard highly integrated ships and operate them successfully. The NSMVs represent a paradigm shift in maritime education, offering students immersive learning experiences and hands-on training in a simulated maritime environment. Wade’s vision for these vessels as versatile platforms for training and disaster response has been realized, with many of his recommendations incorporated into the NSMV’s design and specifications.

“There is a great opportunity for training professionals outside of the traditional MMA students as well,” Wade notes. “A variety of industries could benefit from exposure to this resource, including doctors, nurses, firefighters, engineers, and communications specialists. Training can be offered in Castine or at other ports around the world.”

Looking Ahead

As the dream of a fleet of NSMVs becomes reality and the five ships prepare to set sail, Wade’s legacy of innovation and excellence continues to shape the future of maritime education. The additional support capacity of the NSMVs could result in MARAD increasingly putting them in service and the challenge will be finding a way to continue a student’s educational path towards graduation during activation. The ability for us to provide real-world experience on location is a win-win situation.

Wade’s vision for the NSMVs as a catalyst for interdisciplinary training and collaboration underscores the academy’s commitment to preparing the next generation of maritime leaders.

With the launch of the NSMVs on the horizon, a vision of an enhanced maritime training program is set to become a reality. Wade’s tireless dedication to his students and his unwavering commitment to excellence have left an indelible mark on Maine Maritime Academy, ensuring that his legacy will endure for generations to come.

View NSMV Proposal

Spotlight

Captain Ronald Perry: Full Branch New Jersey Sandy Hook Pilot

CAPTAIN RONALD PERRY ’01 has completed his seventh year as a Full Branch New Jersey Sandy Hook Pilot.

As a young man, growing up with a father who graduated from Maine Maritime Academy, an uncle who worked for Grace Lines, and a dear family friend who was a revered Portland Pilot, Perry set his sights early on a maritime career.

Spending part of his childhood living and playing in the Castine area, he eventually chose to attend MMA and has become the only MMA alum to be licensed by New Jersey as a Sandy Hook Pilot.

In the 1980s, Captain Perry’s father brought Ron’s mother to visit his alma mater, which resulted in the purchase of land in Penobscot, where they built a home. His family later moved to the town of Topsham, Maine, where he attended Cheverus High School in Portland. He returned to his Castine roots and graduated from Maine Maritime Academy in 2001 with a BS degree from the Marine Transportation Program and his Third Mate’s Unlimited License.

Perry started his seagoing career with Maersk Line Limited aboard the LMSR UNSN Bob Hope as a third mate, and the Maersk Alaska, sailing as a second mate in the Persian Gulf during the Iraq war. Spending long rotations with little time at home, Perry began thinking about starting a family and being closer to home. Taking the advice of a wise family friend, Captain Granville “Pete” Smith ’47, a Portland Pilot, Perry applied to the mid-Atlantic pilot groups, including the United New York and New Jersey Sandy Hook Pilot Associations, via satellite from Kuwait.

While waiting 18 months for his acceptance, he served on harbor tugs and stern-wheeler riverboats on the Mississippi River. Although these opportunities didn’t necessarily help him become a pilot, he gained valuable experience.

Captain Perry began the Sandy Hook Apprentice Program in 2006 and has been a Pilot (seven years limited deputy) since 2011. He remains the only Maine Maritime Academy Full Branch New Jersey Sandy Hook Pilot to date. His friend and colleague, Josh Pieterse ’03, is licensed by the State of New York.

The following are questions about Perry’s journey as a Pilot.

What do Sandy Hook Pilots do?

Perry: Sandy Hook Pilots are licensed by the states of New York and New Jersey and work in a rotational system offering pilot services for the Ports of New York and New Jersey, Hudson River, Long Island Sound, and Atlantic City. They are the compulsory State Pilot system for these waters. They are required by foreign vessels or U.S. vessels in registry entering or leaving the port via Sandy Hook or Sands Point/Execution Rocks in Long Island Sound.

The Day in the Life of a Sandy Hook Pilot starts…

Perry: …When the phone rings. Pilots work a “turn.” A turn begins when a ship leaving the port requests a pilot. The pilot boards at the dock or the anchorage via the pilot launch. This could be in Brooklyn, Manhattan, Jersey City, or Perth Amboy. The pilot either undocks the ship or relieves the docking pilot after the tug services and takes the ship to sea. I await my turn on the pilot vessel offshore until a ship arrives needing a pilot for the inbound trip.

The pilot then takes the ship to a berth or anchorage. At this point, I find my way to my car by taxi, train, or Uber and return home. My name goes to the bottom of the turn board, and the process begins again. I traded my life at sea for a life on call.

How long was the Apprentice and Junior Pilot training?

Perry: Currently, apprentices train for five years and work in a three-week rotation. They spend time aboard the pilot vessels, starting as a boat operator, then a mate, then captain of the station vessels. Apprentices ride ships for one week. Then they have a week off. Apprentices draw upwards of 26 nautical charts for their federal licenses and ride 1000 ships before the State License Examination.

Deputyship (or Limited Pilots): Pilot ships with limited draft and tonnage, gradually increasing in tonnage and draft over the five-year process. My Deputyship lasted seven years before I was licensed as a Full Branch Pilot of any size and draft.

What was your employment history before becoming a pilot?

Perry: From 2001-2004 I was with Maersk Line Limited aboard the USNS Bob Hope, MV 1st Lt. Alex Bonnyman, and the Maersk Alaska. I applied to the Pilots in 2004. In 2005, I worked for McAllister Towing and then the Delta Queen Steamboat Company. In 2006, I began my career with the New Jersey Sandy Hook Pilots.

What is the most challenging part of being a pilot?

Perry: Besides being on call, the most challenging part of piloting is making difficult decisions. Pilots must act independently of monetary pressures, such as saying “no” to a job because of visibility, weather, or ship-specific restraints. The difference between education and wisdom is experience. If something isn’t right, we don’t move.

Have you seen technology change in your career?

Perry: Yes, with the introduction of the Portable Pilot Unit. This unit allows pilots to have a familiar electronic chart independent of the ship’s equipment.

What are some of your challenges in boarding a foreign vessel where English is not the crew’s first language?

Perry: When something goes wrong, most crew members revert to their native tongue. This can cut you out of the conversation if not remedied. Also, orders may be misunderstood. Sticking to nautical language can avoid confusion, such as removing slang, filler words, and nonessential chit-chat. Much can be assessed during the Master/Pilot exchange. I must build rapport with the bridge team.

What advice can you offer first-year students beginning at Maine Maritime Academy?

Perry: Take advantage of the resources available even if they are not mandatory for your degree. MMA has incredible resources, and you are only there for four years. For example, spend time on the waterfront. The more invested you are, the more you will get out of your education. The waterfront crew provides so many incredible assets and instruction supporting academic training through the deck program.

What advice can you offer a graduating senior?

Perry: Take advantage of opportunities. Find something you don’t mind doing that you are good at. Then, you won’t mind doing it for a long time. Be careful what advice you solicit from others… and from whom. If you don’t like your job, it’s a tough road, especially if you are far from home.

What would you like to add to promote New York and New Jersey Sandy Hook Pilots to Maine Maritime Academy students and alumni?

Perry: The Sandy Hook Pilots are looking for the best candidates we can find. This opportunity opens every two years, and we are looking for candidates who are 21-30 years of age and hold a four-year college degree. There is undoubtedly stiff competition, but this worked out well for me and could work out well for other Maine Maritime Academy graduates.

By Rhonda Leach