a reason for this attitude, as it is contrary to what seems to be his own best interest, and I will now endeavor to bring out some of these untoward influences.

So far as we can discover few High School graduates are in our shops, you will say that it is "Because they have been fitted for better work," and I say at once, "What do you mean by better work?" You will point to bank clerks, office men, store clerks, etc., and I observe that these are all white shirt jobs with manicured hands. That is all right, men are needed in such work but my point is that in school and home the emphasis is laid on the ladylike jobs, this is an exceedingly prevalent notion. Just a couple of days ago in my own office it became time to send one of our Cadillac students from the Drawing Room into the Shop, he by the way is a High School Manual Training taught boy, very fine in mechanics. When he received his transfer slip I overheard the other young fellows saying, "Now you'll have to get your hands dirty," and "You'll look sweet in overalls." Now this was good natured chaff, but under it all was that same thought that clean work is the only kind for trained men. Another decisive point in keeping the Manual Training student from our shops is that unfortunately the average High School student is not desperately hard pressed along financial lines. He takes Manual Training because of necessity and it helps in his counts, but fond parents make much ado when his clothes and hands show signs of "dirty shop work" and mother thinks it is "awful" while father says "his son won't have to work like that," and can you expect the boy to rush towards our shops when he graduates, and if perchance he does in isolated cases, he is always ready to quit (and does quit) when work becomes work and not a new experience.

The boys we get in our own Cadillac School seldom have reached High School, and it is usually essential that they keep working in order to help out at home. It is this type that really need Manual Training and we would be glad to see them get it in School. Again, in a way we help to foster the wrong idea in the boy, by expressing surprise when a student seeks work, and wonder why he doesn't go to an Engineering College, and boys get inflated estimates of themselves unconsciously.

Take this experience of a friend of mine who is at the head of a very large concern in Ohio. Personally he spends four or five nights a week in his office and factory up to II o'clock, it seems that a son of a friend of his became employed in the factory unknown to this gentleman, and the boy's mother in conversation with the President's wife said that if learning this mechanical work would necessitate her son working such long hours as this Big Man did, that she was going to put him in some other line of work. She absolutely failed to realize that in order to attain and make the success that this man had made that these long hours were part of the price he had to pay and the same might be true in any line of work in which she wished her son to succeed. This gentleman also told me that it was pathetic to see the boys coming into his factory from High School supposedly trained, and

yet had no sense of values or the necessity of observation. He personally takes one of these boys on cross country trips with him for a day or two at a time, and while on these trips experimenting with fascinating material he does not notice the dinner hour nor does he notice whether it is night or day. For this reason nearly every boy he has taken with him has failed to grasp the fact that much might be learned from this sort of work and they have complained to their parents and friends that this man would not stop at 12 o'clock to eat and that he would get out and get under the car in a rain storm when the car was running all right and they thought he was almost crazy, and that he would drive all night! While the man himself was obtaining material of great value, the boy likewise might have been adding to his fund of knowledge, and my friend is convinced that the students are not impressed with the value of observation and common sense. Being in constant touch with boys and young men I will admit that lack of keen observation is a very common characteristic.

In the factory this fault may cost money or endanger lives, but observation and attention can be cultivated.

Another fault which is prominent in the young men who enter our shop is the lack of appreciation of the joy of work, instead of having a burning desire to conquer an obstacle, the boy will take the easiest way, which is usually a slip shod line, and the moral and mental stimulus of overcoming a difficulty is lost to him.

The attitude of the parent and teachers while the boy is doing Manual Training work will to a great extent determine the attitude of the mind towards meeting difficulties. The tendency being too often to make it easy for him to overcome these difficulties in order that he might hurry on to some other points which might seem more important so that when the boy is put up against the problems of the factory his tendency is to ask for help rather than find his own way out. I also believe that in the effort to make the needed points in order to graduate both pupil and instructor will skip details and do superficial work, which is a mighty bad hapit in the shop.

What I have said will indicate to you our general view point on this subject, and I would like to close by suggesting certain points which might tend to raise the efficiency of the Manual Training student.

First.-Hammer into the student that there is only one way to do anything, and that is to do it right, this is one of the constant slogans of our Advisory Manager. Mr. H. M. Leland, and he spells it slow and with capita's. R-I-G-H-T. That cuts out “almost." "near enough." and their cousins. Work so done is quickest, best, and usually least expensive. This will also check the instructor who is willing to pass poor work in order to graduate more students.

Second-Magnify the dignity of labor and work. Do not always point to the soft snap men as examples of success but refer often to the A-1 workman, who can do the best work. I know many workmen who refuse

to take a position as foreman, because their skill enables them to earn more money than a foreman receives.

Third.-Discourage the idea that money received is the whole aim of work. The man who does only as much as he is paid for, never gets paid for doing any more. It often happens in my work that a man is advanced to higher grade work or responsibility and if he at once asks "how much more pay will I get" he has marked himself for very close scrutiny for we question his loyalty. Those High School graduates who apply at our Employment Office are very particular about the kind of work and the pay for same. We are looking for the man who lands his job first and then shows us how much we will have to pay to keep him, note I said "shows us" and not "tells us," there's a difference.

Fourth. I detest the popular fallacy that says "Why any one of you boys can be President of the United States." It is not so and every live boy knows it. Likewise you will point to eniuses like Edison and Westinghouse and tell the boys who are in your charge that any of them can be likewise famous. It is not so, but each one can be a success if he will measure success by his ability and determination. This would tend to show them that advancement in a good shop is not of sky-rocket order. Many articles in recent years which show the apparent rapid rise to power of certain men are absolutely dangerous and false, for they emphasize the short time of rise, and do not show the hours and weeks of hard preparation.

I believe that this is enough from my view point, probably you have expected me to lay out a suggested course of instruction, or recommend certain lines of work, but I feel that the present day Manual Training teacher and superintendents, handicapped as they are by limited appropriations and salaries, are nevertheless making great improvement in their work and as each innovation passes into the limelight of practical criticism it will surely result in more close accord between School and Factory.

THE FUNCTION OF MANUAL TRAINING IN THE HIGH

SCHOOL.

SUPERINTENDENT E. C. WARRINER, SAGINAW.

It is now too late to theorize as to the value of manual training in the high school. We have been giving this instruction long enough to have a body of experience available to tell us what its function is from actual demonstration of what it is doing in the lives of our students. I was glad to comply with the request of our chairman to speak here today, because it gave me an opportunity to gather data in regard to the influence of the work of the manual training department of our High School. I have accordingly

asked these questions during the past two weeks of all the boys who have taken the machine shop course in our High School since our manual training department was opened in 1905. The questions are as follows:

1. What value do you attach to the manual training work which you had in our schools?

2. What is your present occupation?

3. Do you find that the manual training work you did in school is of any practical help to you in your occupation now?

My contribution to the discussion will be quotations from the replies received to these inquiries. A large variety of occupations is represented among these young men, as follows:

Taking up the letters, the first is from a machinist who writes: "The value to me has been about three years of my life saved as an apprentice. For instance, the Carborundum Co. of Niagara Falls, N. Y., paid me on leaving school $15.00 a week and I was with them for eight months. I then transferred to the Aluminum Co. of the same city, and received $18.00 per week."

This is from a machine tool designer: "The training that I received in the manual training department of the Saginaw High School was of in

estimable value to me during my college course. It gave me a better understanding of the various problems presented and also the ability to judge whether or not they were commercially practicable. That training influenced me greatly in the selection of my college course."

This is from a tool maker at the Chalmers Motor Co. of Detroit: "I wouldn't take a whole lot for the practice I got in the manual training school, because if I hadn't the training I would be serving my time yet and probably getting $1.50 or $2.00 a day where by having the training, I have a good job and drawing 40c per hour, and then it is easier to get a job, for they always ask if you can read a blue print. I tell them yes; sometimes they try you to see whether you really can or not. It is easy for me because I made several drawings there and got the idea which makes it easy to learn to read them."

The proprietor of the Valley Auto Supply Co. says: "I believe manual training has a great influence in helping one to choose an occupation."

A draftsman in the Engineering department of the Edison Illuminating Co. in Detroit writes: "The training I received in mechanical drafting was equal to at least two years of practical experience in my present occupation."

A plumber in our city who passed the plumber's examination with high standing says: "I think you will understand me better if I give to you a few practical examples, and I know I can explain better to you how it helped me. For instance, mechanical drawing has enabled me to read readily any set of plans, etc., that has ever come to me in my work, and I do work from a great many different sets. I have often used my knowledge of forging which I received in school in tempering, etc., and have often made actual tools such as chisels, bars and caulking tools. In the same way I have been able to do an occasional job of machine work, which will turn up in the course of time in my line. Also make small patterns and in the latter, my wood turning has been of the greatest value." "I consider my manual training in school as benefiting me or rather crediting me with at least two years actual outside work. I cannot imagine anything which could supplant it and take the place in after life."

A journeyman electrician writes: "It was the information and experience I gained in the manual training department, that enabled me to take my first position when I worked after school and during vacation." "While I cannot say just how great the help is, from the manual training, I am sure. it has benefited me quite a little as I have some carpentry work to do and a great deal of taking apart, repairing and rebuilding electrical apparatus.'

The foreman on the wash board floor of the Saginaw Manufacturing Co. with ninety men under him speaks as follows: "We manufacture wash boards and the Gilbert splitwood pulleys. The manufacturing of these involves the use of a great variety of wood-working machinery besides there is a fully equipped machine shop. You can readily see my training along the line of wood work, foundry and machine shop work in the schools gave me a great insight into the work I have chosen."