The Rock Island Argus. (Rock Island, Ill.) 1877-1885, 1883-05-08
t;dnnatinn for Mechanics.

The question of the extent of the
benefits of education to the working
mechanic is an old one. Many place
| too high a value upon the utility OF
| learning. To them knowledge seems
all powerful; it is key that unlocks
every door 1t is among those of les
| ser culture that this opinion mostly OBJ
| tains. They overestimate the value of
science, while the better educated fall
into the opposite error, and undervalue
| it. As usual. the truth is TO be found
| in the middle. Education of whatever
nature exerts a certain influence upon
all other actions but is not responsible
for everything. Those who are want
ing in it are apt to attribute all their
troubles to this deficiency. How often
does some inefficient mechanic say that
he would have done much better if
he had only been educated. He cannot
see that his faults are positive and in
herent. Those who possess education,
finding that their natural faults still i'm
pede their progress, come to the conclu-
sion that what they have learned is of
little value.
In the case of the mechanic it is not
easy to determine just what knowledge
is worth. After he has learned his trade
mechanically, it is worth his while to
go further and read up what has been
written about it. While many of the
best workmen do not use book knowl-
edge at all, the typical intelligent
workman is always a reader He re-
ceives scientific journal and possesses
half a dozen books treating of lathe
work and kindred subjects. They de-
scribe case-hardening compounds, braz-
ing and welding fiuxes, and give hints
on lathe management, on cutting angles
of tools for different metals, and the
like. Every day he may have to go
through some of the operations they
the beaten track. But although he may
not follow them in practice, he always
reads them He does good work in the
shop, and reads intelligently at home.
1t any question comes up with his en-
ployer about mechanical points, he will
bring him the next day some of his
books or papers as authorities, yet his
shop work is done on principles learned |
by hard experience, and not by book |
theory. His books and his scientific |
journal do not seem to help him there |
Clever as the man may be, he would |
seem at first sight to lack the faculty of |
applying his book knowledge Yet il /
we go little deeper into the subject, it |
may appear that it is because of his ex-
cellence as a mechanic that he rejects
the book in practic. The hard school |
Of experience has taught him two les
sons. One has been right way of do
ag things; the other has been the dam
ger OF trying to improve on the way.
La the apprenticeship of the mechanical |
arts the work of generations of me-
ehanics is impaired to the learner. The
aynlnflnn IF Ga many minds |
should be treated with reverence. To
institute a genuine and valuable ina
is far from easy,
All this proves the dignity of the DO
'ition held by the mechanic. He has
OF shop work thati is derived,
IS just stated, from generations of the
worlds work. His knowledge of this
work is, then, of the very best. His ac-
luaintance with different metals, with ,
he treatment of different steels and I
rons, is perfect. His application of il {
, an instinct. He will seldom find his !
curse OF reading a justification for {
eaylng the way he is accustomed to | c
his special branch he knows so well |
hat the books can scarcely improve it. &
lis thorough knowledge of shop work .
ttains to the dignity of liberal eduea- t
on 1t is not to be despised or looked |
own oH poCduSe MOI acquired under the b
oof of a college. &
This is fair picture of the good me- O
hanic as found in our shops TODAY. d
Re reads, but does not often succeed in [;
pplying his reading. Yet he will study "
nd viii enjoy studying. He elevates a
is mind by giving it something besides Il
sseh to live upon. Seldom as the di- Il
,ct application of his reading comes O
ito his work. its indirect influence at d
cts every blow of his hammer -Sctesa- b
fc AmeicGu. ii