ment. This is an important feature. Under the old apprenticeship system the apprentices lacked instruction, as foremen and others were not willing to give their own time in the interest of the apprentices. Instruction in the trade is given in the shop on the regular tools and in the regular line of shop work. Apprentice schedules are followed, assuring a thorough training in the trade and giving the necessary variety of work.

The drawing and the problem courses are arranged to allow each apprentice to progress as rapidly as he desires, but so as to enable a single instructor to handle classes with as many as 24 students in a class. The character of the courses is such as to fit the standards of the road, to read in the language of the shop, and to suit the special conditions existing locally. The method of instruction differs radically from the ordinary method in the following points: Text-books are not an essential part of the plan; there is no subdivision into subjects; all principles are clothed in problem form; there is no arbitrary standard of the amount of ground to be covered; no examinations are held. The progress and marks of the apprentices are based on the close personal touch maintained between the instructors and the apprentices.

The apprentice work can be installed at a greater number of the shops than would be otherwise practicable, by using talent already in the service of the company.

There are other interesting features connected with the system, especially the arrangement for evening classes for employees other than apprentices. The men in the shops, both foremen and workmen, have evinced considerable interest in the apprentice schools, and there has been a demand for evening schools to give them the same advantages. In response to this sentiment on the part of employees evening schools have been started at McKees Rocks, Elkhart, Jackson, West Albany, Brightwood, Oswego, and Collinwood. These classes are open to all the employees. At all of the points except Elkhart and McKees Rocks the men meet for an hour and a half or two hours directly after the shop whistle blows in the evening. The men are more regular in attendance and take a deeper interest in the work when the meeting is held directly after the shop closes. The make-up of these classes is very interesting. At several of the schools where there is a full quota of apprentices and a waiting list, the boys take places as helpers until there is an opening for them in the apprentice department. These boys usually enroll in the evening classes, and boys who have finished their apprenticeship also follow up their studies in connection with the evening classes. The men who attend them take the same course as the apprentices, but if they desire may skip the easier portions.

As a

rule they prefer to take all the work, reviewing that part with which they are familiar. These classes give the more ambitious men an opportunity to become more proficient and to fit themselves for better positions. They are especially valuable for foremen and assistant foremen who may desire to brush up their knowledge of drawing and mathematics. As a result of the classes the shop men are becoming more familiar with the company standards and being drawn into closer touch with the shop draftsmen.

The advantages thus far apparent from the brief experience of the New York Central lines are that a better class of boys is secured. With the greater opportunities that are being offered this is the natural result. Formerly it was difficult to keep up the full quota of apprentices at most of the shops. Now there is a waiting list for some of the trades at several of the shops, and apprentices are being secured for trades formerly without them. In many instances high school graduates have enrolled themselves as apprentices. At shops where there is a waiting list, as just stated, the boys frequently take places as helpers or wipers and enter the evening classes until an opening occurs in the apprentice department. This service is a sort of probation period, and those who are unsatisfactory are sifted out. The boys under this system take a greater interest in their work, and because of the principles learned in connection with their educational studies, are better able to understand the instructions given them and carry them out intelligently. Their earning power is thus increased.

From a productive point of view the work of the shop instructor is especially satisfactory. There is a greater output when the apprentice is shifted to a new class of work. The instructor stays right with him until he understands it thoroughly. Under the old system of apprenticeship the foreman was supposed to instruct the apprentices. He would almost invariably be interrupted a number of times, and would probably hurry off after he had half instructed the boy, expecting perhaps to return shortly. The chances were that he would forget all about it and the boy would be left to shift for himself. As one shop superintendent tersely put it, under the old system a boy, after working on a machine for two or three weeks, might get to a point where he could produce one-half of a mechanic's output, now he can on an average turn out seven-eighths of a mechanic's output after three or four days. When a workman does not report for duty an apprentice can be put on the job under the direction of the instructor, and the output does not suffer to any great extent. The increase in the apprentice's output due to the cause mentioned more than offsets the loss of time due to class work, which amounts on an average to forty minutes a day for each boy.

Another advantage is that the amount of spoiled work has been very greatly reduced, a saving due to the advent of the shop instructor.

At the end of each year the instructors draw up an estimate of the personality and progress of each apprentice. This is made up of answers to the following questions.

1. Does he work overtime on drawing or problems?

2. Is he the type of boy we wish to have in our employ?

3. Is his attitude toward his employers good?

4. Does he spend his time well outside of shop hours?

5. Have you, or has the shop instructor, succeeded in gaining his confidence; i. e., would he come to you first in trouble of any kind? 6. Can you recommend him at present to start in the company drafting room, or will he qualify during the next year? probable date.)

(Give

7. What is his strongest point, or for what type of work is he best fitted?

8. What is his weakest point, or for what type of work is he least fitted?

9. Does he live at home or board?

10. What is his address?

There are many incentives to encourage the apprentice in his work. The drawing and problem courses are made as interesting as possible; they deal with no abstract theories, but all the exercises and problems are in connection with the practical work in the shop. In most instances there is more or less rivalry among the apprentices as to their progress in this work.

It is quite probable that after the schools have been established for a period long enough for the apprentices to have had time to complete the course in drawing and problem work, a few of the brighter graduate apprentices will, as an additional incentive, be sent, at the company's expense, to a technical school for a year to finish off their course. Such men will then be admirably prepared for work in the motive power department. This is a most encouraging feature under modern apprenticeship methods. If students can only have the experience of a technical school after all their training as apprentices, the problem of industrial education will, to a very large degree, not only be simplified, but placed on a footing no other method would

secure.

The New York Central is also adopting another method in this very direction. At two of the shops the apprentices have been taken in a body, under the direction of instructors, to visit neighboring shops or large manufacturing establishments; as, for instance, the apprentices at West Albany have visited both the American Locomotive Works and the General Electric Company's works at Schenec

tady. At some of the smaller shops, where the boys are not able to round out their courses to advantage, they will be assigned to larger shops for their fourth year; as, for instance, the company contemplates giving the boys in the car department at East Buffalo an opportunity of spending a year at the West Albany shops, in order to get experience in repairing passenger cars. This is an added incentive.

The shop superintendents encourage the boys by occasionally assigning them to special work where they can apply the knowledge in drawing or mathematics which they have gained in the class room. One shop superintendent, who is very much interested in the apprentices, makes a point of occasionally stopping and asking an apprentice something about the work which he is doing that will make him appreciate the application of what he is learning in the class room, his aim being to attract the attention of the apprentice and induce him to put his very best efforts into his work.

The experience of the New York Central lines under their unique system answers a few questions which advocates of industrial education might advance; as, for instance, What is the attitude of the men under this system? Those who have charge of the system under the New York Central answer through their experience, and the facts gained through inquiry are that their workmen are taking a great deal of interest in the new development and that they look upon it with considerable favor. There has been very little incentive during the past few years for boys to enroll themselves as apprentices, and the men are glad to have an opening for their sons by which they can be assured of a thorough training, which will make them firstclass mechanics, and which, if properly followed up, will fit them for positions of authority and responsibility. On account of the neglect of a proper system for recruiting men the percentage of skilled mechanics has very sadly decreased, and the good all-round mechanic has almost been lost sight of. A system, therefore, that will build up men of this kind, and thus add dignity and importance to the position of the mechanic, is to be welcomed.

As to the attitude of the officers of the road, they, from the gang boss to the superintendent of motive power, seem to be much pleased with the new system. It means from their point of view and observation that they are going to have more efficient men under them, and that the problem of issuing and executing orders will be simplified. The boys, coached by the shop instructor, are doing better work and more of it, and the amount of spoiled work, which is always an item where there are many boys in the shop, is being reduced to a minimum. The problem of securing and holding apprentices has been solved, and in a few years the problem of securing good allround mechanics will, to some extent at least, also be solved. A point

blank question addressed to various officers as to whether such a system was worth while and really paid, was met by a very enthusiastic response that of course it did, and in most cases they were ready to advance good reasons as to why this was so.

It is interesting to note the attitude of the different officials as they enter the schoolroom when a class is in session. One superintendent of motive power always promptly removes his hat, as he considers that the schoolroom is on the same plane as a college recitation room and deserving of the same respect and dignity.

At every point questioning brought out the fact that the higher officials quite often stop in at the schoolroom, and usually examine the work the boys are doing, occasionally asking questions or in some way showing their interest in the work.

An extension of the system is contemplated relative to the car department. It has usually been considered impossible to maintain an apprenticeship system in this department, and recruit the force other than the laborers and helpers on the repair track from its ranks. It was said to be impracticable to introduce such a system, but there were last year five regular apprentices at East Buffalo, and the indications are that this number will be considerably increased in the near future. With this expanded system in successful working order on the New York Central lines, the question may be asked, What is the attitude of other roads to it? The general criticism has been made that the New York Central is educating apprentices for other roads, and this statement is probably true to some extent. The awakening of interest, however, in industrial education and the inquiries and observations from all directions indicate that other railroads are now giving this matter the consideration it deserves, and in some instances have taken action with a view to inaugurating some phase of the plan. The fact is being appreciated that no outside system of instruction, such as trade schools, correspondence schools, or even the Y. M. C. A. classes, can fully meet the needs of the apprentice, and that the control and direction of the instruction must be coincident with the control and direction of the shop. The indications point to a day not far distant when each railroad will have a fully equipped apprentice system organized as an integral part of its motive-power department. Before such work can start, the management must be convinced that, for its own safety in the future, it must be provided with skilled, intelligent, native workmen, men who can stand on their own merits and do the work which is needed to keep this country commercially ahead of the world; men who command the respect of their employers; men who can and will bring skill and judgment to their work, so that they may command compensation commensurate with their increased ability.

Thus the New York Central lines are contributing largely to the advancement of the purest forms and methods of industrial education.