time he must devote to the learning of his trade. He is kept upon such work as will most profit his employer, who thus protects himself. If the apprentice should be thoroughly taught all branches in the shortest time, he would be likely to leave as soon as he could do better, letting his employer suffer the loss of time devoted to his instruction.

Now, it appears like throwing away two or three years of one's life to attain a knowledge of any business that can be acquired in the short space of twelve or thirteen days by a proper course of instruction. The dexterity that comes from practice can be reached as quickly after the twelve days' instruction as after the two or more years spent as an apprentice under the adverse circumstances spoken of above. The plan here is to give to the student the fundamental principles in such lessons as will teach them most clearly, and give practice enough in the shortest time to acquire a knowledge of the different kinds of tools and various ways of using them. For instance, if a man can make a small article in iron, steel, or any other material, perfectly (by such methods), he can make it of larger proportions with the additional time and help required for such an undertaking. The same in degrees of heat required for fusing or welding metals: if he can do it well in a lesser degree, he can certainly do so in a greater with the additional facilities.

After nearly five years' experience in the workshops in my charge, with the valuable suggestions of the professors so much interested in the success of the school, we find the best results in the time allowed, accomplished by the method now in use in the Institute workshops; viz., three lessons per week of three hours each.

The time is just sufficient to create a vigorous interest without tiring: it also leaves a more lasting impression than by taxing the physical powers for a longer period. We have tried four hours a day, and find that a larger amount of work, and of better quality, can be produced in the three-hour lessons.

In order to give each student the proper credit, and to show him the most important points in each piece, the following method has been adopted for inspection: Take case of bending. The four shapes to the right of 4 on the cut of forgings represent bending of flat and round iron; and the points to be noted by the student are rated as follows: —

The most important point in this lesson is the form; the next the dimensions, and the last the finish. Through all the iron-working and other metals in each shop, the same method is carried out. Every piece is made to certain dimensions laid down upon the drawing. The object of working to dimensions is to establish the necessity of correctness in measurement, and is followed throughout the course as a very essential point. The most of the exercises convey the idea of the necessity of straight lines in drawing or lengthening iron, and graceful curves in bending.

The iron-forger's art is comprised of the following terms and movements :

First, The management of the fire, and the degrees of heat necessary for each particular metal forgeable.

Second, Drawing down, or reducing the cross-section.

Third, Bending without materially changing the cross-section.

Fourth, Upsetting, or shortening the piece, and increasing its cross-sec

tion.

Fifth, Fagoting, or building up for welding, and welding the same; and welding without fagoting or building up, understood generally as welding. Sixth, Splitting. The terms are so well understood that they need no

Seventh, Punching. explanation.

Eighth, Chamfering, means hammering the edges down to give the piece a light appearance.

Ninth, Annealing steel.

Tenth, Hardening and tempering steel.

Eleventh, Case-hardening iron.

Annealing brass, copper, etc., is often done by the forger, but does not really come under this head, although it is taught in this department.

The varied forms of construction are simply the adaptation of the instruction course to such variation.

Together with the main tools — the planer, lathe, milling-machine, upright drill, etc.— used in the machine course, the uses of each auxiliary tool are thoroughly explained, and sufficient practice given in short lessons to place the student on a par, so far as the general knowledge goes, with the threeyears' apprentice.

The methods adopted here are as follows: A sketch of the piece is laid out to the working dimensions on the blackboard for reference during the exercise. The article is then forged in detail by the instructor before the class, calling their attention to each particular point necessary to its successful formation at the same time. There are also duplicate pieces distributed through the shop to refresh the memory and assist the eye in forming. Each student is rated according to the quantity and quality of his work, which is judged by the rules laid down for inspection.

A BRIEF EXPLANATION OF THE COURSE IN IRON AND STEEL Forging, HARDENING AND TEMPERING STEEL, AND CASE-HARDENING IRON.

The first lesson comprises the building and keeping forge fires in proper condition, upon which depends in a great measure the success of forging. It also takes in the degrees of heat necessary for the successful working of the metals in their varied forms. The other lessons will be explained briefly but technically in order corresponding with the number in the cut to be found to the left of each piece, or in the centre of the piece when it can be so placed to advantage.

No. 2. Cutting Cold Iron, Bevel-Forging, Drawing, Forming, and Bending. The bevel-forging is shown in the first form of the piece, but destroyed in taking its final form.

No. 3. Drawing and Forming. - Drawing is reducing the cross-section.

Forming will be better understood by the following description of the entire piece Drawing from a round piece to form a square, then to form a portion of it octagonal, and lastly to a tapered round point. In this figure welding is introduced to show the necessity of so doing when using common iron (iron most generally used). The result of drawing such material without using a welding heat would be the separation of its parts lengthwise. In this piece the necessity of maintaining straight lines is impressed, and expected to be carried out in future lessons.

No. 4. Bending does not change the cross-section as much as drawing. In some cases it is hardly perceptible. This exercise consists of bending round and flat iron in a circular form. The two staples in the centre of the rings take in drawing with the bending, and are made in a useful form only because it can be done as well so without taking up extra time that might be put to a more profitable use.

Let me say here, that all through the course, whenever the principles can be introduced in a useful form without occupying more time than would be spent in a plain form, it is invariably carried out.

No. 5. Welding, Fagot-Welding. — This lesson is intended to show how iron can be increased in size by joining a number of pieces together by welding where it could not be done so easily or profitably by upsetting.

No. 6. Upsetting, and Bolt-Making by Upsetting. - Upsetting shortens the piece, and increases its cross-section. The first piece to the right of the figure 6 shows a piece of round iron upset at one end enough to make a square from the round of the same dimensions as the diameter of the round, and intended as preparatory to the working of the other figure to the right, a bolt upset in the same manner to form the square head, enough being upset at the end of the piece to form the head in a heading-tool.

No. 7. Upsetting while Bending and Forming. This piece, being a square made of square iron with well-defined corners inside and out, is pretty difficult to make by this method if great care is not taken in handling it. This method saves considerable time where it can be used. It is not the strongest form, and only used where neatness in appearance or nice fitting is required.

No. 8. Upsetting before Bending and Forming. This piece being square only on the outside, while the inside corner is round, it is a stronger form, but for purposes differing from fig. 7; viz., a knee, angle-iron, or bracket, as it is termed. Sometimes it is intended to show the different methods of doing work similar in construction.

No. 9. Bending and Twisting. - Bending in this case (the piece being a floor-timber hanger) is done without upsetting, leaving it strong enough for its purpose by making the inside and outside of the turn rounding. The twisting is simply to bring the other end in position to receive the timber.

No. 10. Drawing, Bending, and Twisting. The object in drawing the ends is to alter the form from square to round, and also make it lighter where the hook and eye are turned, the bending of which has already been described. The twist in the centre of the square part is intended to show how this part of ornamental work is done. The other figure No. 10, an S hook, as it is termed, is a part of this lesson, and is intended to accustom the student to the graceful curving of iron.