The times. (Owosso, Mich.) 1882-1897, 1883-05-18
Education for Mechanics.

nc question OF tle extent Oh tne
benefits of education to the working
mechanic is an old one. Many place
too high II value upon the utility Of
learning. To them knowledge seems
all powerful; IL 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 undervaiue
it. AS usual, the truth is 10 be found
in the middle. Education of whatever
nature eXerts 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 ineilicient 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 il is not
easy To determine just what knowledge
is worth. After he has learned his trade
mechanically, it is worth his while 10
go further and read up what has been
written about it. While many of tho
best worlmen do not use book knowl-
edge at all, the typical intelligent
workman is always u reader. He re-
ceives II scientific journal and possesses
half dozen books treating of lathe
work and kindred subjects. They de-
scribe case-hardening compounds, braz-
ing and welding fluNcs, 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
tell of, yet rarely or never will he leave
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.
If 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 if
we go little deeper into the subject, it
may appear that it is because of his ex-
cellence rs 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
ing things; the other has been the dam
ger Of trying to improve on the way.
In the apprenticeship of the mechanical
arts the work of generations of me-
chanics is impaired to the learner. The
evolution of so many minds and years
should be treated with reverence. To
institute a genuine and valuable i'm
provement is far from easy,
All this proves the dignity of the po-
sition held by the mechanic. He has q
knowledge of shop work that is derived,
as just stated, from generations of the
worlds work. His knowledge of this
work is, then, of the very best. His ac-
Quaintance with different metals, with
the treatment of different steels and
irons, is perfect. His application of it
is an instinct. He will seldom find his
course of reading n justification for
leaving the way he is accustomed to.
His special branch he knows so well
that the books can scarcely improve it.
His thorough knowledge of shop work
attains to the dignity of q liberal educa-
ton. 1t is not to be despised or looked
down on because not acquired under the
roof Of college.
This is fair picture of the good me-
chanic as found in our shops to-day.
He reads, but does not often succeed in
applying his reading. Yethe will study
and will enjoy studying. He elevates
his mind by giving it something besides
ITSELF to live upon. Seldom as the di-
rect application of his reading comes
into his work. its indirect influence af-
fects every blow of his hammer.-Scien.
tifc Ameicau.