le literature
for home-study on the subject of his trade. The experience of many
an apprentice was, doubtless, different from this, but surely the
mental attitude of the journeymen who were the only teachers must
have tended toward some such resulting attitude of doubt or
hesitancy in the apprentice.

MENTAL ATTITUDE OF THE WORKER-TEACHER.--Under the old plan of
management, the apprentice must appear to the journeyman more or
less of a supplanter. From the employee's standpoint it was most
desirable that the number of apprentices be kept down, as an
oversupply of labor almost invariably resulted in a lowering of
wages. The quicker and better the apprentice was taught, the sooner
he became an active competitor. There seldom existed under this type
of management many staff positions to which the workers could hope
to be promoted, certainly none where they could utilize to the
fullest extent their teaching ability. There was thus every reason
for a journeyman to regard the teaching of apprentices as
unremunerative, irksome, and annoying.

WORKER NOT TO BLAME FOR THIS.--The worker is not to be blamed
for this attitude. The conditions under which he worked made it
almost inevitable. Not only could he gain little or nothing by being
a successful teacher, but also the bullying instinct was appealed to
constantly, and the desire of the upper classmen in hazing days to
make the next class "pay up" for the hazing that they were obliged
to endure in their Freshman year.

ATTITUDE OF THE LEARNER.--The attitude of the typical learner
must frequently be one of hesitancy and self-distrust if not of
fear, though conditions were so varied as almost to defy
classification. One type of apprentice was expected to learn merely
by observation and imitation. Another was practically the chore boy
of the worker who was assigned to teach him. A third was under no
direct supervision at all, but was expected to "keep busy," finding
his work by himself. A fourth was put through a severe and valuable
training by a martinet teacher,--and so on.

TEACHING OFTEN PAINSTAKING.--It is greatly to the credit of the
worker under this type of management that he was, in spite of all
drawbacks, occasionally a painstaking teacher, to the best of his
lights. He insisted on application, and especially on quality of
work. He unselfishly gave of his own time and skill to help the
apprentice under him.

METHODS OF TEACHING USUALLY WRONG.--