350 AMERICAN SHIPYARD APPRENTICESHIPS, 



constant problem confronting the yards in connection with apprentice work is that of main- 

 taining the interest and devotion of the boys." 



To stimulate that interest, the author suggests that large shipbuilding companies estab- 

 lish — to be won by competitive examination — a limited number of scholarships for marine 

 engineering, naval architecture, and their allied subjects, in technical schools or tiniversi- 

 ties, and leading, in the cfise of a four-year course, to the degree of Bachelor of Science. 



The establishment of such scholarships would, in my view, go far toward stopping a 

 waste of brain power and money which seems inherent in the present system of training ap- 

 prentices. In every class of them there will be found a few boys abler mentally than the rest, 

 and stirred by a desire for a higher education than the yard schools can give. The money 

 spent on their training in the usual apprentice course is lost to the company, since these boys 

 will not remain in the yard as mechanics but will inevitably seek other fields giving them 

 better educational facilities. On the other hand, these scholarships would, in most cases, 

 bring these boys, after graduation, back to their home yards and make them available there 

 for service in responsible positions. 



As training for mechanics only, the four- year apprentice systems now in operation in 

 our shipyards would seem to be adequate, especially since, as the author notes, "it is becom- 

 ing a practice to provide for a regular and frequent change of occupation for each apprentice, 

 in order to give a varied experience," and, further, if "small divisions of the apprentices, ac- 

 companied by an instructor, spend a portion of one school session weekly in visiting the shops, 

 divisions and departments of the yard to observe important operations." 



This training would serve admirably also for boys who win scholarships, since they would 

 have a general acquaintance with the main operations in marine engineering and shipbuilding. 

 If at the expiration of a two-year practical course in this line, these ambitious lads had also 

 acquired, at evening preparatory schools or otherwise, the equivalent of a thorough high 

 school course, they would be better fitted than the average student for a course in marine 

 engineering or naval architecture at a technical school or university. 



Since the object of this expenditure by shipbuilding companies for educational purposes 

 would be purely to train men for their work, a special two-year course devoted wholly to ma- 

 rine engineering or naval architecture and their allied subjects should, in most case, be pref- 

 erable to the full four-year science course leading to a degree, since in this special course 

 and the preliminary practical course at the yard the student apprentice would spend but four 

 years in obtaining a good technical education. 



In his admirable exposition of present conditions in this matter, and the suggestion of 

 methods of improvement, the author has made marine engineering and shipbuilding his 

 debtors. 



Professor H. C. Sadler, Member of Council (Communicated) : — The subject of train- 

 ing for all classes and types of men who intend to follow the business of shipbuilding, or, to 

 use a somewhat comprehensive term, marine engineering, is one which should occupy the at- 

 tention, not only of the professional educator but also of those actively engaged in the prac- 

 tical end. Mr. Bailey's paper is therefore a timely one, and the author is to be congratulated 

 in presenting to the Society, not only a general outline of the methods adopted by his com- 

 pany but also in giving actual data in the way of what might be called quantitative results. 



With modern developments there is a great danger of the disappearance of real "crafts- 

 manship" and a strong tendency towards scanty and inadequate training in the different 



