Construction and Early Service
The second ship named for Indianapolis, Indiana, she was laid down on 31 March 1930 by New York Shipbuilding, Camden, New Jersey; launched on 7 November 1931 (sponsored by Miss Lucy Taggart, daughter of the late Senator Thomas Taggart, a former mayor of Indianapolis); and commissioned at the Philadelphia Navy Yard on 15 November 1932, Captain John M. Smeallie in command.
Following shakedown in the Atlantic and Guantánamo Bay until 23 February 1932, Indianapolis trained in the Panama Canal Zone and in the Pacific off the Chilean coast. After overhaul at the Philadelphia Navy Yard, the heavy cruiser sailed to Maine to embark President Franklin Delano Roosevelt at Campobello Island, in the Canadian province of New Brunswick, on 1 July 1933. Getting underway the same day, Indianapolis arrived at Annapolis, Maryland two days later where she entertained six members of the Cabinet. After disembarking the President, she departed Annapolis on 4 July, and returned to the Philadelphia Navy Yard.
Indianapolis acted as flagship for the remainder of her peacetime career, and again welcomed President Roosevelt at Charleston, South Carolina, on 18 November 1936 for a "Good-Neighbor" cruise to South America. After carrying President Roosevelt to Rio de Janeiro, Buenos Aires, and Montevideo for state visits, she returned to Charleston on 15 December where the presidential party left the ship.
Read more about this topic: USS Indianapolis (CA-35)
Famous quotes containing the words construction, early and/or service:
“When the leaders choose to make themselves bidders at an auction of popularity, their talents, in the construction of the state, will be of no service. They will become flatterers instead of legislators; the instruments, not the guides, of the people.”
—Edmund Burke (1729–1797)
“Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child’s life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play—that embryonic notion of kindergarten.”
—C. John Sommerville (20th century)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)