Mind and hand: manual training the chief factor in education . sketch, for example, rep-resents a flat bar of iron, the counterpart of the bars rest-ing against the several forges. The second sketch showsthe bar wrought into the form of a cylinder. The thirdsketch shows it drawn or lengthened, and hence re-duced in size. The fourth sketch presents two rods theunited lengths of which equal the length of the originalrod. The fifth sketch represents the two rods bentinto the form of chain-links, and a sub-sketch shows theproper shape of the ends of the links for sixth sketch shows the
Mind and hand: manual training the chief factor in education . sketch, for example, rep-resents a flat bar of iron, the counterpart of the bars rest-ing against the several forges. The second sketch showsthe bar wrought into the form of a cylinder. The thirdsketch shows it drawn or lengthened, and hence re-duced in size. The fourth sketch presents two rods theunited lengths of which equal the length of the originalrod. The fifth sketch represents the two rods bentinto the form of chain-links, and a sub-sketch shows theproper shape of the ends of the links for sixth sketch shows the two links joined and welded. The black-board illustrations may be omitted if theschool is provided with a complete set of samples. Theschool of mechanic arts of the Massachusetts Institute ofTechnology has a hundred samples representing the suc-cessive steps in blacksmithing manipulation, includingwelding, and the welding samples consist of two parts,the first representing the details of the piece preparedfor welding, and the second the welded piece. These. THE FORGING LABORATORY. 69 samples are part of a collection of three hundred andtwenty pieces of exquisite workmanship, covering everydepartment of a complete manual training course, pre-sented to the Institute in 1877 by the Emperor of Eussia. The black-board illustrations or the samples havingbeen exhibited and explained as clearly as is possible inwords, the instructor takes his place at one of the forges,and, surrounded by the class, goes through with the suc-cessive steps of any manipulation contained in the lessonwhich has not been actually wrought out in some pre-vious lesson. , If the manipulation is a simple one the silence is onlybroken by the sound of the blast and the stroke of thehammer—the students understand every turn of the ironand every blow struck by the instructor—but if themanipulation is complicated, involving a fresh principle,the instructor is saluted by a volley of questions, and heoften pauses
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