Summary of Apprenticeship Practices in Foundries i PUBLISHED and DISTRIBUTED BY The National Founders’ Association 29 South La Salle Street Chicago, Illinois | | The aim of this publication is to give a brief resume of practices and methods | } now in use in certain foundries. It will be understood that this study is not at all y | | complete. A complete study would require many months and would include many _ times the amount of material assembled here. This publication, including its ap- | pendixes on text material and references, is considered as an emergency announce- | ment of present average practices and methods. It may serve as a tentative guide to | those who feel the need for immediate organization of some kind of foundry training. | It is published in response to numerous requests from company members for informa- | tion. An attempt has been made to answer inquiries by giving examples of what is | being done to train foundry labor throughout the country. | As | | NATIONAL POUNDERS ASSOCIATION 29 South LaSalle Street, Chicago A brief summary of APPRENTICESHIP PRACTICES By L. Ae Hartley, Director of Education This is the second of a series of vublications dealing with the subject of training foundry apprentices. Points discussed Page YOO | een RMS OTR Bk ay Wk W wien 6A. Wim iene Keine bao o kw Mam Oem ai ag owe Se veOr ee LOO Ramat CETARCL, 64 bie:s i oivebialars wale » v6 ooh Mlbie tik dyke) 5. Apprentice training distinguished from general upgrading,....«. 3& 4. Example of apprenticeship growing out of upgrading, essssesceee 4 Peomeore BN Blige apprentice tradning, soe ti vais vel decneeeecese 5 DRA eC G GL CORLL Ds saws es se okt 06s see casino he saws enes O Say ON DPS EROS Lys vee os s4 els alBis 's sia alae alo wWaeele wk woe Me oumeduieg Of ANVONCEMONT, cise vesecsece 5 a ORAS! git a 8 eite mT Rau, ae ese wie ALAS MPC UUtswe Ss LOM CPaAde: TInGINnG, . 4.64 be seb em aele oe O Elen bie's einee bo Pee Ones OL COUNITY TPALR INE) soso Sleek Ea PPEGs Se vbw ease wee LO Mie enop training —- helpful instructional material, ..nccccrnssevees 16 Pero Lnetrice.on -— time devoted tocltguii Cie des ses cea eeGe ce LE Pree ae UruC rion m WhETO ELVEN, se aici. e aes iio sete e + Saw eecdee LO (1)Cooperative District Plan including public vocational RNa cia eal ete Se Or aye eg seb eiwl elem alae le ee tmLR, le or laccatas avon raat) ee (2)Cooperative District Plan with privately managed SGHODLY + aay ew eA SEE OL ns. e sino hue oe Rela e Rimini oc ACS ok 8 bei a Ree wi, Re ee mene IR MR LON em LIS CIMLO GOR Ds win ed osha aie alee ee 0 @ 0:0 w alhienmseveiel oe Ade Rolated instruction - subjects taught, sssececsvecevccvsvisewavea © 16. Related instruction - some questionable text material, eacs.seses LO 17. Related instruction - kinds and examples of text material,.... & 18, Related instruction - methods of furnishing text material,.... 51 19. What has become of apprentice graduates?..c.sssccsvcscccesevves oT REY BOLO GEOG gig d Sikh gies cocelhe 6, 8 e04 eb 0k Cees Roe He wee oes OO PS Ct CLA CURRA Ol), «cuuak cs 0 ob Oa eRe Or eke eed eae Ct Chart I.Cooperative District Plan including public vocational hs ho ee ee Seek ae es ee ee a ee eee ek ee ae | 45 Chart II.Cooperative District Plan with privately managed ct teh! ESS RP a a oe ee ieee eee ee ce ee ee. ee a 44 a Chart JIII.individual Plant Plan for employe training, .ceseesecone 45 Appendix I. Making dry sand cores(An example of text materia}(Attach- Appendix II. List of references and texts for the foundry (ed Separate copies of Appendixes I and II will be sent upon request’ 597535 ey. Lh £ i ee Ve } y ey 4 f ety vt ny Sas vid 3 ra = ‘ (Aim 4 4 ‘i b ah say yah "i uy P el i ar Fh: a a rs ai es ea SNe us VieReH Cee mi re ea i rf ia eh es eg rar, a roy 3 + fa a t, * oe re daha 2 Ny he a a ‘4 al Fe ee es a OF %i “ Pe at ae a « ¥ sedi C1 a, ® ‘ n ik k ; " . ’ ZL 1 ae re ‘ . (Aa J ROPE Bee UD ee AE y ‘Giri epee Pay ae 8 gt hw Pa” Na Ou ae ie RTA Ee AE, Sa Mla Laat de a ae, Sac mig ” ae EY AR iy i i cs j + . Uae rings ot c te ae) f $4 nie ike a A 7 Fri 2 : Pe i> a Sie y a Pas, ‘ A 2 ae ae ee TAL ARE a8 a > ap My ¥ Hi Pitty Faso wt , ' sai eh BOWE Ss OR na We we a we) She ie rs Y 4 ' ‘at Ta | ¥ 6, fisaal fe . ie eas . : vi ia Nea shu Santi Mi y y . a8 ~ » t ’ BALA ‘tt +, t ie im , ¥ Fk CUR | Atte 2? ‘ ‘ ant A j V ona ee ‘ , 4 Aya iaN me eh ae eae in pines ort Bk RRR BT 8 OY Ming ANE vid, « » es ae 4 2 . Sl ‘ Dah See Si & i y hah) hy 4 en 4 sone ri at UE oR y eS ‘ is ; eae i 4 dite 8 Sisitiee bis oun te a, dea i vn Bi MAS A 1 i! L Z % a0 i iit: } : oa a ee re wes B, sf bs ern : as sa i , Apt * Pk ee AM eae Pe ETRE ha Lr ma b 7 aoe De is ” , sfmitnn his ill a Aiea! 3 a. a An tha r- Ginn bell LS Se tha ces brews VF dens 2 a ware ul ¢ ee WA bert) a : Ri Pe iy mee 1 ay hada p, wAee wn * Ms vin mt ae silt a= Introduction, When training is mentioned, every one thinks of the kind of activity which to him means training. Apprentice training means as many different things to different people as the varied experiences these people have had which they have called by the name of apprentice training, Every human being naturally thinks in terms of his own experiences, VARIOUS A brief questionnaire was sent out in ay 1924 by METHODS AND Commissioner licClintock of the National Founders DEFINITIONS Association to determine the extent of the training of molder apprentices which was being carricd on by the membership of this Association. A number of companies answered = "No, we are not doing any apprentice training, we are only - - =" and then they went on to describe exactly the same precedure that was described by other companics who began their answers with - "Yes, we are training apprentices by, etc. - - -". It was evident that some foundrymen considered they were training ap- prentices when they were doing exactly the same thing as other foundry- men were doing who bolicved they were not really training workors by the apprenticeship mothod, LIGET ING It is agreed rather generally that an omergency AN exists regarding the production of skill in foundry ELERGENCY labor and that widespread active cooperation is necded in order to mect this cmorgency. Farsighted men realize that they must at first train cnough workers to allow for losing a few to those plants who are not yet ready to cooperate on this point of producing skill. In order to cooperate we must understand cach other = must mean the same thing when we use the samc terms. Unanimous action depends upon common understanding. APPRENTICE- Apprenticeship and apprentice training are confused o— PHP AND with upgrading of personnel by many foundrymen. The =. UPGRADING following distinctions and definitions are not as arbitrary, . They are developed from expressions am commonly heard thruout the foundry industry and are in accordance with ' the recommendations of the Industrial Education Committee of the “* National Founders Association. “¥ >» 2 - Apprentice training defined. a. =" The following definition is suggested as expressing “—— the consensus of opinion of those practical pcople who have had wide experience in this field: Apprentice training is any systematic training in the all-round practice of any givén trade in~ cluding regular advancomént in shop operations — ogcther with regular Instruction in those subjects which Will make € performance of these trade Operations, easier, cheaper and more interesting. ee HOW TO The general acceptance of this definition will do HAVE A much to guide the training program by means of which WAITING the better type of American youth will be brought LIST OF into the foundrics of this country and will be YOUNG MEN trained to supply the skill needed by this industry. This apparently bold statement is based upon the fact that in a number of industrial centers in which this kind of apprentice training has been in operation for some time there are waiting lists of desirable young Americans who wish to avail them- selves of this opportunity for education, IT CAN A guotation may be of interest from a company which BE began single handed to train apprentices a few DONE years ago with no cooperation from the public schools or other plants. Before giving the quotation it should be stated that this company is hoping to have the cooperation of the public schools as well as that of other concerns. In March 1925 an official of this company wrote: "Five years ago we had absolutely no applications for the foundry trades. Today we have on file forty-one applications, none over three or four THE BEST months old from whom we can probably select at KIND OF least ten good boys as openings occur. - - - We YOUNG LEN carried our apprentices all thru the depression and did not have them on laboring jobs either, although they had a few weeks of short time , some of them alternating week about for a while." This firm prefers boys of American rather than those of foreign parentage because "they can be relied upon to stick". 5 - Apprentice training distinguished from general upgrading. This definition of apprentice training will make clear the distinction between an apprenticeship program and a system of upgrading promising workers, UPGRADING The general upgrading of foundry labor is done ina FROM THE more or less effective manner thruout the industry. GANGWAY It will always pay to give special attention to ALWAYS PAYS workers showing special interest and ability and to promote them from job to job as they gain skill. Many capable workers and foremen have been developed by this process. This plan of upgrading differs from apprentice training in three important essentials: ; (1) Aim - The aim of apprentice training is to produce skilled foundrymen with production of castings as AIMS a by-product of training. The upgrading system of DIFFER training aims to produce castings with training of foundry workers as a by-product of foundry operations. i uh Ad ada ‘ ‘ 34> ey taney th ‘ i re iis has as) Lie USES, gD OR Woke ea i ty < SAN Ne . ne ft sited tah 4 ‘iid E hiee ey Matas aie are Lbs SR eet Eee oe a i gol Vi Regs siomeet RU Nar Hak eg ie Rowan wee i Gh Dxts chit tie a Sak TR here Ss RC hes an ie leat Sanne: wan, ag cothat ped 6.780 ne OT Oe, ap meni emo Ginteaus hes vee iy Si e tom ‘orpauagixo's CIR NOSE 8 3% ‘dpe e Nh SR cay ue sii Beek Beihsions i ea « eaten Mayes RS SIR RANGE: Bhat oy Hee gael SG ana ehh Pe, pire K Lie Ree ttc gre rere SUG ‘Botures.. ; PO ny mi % il ee i e (abd ye i ned evel Poie Bas uy piss yt nia y tent » Al “chescuie,* on Kove Ce EA. gy Breet ¥ eee Aayacrte Sy ee ee ie a Sida lcatve cu 46'E fica k hie adioantatts ashy a6) ff rp Np Cnt ashe Moder A. Sia. ecg ‘etek aay pb ; me SONS mated * MOF Pe Oe ) REIS Petal me of Chandy Ke Bom onan 2. 8 sera ans sivpama we iaso0y as ita Pere eee ferme 46, aottrec ten ist Masten By bey mas staycentey Di las oe vaio ct be ac | Ce et. di Fissiy an file Ligeia ky BS ahaa aba {titre aahah on a: tar: Atel ew halle Ba Hay ae ately eek. dissent yjeoeute ig Na ms oa Pie nine gs vai 8 athe i Y boo, Latovu. | | Pe Packet m ot bi Pg ad (2) Related instruction - Thore usually is very little INSTRUCTION if any related instruction in cormection with up- GIVEN T0 grading foundry labor. Apprentice training includes APPRENTICES the related instruction which is necded py the worker in order to understand trade opcrations and his place in the incustrial system, (3) Responsibility assumed = In apprentice training, the industry cefinitely assumes the responsibility for attracting the desirable type of young men into the foundry and for prepering them by systematic training and instruction so that they may give the industry the largest service of which they are capable. This responsibility naturally leads to cooperation SUCCESSFUL between different companies and the development of TRAINING founcry labor for the industry as a whole. In up- Is grading, the worker is largely responsible for his SYSTENMATIZED own interest in advancement. Naturally he may not be greatly interested in the foundry industry - this is the responsibility of the management. ‘The industrial worlicr already emoloyed must show his ability and interost before he is given any special training. Usually no one assumes responsibility for systematically planning training by the upgrading process and such training practically never is under~ taken for the purpose of developing a plant's share of the skilled labor in the foundry industry as a. whole, & - Example of apprenticeship growing out of upgrading The distinction and also the close relation between apprenticeship and upgrading are illustrated by a successful train-~ ing program in a plant in one of the smaller cities of the middle Weste A large factory in Moline, Illinois has a system of training which is functioning admirably although there is no connection with a public school, The work in this factory does not include a variety of experiences; in fact, the operations are largely mechanicél, and would be considered by some to hold very little training content. The management has not tried to clabcrate upon the training possibilities which it offers, RATING The first step in developing training in this plant APPRENTICES was to select a certain numbcr of jobs and to decide THRJ THE upon a fair performance and a fair average wage to UPGRADING be earned cach day. This became the qualification PROCESS for a special apprenticeship. Any one who is able to carn $5.00 a day at the prevailing piece rates, whose work is of a certain standard and who has successfully completed a certain number of jobs, is eligible to become a Grade A apprentice. A performance of approximatcly twice this quantity, an experience in four times the number of jobs and an carning capacity of $7.00 a day entitles a Grade A apprentice to cxamination as journeyman, | The management of this company felt an obligation to offer certain related instruction and this necessitated the cmploy- ment of a person who not only knew mathematics, drawing, science yey wh Vhs a ie eda whe pe vey rh ‘te ze Bare | es ee oe fulg ee. ae : renee , y wre Nyy) Ly AN Sa iN PYG | al m~ Po AM ary , iesinetons ie ten heat ah he Spm oa FR Cee RS RE Oy a pe thiheaeeas kG eas Na , le i as pit i CG I Bane iiseiu yn nr his. oube eee : \ vr 7 > i ay YT ieee ty ay ' heiern * pant Oe A a Se RRR ay: inn en eb) Baste Oly ee) ba , i ae ate © 1%. ; a LO a EEN eid his ya Wa. PERE UN a ee ane >t cond oh ORME OUD SR ce Bey: pe st Did mot “nme a “7 that nayeet erin pennant 4 Hs “snr aie ts rire Gacy me ame MOR a Ue a Secagnag i Wie At Sqavien! Ve wo tt aad 20D yf MI & yas oy I) ay r Ae ee nh pe ease Pay She 1 inet fea ne ae Ponies , ‘ inp ~ 1 ~? r Mi ea eka a ae Bop hohe a sey hth ea Ru ATCT hs Fhe . 2 Me Poe im bey at, in san ip Y; BOB AK ie My Mi ni ‘t hits we epee “heehhC fu ages CS HAE “panting y 3 Ne One. Lonny rey cael Runa aa | nce abanervcees ice aah “fee Rieti he Cr Lankaneot ORs rate . | Eelaghioes sina) SRY MR Rekha SN Lae "ea citer aa Re nanos: a eas at MT hs Be a "Hie fe vo ss vena ; boas 0 ON ao anges eky al i 4h eal Va ee ey a at ss eR ae 1 He AOAC ae AM eh ty ae jie 4 ) Ret a J oa i ee we ia Pe wrttidizo'2 chek ae bch “ite wh bo te A Hea, ¢ ae aN AN sates Mt uf Ne io ut, “ a ny ty taibe eel Bt ty a) soe Riskoabeltn Che. dag rammenNcine. nil sit sEbontiepanted, “hb, SiC CMRNNOR AR 0 a tr a of + mS ae oe aa aye y Ni vi Rt wre thon ie gil lh a ial Aiayh Hi aye oval Mm hip shah Be iva We hide cin ea f sd f uu . aie i $ Aas f Ny 7 i Ps) ie zs} ih te ny te | me Hi tj ihe ie " b' i hia) ii i A eat tof th, tis Rist ney cum x ij wt Hdd Ay ie nh ce RO ae eea ae a hae Death vt 4 .? day ‘autonmen 3 Si A a $6 oh Be Mi 1y hw a us { i dvetp ae 8 ee ined ¢ “* Py he Posh ne 4} a Ma Be ie ; ) LA a Peis Pn i ii We that: i Ny iA oh a cy acai HW) ah Ads 1a) t in bs | veneers. inter “elite ie oe ee Ce AU i i. aes pile t er " ag vie ye “ iJ ay Piva i lay : & fy og 3 Cm RYAN a chit ih a8 vit a pas ‘4 ih ie phi ad ake a an ‘aoe i nn ida ty By fr ex ome out: an sd iat PO) Agee ees Hein bei osel | ‘pa oi i i | METRY Seach on Lon are hs hast 6 Korky agate! cities Se ae ef eke ch eto vil i om | Hy micas Qo atdinto oe bob h =~ sien and other school subjects, but who also Imew the shop operations to which sertain parts of these subjects relate. VIEWPORT A young man who seemed to grasp the problem was ESSENTIAL found. in a university where he was devoting a part FOR of his time to coaching in athletics, but he had SUPERVISORS had very little industrial experience and none at OF TRAINING all in the industry in which he was to be employed. He was out to work in the common gang along with the rest of the untrained help and did ail the jobs the others were expected to do. When he could carn $5.00 a day and when his work was of Grade A quality he was advanced. After he had earned the right to be called journeyman he was put in charge of training. TEACHING This man is not expected to teach related subjects WORKERS particularly. He is expected to tcach young men INSTRAD what they need to know and for that matter, older OF SUBJECTS men if need be for in this plant there is’ no age limit on apprenticeship or other employe training. Neither is there any specified time requircd to complete the learning of a trade, Three years is considered fair but there is no limit. This management docs not care to have its training system referred to as a finished product. They say they are just getting started. It may be considered a good start, This training program which has grown out of up- grading and is adapted to the needs of this plant will be found to have the evidences of apprentice training as stated below. Oo - Scope and aim of apprentice training. An apprenticeship program is composed of two sup- plementary parts: THE TWO A - Shop training. EVIDENCES OF APPRENTICESHIP B - School instruction related to shop training. A - Shop training is planned to include experience in @ll of as nearly all as possible of the jobs in the trade, This usually includes cupola practice, This training aims to produce the all-round workers desired and also to lay the foundation for later supervisory work by those who show capacity for executive responsi- pility. In order to provide this broad shop experience the cooperation of a number of foundries is often but not always essential, Such cooperative programs are now functioning excellently in a few places. This is discussed on pages 19 and 20 under the subject, "Coopcorative District Plan including a public vocational school” and on pages 19-20-21 under the subject, "Coopcrative District Plan wit. privatcly minaged school." WhetAor all the plunts in a district ar ak a Ss € cooperat= aig or an isolated shop is arranging an apprentice program cue essential in both cases 18 a schedule of advancement by. jobs, These schedules are discussed in more detail On pages 10-14, " ha Ket se ee " = iG " aa aca L teint Y dag 2 es Pri ort piece «2 Baa ee eS Feng. ant « DiNRolLhmee ) ott oe ‘AW oe whiter eta n ies oe eeoh One Zhe m ub Desh, Galen: Ga eve) pg) pO Ou a xt ore ba age tl et ek Cer tA » Ae ca ot Ae ext pa ls " p Play» Th Stilo ee oy kaw oth hs nimmiiil te ona bail ee i HK Pek 5 fs Fah aes) V pe Lat asatba ihe APO Ee ae vitae wtostdes botealee depot of Do pOgRe ayy! c a Ps oy a fest sono; Hose? Gf portPouxe Ae Leela biting } Gap. Rothe: Toy et | Ose Be bit : ere hacy 4 . & 7 y ia 4 oe ee) VEN . G0r Oy ha benef ba NG Rae" ch 4 F otan\h a es Ah ’ de : ; We Jom bothers yeaa MeL a +o hy Laie a's ike A in “thats spe St Oo CMe Or eb ere DRL pete Do Lpeogan ena pe nt ? Rk ema aa eee dirk weet Beobieced BF hatha ans iy net aH ' * ; Py i doers“ tyes AS we wand Ta aie eo “ he amen eS NS Ces eS too» tel ry’ " vite i NWieae rf wa: ot tit ve ee hace ring ° sa ates, eng ie Dera 1) FA ity be nyt eel sot Ae i Y Ye a e's Me YY 4 ree fs) ise ‘i y et : ay 4, i ne ‘il ie ors Oe Ramu WL Rye, ae: fgg keh Le AN eS oF ee , } Ri Vi ‘ t ay op Pi Pore } ey prepok «a by De be anti ay Behar eclt a Qe Tee sha ii an the Cad pects te es Onn aa ta i ein saaaaal ‘“ iP come ad ‘ida A nine) eevee eva t mM POT: Eee # y aad Ly ty LP ake wa vt WES i) ee) Et pe » Cit Th nd d an) . ret Seti ghey PM arabe iby wnt Kotha te (away ena Women dela a saa, Fo BE 3 cba feed Sosy heather igen | Se wok fs belo 1 ii se ceeshiaiie dn gestion ity ihe Aan RS bay pclae eet. eyymerte aa Tre ey og wl GBROere ao te he ena eae ah Suk ; svaisannanedied eo «A. ad be Pe eee on ee Bis ott a reer wore GF He R. bi Cae fh ja at ae Bh bas ee a RY i, wondte? a As ary OF oh o bee GML sare od honmely Ot, others yale ~ 7 abit voushovey Gat tons fr: scenic HA Bog heiit eR DORE 2 EOC ‘babe reOna ea ‘WR goatee: vt ith yg od Gate fae Botheer sweat yee saben hai vt KD Tee when nate ae hiya ie yo ue ty TY i onto i res ois cor os sotere pele to. ah Dy %. oa eS “tay ths | " RS Ba 2 ‘peels Penn eee Lai hod oh es Mat Toone ‘myer fat: eee Meshicty pet eg beret: fares. fue 4) tiki cena Sabres ‘3 ond ne tats iG aur, Ti PA AO ~O= B = The school-or class room instruction of apprentices includes the teaching of subjects which will give an understanding of shop work, RELATED The aim of related instruction shovld always be to INSTRUCTION render the performance of shop Tabor easier and ~~ SHOULD PAY Cheaper. in all cases In wWnich this aim of related DIVIDENDS instruction has been carefully considered thruout apprenticeship, this class room instruction has been found to be a paying proposition. Where it is not followed, there is a possibility that the time spent in the class room will be doubly wasted. INSTRUCTION Following this aim not only makes class room HAS BEEN instruction pay in dollars and cents but it also TiADE TO PAY results in attracting into the foundry the better type of American youth. These are well established facts in centers in which apprenticeship has been in operation for a number of years with thousands of young men, It is interesting to note how much alike human nature and industrial operations are everywhere: A company which began in February 1925 to give six hours a week of class instruction to six of its nine ap- prentices, wrote Harch 25,1925, "We find that the best of our ap- prentices desire class instruction and it does stinulate an interest in their work. We see marked improvement in the class of work turned Out e The subjects which may be taught to apprentices in ‘order to increase their understanding of shop work and their interest in it are discussed on pages 22, 23, 24 and 25. G6 - Length of apprenticoship The length of an apppenticcship course differs in different plants and also in the same plant according to the student's previous preparation and to his speed of advancement which in some cases is made dependent upon the boy's interest and ability. FOUR, THREE Four years is the longest course. This is usually AND TWO YEAR found where the foundry operations are varied or COURSES where several foundries cooperate to furnish varied experience. This time is somctimes shortened to three years for High School graduates or for students who exhibit unusual proficicncy in the work, A two year course for University graduates is also provided in the illlwaukec | district and a few other places. The shorter courses are usually found where the foundry operations are not sufficiently varied to furnish an all-round experience in foundry practices. They are arranged also, as stated obove, for students who are able to complete their training in less than the average time. Beatin Sneha athe Hott, ed. oh saat «i x . out BUC nte o Ke qekomes gt ee ‘Maen Br ae OnE AS a a ae ra sa ae Rar en fut Seniee: gree. | See Wate ha rtee RB ay cu ' + ayer 2 a with 00! . 7% sae oe BR a OT | rok hae ee we) aime Gis of al waka “et ee | potsaw vy. moor oh beg verter wire dor mee nee shdialit ‘ Oals §¢: TRE Bees Ges 2 raaraal: td wag HOST OYAI gut dosdod Ore iy Me Daa t eae) Otis aah Din rca ek eine ae: hee lidods ¢ row gum eros T aa i nes neo kseres he VEE EOC kei CEOs Hho: cho Lelie rok Busts x0! itaat | ; ST esto matot He Shricadons ARE Beaoy To soe Bo Soe Lake ied ‘yt eryctert ftir “or 1) ant £ ¢ 3 SL ize ‘ iy Me ime & X an ; Rae vs (sie uh rid’: ga aa ' 7 aN Gaek vitae, ¢ Eevod dechw Meade S a WOO ake ‘ea OY OCs Ome ent ee } Aer i Sa lavas Pe Pe t; rr ~ WE TEM xP maw LM dadkd Deh} J sas © ma ey eS ee, See Rae he “f Peet ee oe ty Pn hone ee FROME. Ce OTR Fk OY TE Saas PRO ak ; Cu, wera. Cie te, tog Ee ay ef ways ob phe ey eeieh ew ey corer cw RLS TRA EP met Do ey Mid. | OR RYE et See svitapurah Oe arises ec ‘Yanes Gols ado ot oe iy Fool, ie Die Mew Gitte! The gakbred ant a y ahem ‘pecssont G s&s Pe Re Ge ys cous LG erase a ye Bi 5 A “es ary a ‘ty Behe ‘eons ips 16 ity esl im. ak TAN. aaa . ane Pret ene A mene fa lores abumse wet, + en th ppm me eo dl Nba eV MEE ae : ' ef’, ij oa By ba 2 5 easou eta at ben ie va e: Sts 4a Nese pret oun By ‘ OES . rare Ma att @ Bont isa bog Whe it trade f AY oy kirk hoa “ones eee we ce f Noe bens * dip opal “ paket oes taNae eA pes bosde pds athlon a 3 iy ees ish, 2 Sask ‘ bil dsb oes cab i Case: ah etay YOrOd. tetas: 6 othe) “to Seheuay Oia Sage ihemoue ES st — plaataceme oa: och ate apts ‘BaP ebinioy. . ar ee _ngheatuires Fomitont aashat iy, panna whiten ott aL ata wes sed dh ad bubkvorg ‘oaks oat ated . Hvis view Cha Sh MA ae. ad bas WHERE TIME A plant.in. Pittsburgh whose schedule of rates for IS REDUCED foundry apprentices is given later, encourages BY GOOD both shop work and study by allowing credit for WORK excellence in foundry practice combined with excellence in class work, Every aporentice is graded at the end of each term as A, Bor C. Grade A apprentices mey complete the next term in 75% of the maximum hours required, Grade B apprentices are required to complete 874% of the maximum and Grade C 100% - that is, a Grade A apprentice learns his trade and advances in wages in three-fourths of the time required for a Grade C apprentice while a Grade B boy advances in seven-eighths of the time. PERIODS OF Whatever the length of the term of apprenticeship TRAINING in years this term is in most cases divided intc definite periods which mark the advancement of the apprentice, After each term the pay of the apprentice is in- creased. 7 - Rates of pay for apprentices. The rates of pay for apprentices, as would be expected, differ in different localities and in the same plant for different classes of apprentices. For this reason, in addition to several schedules of rates, consideration is given’in this publication to the basis upon which these schedules are formed. Basing the pay of apprentices upon essential factors may lead to different schedules in various localities. FOUR RATES One firm in Milwaukee has four schedules of rates IN ONE for apprentices: (1) The four year regular PLANT apprenticeship in which an cighth grade education is required for entrance, (2) three year ap- _ prenticeship for high school graduates, (3) three year apprenticeship for adult specials and (4) two year apprentice- ship for university graduates. These rates are as follows: Grade High Specials College school school 5 year graduates graduates graduates course pe your 4 year o year course course course lst period 224d 35¢ 40 45¢ ond" arid 37d aoi¢ 50d et A 29¢ 39¢ 45¢ 524 4th = 50 40¢ 50 Dog oth 2 3ee¢ 4e¢ 52a 6th e 55 45¢ 55¢ 7th . S7e¢ 8th " 44¢ A BONUS IS SOMETIMES PAID UPON $100.00 5,00 --- --- COMPLETION OF CONTRACT . an ' a ’ tA lL leeeall “ Pe: POR f « "a's an “ BS sieges ee LHD | ie tte noobie nite 4 as eRe 2 , ry | ie ) iy i re ; mm ‘eee “boris ey aoremrt eons we oy ge | Ret a a er el en hr 4 goLSeeny ys Cops can ., ontenr.. Woh Ds! a Srinnignans * hs ” \ 2 ‘ r Lt Rie Taare be frit “hy RE ee os v iad > s ‘'s eee bet ehh 3 Staab ry i by ay . hig Whe Agom ORO: Sree erases foe ae ng eb Shay te ae $e bo detours veel ony tam Aue Res 1 PRS SOL: oes “nt ah soaemean sult To eas ee “ite: aheo seed Sell ae i Sg COTE RCC MOA Sikes Baa noitan wey ee € enn ° * faker ~ ne yarn ee nme Ds hla a WA bdrm” + ; * " . is PA hs gl a ath te or Ae yh cy , er i pgadsronadn 6% HOG, Roe aneraee 6 sth oa aks Ba ; Se © aay eh. fire. nok ttaond, vee Siok Thy i oe Re BD A ee Hs es PREG S XD . M i ae ’ ; , ‘ nN aie hie es hy, trea lalt de , ‘ / a re ‘4 , fy eee 2 E3 LC} Wak EE | hs SA aad BOSS 1 ae As) 4 Bio B hia ‘ite ; ‘ ’ , ‘ Cue gta fw Ye oan 2 eye ’ t AC th We py yaa Ry ty MFG: tesa? , re) FY é if : rei vie ANY 3: gorve if itt pene : r : ie fe »( area mat oe, ae “ih th st ings oe onl ’ hy aaa il ade on al Ta os: Bates US - BLOus es x fight Rana o PA che) Ry , ; ! bak inoot Rica ae ; le ae aPC dey hte ae i fy ii wy in ! Nae if a 8 Ciel Bb hi tee i foot ba & ie i a0, 4, it ATG has at . A Sel, hs hs ih. nus if ra ci 5 a Les hao) ae fis BY “sy np ih f hid. 5 f y be fy be) ny: a chee Le Saat yf ‘4 dy we teal " Ay Cat a hace ‘ahi ‘od Meas ) alert ais PO. 4) rl , f oe ied, leat sigthie city, lg, o Chee ig hate elk hi cdi Nee. Her ae stich ye a fea y Bay Nps: ‘ ar v i me rf ah is oa Nita oa stan: a ro ai : ee ae el OED it Anata MSR RS IE Be eet eae #" a ake yt p fit sg (e Lt ee ais ie Bs éy id G mat Ax girs We Be es iY vn J Pet r ae . igh? a tee wR it ic meen Ys es ‘ss. " va “fie ry ia pape eRe ne raat fee Oy ay e 6 ROT Rae vey wae Pres ais seh UD) Aging’ sieuite, Gi ae Gi a" see, eh: fe we a , oh jaja be ae IF % nian a penis eae , pe? mp f | dite BaP ad a fair’ ° -“B- Another company in Milwaukeo Coes not give a’ bonus and pays the followiug rates: | 4 year course e year course for regular for college Bppronvices | graduates. lst period ' Sad 45¢ end d 53d 50d 7 34d 52 ah a = Et ? ~ “ a, io) 86th a 42d It is understood that these wage scales may be altered either upward or downward to maintain a reasonable ratio be- tween apprentice and journeymen wagos. A plant in Pittsburgh, Pa. has the following schedule of rates for foundry apprentices: ist six months 25¢ ] end 30¢ Spay Y 35¢ 2G h ae : 40¢ Stne is i 45¢ 6thu. ¥ iH 50¢ dri Some ! 55¢ Sino te 4 60¢ A BONUS A company with more than a half century!s experience BASED ON in training apprentices pays, in addition to the GOOD WORK regular rates, an hourly bonus to those boys who receive "Ex" (meaning excellent) rating in both shop and school, The Industrial Association of San Francisco in a report dated September 1924, recommends the following rates of pay: DAY RATES "Apprentices should be carefully selected and FOR started at $3.50 por day, put on probation under . APPRENTICES observation for one month and if after that time, learning the trade, they should be advanced to $3.75. After two months of training, they should be advanced to $4.00. If they are in good standing in the work done in the shop and in their training classes, the following schcdule is recommended: they demonstrate the ned 0 § qualifications for Advaneed to $4,50 after 8 mos., if in good standing " ' 5 ale) " " ! " " YY " 5 . 50 ! " " 6 Pe ele) 't tt '? 6 ‘i 50 '" 1"! " "7 200 it Te00 Ge ce ee et ay (and can qualify as an all-round mechanic)" 4 mOSe 8 mos 1 BE " " Wl) > @ DNPH e ~4 mos. “ ji " tt " Tew parodt ie comes (oe yet pel ee oa wood ret ‘Houite wy at git eal shinee os ahi ie OE terewurrraly &O: ghd BAGO Poeny Gees oy. £ : hen lwp Eee eh eh: ost beeen 28 an sddciitis Be Ne ; ¢ Bie rae pees Ar poner 10% sofas Bo ae ty i + Sere Ykin eckson eke te a a eh ae ae owe Tats Ao le Aya ; bare ek Vis Pu q a a i St eee ah ; Le eae), >) yc UL et oe i? t tt ; 5 \. : ne ho) , RAY, ae ae rs Qui. aa tabs Here mint ‘ eH ty #5 { a, ae 14 be AS ; iG , A phe if ae Eas (idee Tie WwOd «a tJ) ' ; Dee fi Ble eae. Tet +2 44 ae rae ‘s ip ROSE Rtas , ' : & ry : ee i oe Tua tee , ‘oie i] ah ae Ege ee git hc aol |: pha eT) ms, i ail ; é ; bh roeanuihen Ati ents ine Y tisd o ona weteae ate iw were h eho ae he he ahved Scheme artes RENDER RE) ons we WONT HN od gett oe hae sean Bat ae yh Gent son Sry PN aa roe ae ra scall i SiG. Ps oF Bird, Were souk} Wrz! Oud oa ay anaes ae Tee yer, hres ah pas Xo cine Sangoma Leeus aaiiard, ont. yi ‘sgeey:: hag noma patra t Sot Gait warronan 95" og eet reinodqne bene Sis ndielbee yay hoven vf Riots geokaronnnn® pr igen a5 ites taid adorsa Fb 1% Tee yiRe y Kom Osane ae Barbie i 4 Oita cod eg RS kaw cio . wo od Vad tewhenth, recy 's shot sepkubt LeRD yiaseoowa at ete tapneb wor PMc es Meg oS I eae pres ave od Dries co, x eae bigots is + 0 pCO? an} egstay ts eee”) A re Ba | ARORA moe il Bio Gade eit aeons opbobity abi bag 25 Se a A YEARLY In addition to this daily rate a bonus of $75.00 to BONUS $100,00 is recommended, "one-third to be paid when the apprentice has successfully passed the qualifications for $5.00 rating which would ordinarily be at the end of one year of training, one-third when he has successfully passed the qualifications for $6.50 rating which would be at the end of the second year, and the balance at the end of the third year when he has qualified for journeyman rating” BOOKS AS This committee recommends also that at various GIFTS TO stages apprentices should be presented with copies APPRENTICES of books that will bo helpful and that after the first year they should receive a subscription to "The Foundry". APPRENTICE The usual practice with reference to establishing RATES BASED rates ‘of pay for apprentices is to determine a UPON beginning rate which is a certain percentage of PERCENTAGE OF the prevailing hourly rate for highly skilled JOURNEYMWAN WAGES molders or coremakers as the case may be. Some plants carrying on very successful foundry training offer apprentices opportunity to share in bonuses and piece price schedules. There scems to be a consensus of opinion, however, that the first part of the apprenticets experience should be upon an hourly or day basis, This is probably because of the necessity for subordinating production to instruction, In other words, the apprentice should be encouraged to take enough time to make sure that he is familiar with the various operations and that he thoroughly understands what is to be done, how it is performed and why each operation is performed in any particular manner. The United States Training Service in Trading, Bulletin No, 24, "Industrial Training for Foundry Workers", 1919, on page 29, submits as a suggestion the following tentative compensa tion rate: Per cent of journeymen's pay suggested for apprentices ist period, eeeoereveveeseeesee#e#eeseeseenreeeeeeest@ pit end @eeeeseeerent8eeeeteneeneeenreeeeeeee¢ .26 ~ 4ra eeoeeevesepreeveeeeeoeseeeevweeeeeeee 239% 4th q @eeeeoeeeveervrenrtrterevreeeeneeeereeeee#ee 40% 5th ‘ @eeeoevet#eoeeeveceeeeeeeneeeereee @ 047 6th " eoeeeseeveeeeneeeeeeeeeeteeeeee ®@ 52% arial , @eeeeeeesveereeeeeeeeeeseeneeeseeee 58% 8th a @eeceeesoeeveeeeveenvrtesesenstseereeeeeeee 66% Approximate hours (spent in each wage period). Hach Entire period course Grade A approntice,ese..cr..ee- 825 6,600 Grade B apprentice, ..«.ssee». 96e Ty fou Grade C apprentice, ....++-4el,100 8, 800 si goo RW ‘by trae eat ite Sale fac a ae a geo me * | ignlele ickan te ie Someta L0% fi Vin Sst otibnerns te 1 deh sil hiya eae aa ho ced nena De daed an it Bk ata om peltiae oh Pe ad cheng, GUAR by HY Sr AMR Mae vt aust one on ti et Daas ‘y abewo Cure woman a ay BO. an : ORR i OREO mL ortata Pa 2h a | nea “NSE Penna Wl , Es ti, esta mah | | A ae Ni pai peti % bom re ios seh 4 ‘gaibsaeoied. ae" o MEoOg i sr rh ii) i i, es ow Nigel Wee sh seigibeg un eh si pene cae zie Oe Ro tt ] peoarenntty ‘eee: aw ive | oy uh -dhasaict Esk h Mudie ay tia Prien | Butpaiy’ ico: mig sh Hisinie? 2K) ee | | Ae al ae staat i ieee! i gk dint bas ‘auaee 7 REE ie" poate bara: wi TRO wink sacasant — vit | Spi i) pone oa j f Pit iy abalone scutatihie ; Sed fe wari sind atten GRADING . On.Page 24 ef this bulletin it is stated that Grads APPRENTICES A apprentices are those who can complete their BY YSARS training in 3 years, Grade B, those who require REQUIRED FOR og yoars and Grade ¢, those who require 4 years to TRAINING complete their apprenticeship. %) I'any peonic have come to believe that the exact pate of pay of apprentices is not as impertant a fector in astracting and noliding apprentices as is their systematic training and promotion from job to job. i A company which has had seventy years! experience with apprentice training prye $100. bonus put requires each apprentice to pay $25.00 for his training at the time he is accepted, This company reports however, that it is almost impossible to secure apprentices for the foundry. The following quotation is taken from a paper presented to the 1925 convention ef the American Foundrymen's As~ sociation, Pages 49584, Vol. XX1, Transactions of the American Foundrymen?s Association: "Any number of young men can be persuaded to enter an apprenticcship with high wages as a bait but not until they have spent several months in it do they realize that genuine interest in them on the part of the employer is much mere valuable than so much per hour, Wnen it becomes necessary for an apprentice to ask repeatedly for a class of work to which he ALL-ROUND is entitled but does not receive, or when he TRAINING sees that he is treated: as a helper, or as a TiORE necessary nuisance around the shop, he quits LitPORTANT in ciscouragement and leaves the trade entirely THAN RATES or goes to another emplover who-he knows will mye Pay give him proper recognition, These are not theories but facts that we meet with every day. I say therefore, that the employer who can show his apprentices, who earn only 20 cents per hour, that he is sincere in his desire to give them every chance to learn the whole trade, and not depend entirely on the whims of his foreman, will have a more successful apprenticeship system than the emoloyer who pays his apprentices 60 cents per hour but who expects the learner to* pick up tne trade while performing helperts or laborer's work, 8 = Schedules of advancement. A schedule of advancement by jobs is necessary in order to get the "systematic training in the all-round practice of a trade" which is sct uo in the generally accepted definition of apprenticcshio, The advancement of apprentices is usually at regular .intervals of time consistent with the ability of the majority of apprentices to learn thoroughly each class of work, | a a * Pa i rs tn eer ae pe * ghaigee bate Wah oct pe sel a pire hsapieees. ne waa ow aes OR, * @xlipet oF Homes oes tat ove qrittoptnee ME mais st ral se oe ay is env it s ¥ try Ne! iia ‘zg dep gti gant wert 4 via: aie ney A Bees. Lake} mtn res: ee ay el age Ce GSE QA tm iont 4 BEd be. a wie Dy est one ay Be: geo Lert Bubs" ¢ i ak * ETE ee BUS WO rs EDINA SB “a aidtveosnt » Ba cout fi ‘ bees nN eee er f oo ny : : ae A . tie 4 ¥ : Rt a ” pry f ' - “efoapae: Se Meena aL Le ROUSE EO EOT (GE yh | Pins he eae ae er | geese Teak ; Wy ny we 6 fo oa mieDt has hi ig Ppa . 25 en 4 : i ; : m : u ” ti Ame, 7c i 7 Pb | ayers we Aig hp rien bee oth. “Oth. TRO ware: ROPE) ei eee are mo a aE Poot Lome 8 ries Rims ‘ aed Oo Veerertad ¢ Se ee BIN, Boda © i ae am al yy a aes 5 ‘tan M { AER, re BERS AS nth i ee pon he rNeccrca (Pere -OvM YORS bro, Coe ‘sae tied fir eM Pert Be zaeol Ve of) Ot S28 i Le Li asus Konig. Gath, Bo deeaet- arts eG. Gee BS ANT he witcneel “ae eae Gaeoy: COR MOD om, | od. aol PERE A ren. HRs GH iat TOO le ae hn o ae aan rt. eh ch Berle Gia: mt oy: “LO tot el Bees i ity ak ner He pOr heres Fort baom mM st houct eS pe yale Log 2 he 18g. yA: BA, at 3 Ath ROoe adhe we Se Kea: geld peo ws POs re pa@Dott yieekiae apes rll pee. Sea § Sag AMO AEE sk ie hey eam oo) nol come tae 4 a orth Oe ROR Ro Hi tit ote onom!. . 1% tanh Aree AS ef mad ily: : eeoire cue oh Hai pth ee) eoRT tit Be) RLOOY | mts eee gciw. “f ae : pie: Gees vases mere Roce: Ton. X Tine th a TIGR OE ‘hire OS wiheid. pas “ushte aa hseaeyy Bho Rae Tae eet ), Ve! tee owen er te aks te ae 5 are Phe ae ‘8 hath eee ay ne poe Eee “inant “ALOU GAS cee Ja GORE EON: ln) ee tome t eh to eokrly Ciel hg “efor: ge bar iia: Beery Rey ics' " } RE A: ete BY: Lenore ESE SO OOS wa of ORR a: NRA, heisty ry bs re ay abhaowite eet Re r ay mot Gi ¢ “yy a seen Lar es pb co sth ue ne ‘ae r- ary ey 2 A i 5 vote et AeeReOL eat cdongee oslo dod "RO RAE atcomocad: 450 3 ena aectavnos dil alae ‘ote ar 1% i ve! iat i ‘4 baaiae Pi wry Pe a bay je he in wal i (7nd hy ADVANCELENT Semewhat different schedules of advancement are BY JOBS preferred by various companies but usvally every apprentice is aware of the approximate time spent on one ciasa of work and the probable route of his progress thru the foundry. The time distributions of the work schedules however, are usually adjusted in accordance with the ability of the apprentice and the state of work in the foundry A few of the schedules of advancement in different plants are given here. The Education Department is making a collection of these schedules of advancement and is particulary ely glad to receive those that have proved unusually successful in producing interested skilled workers. One lillwaukee plant has the following general schedule for both iron and brass molders in a four year apprenticeships VOLVO TOO, diencasntdeanecanssd. 1O G monvha BOLUer NGlLWet eee swinttasesvo “Os PACNINE HOLOMs C emis swage © Gov Ge Crete. fl pe WON C ey sia bon) LO wees Heavy work, loam and ERY SAMO yiacele Sielenres Om) ale " Another Iilwaukee plant has the following schedule of foundry advancement in its four year apprenticeship: Pe LAE UGE CAE yg oo «oe aise vo elmeeiaGe hours BOING MOLINE | sos so oe. 6 bin eee DORON UALS Ais ac eee sols 6s 6 «8 Derr OLS alge es slcie:s gnlece s+ wisehe ADVANCEMENT it OMGH sa. Fase pmiaiele «eis, 6 RECS ia BY HOURS Miscellaneous floor work,....650 ‘3 IN FOUNDRY MG OMe Lani mera otal eae | DIVISIONS PRBS. ca wid ds mole Gees Heme ROO i Green sand moldings e..cecene ete Dry sand molding, .-ccsecoevreete00 SWOGD MOLGALUE Se scovssrecsers OOU Casting ~- checking = sand mixing - sifting - crane work - time study - night WOOD. (LC oy oe ope 00:8 «90.0.0 0 opr tU “ MILLI LOOM pips s a0 © 0ibtei dma aen toe Total 9760 " This firm has the following schedule of work for three year apprentices who are graduates of high schools: Holping molding, sceseceesree O00 hours Wachine molding, eccescerceres OOO BANG MOLGANE. Seise ose esc vece GOO : PC OCG LS beaa Gres 6 as.0'a)'e CES ‘4 Small COPCS yeoerseeevrevevses 600 liiscellaneous floor work,... 200 Heat treating, ececseevsereeee S00 PORE ale stats ctouehine S00. \ (Continued on Page 12) So oerot o. aco aad | hee MOE a % x setbeao’, ‘ot ae savin ete vetie a el ees ty toa es Y eae tae owt Siete antes rept quit + te Te Bes mate "I vay SE ae tc (ee id = * py in sa deespublp diigo ed SAPP | sternite bess Senha to a) haut Shae 2 Bo wee waeKe ea? OR u ‘ Fadeditictasiey sek 4 CO Lah OE opbeio at as aa Nie ” Bho cee nee aL RR | Baie Ree! ‘bee ropa aes SEO b snatie enema Tie “ee th 4 Pe peg hints! Nea ee ove aby fot att asitt rr morttrawg: tit. eaiitamde arn . Teuinaetioaaee nee 3 sit ath, nh i eiebeonev ; | , ht fh OO ai Dy ve neal i" ane Mee to | a Mb | a ' “i COD Bee eine | arkan'y 4 bs Bios ss vise ee oe ee ER bo Lom soc : id | GOT) on dee Kak pans 6 NERS, Opa, + Sein as + 3 > Gain ai “how ‘qoolt rodent seid ; BOB ga aby bn 20h how eRe Ome Ri Oa > < ka awk Oe eas ee ey 4 " ORL. i Peril ew yk | xgitbfon onae © # * ih ) ay Biss penth ay en a@OhO Oe | aia bP rake ; GBB. . va cys tyne nMOS yp 3% 1 TY RMIT cebu acento he LOR AT Num i, eA thal, oat ~ Aber We . i DR te Loree Neer commie, i Mg | NAS Tb abaiianen nial 7 = = = ol om Total from Page 11) 36500 Green sand molding,.....+++.et150 hours DEY GOMOsNOLOIGE, cacixveesesl000, # Sweep molding - casting checking - shipping roon- chipping room - sand. mixing - sand sifting - erenc work - laboratory - weighing and loading GHEPECS, »teseeer ene ssiew eelLOVO " Total 7520 , This company has also different schedules for the & year adult special apprentices and the 2 vear university graduate apprentices, The latter is given here to illustrate the type of practical training which acded to college training should help to produce executives. Schedule of work for 2 year university graduate apprentices: ne | H6élping molding, sesscsscceses SOU hours iti aie ta grsite ia ahha) OUR REVEL CARER ORT (0.8 MRI UTE NODE eg alan Gdn di Weise at aeMmee ate : ro BA VC OPO ess sis sss os 4's 0s ene | oie cepacia HEGD CPCADING, eceiva ss vive tee eo) QOU ’ FOR SeVEIORIB EN. Sie hes''re Seis aang 5 ach Wie oie ain aa " POTENTIAL Greer. Bate MOLLE. as vials crete CEO) Vt EXECUTIVES Dry sand molding, secscievecsce 550 i Sweep molding - casting - checking - shipping room - chipping room - sand mixing- night work - special work - laboratory - weighing and Loading charge dijiels selsicis Uitine Leo Total 4880 " A firm which lists the different classes of work -@as required or alternative has the following schedule: A VARTABLE * Required. SCHEDULE OF EXPERIENCE x* Alternative. Ionths required Stock OE CE PCIe renee) eit). .aeremita eatin % 2 Stock cores, stcel) Bmaii bench Corea, 20m: we. AG aS % 2 Small bench cores, steel) Medium sive cores, POT ) x oes % 2 Medium size cores, stcel) se 5 : q Naa AS 74 ey ans ne ues aS Fa ae o ‘ if Ay a a iy ai, *. é ul me a sty fc ee rey ern EAE De sh selebhe bias van eh wisi: sock ‘% etoshenm ¢ Aa poe fray SER ARNO. ees i As ait i ‘iets Meee Ls Oth pion if eo oy ees i et peau "placate mere Lad opolhoo att — mae 2 SG 2S papiarn pes \aes pitas: Seadiinpereen a, ere pants @ dionetihon ue oy a et asco 0 otabodet entirout FNC yin 424 8 we ee babel - onthtent A aki kot Bi . at) ee ix yan ‘+ wee A tem ane awe ‘ nat oe Ce a 5 M Mth NOS Pa i, HR, Ms ew, eae oe prec Ay prea ‘ | CHS: ee a ahs jaegece ee ee® a uate a) Re hi abe Cyeys) oe le ae we antaqaed 38 ie, hi sede id . i asi Dh tie dh its aie ‘ » Or Pe ae i Ata ha ° 4 W oe duratant « : a aah! Le ee era a egnkb Lon ‘Be a NORE 80 ir " Cyan ae Perr wn Tt: Rae ant Hetante see, i a4 4 a Ami | GREER ~ ppieileDine: MPAA 4 ata eae ar wabaatete set oh gently. Pe Usa, Bo A ha os ie bn ‘agra NOPE: Tye 2 a Ae RN UR a: Lotvoge me age CARA RE et RLS ean ia tice: gitiaigten ab ct ust cy Y f fet ui sh ; i ha em ' ¥ Ms mM om, welt ey; y . " tt Me eco 4o ae 9 dupincelaine ‘oe o vita asin beeiow perenne wh Me Nontns required Helping molder on green BESET ay isis > 0 *% 6 Helping molder on ary er es ed's. al * 6 Helping molder on sat enetntnentseee 6 Pattern repair, helping pattern maker,...... % 3S aT LR OAS al ae presi a a ee tate e, oe 68 Re Haale bre e'8e ae SOLGLue, Smale. Mew hOUMGI Viiv ' é sare biilo mueerenis:6 6 llolding, medium, I. A ar OW ih ats “#12 Molding, medium, 8S. foundry) Mo.cine. Lereews is Loundry (helping) ow. sss Molding, medium,I. foundry (helping), ..scece5 Holding, ‘medvun Siifoundry (helping), ....e.% Iiolding, gear PLOOD, eevee eesvvsvecccvssvvvece Miolding, open OTIC Seu e bra hye Ole) e blest edie Je Miwa) iale ee General Tes Wal ac pa. ope SC i eae eC mene at aC Ly eee SITE ) oi dv s'e sn ece'e e sie d'slehieh «store The following procedure for the advancement of apprentices is recommended by the Industrial Association of San Francisco as far as it is practicable: Paes A GEWERAL SCHEDULE OF 2. ADVANCELENT Se ae Preliminary odd jobs in each department in order to become acquainted with the foundry: getting out and returning patterns; getting in flasks; assisting in preparation of sand, etc.; helping flask carpenter. During this time he should receive general instruction and explanation to arouse his interest. Snap flask work - Squeezer plain plated work - no cores, Squeezer work - plain plated, witn cores. More difficult, irregular parting. Jolt squeeze machines. Gated patterns with hard match, Hand work - loose patterns, or gated patterns without hard match, co moms Ss Se ( ( ( ( ( @M Os Light, simple coro work. General instruction. oe en 1 Pe fer) ethno? hig np ae most ics ” tae ea eee PP ie oe ne ie pee a i) ‘i se A es @ h au? cur Aj Ke las , we ke ae ae 4 EN Re ee cakes eae at Sin perv eynnaen er ey ye ENE are cod HSN pptens wath eres” Ar ste / Bei ed 6 fi LB tz Bare eth wt | hye! 6G re Re Rhee sae 4 Rae it etn Ts BW otieniy ork PRS “AGE ow ab cometh 2) Be kd sal me chek edd aioe Hosa ¢ rgb att etre | 4 a Smid dale he 2 nn a as | yah? 1} yasres ao msi ud qoplt apa Ph og 1498 (Go ere ; Dat ie Seles alle . iwidaondeana of dh aa FH% oe hea a ihe git Lot Cae wre ones 1 argh sl Aire ian vi went: "pk pod ee Bt sn Se Light side floor work, gzaded. (a) Machine, (bd) Hand work, 6. Heavy floor work - graded, 7. Cupola, "Work should be so graded by proper assignment and training, that the apprentice will earn his wage at each step.” ROUTING A tentative routing of apprentices and time in each BY Gepe sr tmont a eugzested “an Training Bulletin No .c4, DEPARTMENTS Wincustrial Training For Foundry Workers ager amy Depertmert of Labor, Page 24. It is as foilowst Approximate pEr" cont of Approximate hours entire course A B ¢ Helper to side floor molder 3 196 200 264 Helper in core room 3 196 250 264 Cleaning room 3 | 196 250 264 Core and mixing room and ovens 3 196 250 264 Mixing foundry facings 4 41. 64 £6 Bench molder 123 B25 964 LOO Core maker 124 825 964 1100 Assistant to molder 83 561 650 750 Apprentice molder on floor 29 1914 2240 2550 On furnaces, assistant to melter 7 462 540 616 liolder on floor 12 792 920 1056 eee Gane CO foreman 6 296 461 528 Total 100 6600 7700 8800 A, B and © above, refer as explained previously to apprentices requir- ing 3 years, 35 years and 4 years to complete their apprenticeships, In a note following the above table the authors of the bulletin state that "The above routing is general and of necessity must be flexible sO as to meet the requirement of the foundry, ability and. progress of the apprentices, etc,” sera) at) Tis\? ve} pee. dephtieg Bee re qorm "gif Rebs v oes) re: ; “9 asia: oe Mm eit ara SF. emhs He i . nushiingsas to nek bi a Ms BLN Base AY hoa he eee tagy We Ria) ee ee: oe a Loseeow entities 4 Yok Sly Lo Lae Pane * Link, ba eal in 43S: enat een ll See ae aptkaeserona a. Oa an ann Aven 4 i Moa ny : DO PRO RR cn ee BSL ok ‘eapsne. Be ON ie ae bee, dts a étwort at bart xo | ORY. ih . 083. | Pe: Any 0 neha ty ply SL Trade finding courses arc given in the lilwaukee Continuation School to boys who request enrollment as prospective apprentices. In all such cases boys are placed on probation for a variable period of from 3 to 6 months. During this time the boy is allowed to work in as many different trades as is convenient to school practice and the boy's schedule. In this way a boy may gain a little understanding of machine shop work, forge practice, carpentry, foundry procedure or other trades in which he is interested. TRADE FINDING There is much te reccmmend these trade finding COURSES courses, If properly conducted they become SHOULD BE laboratories of vocetional guidance which can ENCOURAGED function edmirably for both industry and students, Chicago, Philadelphia, Boston, Pittsburgh, New York, Detroit, Buffalo, San Francisco, Cakland, Cincinnati and many other cities provide trade finding opportunities for students. In some instances this training has been developed within only limited experiences but these could be elaborated and made quite generally effective, ; A company which realizes the importance of workers! understanding more than the jobs they are performing, schedules all machine shop apprentices for one month in the foundry in the carly part of their training. This experience is said by some not only to be of value later in the machine shop werk but also to lead a number of the machinist apprentices to remain in the foundry. 10 = Branches of foundry training. Specialization in industry has led to the develop- ment of many specialty shops employing specialty molders. These workers can frequently be trained in a vory short time but the large numbers of these specialized workers in no way decreases the very real need for producing all-round molders. In this connection the extent of the various branches of the foundry industry may be of interest to those concerned in training all-round molders. The branches of foundry training mentioned on Pages 14-17 of Training Bulletin No, 24, U. S. Department of Labor, include the following operations under four general divisions: Gray and chilled iron foundry Malleable iron foundry Green sand molding Green sand molding Dry sand nolding Dry sand molding Loam molding lietal molds Metal molds Green sand core making Green sand core making Dry sand core making Dry sand core making Iictal cores Metal cores Cupola melting Cupola melting Reverberatory melting Reverberatory melting Open hearth melting it \ p wodkscomme nt oe at ‘OE peeve: ae: a-Mod mot tAdowy ing wd “ciel nat i a aii Cy ee ages yp x owas wer Yor 8 ae ae woh ‘ Ok Sad ey « She i 7 vga eel | a Shes i e i { v ive sa . y ican iat, cn “AL gga tut 2 soe ieee src ate ‘atone vit ae see “ald BaLOUSO- wegen, RE emOIOR. nes Ry totaly HORNET, 2 Sa id 4009 Tay: ove ne hee . BS Drie C. agit ited sob ae setae notdorsd Te FS Enea ais ’ : f stele et : ae ’ “ t or m % Ve aC Teh: i cet Bi fa 4 Pash r= Cyt wel COeroR Lock gel eO: . cate Dit: ent ft Ly oct Re NG ¥ soho Paharrrers. peel eo Ly Ch is ain ta 5. v “ah yt oe » f f, hut ye ty iy a oF bi ot pa Y ae te ae iy 5 x cf ice i havre creas’ get ae ito ite’ fe Kye eLe re a ae 109" ng ant vu vl a SE ha Paw? ls heres tw hiadiaw : "ta ang aiPepeean f Sotho mem bisa. to Ste ea Lae SCLIN * ese dessds Mi eM R yoy BooOLre aha $3 Roya rmbt” ; Er ete oh ort Fiestic’ aR.” ge rae ead.’ ey yh: ae obs creme: Wurth Pee ‘= ADRAD # met Bid Wet) ee aye ks 8 me a @ FRE feb Shae ty so ee ae ty Sis heat at Wr theta GOs St LO RT “iF tagaul Oey, . ap Panty" ai A hse a acoss Boy sats oe oe fee Aiken elt: » yer ale { Rel * ay Ay y i sO ts ie in ee S| ies, wi my tye la he die Bly ih pany * od! oy peeulew pet OL . Prat ape # 8 orb LES “ed Be a eres: ye’ aly ate BHsoe7s di mer 3 iy bls as Mele ul’ afer ahs qv tent Re AMPA: (CEE TEC ARR ‘een Scape ange dnengn biotite ; ay aa stoloveh ate oo Hot part wht DAD ah ned tasks bie quot? sgmehlom ol akooee ici ie a sg i toed oat Woda yee 8 inl pentordt ee eae hae ben ora hh lias Ree D haabie com Age bse d | act wet Pig whitey aan i heigh prt Datkiet = ee i Be AC TOE i 181 6 geet SiO ot 20 2 é hig ig pp ED Le Ov age Pot w e¥ co «4; ees eines Ora shechin to nash «one et iy cor Tye ke pe ole Send ps3 Bie rein se Pa) al PE! OM eehoe.t Set ty cebtsd, Peco erty ine ROT “giaes Sabi: ai aaate ratego -~1l6= Gray and chilled iron - conttd Tialleable iron foundry - conttd lectvric meiting Hend pouring ilechanical pouring Annealing ovens Hand eLeaning Mechanical cleaning Chemical cleaning Hand pouring ilcchanical pouring Hand cleaning ilechanical cleaning Chemical cleaning persed OUnOEY. Non-ferrous foundry Greet sand niolding Dry sond molding Loam molding Lietal molds Green sand core making Dry sand core making Iletal cores Crucible melting Reverbsratory melting Electric melting Hand pouring Green sand molding Dry sand molding Dry sand core making Crucible melting Open hearth melting Cupola meiting Converter melting Electric melting Hand pouring liechanical pouring Hand cloaning Ilechanical cleaning Mechanical pouring Hanc. cloaning Chemical cleaning Heat treating Mechanical cleaning Chemical cleaning ll - Shop training--helpful instructional material. Satisfactory shop training is carricd on in many plants without the use of any written instructicnal material, There is one kind of instructional material however which is so generally useful that it should be brought to the attention of all executives and its preparation should be greatly extended in industrial plants. ONE WAY Brief interesting descriptions of processes and TO INSURE naterials as they are encountered by workers in AN their first acquaintance with certain procssses, INDUSTRY have proved of value to the foremen in small plants who with limited time are helping apvorcnutices and other new workers to get started right. They are considered cssential also in many large shops, General descriptions of processes encountered in foundrics may be very bricfly written by foremen in exactly the language in which tney would describe the processes to workers on the job. The putting of this matcrial on paper frequently calls to attention many questions as to the exact methods by which jobs are to be performed. Since details of methods of work differ more or less in different shops, with various foremen and with the particular work in hand, it is evident that new workers should be supplied with information as to how a process is generally carried on to- gether with cnough cxplanation to arouse their interest and to fix pebichalls » Laas Ronioedy & ‘wR IO'T iesennunks as il sm penises woe ener: epi r te ite? papier ae iY i , syste fae ‘Septem: he ste) aid ie | he ge ¢ Ran” tay ' ; . | et Ll th LR el gies te LS a ee pinigie a Remy ait Bae | ggentaties , ae ) A . “ab et Lee 3 baa * % at aoe, CARE RMR PROCS 10) crit teat mien * Lom Py ied 4, Sad si - Y wr nae f 4 ‘ by Z ott et SOLS, gene yeaa 58 aD | tue eysin eh Fie Cy AON OL ye ii Rpnibs ke pgtinie gents Liat ee a ae c ; r j A, " Fy A 7 aad: Re B on, ) arch Cewmt a . ce f\\ My : hi } f \. Fant WRGMM OCR a poli ei i et mt ‘ Peay, pile y# Y mp ak, aa Lom it L WOE ONG De Reet: $ ne y B ware eS we os hy t Re ROC z . *) x Ye | eng } nor } oF ; 7. 4 7 A 7 , 4 . 4 Tis ; ' wage, BY ced ey Awa Nor hy sip tey ahha 5 , ( ' : ar are | ao ' Bas yi / : Ps Bre Res hei Sa arn! {vp ia pide Uy r , et ’ *} by f Roa is "eit te Bech cial FD ae ae iy ay) aN bes. ee ar k Tae i uns RE ‘Heigve Hy iyyychi Cite kL’ iets we. Wath gro (yhen | yee ager he ans Fae era enie « be euler Jains ytinanyh yi Gears a sy m4 i Lae ent ree ‘ 4 meen oe Pe ue Le) SINS Z out hi i088 arte i PRD Habe hry fMLP ead TRAE MRL Rs ee Medes ier. WE sheets A (ea vk ioc dousteaneieat 4 ern s ory Oa aa ‘ iy FT xe (tier if + signed Pi Lo en ; * oipaiuabenting! Aa Ceeraa ian sik kt 73 ise ne ne wert Ba AAS D Hi ‘i he i ane wae se ovgeid Yok: ie Pee is tie Nik Va Bes hin Pgh Same i evi wane he mcd: 1st abonss A hong Ts vt Me ab ft) Bis! 2 on aii Le ge hs me Ok I VE BAC G a ee ee) Lp rv LO abeALEL Bs 1 Rea Hae ne ide: de “ at si ya saoune SI) acum Xe —* petite sa a fog 4 ” ‘pokes | er a HO sont i Ping if y hy yh; (e) Vad hoot Da hl “enn ‘ Dt 4 ate. i vk wey yy Ky if) Mai Hi er ny iam Aid af Pe the process in remory, This is one reason for suggesting that fore- men be interested in putiiing this material. on paper. If these descriptions are typed or otnerwise pub in shupe for the use of apprentices and other new workers unauer the direction of a foreman, the foreman will find that the effort spent in writing this material has been a good investmeut for himself as well as for the workers. This descriptive material should be supplemented by practical questions which will serve two purposes - first, to test the worker's understanding of his work and second, to encourage him to improve this understanding, QURSTIONS In order to serve these purposes the questions SHoULD should be so stated that the person answering them STTMULATE must think and in this thinking must use his CONSTRUSTIVE factory experience in addition to the information THINKING given in the text material. Reasoning questions especially appeal to intelligent journeymen and become the subject of many discussions. An employer said recently that he could tell the subject studied the evening before by the sketches and figures made during the lunch hour. Questions which can be answered by "yes or ‘no’= sometimes called "guess questions", and those which can be answered by exactly repeating the text material - so called "memory questions", should be avoided. Experts have much to contribute to their industries thru the prevaration of this descriptive material supplemented by the type of questions which they have frequently been asked by journeymen as well as apprentices. SHOP The value of reference material is increased by the SKETCHES addition of cuts of apparatus, tools and other il- OF VALUE. lustrative material.These illustrations fortunately can be reproduced on inexpensive mimeographed pages as well as in printed matter, ' This instructional material should always be in such shape that it can be easily modified as the need is found for changing some detail of the work, giving directions more definitely, adding other illustrations or modifying the questions for study. Simple reference material is helpful ake the rapid training of specialty men and molding machine operators and in various types of work. Another usc of this material is apparent to the manager who is attempting to attract the better type of workers into his foundry by offering them opportunities for study and advancement. The topics contain just barely enough of the reasons to enable 2 fairly intelligent worker to grasp his work quickly so they may: easily be used as a basis for study of the sciences and related drawing which explain reasons for failures and suggest means of improving processes. This interest in the every day "Why's" of foundry practice is shown whenever a trained practical foundryman visits a class of CG Sida or students in school who are having difficulty with some foundry job. (an an we ‘Bro NF Jet pee atest to keg Pel oO chicory chee yea ab aicege at a eee | eat tot, 88 Ete es haus Batre tise 988 ecantal: fet is dl | SHE OF PLETE i , ows ont | OE ogi ney seb OF ay ney tt ef \ ’ J P Re aN halt "wom Ywcyy och rie ei ene: | arrow ‘on aeeee ot hedd get townrs phe mad de a begade ca 6 Blwore eek eh: eee the Ram tata acta. GEE Gite. Seno “uso mig Rihanto Tons oath OF MOET Le S0 at eomont oem purost 2 mee iY ety euept ne eas, Lane a DO ae Pca Faby i Le ots ‘pre non ameavot tegahs. oo oF boescae yutebssase “appeaeons pian “woe Lari ote eatodsasoee mepegiut *0 sookdure’ ait FE Ae, acta ae or ao «h,tvip ede LRoe Bie ote? re Me Pete erent ae a Me e h ene L east; “es Hetgnd Paved st! ores na Sy Ae } . og “ a ao dahes, aes neds Me iieyif Cao meant + cites & me an erg’ yd Sake Raines att: Ret ode arithager gidoane ed betel, eae Oo) AG. Rea 4 hi if cy ee ie oi Brive vy tA Ny “eetos hehe dl fie ‘none ‘be aati imine eT mi edtird! Exdikow o¢ sown avast ganedat eat via "had ohans od open” Ba cd art evbtgtio: " sah ahels 7, ee areanyectiaael yd bone rood YEd toupee: ov art yer! soir prods hem: ve eno one ult ed Hee enon a Bain 1d eae pe ial ree bo Peta eH? a Pave ee ce Mais vente bia Bboot cei IGM, he miter... OST RE oe ana mute ROE - saa bjaetdinart £4 es Cay Lal ned am avidcorrarnt * - ah Ro i. PA Tae ra gvianognodt reso beonbouqers . ext ten f eae a Te ‘oman Sovebad eb an _ on ee od paws bvoct ‘ulmaliiee Salon batons gt abetin Hi “‘4o% Bees wf Peon edt es hekhbboxt 1 ae teas Oe mad ‘i De: (ehtatieh se aqcti south anbyta ohicw ott To Lhpteb, op ebate: tol aftodss Ging. anit Ree tbo “0 Ss en ; Pepa a wk Lah fed 3 s ‘Pabedan: ponekehens stein | and Liu cia enbinss Pan cal ‘0M ¢ ue : sc ee Cadi east ee Ca ne at er a. An example of a description of a process and the related questions is given in Appendix I of this leaflet which was prepared by Iir. W. C. Wright of the National Founders Association. The training departments of a number of companies and associations of foundries have prepared very helpful instructional material of the type described above, A SERVICE The Education Department is arranging for the PLANNED FOR collection and distribution of this material which COMPANY has already been prepared by foundry officials and MEMBERS associations and in addition has arranged with Iir. Wright to prepare a progressive series of general descriptions of processes similar to the one given in Appendix I. If there is sufficient interest to warrant the continuance of this series by ir. Wright the Association is willing to serve its company members with this text material for all those divisions of the foundry in which a need exists for this service. This plan is entirely dependent however upon the interest of company members and the requests of foundry officials for this material. 12 - Related instruction - time devoted to it. Since industrial managers are striving for the type of related instruction which interests the better class of apprentices and which pays financially, this class room teaching is usually carried on during the regular working hours of apprentices. The apprentices for a certain number of hours per week are sent to a class room either in the plant or in a public or private school building ; where they are given instruction in subjects a knowledge of which will improve their foundry practice. TIME IS The time devoted to related instruction is usually NOT LOST four hours a week, although some companies give five IF USED hours and even five end one-half hours, on pay time. TO ADVANTAGE If it is organized for 144 clock hours a year or for four hours a week during not less than 36 weeks a year it will meet the requirements of the plans of most state and _ local school boards and may therefore be organized in cooperation with public schools with teachers! salaries paid from public funds, These funds have for several years been available for the practical instruction of workers employed in industry. 15 - Related instruction - where given, The place in which related instruction is given depends upon the facilities of the plant or plants and the cooperation of schools or other organizations. The selection of the place in which related subjects are taught may influence the choice of instructors and even the lessons taught and is a large factor in the financing, so it is worthy of careful attention, Any one of the three plans for foundry training which are shown in Charts 1, 2 and 5 on pages 43, 44 and 45 may be used in providing class room fom aaoeasy 0.3 ' dp bel. ded petrol waopiakonaes | sotinegnme tO portale 4H | f ppt l toarses i iy talod., alll ‘pongo cD toh Ognta sehen wt Santee goitdw Gal todas 2 one ‘4 noiduntade ths tem ee toitte yabamed eo. Hataqetd 8h F oe wWaiw bog negie eae: Hotei bbe mk bas 88 “favexo; to sates pyviaaemosa # omagott eh et fa oggal mt Mevis te Oy ov “TALES a} om Sor Oe tae Seed godkobt hue ‘at tone: ot. ae tim ab gindthe geyag ns GAS rhadberd “a thy Be potion ods ita se Paden: sna abe Ahbw -eeediion ibe ER Wein 5. ace » Hoy: 8 oboe "hh perro t. ye, ho tear adm or ian gevewor dnebhrageh: {Lone sae 0g Tel totem. ei as Lone aoe ROLLS: Daath BS) hs shia ocd bin 19 ce ab , wot 93 gitorret oneks not Hoeent aent: ‘poteigont rot ae) : Wa Syed aerarnrp mares ote seems heeiia aur vl vince nate, pontine arto seine ncn A mt ae ae thane fi , Pat cae vice OnhE nonin fot: dg eebent! et ony adit set tai Rp ubernt ae es nats ocd ed: eng or as Pry scree Ou tsi) Py neh eod: MOOT bento: i helen BT’ gs fascias ey, aon | saree es ach & (ot cs SAE EN CNY ACS: ero eas ng CVT mRREET gtgtioo! rae fh eit bisa Larne t: . ad RPC. tO. ‘Ohi seng BD tae RO: pea tor: os LE DW: 2 Lo tite be Wiabo.pron wR etoobdat: af coboonnts Sie | tov. ‘pe | | ,ooldonia Veins ft: ie 3 =o tap gf soit ctieest es atekey’ aw boitowob oft ome ot avi. ovis. 20 SaREiInY? . SOF espa ips Poe ceo Th pic o. er (hy gh TOL, eS get Ako has REEL BOT? pee to ate A. ahaAes skp ole Pat tea ane £9 “00 oe Bh cogiiy. ahiy nok bodabeig pict Loosen ede aa berwos Lat eae pedvolie alas ‘taebitt to Joa: SEE ae oe Pod ies eee CR i eters. yy LA oe epee ee Bode Aa gel Baber he Se ae eg RES Eee ss enema es | sLatnoe toe tomgge Hate tid 3 Portan aire ‘to mete Bogie! coum free) BIN Tagene end . nAge Sounnan ylotaving Beeae WEE oe 5 aa dist: ITA .aoaae eat eet 0 ree OOM Cee) BR pete tae po uth 7 7 hee : ¢ BS trapval ol liciadied DORA EELG au eniry i: 14 BARAK dpe ae i — -< iM mM mot? ebtiae twits Die. 290. cee. & f th i spared fA A lke CST siies Bat a aha Nae BR RS TO sD | Oo” eho “6't marett oni ote rate nape Loy BALyerso arty ot efnodoe Biiw | f ye Owe 4 eee ert Ped At eto? 429" of : Ri pee 4 ie ) ay ow s ‘ RP DAS S ’ * be on i hs RL bony RES | oie i ; 25 POR BAH he 3 Tor ele Loomer osie ae iw. "poke ty Mere WS Ps yon St 4 YESS bs NG. wes 7 ee A fy t ~ - OO LMS TEE, AO. i een renee 4 Sabeapee Peres geiisy elehtece palais he e eerenkingh ; Se Mie sas an bee ee a ene eee ae crea oeih : yan! ak a Aoki re ea ae ee ] EA ae Tens ee he dapiaciriie Wye boise san trai gy pelbseyeedds Doe» % ee a, rein seh. gr age * cae eg oe ~ ar * * eat c a twrw ef cn ie vee PO 4 ’ uy ih ROE Caste i ana yes to, URE Ss SY 1) ee a as wheat oie f - rm | , mit, o titan el 4 ML) ie Per asod eh a vi We taicdaa thy coetwod GRReRLs late pairs chap aye , BO Ni a es a ne ART I. | any fae Hat pn: AB ARR: | (heed ne a aon kG, CI OaF HTP Ve, ot pet wo a BECO MN PE abe 2} peek ve a MANORAG FONG YEG al set mercy me my PAN es “tia be, matin herrea etard Lore. ~ bebe Bt @ to4 bik gore his Dre oels 2 een ne. OVE + ele bebe der of ae vies ie art upite ywepydanvie Poe ead tHe MOTT ahd BN) oe hi Mapai santa ot od, aksow moth, witvertb oe aie brunt, FD aciehin wae de a Boy, mrcete canons moo Pry ol edt 1 Date Hlth tg de id aoe. oi Pee: ont, sil ¥ i Pry: a t er ul 3 aon, ms oft BO onjkontavas, iefonse | gol nha Cea rage ceo, any. Bee Tore May ee ional o Ge ee sige pteal¢ ud 7 nen Einereud nabhe ve sapsnoirne te Leave Dein Deis omg Gilt eats eu ee ee cooperation is arranged between all local plants and the public schools, If a number of plants in one locality do not yet see the value of a general training program and the assistance of the schools cannot be secured, the one manager who does have this under- standing may carry on a training program independently until such time as others are ready to join, PLANT CLASS (3)When a plant provides its own class room, a small ROOMS SHOULD room may be arranged for this purpose, This has NOT BE OVER been done successfully by a number of plants and EQUIPPED involves very little expense, The equipment is such as was suggested for the class room provided by several plants, As in the case of a number of plants providing space for the instruction of apprentices in related subjects, all the experience and interest develonved will make just that much easier the sound growth of a training program with the establishment of co- operation with other plants and public schools. : { Whether an individual plant is conducting related instruction with no cooperation from any source or all the plants in a district are cooperating with the public schools or there is any other kind of a plan part way in between these extremes, the selection of instructors and of instructional material presents a few similar problems which should be considered as soon as the place of giving related instruction has been decided upon, 14 - Related instruction - instructors. : Wren the pudlic schools are carrying a portion of the responsibility for the education of apprentices by offering instruction in related subjects, the school officials usually are quite willing to confer with interested plant officials regarding the selection of instructors and the planning of the instruction, When this is done and when the teachers are of the type approximating in general characteristics high grade industriat executives, the results are satisfactory. me WHERE POSSIBLE If related instruction is conducted in a plant or INSTRUCTORS in a school privately managed by several companies SHOULD BE the instructors may be selected from among plant CONNECTED WITH executives or employes who possess the information INDUSTRY to be presented. In many cases draftsmen and engineers are found who are capable and also willing to give instruction. Since instruction is usually given during only four hours a week and the number of founary apprentices will not be great such related instruction will not add greatly to the duties of persons who are assigned to this activity. One benefit which may be derived from having plant engineers or draftsmen give related instruction is that their in- structional material will usually be confined to that directly related © to shop work and examples will be taken directly from the plant . operations. Occasionally a public school which cannot offer class ‘room facilities is willing to assist these plant instructors in any way possible and to pay their salaries for the time devoted to this hm oat oe cot snot t iy Bi ys Soante: ; i = BR res ‘ meeneibakak wk at hale Rei: ete howe Kkooy — t ' ACE a he BN f ahaa Si: Ho Knee niwie: oe ey cate wae | 3 ‘TAR: SF ne a ae oe Ht ns * pe burkee 99 4 Biggll dy ¥ | tt Peon ee otek: Drs o aMmlet ak aevioral a tae og: raga ris LON houwneaphine Bw ina owe” gAkasvocg cdrantie he coding 2 DO. eae ens; tak) oh. -egibee ay 7s. etootdie falaker et 220. RE ha gotdourtaak rete hy ahtivs ee ae shai Pee oxen Me ‘bocolewan desyedek Bae . gotta + te ap oqumunauiet oS ao Weabebans 8 ‘to cidewors KRLO 1 pkideg fete opal eae od Lisi bom ‘bona: 3 Hitt try secre ae to Loy iauitwbaat an ‘contPanh. te to Oh LEA aa Oss ONAN ET OR, iateteooo om | annie g: ep yi et chy e neaies eit Oe | ke sneer art dotenehin ocd .ademiettRs oveds navwded cl New srog nat ti LO whl aoa Wel oe ae te olan Letnornet: anol + oigeetanek “59 Bee. sendoontea ae SHAVES LO ooalg: pats G8 MOUs: Ae bovebke niin oe PLO. sib baler amets Maven i SOND HO ine 2 took sain oe, eapusioes abi’ ae ay u EV en Ws ha . iS ; ss: ‘ ant wing C eo te rot | TA r¥ yhiek iii cet . ae Aion att & (ew ir : i, i, , pe ye) treet isa bs cen ca “ptun soils pared cas smerbanpere air esermane-arienanh emanate TS peseceantnte , ; ‘ , 4 + " an : Tn! “¥ f ‘ V5. st wb heaen g wands | D> Ga facuileeay. ole ay), OLE geartin | ai nh We Spo gt poor resten dca "to Gott eonbe: and ot phtLiahinngage Ot eer e Shhkoivo Loodon Bay: 5 géoot dive Detalles ih, fo haga eck pach rinim ett Yiekoitio tielg bedaowerct dd cop ne thred, om at 8% ne: _rokaiemdertt alt tO pad sane dp only Bone enrotonmremenic: XO Page: iB agit! ea tuotg.e egrd snd Foote atetins oF antt. réyitve Bete. Oty. os Si alieanaatl 3 SRR, ie tbat Boon tiodont a | ns een or | Pry ‘A Lh ak biloxione wk caemeinical! Keaxaean’ +i. oe) Rutoven apd Sogdiomn plewayhag Loodon m-tL, weroue bough dbotoeliwe: - yen neodomatorh Ons) is goad, eo age e ne Ne: certian | bh tigi page ‘ bapepa beri “ot tert i boege doa - j Beason es Class room work, 15 - Related instruction - subjects taught. ONLY THOSE The instruction which a worker needs in order to SUBJECTS WHICH operave intelligently, depends of course upon his MAKE IT HASTIER preparation when he enters his apprenticesnip. OR CHEAPER TO Relased instruction should be confined to just DO JOBS SHOULD those subjects and just those lessons in these BE TAUGHT subjects which will make the performance of shop ‘ operations easicr or cheaper. All apprentices will benefit by the same instruction in certain trade subjects and economics while English sufficient for intelligent understanding may be needed by some and not by others, Those who have had charge of the instruction of foundry apprentices are generally agreed that the following subjects should be taught: (1) Biue print reading, shop sketching and drawing. (2) Shop mathematics. (3) Science related to shop operations - physics, chemistry, metallurgy and mechanics. ECONOMICS (4) Economics including industrial history. SHOULD BE TAUGHT (5) Trade subjects - a consideration of materials, shop tools, equipment, safety practices and industrial relations which will help the ap- prentice to begin to understand his work -~ will interest him in gaining more understanding. (6) English as needed. Instruction is organized differently in various plants as is illustrated by the outlines of courses given below and by samples of text material given on pages 26,27,28,29,50,3l,and 32. As more different companies develop the courses which in their own plents accomplish the aim of related instruction, these varied experiences will be helpful to other companies, BLUE PRINT In practically all cases the reading of drawings READING AND and blue prints is found of more value than SHOP SKETCHING mechanical drawing. ‘Some drawing is helpful such SHOULD BE as sketching of simple parts or drawing them on TAUGHT INSTEAD cross section paper. The mathematics is correlat- OF MECHANICAL ed closely with shop problems and usually begins DRAWING with fractions and may include some plane and solid geometry and the use of trigonometrical functions in solving problems involving the right triangle. The type of geometry which interests mature journcymen as well as apprentices is illustrated by one of tho lessons given later on Pages 30 and 31 The elimination of instruction not used in the foundry is shown by the fact that students frequently progress from the use of common } otis ga bai dele § ree ee tubo Pe ohh ‘abuse ane anges eR ear) etek ae be Eihate reg 5 ra ae pe tos ia iP ae | Poel tet ; “ye be tt} rh i Poe BAL RF 4 Eye | re G BAGS at kee Sa i | pong 10" gue ecsleaia, Gay nc) (mee ON a f Eee poet tebe Dale Sea Pee) on eit t gitar au COM Tc gis ay bes pae. pent shedheo we Repke Pum ¢ Saban a eget ere Set cbgeeet at Pere EO hited Bi ae tne tot ; oe ae ! eos 0 at * Job dguent eae a £1 aa thes seat ati oot Me weet cai nynhwen ee ees! echt Roepe ee vicina a ndatinony Bh | , iia es ria ea ii eae to Sas aot ote fe wore mths Sots ee th cee ‘Mh if z. & to) oy me oon Prine Fu, Ne deeit yf ta °* \ taoe BE rat Pee ve Bites? eeci) Mmebsr yt Pay We % Bold i ? i } ; fos aN ; wien a een hemy + copdheitego trot af Botu fen Batokoe On Crfonnes. . ; me ‘i \ dal a Vo er 4 he Mi j » ; en . “ . ‘ " 4 j . A Co ar oh a a Cal as ait 2 - a Wan Hea EAE, " wee b . yy athe, nah ye tks atta Cian ¢ un) \ohiat Lean chal yar A liivau-cee foundry includes shop calculations, blue print reading and sketching, and metallurgy in related shop technique which is outlined as follows: Related shop tecilinigue,. 4.0 hours shop calculations 20 reading drawing (Shop sketching) 10 " general apnliances and processes 10 . ereen sand molding (4 parts) 10 |" 4«core making 10 " machine molding METAL 10 \" dry sand,loam work MIXING 10 " foundry appliances (2 parts) TS THE 16 " foundry chemistry (3 parts) HEART OF 10 ; cupola practice FOUNDRY eA rf ea rot eee SCIENCE mixing cast-iron 10 iy malleable castings (3 parts) 40 é steel castings (3 parts) 40 " metallurgy 20 u foundry materials (sand, etc.) 50 " heat treatment 10 \" foundry layout and organization The related trade technique courses in this foundry are summarized as follows: Related trade technique courses. DOU we DiCUAL CS s 4 sides gs das eecec,; BOUTS POOR E Toss baie iets as a oe : Chemistry, Physics and MECNCUST LOR sy etivies ate stelsiere Related ‘shop CeECchni que, ese oe " a In addition to these subjects of instruction the apprentices in this plant are given a series of special or shop talks. The subjests of these are given below: SUBJECT MATTER Conducting a business AND METHODS Big business OF INSTRUCTION 10. Your employer 11. The company's policies and traditions 12. The apprentice organization Lt. CLELZENShHip 14, The home maker 15. Taxes (Continued on page 25) 1. Shop etiquette oe ocnool etiquette SUBJECTS 5e Working with the foreman ARE LESS 4, Working with the men IMPORTANT 5. Working with fellow apprentices THAN 6, Overhead INSTRUCTORS 7. Manufacturing 8. 9 a eee! agmuanitse doae: 3 UY i aa iss Lon are. rbh tea ae og Sea a aie ies, Rona ree ei a | ms Tg ltvey e. th sini ‘ he & - J t 1S ni i | a eb at a ch rcs DM, Cant os ; ss bAPATRTSIN NRE 9 Ate f q } ee ( M. Koatka' > i Pht Ae ne Re ate ae 5 i Mie Ate avis Bei ut vy 4 Oa ; ‘2 ae SP oo a Mm ‘ Pert fe i ‘ “an, Is, \ \ j san j we i r lug ue 7 . i ’ 2: i, Banta, f fad esas i Ah oly | ¢4 ve (gtencen Ad ® i / ergy IF ‘ ve le ay iy WP) he Le mae Y Laren * (is hi nee nie Barus | vedo r "ve ; 4 ers ’ A r b toad i a! - a Mh ea Ty Tae Us hy ( } es ee ar oy hi abe ri o ao ij sp | be Wty het ynitiy wa AN re eT rf pee er ‘ y Oe as Ata Boi Le rime oi Ae Be se dehy Kt ; j 2: | > '. : { a wl Gk eS v Ce oe f 4 of Vos Tay i asl ; La a A ee ¢ : Teal He hs RP ory Ay al Ue ‘hd yA , ‘ sa ; reel ‘af Pree a) ue +f ty y \ F ap ‘. : nae Heit she AST SA TE Ma i thea eye ‘ rhe N “ 4 i ' An oa af ‘i ai ws ruin! ie eee: gmtine are dete ed Ones, Tet oom Rae ap! 4) 1 ae My if nt Ve pot we " ' it we a te oe 4 ” 1 u i y ay 4 we sata yy fr ph . ! DN AL exe hay RS: Dae / y evi {iW “ i Pate j j yey sy rhs si , bated f vt ibe Bsa he seinen, ney gtedy ie fi 4 rare f [ 1 4 j ) f ‘ y Lai i \ ty . a Wt ch aaa ae eae k i f ie rite 1 My n wa 5 Shee ty ff Ee ty hn Ne Bnet eta ie feat biihit hts a i ¥ by " a E i yor } i a ‘ ‘ ewe " hy HAL i i A ak CRT Re ae SI, 2h : Rat > ida it Bungie wih au r ne ot at Bi. tee od a ) { , NY oat as vet Maral in ; ) t OO Ss os ay bs Seung hea ae ee Oe ee ee ee ee a ee fe Me Hy ety oer {; ; (pt ‘ ¥ Cs ae 7 Tate sia p BTS Maas vain ; rpg ator y l | Y Wn bs beet: ine ‘s ot otis erecmieda Bs ns aed % re Pcicatit i per “RRR Ma i AGS NG oR anti PTA Ne ON dik ah, ABN vt =25— 16, Civic dutios 17. The open shop 18, Produstion 19. Atibition Ae: (PEOMGGLON el, Your trade as an assct eee Apprenticeship as a character builder coo Lour parents and apprenticeship 24, Sefety 209 Loyalty 26. Objective ev, canitation 28. Work and sports 29. Diplomacy In a number of plants lectures or shop talks are illustrated by the stersoptican by which means boys learn the story of iron ore, new kinds of foundry equipment, safety methods and many other things. 16 - Related instruction ~ some guestionable text material. ee ee ee ee ee ee em a ee ee While incustrics may profit by the schools! as- sistance in teaching subjects related to industry, industrial Managers should keep an active interest in the material taught. This is particularly necessary in such subjects as Vocational Guidance and Community Civics which are frequently taught to all students and in which there is an opportunity for developing attitudes for or against certain industries and industrial life. SCHOOL BOOKS Industrial managers should know what is taught SHOULD BE in giiese gourses..relating to industry... The BXALINED following exvtracts are taken from a well advertis- ed text books: "Danger of Blind-Alley Work ... . lost of the work which children do is Dlind-alley work. Do you know what a blind- alley is? It is one of those narrow streets or roads that suddenly ends in a high fence, and you cannot get out unless you go back the way you came, It does not take you anywhere, as a real. street does, Mihe: Best Job Tor. Yous ce wie: No job that you can now find in any miil or factory can help you much to find the kind ‘of work that you are best fitted to do, and no such job can get you ready for that better work. Such a job can only cause you to drift about for several precious years.” "Choosing a Career .. . »« Young people who leave school at an early age to take work in factories or stores or in the blind-alley occupations of the streets, begin to drift about from one job to another, and frequently drift about for much of their Lives « it "Occupations to Avoid ... . Finally, there are the blind-alley jobs. These Jobs lead nowhere, and waste the time that should be spent in preparation for real jobs in later life. The bootblack in a city is following a blind-alley occupation; so is the newsboy; and so is the telegraph messenger. iost factory work is blind-alley work, especially for boys, ..." makers Lowe a eT HOP Es OK sal isla i ‘set woe. wad. oy Ree, “ne soy GC aOR york a _ hott te ose 0% noun ie a | nikal sci souls Se ei: e ner: ek palin | ean ON gee, Deen HOLES, hB is) ie ie ete yer} hi ae ie vag ball pen ie Pras nt) ‘edn bita poetry DN 7 mppatedcht oS eS homey ote. atin’ ees te vat uae anni ‘te scones @ etd hiay path Ws 2 Fan. eet ciaam uel 4a aigltasovess aan) means bon abigcit ett yietas Rr we ‘ll clhanmcni lhe Ne fokustaat det old icto.tte oy set unl go hteara to, soveben eo Birdtoa St We RL LOM AR ees cera ae mink yy id peu a ee ds Lehi ese eae ebrit. i. bay wk ak estos oie sane at vouat at eli) iota cad: fa ottete Soe TL eR seo sta CE ae: fae qoan BLeotS, ELL eh se ps » a ete Pettit ph tasoy. BONE le ahee ose date Yess, bes at bon gaitnebacs: L06 6 ot dees Bot to. Fy ‘af ats me tly ap a gtd Petes xo eit wehbe ido ia wabaod pvah) "ro 2 wh meter: tie eh pk OLED Lotatanbet fora ‘gokwtembed Gch Set, ot hiisacaad wore bivedn sti hetecet tage anabect bani eo ys.’ ig * "< en becbivec} % + LE ee Lay BS ny LGD I Pater mete me Kite ¢ 4) ped. sai a Wea: he Dae i AS a Cai 8 by ‘e site al ore “pe Eat ain Wiis: Pes awe oie yet chin mb OLY wee O74, OW eeoLny Peat Jaina, ict eC tied VEL Fs Peet £2.28 ete | woy) Rae Gol ai. + 1. eee art hay oth: Pea a8 i Oe: ihosne are wer “te “ee Boy. Soy seh: OE love ort Dine On oo Mubieh ae ‘ satin opaTan se se POR eM i. ies sortie eben. anwo¥ Pe agar so eetode MO beh toto uta J epclay thine, oh sbued. at hike ial ay ai bale =~26— Following this Jesson during which the teacher has presumably impressed upon the childmen the truth cof the statement that factory work is blind alley work the student is given a nunber of assignments as "Scwebhing to do and talk about", Among theso assignue its is the foilowing: "Make a list of blind-alley jobs in your community. since pee student desires to please the teacher and get a good grade he will cavite natuvally list ail ghe factories Ln his community, This schrol ae 3 by no means an excepticn, Other materisl of even more misleading nature is being studied by students in our public schools, It is only fair to remark that there is much good material in the book from led on the above ob perae were taken. In some respects this book is an excellent text book but these objection- able and wholl y misleading sta vuledie become all. “the more dangerous when included in a text book which contains a mixture of truth and falsehood. industrial leaders shire with all other progressive pers ons a desire that children may be accurately informe cee ae oecupations but there can be no defence for a text book which asserts that boys who take employment in factories have no careers. School offici als should pay more attention to the selection of text material and not leave this to a committce of teachers whose experience does not Lit them to pass judgment upon such matters. 17 - Related instruction - kinds and examples of text material. ee A ee me ae nn a a ee THREE Whatever kind of instructional material is used, ESSENTIALS it should méct three requirements. Instructional OF SUBJECT material should be brief and confined to that MATERIAL subject matter which will '\be i oe ate helprul in, the foundry industry. Tt imust also bein such form that it will be of interest to she mviaiote AD prenbice who is trying to get ahead in the foundry. Lastly, instructicnal material poourd be in‘such form that it can be easily used. by tho apprentice and by the apprentice instructor, foreman or other person in charge of the work, Descriptions of foundry processes and related questions were discussed on Parss 16, IV and 12 under the subject of ‘instructional material for shop training, These descriptions of foundry processes may be used directly as text material in related subje cts or may be the source from which lessons in mathematics, draw- ing and other subjects are drawn. QUESTIONS Questions relating to foundry practice are SHOULD oné good type of instructional material. These STIMULATE questions may be included in lessons of other THINKING kinds as previously described or they may be used as the basis for instruction by iccture, discussion and home use of references, Lesson shects on certain subjects in mathematics, science and drawing as applied to foundry operations are used in many places. De nae aa RO Ne Ane seot punonth ts | Hy ihe i Th) fe ink, ebeeomase® suie ah adel eee tia Ae} “heen ned, gat ee ae pe gehen chin sh me aad cages ie > ha Rea! aes bie: tart! Re N ePeae ae BN fy 8 a hg ei ONE: e Bee ¥ at oF ” I is Ee | ae dherde ie OT Be; echo Loe | LORY ” et oOo aig BOaR. Gosia ah! gegen eet: whetios oo pte ‘ “ute et ma | ae pet ed ree eine kt aoe 3p oe: WPT AONE ARE ONS weds? ont ok ameestaorda gaend fan meni fora Ne Koes gp ae HOC Qld a toe v4 atorranceb stem My 1La) Ont yQee editt POs eee ae. bectabtm wok ae Drew Breck Pee eye a ge. J shee Payrerr cach: Dae pew Hee | x. > poe hak agtoortoc Boe es ei tunaas ihe Go MR Cem LA a aioe 3) eB OK Li teed a ato SS Sy dalek na Sa an ae ee, PB eed. Bla! IG The spar Es if we 2 , mano’ Ay ; Wot re ah eR Me Yar (ke Mae nyt le Wee f DNs ’ , , ie Le R f oe rege ar «4 ni be ih " vr. ” ih yy Wik 40 Be ain as fv iS mays ty? ] Pio } re nib iga yet a dha od Fin \ ia = PHY ye: Ok AGS i coe 5 Cae g) 70 ues ¢ LS As . “phate by geo hehe ees : Fy ee oF tos we ater ash. mae: s 5 ; Aap ee ; dend ve : Je it f sid (i h Ay A ate Mita ha ~ * ¢ ¢ % ‘ Nl : PRS Fee ee ia ake ea Bee av), . " ; " ‘ . ‘ shy itt : tire . ; 4 PONG RIN. met aCe ee EH ORV Las Vy Cy Be est OS tee 8 = ee sp oda aR ag pe v ode by ty hy - | aekhant AOU MOGs create mae Pree ee aie it i Soft: Og era pert oA) ee ee ae mm Ad thy a + Mah mbit ve Ni sa } ay w ! vesy ee a) 7 tent aes xp Se ti jar n te as Jie ete dn! ey al bl tame il aie opleligl Oat tte et” pn rhe amr eT Rete ORES clr er ae ial een eld aa ee Ra ere He K - : ‘ , ‘ 4 * { } i : Pe oat “Me ‘ oe haf OS aS it f¥ iT wy f as ‘ we | PA uae fe fa! yeh ON er ‘ vg yt i oh eet, PARK tee DRT AR et als aA tod Rays ‘ - | 1 ues Be P eiet! " wa ghs ove , ie ort wee ge >. F ‘ : Pi ist , Late ah Ge i A AA Ae es eet Eo ARGA fot eon! Die i at cael oy y ‘ ry ve : ~ ~ \- ip a} ti 4 rw oe nf f as dhe “cee bees ¢ 7 Nine in ge eo, et oe ok rt ey if 2 5 pe ra pant) os Rags « Fx aa K 4 Cd © yb Se f YT ~ 5 OR ft yigtt tase eae arto Al ee Agent ae joaercoshh onw awtenarong. nomele oat ~ ER hic ok a rete - ~ iv ' L A ohn Pela on 7 , ieny, 9 GLEE RAL ote qrusciemaeh TO! > gah La Bas Te &y" {fy amtoevs ye Peegerrs we FehHTAaos Sheet Ms Ay at. bidy oe ebered Ho FIegRo = . rf &. whe on arate. ect? a dreartc 2 ont rhb rel an 8 : ’ 4 » als eo a ro beonbotg BAW © to OC8Toat Boe aah he * p : og Whe | hbs smuiraorty to getrtsos g ort 28 9 cen i * game: ‘ef #f gadecynemg to sm on eit es aon enicoot | Hor ey ty cet) af Ptah ayen af SL ’ ar] 3 ie Lens a iis perabet ad Fader Belay sr mtoled .etotges & EMORY | a ine a a eee pdeno: tk geomete daarcogmt tA iO apes be ecis To derail an hr dwotp al nies ‘aod. MOE bared ox Tuner: a OLGL TES aos otha srarow, sobrin b> cory hy for od aga mot 20 ee = N h - ¥ vr 4 fie atvete iF Peedpliiieni names HN, the thee y! bef a » Oe woe me: BS WoT s = OF RGR, wiost of S670 anise oricraonl sleoice ik. tp ra bite Ory sore: Oak BA LONG RO Ht ORE ot vo sere ag Le tase yf, 7 “B wos fay Pits )Srt'se dt be elie BOs SHOT : “oat hi san . were t. me wae % ans : Sy, Test Kee e a a & Bi A & gir foole ss tnvopon oO oseaemist 2 se aNLOs ayy Sad “4 Be oe ke etrogrr-te ie ot net ihe Ay Legal ada ot ate ‘i "EO aio sh giitio: ee ery a” . oe “TheE SIE 40 ape ate vd. ‘a ex ite ot PE as ator og arrose “towk eano" Faerie ot ret * LO Be be Nok 6. The effect of adding phosphorus in the ladle. (a) A flux or cleaner of the iron, (b) Methods of adding, (c) Hardening the iron. Questions Se Fetes vat 1. Which is the more important element from the ee ae molder's standpoint, phosphorus or sulphur? } Give reasons for your answer QUESTIONS oN ; THE LESSON 2. In what class of castings is phosphorus used? What is the reason for its use? Se Why should one never handle phosphorus sticks with bare hands? 4, Is phosphorus ever added to th ; e cupola charge? If t the phosphorus in the iron come ons F iene 8x Toe? Se Questions of students. References REFERE F Ae a Metallurgy of cast iron, Chapter XXX1. T. D. West. ENCOURAGE READING Foundry Work, Pages 122, 136, 170, 171.B. L. Gray. Lesson No, 3 - Pyramids, cones and frustums. Definitions . (Definitions and illustrations of (1) amid een eh bo age (3) Hagel of a cone, (4) cone of evolietens (5). t itude o j 4 i eeaettn pyramid, (7) altitude of cone, (8) altitude Forrzla and rules , (Formulas and rules for finding the volume {1) of a pyramid or a cone and (2) of the frustum of a pyramid or Cone » ) Examples le Find the weight of a cast iron tapered pin in the form of a frustum of a cone of revolution, having a lower base 8" in diameter and upper base 5" in diameter and a length of 24". MUCH OF THE Use formula (2) which is V = (B+ by Bixauace/o bi MATHEMATICS AND CHEMISTRY B= 82 x 47854 = 50.2656 sq. ine MAY BE APPLIED b= 52 x 27854 = 19,655 sqe in. TO FOUNDRY WORK o4" 1/3 of 24 % Q" h 4 ; ‘ J Mes a . ey | eae: Cas E) \' ‘ . al LOS 9, q ve. y iy Csi a i ; 9 Wi hat, py ‘ft nicest oh a4 ii dail "rey a ae. ats : he AA oh ea oa | iii mi a poner fn amr RSE to cris wae eno. ned o cre i Tegra axhque. eo 6h on * @ a eae Tangeeh: ‘Omi O° oo role a an ee Nias pooner | | gow 1 sf i ane TKK ro Aga attead: topo. * settee gags wr at Ae Vil ia ee ise . saat! ie rt ajar danny Sop ettos Sania ae enemente sania eae See Bas ? Err - f F ky = ~ wy pithy tm) Lo, f eiitit Lae hy, hth te, aia cand ee fore "hey MmeotcatD DY .ga08 | 4 asaiiel ha sbavken To i nt : ‘, Hi | iF. %, ) aust ow eat patnnhy vom ' ae: hak laieiisubi V = (50.2656 - 19.635+Y 50.27 x 19.64) x 8 101.55 x 8 810.54 cue in. ‘ - h 7 OTe LO ME iat Bear edt Lea't ober send? oem fo Renae tw By Di ae fit 8 ae o Gite tasn, ard Ba « (cal 2) Bakal wey) rin Dh is rf terry 0 = a 2 2) ite id i . a wallbiien sults f f reer x ae {I ent * a. seid 55M y HOS a et eo ‘A nay a Wide 13 sna y Mh ue pit RTL She Ne SRR mo | ' TA ER EAN 9 fe Be: ‘Srna ‘$04 a : 4 nD as to be a . gis si és of . 4 » reo Oa ee wid G eae ONG » : te re i ay a mM (ttl ae hogs ce BIOO ac i aie os a a | Rak}, iia: ava i ad pada tang. eg et “4 ehaite: ort, ait cls ciation ee wh omelet phat 7 bia Pg € Xie ~G4— - The fundamentals of industrial relations Developing a safe human factor ~ What should we see in our jobs? (This (G) is prepared in answer to a demand for an article in simple language, About 90% of the words are of one syllable. nmployers should interest themselves in having this article used by teachers of English for forcigners, Elementary Civics end Vocational Guidancc.) © "Ei i H - The super-yower of fricndship - How a eooperative spirit may be developed in factories, Copies of these may be obtained upon request by company members, Other requests will be met as far as possible, el - Questions for discussion. The following questions are adapted from Training Bulletin lio. 24, Industrial Training for Foundry Workers, U. S. Training Service, U, S,. Department of Labor. Foundrymen may find it of interest to copy certain questions for presentation to workmen or may find them useful when interrogating prospective workers. Cleaning room 1. Name methods of cleaning castings in the gray iron foundry. ee Why do castings have to be cleaned? Oe Should they be cleaned in a department separate from the molding department? 4, What is the effect of shipping improperly cleaned castings? Oe Name some of the tools employed in cleaning castings. 6. Is it an advantage to the boy who is learning the foundry trade to be employed in the cleaning room of the foundry for a definite length of time? 7. What can the boy learn about molding in the cleaning room of a foundry? 8. In what way are good castings made into bad castings in the cleaning room? 9, Is there ever any way of repairing a casting that is found to be bad in the cleaning room? 10, Should the foreman of a cleaning room understand molding and core making? If so, why? ll, What is first done to the castings in the cleaning room? 12, Is there any skilled help in the cleaning room? 13. What is meant by "pickting"” castings? 14, What acids are used in the pickling process? 15, What acid is more commonly used, and why? i | “ek *E duce bey Yo. oma, nanta ae Lk 8 ae f bono ok ua aH hy ve niPe:. ik pas PLOT OME: A ens) Pei a , ia Rabat aa) ct Tie ‘ og hatte pido oe Sem eaeds” Te! woe z ij oe per h ie ee tt oe. Cx bi oo) o hee xe ree oe: ae a med tite \ ra Wa) ‘ 1 es) 5 Se Brive LD Pe ok: Be LS oy ee ER 1o-tet. in kde Non ee cid .cetthflipaes = ae oe ere ee Ses I ee eee a ae a aS ae VA bil a ie ke ma AUPE RTE RTD > Meegreet } cts ern Broiler seg cit! {Lik yet? vag ‘° Oy adak wih sin begat bpm nde i tai ah ap te pnnot th) tian ae oe a % a8 nits IN, ie ec nig Ls, SEOs, Malet l Blt he Pearl ES AEE fake. UL i Me) f.. oO! ey ae Ve aN eae cea SPssagye et a cae a "gaits i aye ae i es Ths Ta OD ACIDS piety Pes} iy a 1 ‘i penne 5, . aonb ob OL tade@awrr xo Rook treup- heiego yee we “s cided eal. Dee beus c ee eat rh My Lutoes \ ine i ey : a Byte edie fae ht OP Tey u yey é es APN ae a ” | et antag le OD Apap (hd amen AJ af a. . ae eDiwot nok wii: 8 ia ae “OE Sele Bi hie ak 8" Lo ‘aponbon’ ‘Menctaata od ot asp iurhi ees: pt oe wont: dna. sabia ied Be ot bogeond oe bhi tT. iene s ) fey tang aly “ebive ie ike » papboctde Be OY si a2 1 ag a ata pedemmpte. i; Peo Lg eLoot ort} to. Tek i. omen te ontew tod edt of 2Ret ree Ue io hea Ap ‘ ER, 80 ee edi atintnots ont: oe ‘oye ame stuoste oe a irk ont Sen Rapa ag ) : A mK , soe P¢fet or Lay 4 1 . ist oe Sy aie . ae } ? 16. What is oil of vitriol? 17. What is its chemical symbol? 18. Explain just how the cleaning is accomplished when oil of vitriol is used in the pickling process. 19. When mixing the solution what precaution must be used. Tell why. 20. In the case of burns resulting from the pickling solution, what should be done immediately? 51. The tank that contains the oil of vitriol solution should be of what material, and why? 22. Explain how the castings must be arranged when they are to be pickled. 25. How long a time are the castings generally exposed to the pickling solution? 24. What is the usual mixture when using oil of vitriol? 25. Boes a stronger solution do the work more quickly or better? 26. What is done to the castings after being exposed to the pickling solution? 27. What should be done in order to entirely remove all traces of the acid? 28. Why should all traces of the acid be removed? 29. What are the advantages of cleaning castings by the pick- ling solution? 30. Is there a disadvantage in this method? F Sle What other acid is sometimes used in the pickling solution than oi] of vitriol? 52.- In what way does this acid differ from the oil of vitriol in its action on the castings to be cleaned? 354 What special precautions must be taken in using and hand- ling this acid? 34, Name an advantage that this acid has the oil of vitriol has note 45- Why is not this acid more generally used? 46. In the foundry what is meant by tumbling barrel? 37. Why do we put small star-shaped castings in a tumbling barrel? 38. Why do we sometimes put pieces of wood in the tumbling 39. Of what advantage is this method of cleaning castings? 40, What is the injurious feature of this method of cleaning castings and how is this injurious feature overcome? 41. In what way do we use the sand-blast in the foundry? 42, Explain the apparatus and the method of cleaning castings by the sand=blast process? 43, What is the advantage of this method? 44, Why is it not more generally used? 45, Describe the helmet the operator should wear and why he should wear it? . 46. Why must the sand-blasting of castings be done in a departe ment geparate from the molding department? Core making le What is a core? ‘ebuoiie 4 delbbesse 2 i ae te disin ‘poate cathe, , ae ge a HBOS ase 12% nah ae at ans waidd + Brinn Bay Bhototty at bea se spinel ia ay he “— io 4 “3 Shey @ gms Ava Beesley 2 . afi ab parents Arges ‘ ra ‘pt ‘badhah di pak a@ “alte eanidgse ald OF Ono hts : oii MN th = : Yona 9¢ BLY i ety Da aoe ‘fs blwose < aD a9 Wm ee. i a nee “pei 3h) = ie ha ah? *¢ paRoteevba esd Oe ti MEN Oe oh Mig on sts 4 AS LG Shp eteevhe, & re Oat Lak ie Hee aa Ole nf EUG AIT OR. Peih hae Me te an fia pty! nt * wP fi an , if he vee. we i ¥ her es "hadi sh ns a gee ; AP le a ‘ feet + ¢ at ie +e 5 , ines Wars Buu) Buys cond iy Ae Eeite tp. A) ate gag ij ‘ a Pa ; a uc ASAE, ently (PPE tars unt ea te f t / ; Pea oe age i os An ab AY ef what "a wy i, led Hy pit lortab {0 i Tx Ui Sri: be is * oO i oh se! ge Nd Neg c My I na bose i 1 i ee sid bi ere wd dis ant, wre ‘ape eget. om» i, Oe abtews: 4 iene ca APs thor i. pis ! Payne ei ea maui SDA: koe sod tah we “a ‘nt aM RS ! Rae) ra oy 4 Heit aera a iG geet te hae if day CN - Sepecbaieiert Oe . $ Hk by vw i sanbrane wl utssndes 9 Los OOO 6 fi ; brava , is : i f Veal (yi salt Pie 1 i Ss Hn ea RN nN any. eg fy NY +e kit ieee © ' bY ‘ ' atetety 6. Wy oe ‘tees A ‘ 26 Of what materials is a core made in a foundry making grey iron castings? Se What kinds of sands are used in cores? 4. Name various core binders. Se Explain about the various core binders, telling advantages and disadvantages of each? 6. Explain two methods of coring holes through a casting at a level below the joint line? 7. How may a warped core plate be used for baking a flat core? 8. How are irregular shaped cores like port cores baked? 9. Why must a coremaker know how the core that he is making sets in the mold? 10. Why must the coremaker use an open-grain sand for his cores and why must he be particularly careful about his vents? 11. Why must binders be thoroughly mixed with the sand when making core mixtures? 12. What is the effect on the castings of too much binder in the core mixture? 15. What is the effect on the casting of too little binder in the core and mixture? 14. What is the difference between a dry-sand core and a greene sand core? 15. In what way are cinders used in the core gand? 16. What should be the approximate temperature in degrees Fahrenheit of the core oven? 17. What is the effect on the casting if the cores are not prope erly baked? 18, What is the effect on the core and on the casting if the temperature of the oven is too high? 19. Why are some cores made and baked as half cores, then pasted? 20. Explain operations necessary to finish a core ready to be set in the mold when it wags made and baked in halves. 2le How do you sometimes take off the vent from an intricate shaped core (i.s¢e, a port core)? 22. When making cores, in what way do we strengthen them? 25e How are cores secured or supported in a mold? 24. What methods require the greater skill, making cores in green sand or making cores in dry sand? 25. Have green sand cores an advantage over dry sand cores? If so, state advantages. £6. In what way is hay rope sometimes used in core room? 27. Explain operations necessary in sweeping up a pipe core. ©8. Do we ever face cores? If so, why? 29, What are . stock cores? 30. Explain construction and operation of a core-making machine for making stock cores. 31. Are there any other type of machines used for making eores? 32, Name three essentials in a core in order that the casting may be a good one and the core materiai easily removed from it. 33e What are chaplets? 24, Name and describe two types of chaplets. 35, Name and explain two ways that a chaplet might weaken a casting. ; : 36. Why are chaplets generally given a coating of tin? 37, State advantages of linsced oil in cores as a binder. Whi mi eno: aoe 1 jess tana. Werte) * 2 ae gatiane fi, arora | ‘ vero ie » setted to a boas | oly Bs boson Oe one « f pened: bias er Ae. torte eee Opie: om," wos ee Kae “pkit to! ae mkietaecoro oR nay nomi vw Poy er atin Bin’ Sitoile tw Acad ee tee. ; noay, bite g a ae ohe boris utgne “rods: ns ‘ergnete bel no ‘soothe es et da itt uk gabrid mids tS oot 0 tag OTS. AO ayet SO. (ORS or rene P ers ‘Sashes etn rn AeawMTad: pone vith, way: wh AM. ad abe! 3 cheat pat 38 eyatians ettd aaa LEV ES t5 a Br Hh @4AAS Ratha ea yt eo Phaawenoo writ. al pani ‘axwbats p sae yew. park. sr guetiniob. tt opianacmed. éleming sae eas. om fb oes a eh I ; 4) Stead. @O8, GEN ee, on “Ow Jok ewe boses: ant TI aaneieny ite fo FOVTTS: ont pt on dean ert ca: g goo'tta:. out ah art "eee Bai in fewer Oat, yee a Spatwag moms ~aowes: Lact’ as beat Bae: sic S9tdd! Shoe cae oa ad of YReen eter f cH Scie, « -granmagent@ aite Loameqo: foe | 6 OV L RS 2 Pinsent ; Sot ei ae +E. seta bt ou ety “ES Beh tae e- aol ‘40 ey a et a bead ab. worst Sse GiLe.. 190° “uyadio gama yori: ‘HON gd | hetos SOM | ye et). raid tog elareoncty: by Ob ute dni AE hOMas: Get. 3 i Re a af vadmmgags. "0 Dexrtiooe: 30 Le ane. at wore) tee ie Bitye. Aegon ect sed cpa eb | thace Yb wh eddies: toons Bone ee watea ogaiters rb, | ia one A a! Pie emma: ettobs oe ‘dee pot denen’ | bes: gine B ae er oe ig Se a Po mnoe stg vet bene ee ooeY: aig wei wee - BBS. AE a oy ae os ms" ety a iSen 58. How is molasses used in the core room? 59. In the core room, what are crabs, and how are they made? _ 40, Why can we use the core sand mixture for making only one core? 41. In making a small cylindrical core why should we not use a rod almost the diameter of the required core? Apprentice molder on floor. 1. In the pattern shop, what is the definition of "shrinkage?" 2. In the foundry, what is the definition of "shrinkage?" 3, In the foundry, what is the definition of "contraction?" 4, What is the reason that a casting sometimes cracks while cocling? 5. What can be done to prevent a casting from cracking while cooling? 6. Explain why too much moisture in the mold will result in a bad casting. , 7, What is the effect on a casting when the cope "pulls down?" 8. Explain the "pulling down" of the cope of a mold. 9. Explain what can be done to prevent the "pulling down" of a cope. 10. Why is it necessary to have a soft bed when casting flat plates without a cope? 11. What is the effect of cooling a casting by exposing it to the air? 12, What is a shrink head? 15. What is a churning head? 14. Why do we sometimes use a pressure head? 15. What do we mean by "bedding in" in the foundry? 16. What do we mean by "rolling over" in the foundry? 17. State reasons why we sometimes make a mold by the "bedding in" method, 18, Do dry sand molds require as much skill in molding as green sand molds? 19, Are dry sand molds rammed as hard as green sand molds? Why? 20, Are dry sand molds ventcd as much as green sand molds? Why? el, Why can we get a better casting by the dry sand method than we can by the green sand method? 22, When we have a lathe bed casting to make that is 35 ‘feet long, why do we not have a complete pattern? 25- When we have a lathe bed casting 35 feet long to make from a pattern 6 feet long, explain how to make cope to cover the molds, 24. Explain how we sometimes can make good a bad casting by burning on, 25. What precaution must be used when we are attempting to save a casting by burning on? Bench work 1. Explain advantages of the tight or box flask cover over the snap flask, 2. Explain advantages of the snap flask over the tight or box flask. “tan ostundvedi” AY g "Pon apiriberta” pe "tro bdons tins ot yep. Dg me L oftie glocts | “a af #enor ithw dom’ eee wi -oned¢tom dom 008 a prbirod) eT wit? ‘ogo & ent een adivene to. 8 tas. Fall ‘ott “bo * chyrai: Cc ‘anath anion on haoete ot Se ant ad a “Sanat hates Py ah ree ‘wordepeyeto.4 1 je ond ot oh" ed ywbaret. adit ot Bag to galt ‘outs Ban Blom rt aks ao vabLow oni esa! ib bait oa oi e abit om pete widinal aR tei, ee Botror bordtom puree, ae sist x Sines os; e ae at taal te oe sakiess yy Rivodihed. ot yee okie ot arto £ ‘oot aS guksuas. vablom odd mya oF ‘geod: exam eit’ z : set ankdeoo’ hag @, PO: ast og snbdanotéa ome ode a syst | et St Se When is it necessary to use a false cope? 4, Why is it necessary to vent sand molds? 5, Explain method of making a plaster of paris match plate, 6. Explain method of making a three-part job in a two-part flask, 7. Why is the sand used for bench work generally finer than the sand used for floor work? 8. Explain why the bench molder generally uses a different kind of parting material than the floor moldcr. 9. In connection with bench molding, cxplain what is meant by the term "stamping back." 10. Explain the difference in use of a moldboard and a bottom board. Assistant to floor molder 1. What is foundry work? ee Woe Ls a Tlesk? Se Name and describe all parts of a flask. 4. Name and describe types of flasks, Se State advantages of cach type. 6. Nome material used in making flasks and state the advantage of these flasks, 7. What is a pattern? 8. In tho foundry, what is meant by draft? 9. What classes of sand are used in the foundry? 10, What classes of castings are used in making machinery and what determines which class shall be used? ll. Name branches of iron castings. igs In the foundry, what*is meant by the following: Spruce pin, gate, riser, vont? 15. Name the grades of molding sands, 14, What grades of molding sands are used in making molds for brass or bronze castings? 15. What grades of molding sand should be used in making molds for plate castings of brass? 16. Where does molding sand come from? 17. Name elements in molding sand, 18. What are the properties of a good molding sand? 19. State what elements give to the molding sand these proper- 20. Name harmful elements in molding sand and state why they are harmful. ele Name branches of molding. cee Explain method of making a green sand casting. 2o~e Explain method of making a dry sand casting. 24. Explain method of ie eae a loam casting. 254 Explain method of making a skin-dried casting. 26, Explain method of making an open sand casting. 27. State one advantage of each of the above methods of making castings. 28. In the foundry, what is the definition of molding sand? 29, Explain the requirements of a molding sand. 50. In molding sands, why are rounded grains preferred to angular grains? Mg es sibs diva | eg ne Sit bob bis See Oe an a nod don ® ‘oe = ean. o 40 | eet eid yan | } : : ( % mak id sk! ae Font sooth AY hw VRS ei Aetna BF a eke Satine, r ‘Wa. eh ttn eae: coy fer hi Pie ee ie PR hc eh alle de ng ite sais On Ean ¢ (oo) a St ARG 2 Bon mITRInS. BF bone mien t peban “ah boats Meanie Li i Hi i y | Fated tae ry Oe on 5 ste sine. ek ocoute cite COR ital eset Var Perm OnE. op, boay ont Boe, Pot 0 eam pain bee HOSE OAL. Reuto ane | j i spe SE so. Le rhe Py PO y a niteeo mote | ong oneal y ono on hau Sai on { inet LU t Adie oo 3 care aN ad ine eve } Long coe. ‘¢ i woes ov ¥ 3 oh At ho iv Bp « . M4 mot alors WLAN j ‘ (gdh Saal ian Abtont. abhi at nota ad hog mag Fey nh 3 yee gakbtom. 4 toga gaould lamaye Ceara inl ik ‘4, <8 a ug ty aie pas Sle Why should the grains be vniform in size? 52, What is the objection to driving wedges under clamps on a flask containing a completed mold? 55. What does a cubic inch of cast iron weigh? 54, What effect on the casting will result from too much ramming of the sand in the flask? 55. A foreman said to a molder, "Have you taken precautions to avoid shrinkage in that casting?" What did he mean by "shrinkage" and what precautions could be taken? 56. Name three essentials in a mold in order to get from it a good casting, 57, Name three good qualities a casting should have, o8, Name three defects that might occur in a casting and explain the reasons for them, 59, Name three forms of gases which must be allowed to escape from a mold when it is pouredy 40, Name three things that are used to secure a mold when making Lt » 41. Describe several methods of securing a mold after it is made and before pouring in the metal, 42, Why does a mold have to be secured after it is made and before pouring in the metal? 45, What. is fire glay? 44, Explain how it is used in the foundry. 45, What are folicw boards, or match plates? 46. Of what materials are they made? 47, Of what advantage is a match plate? 48. Name, describe, and tell how the tools supplied to the molder by the foundry are used, 9. Name, describe and explain the use of the tools in the average molder's kit, Journeyman molder. 1. In what way does the facing material for dry sand work differ from the facing material for green sand work? &e How does loam sand differ from molding sand? 5e If you were going to use the loam method explain the rigging necessary to make a cylindrical casting 24 inches inside diameter, 48 inches long, 1 inch in thickness, with a 2-inch flange top and bottom and a 2-inch face. 4, Why do castings made by the dry sand method of molding generally have larger fins on them than if made by the green sand method? | 5¢ Do castings made by the skin-dried method also have large fins? Give your reason for your answer, 6. When making a loam mold what do we mean by "headers?" 7, Explain operations necessary to secure a loam mold after it is closed and before pouring in the moetal,. 8. What do we use as parting sand in loam molds? 9, Why is it that sometimes the only method of molding that can bc used to get a casting is the loam method? 10. Why do we sometimes have to make a mold other than straight in order to get from it a straight casting? a inate #10 eta i a Alban c i ae &. ed a ae re 2 vie ap ieee callin 2 i od | ape | titaloxd Bers sche gig a at so90 SN Stee sa or oon on nitkapke igs crs a a>. eroti a ao eqwe.o nebay aepbe aan ? 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Ta ip " Tyelo: oslt “ Prt .yebowot edt oi pcan et £f wor tad Yeotely dotam to ,wbseed wollod eta’ tar ) _ Yobom yout ote efeleotan. enw ' Petele Botan 2 oh sgatnarhs ‘| ik ot Bot acu ener al foe ‘woul iLot bre sottroobh pms heen sta yuh oid at elood add to oes a, nasal bn, adkso b ven sia ett eodaat 38 iyattane ‘soorabal i 2 anthtow ‘to he Decne an ike ie, Ham 2% Drten leiahend| ont A eae ak Boge smoke 0 et. on tae oved. outa. horton hebubetttste ond at eget i * ateheontts' od pee oun ow ® ee ca ; acy gel we. mutecBady 2. aedta stow maot # Steose OF Yupazes hit art ay! ris * ry t Ns eat ing stl a na . ar Dawe ers eee i eet) iy 7k ‘ pat if arr ago teat intoton te. 19 ct: - 40 -«- 11. Explain method of drawing off the vent from a casting made in the floor of the foundry. 12. How do we draw off the vent from the checkered part of the mold? 13. In making a large lathe bed casting should the riser be left open or closed? Explain your answer. 14. Why is it sometimes necessary to allow the metal to cool be- fore pouring into the mold? 15. Why do the lower sections of deep molds have to be rammed harder than the upper sections? Assistant to melter 1. Name two types of furnaces for melting in the gray iron foundry. 2. State the advantages of each of these types of furnaces. Se Is the metal charged into the two types of furnaces in the same way? Explain your answer. 4. Is a wind belt on a cupola furnace a necessity? 5. What are the tuyeres of a cupola furnace? 6. Are they a necessary part of the cupola furnace? 7. What regulates the height of the tuyeres in a cupola furnace? 8. Make a sketch of thse air furnace showing principal features in the type. 9. What do we mean by the melting zone of the cupola furnace? 10. Where is the melting zone situated and what determines its situation? ll. What is meant by the sand bottom of the cupola furnace? 12. What is the tapping hole of a cupola furnace and explain how it is formed? 13. What is the effect of placing too little fuel between charges in the cupola furnace? 14. Explain some of the requirements when selecting a sand to use for the gand bottom of the cupola furnace. 15. Explain the putting in of the sand bottom of a cupola furnace, stating the precautions in ramming and shaping. 16. What is considered a good melting ratio of iron to fuel in a cupola fuel? 17. What is the theoretical melting ratio of iron to fuel ina cupola furnace? 18. What is the effect of placing too mush fuel between charges of iron in a cupola furnace? 19. What is a flux? 20. What is the object of using fluxes and of what advantage are hey? as ae Name some of the fluxes commonly used in a cupola furnace? 22. Why should a new cupola lining be dried before running off a heat in the furnace? 23. Why is it that it takes more pounds of fuel to melt a given mumber of pounds of iron in a short heat than it does in a long heat? 24, If you are required to melt two or more grades of iron in the game heat in a cupola furnace how can you prevent them from mixing? 25, In starting a fire in a cupola furnace why should we use a minimum amount of shavings and wood? 26. Describe the cleaning and repairing of a cupola furnace, stating what precautions should be taken with the work, ia « vhs 3 Pile ¥ 1 fm ’ ‘ y et “ ' f 1 ‘agate Seay mont pay ail ak gana ew hak 2 woe ne wae! 9 _ apes beibel ya ‘hone ewes cy | stone 0 ‘poaaoe wis. eh al aoe mee te wey ging Ovid com bef hearers fede r pias HAR Y Pas tys Le gow: rae opens some | a Ei et Se a tiles fet SOA ARES BLOGS 8 To meal, ods OUR ia ian) ea ae fangitth wroguo eit! ea) oa a ¢ ensaenen i: pea Sooaaits Bcoyne 2, RG eetewes Seer nop ods ho doses & ‘ " ml ef . : c . 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Oy ! ° i ay i” prmy ‘ Le Rp * } rast ” qi! ag , i! . ; / Pine, f oo Cooperative District Plan Including Public Vocational Schoo ‘District | Committee Distr ainsi of factory representatives and a renresentative of the vocational schools Individual Plants 1.2.3.4 0,6 286. in which shop training and some plant courses are given, Vocational School -3 possible types of instruction: (1)Part time for apprentices and others. (C)AIl day trade. ©) Evening = pene Semanal ah 2 wat | See ae — | | 95 "i +} jpn waa eon ey Sanit ines 9 bh Oo seer ‘ f . : / P a ¥ seg +. a. 3 ~ ae ‘ae tad } " ae ‘ tyre. ee ae panes eee penned meokt, k oat eis. ae oe bi : — gee a ? a ™\ os : : Se ee ee amen { ] — : - es a a er et AMO. pon thee re eae “career insesagyr: ee C-6 Cooperative District Plan With privately managed school. | District chart II Committee i all KS 12) 4 > WYN ee yas Cooperative Plant School District Committee of factory representatives and a representative of the vocational schools. Individual Plants 12,5406 76 in which shoo training and some plant COUTSES “ate Siven, Cooperative Plant School in which related — mathematics, scence, drawing and foremanship methods are Taught. | inate ae vee oN Ca Ua A Se ay es Svea eih ; i aa 3 ‘ : ; i han a f ee ere ed ale ele Ps 2 _ - te me ” — ~ —— mae J < 7 } Vo ee re air Aoobyyene ig ed jhe 2 ee oe © } we i" i" : ley aay saa 3), ; ” loorse tne 3I4 ane Page 45 Chart III Individual Fic LMpiouye Training a | cD ee eee (oe cans: ame SLAIN EET 8 (eo et oo aaa for instructor ae D3 hae foe © JODS in the al gid ni ito 26 A aded Acc cording to 'e2 raing diffic ulties and ie lint if advance ment. Scnool Room Simply equipped and pa for instruction, Instructor with sufficient time and authority to carry out program, otourtenk | APPENDIX I MAKING DRY SAND CORES. By #. CGC. Wright - National Founders Association ra i, te Cerne GIR COL MECN, yee 6 Cine wipe slele bade b Wiel hid nS Definition of COPC yereseerseeceoressevrevses a 1 6 Kinds Or COPOCS yg eer ree eevee reeves vrerecesvee nD 4. liaterials used in making dry sand cores,. CN CoO ORV CL OM WO COPS SRIIC , Ss )sus 0. sicceuelsieiaie +.ete eee buade TOOLS TOREGINOT ) o.: oe © ome | prick; il gh web pes bonied a haber stan. 4 ke: ‘eho ack nt es Lao nia e heh et al begat in her ‘ie ob eau uit Dust ? Das & Kas ¥ ‘ a bij Bit 0 - Prevuration of .core sand. Core send may be prepared for use either by hand or by machinery. When it is prerared by hand about 60 pails of lake sand are spread two or three inches thick over a clean floor, It is then ready to be mixed with the binder, The selection of the binder depends upon many factors, one of which is whether the cores are to be used immediately or to be stored. O11 is most commonly used when the core is to be stored. After spreading the sand one pail of oil is sprinkled over the sand after which the mixture must be cut over two or three times so that each particle of the sand may become coated with the oil, If the cutting over is not thoroughly done, weak spots will occur in the cores. Rach class of sand is diffcrent so no exact proportion of sand and binder can be given, The more binder used, the stronger the core will be, If a little new molding sand is added it gives strength to the core befcre baking, This will be necessary if any part of the core overhangs, The addition of a little flour to the mixture also adds greatly to the strength of the core both before and after baking, As soon as the flour becomes dampened by the moisture in the sand it forms a paste which helps to hold the particles firmly together. This paste is strengthened in the baking, It is much more economical to mix the core sand in a mechanical mixer for the particles of sand are more thoroughly forced together and the oil or other binder becomes attached to every particle of sand. This makes less binder necessary and gives more even cores. After the mixture has been cut over it is riddled thru either a hand riddle or better thru a power riddle, This mixing breaks up any lumps or balls of sand and gives a more thorough mix to the mass. A little water may be added to the mixture if it is too dry so the sand will pack readily together. The amount of gas in cores and the ways by which it can escape when the hot metal is poured are very important subjects which will be discussed later, 6 - Getting tools together. The core bench should be provided with the following tools: arammer, a vent wire, hard brush, rubber or rawhide hammer, some plates and a solid plate of iron which snould be put on the bench. The rammer is used to pack the sand firmly into the box and can be either a small hard stick or iron that will easily enter the box, In larger work a hand rammer is used, 7 - Ramming core boxes for small cores. The core box is made the exact shape and size of the core wanted and is generally split so as to be in two parts. It is made in two parts so it can be easily removed from around. the core,. The parts of the box are doweled together anc helc firmly by a spring or screw-clamp while the core is being made, Where cores are small faster progress is made by having a mitiple box - that is, a box that will produce several cores at once instead of one. sid mr ‘a phy Ed iad os Aiea SAAR E pio ths de R wORY i a Ny Med a ne oY oe ‘lat Seip Pn: a eddies ee ace ye Reset i, Fa I Aik! vieebeck eae Sa nat | PUN eh SR HE 8 a MS CMOS MS 1 RO Eh ue faye me iran penta, eye w oh } . + ait HOG \ ez : \‘y hy Ys 6 A Remon poy tee ALTMAN URS A 8 ‘pabbe a LCs EAR Koi eae yr a pies jug ; sn ha ae ° ha Ne oh oot y at iby ir | | by: PeAbat ci gti ROS SE eh eikD arene ong ve Bib ater oft eu ear det cp Hes ee rts Ee oe Sra A dat ys fry pages vitenh ge, OTs Bh aty a: Bian. ee OAD), Oe: MEERA = Pate lo b tes Lane saad ie om sa a ae eo Efe: th Me uptande Rae bp ‘ LOwde Rae sate: Mabe 2 ae dave LLbw el Seah a eGR. SRO, agai ie ire i ve a apts iodine LOT ARES, asmeae Oto: Bh Sy iss at ad odes PU ey ue mcr Bere Ey rei SROtOD bee TO | woah yet Gatton Wee no we oh let ae eho AEP ereledt bap. “St e@eo edt at amie YO OOD Bae . et aM 7a diesen? ee OO Gd Ly a eria by ct; On $a : oe GF ah stress are oriy soon eft) ey Seos, rae agers ae eres, TLS ET NG PC, a8: aie eri d Gate 6 ‘oil cain 0 i Aker Wa? RNS OEE ph Bos. ete nes Pit eroor any t ea 5 x0 ‘te sory i ye e hon ht i, . betes ae Kno eite 6 cy RS ay oka J ik eas) ea es Avy okt te eaty aod ‘pote Voor: 4 orf are | gery. Hoke ween wate “oul Rape yet fir save 4 ite euoorl hee 8 artes ia ta does 8 aes go dome ‘ont. ‘rs ot eboney ) i geen oc - } 9. gic eat biter OOS, Pitti Pe «oe often vented by the use of wax or paraffin cord. This can be purchased ready for use and can be rammed up into the most intricate or thin section. When the core is baked this wax or paraffin melts and leaves a hole plenty large enough to allow a free vent. Where the core is made in two parts, each part should have a good deep channel cut thru the different parts and leading to the print. When the parts are pasted, a piece of rope can be put into the channel and later pulled out, thus insuring a free opening, Small cores, where oil is used as binder, are seldom coated with blacking. Coating cores with blacking will be described in a later paper. 11 -— Methods and devices of saving labor in the core room. The use of the multiple box in making small cores has already been mentioned as have several other labor saving machines. When the same large cores are produced frequently, much time can be saved by making a cast iron arbor to strengthen the core instead of using so many rods. The arbor can be in several parts when the parts are bolted together and should be made to carry the weight of every part of the core, The arbor should have lifting hooks cast into it so placed that when the core is lifted by the hooks the core will balance or nearly so. By ramming the arbor as close to the bottom of the core as possible, the weight will be carried by the arbor and few, or no rods are required. This arbor is easily made and is a great labor saver, There are some machines used in the core room that make the process faster on some classes of cores. This is true of round cores of many sizes. This class of core is called a stock core. When made by machine, they are absolutely round, are evenly rammed and are made about 18 inches long and then cut to the required length as uscd. In making cores on this machine, the temper or dampness of the sand is important. If the sand is too wet the cores are rammed too hard as the damp mixture does not leave the machine fast enough. _ By using oil binder and keeping the mixture rather dry the core comes from the machine readily, producing a core of correct density and strength. The cores are run out of the machine on to corrugated plates for easy baking and handling. They are made up in stock of such sizes as are frequently used and piled and stored ready for use by simply cutting to length and filing the ends to fit the print if a tapered print is used. Small jarring machines are labor savers in ramming medium sized cores. The box is placed on the machine, filled partly full of sand, then any rods necessary are placed in position, the box filled heaping full of sand and the machine rams the whole body firmly together. The top is then butted and struck off and the plate clamped on. In many specialty foundries or those equipped to produce one line of work, notably the automobile foundries, much use is made of the roll-over, straight drawn type of machine to produce the water- thus a Sed) DEK ag nvirt saat A oY at Ae tna abe Sd ae " ales PoRG Ort Ser Oey a SLA ean bir 270) Hoth a } “he e084 a \boveny ons ae mack spilt te bolting 4 bara meblon eam. | gee we beay at Lito oveihr’ .so at hodbxoneb a AEB ga teioa! it sclaad BOxXD9™ ‘ghktac Pre) of. TOS ae tant saat ~ cai VRR. O. 49 gonbwok Sou, 2 shouts te EE Sicw WPakspe Lys vor iri tee be op ot iba Nerv ay alt - - rari Saha auc SOTHO ah Kaete snitotor. wt x qd oly, LaLa ba: ‘oan » RONEN ates PR SOA 0h ag Lamevee what es ‘be Th Bo OEY cove yt boowrhouy oie. somad Opies One @ - ettt:, | j 3 Fay fem eens ge og iG Ck ME fs ork : FEBO DB gictatam ce OVRG eftsd Levovon ee od mis sade oft eBdorr: yiteu” bi See foie amd yisee of joka ad. Silsode Bie mented Bod lod ‘eta: me a MESES ovpe B igh ett ee Ste to diag yrore eeoor ent ve ROPReL as 2b. sal ite ciey tout Sooste oe FL otk 2 ') @8008 ee ache Sets Briheisst YR od hae 6. vonatad ther KG ard ve £ ye Vigtow ott .eidieaog oh Ondo ond f te mos de . Fay. ee a>. vikoae: tk wots: Bist . fextiped nae shot saxo - peed dea 6 Todaa, oct | wiovwe Toma Lt: tseent a oy Pet att Siete Tarts Moor when orld “te Bend Beko O Rit Lottie ortn atede . “Bentro's 0 Oote BF ety); BERD To Soere.ts nee ier tod ote moo oe ® Bel Lae 92 oO Lo. sRtalo a Rien peaks) ; Hommes Phnore och. oF « SAO PLocm lovin. Stu we as paces Lorkupore ph Be ae. meets hire ato. noises BL TOS. 3 Oo Seared st Me ‘i Q' odd ~ontninant ofdt ao good mans eM ots gotoo ot dew OOF: ef Ditee ently 2 gore < Smrote test satdone ad eveal don boom andxtm BONS RHOO oF Yah tettas sry imei ele naiaoex ian, Ann vdtaneb Foeinos. 26 6200 2 netombouy 4 bostagcetas od 10, entionnt edd to TO 20% afte ti. Honda at oo oban ote Teel . .gailbaed Sas ge Oman Bok vie oq tote. Sih. bol te bine boas Elites pe tertng © ST ot shee etd: wohl ey. ie daetiot: | BLOWER bs ee non tstoaor gnivtat. cALeme «bos ba ee Lesion? ek nig gi ie ; nat wantitonie oct Y ant ey oe jacket cores for cylinders. In this case the corebox is firmly fixed to the platen of the machino and after the core is rammed up and struck off, the core plate is put on and the plate and core rolled over, the clamp released and the core lowered by the machine free of the box. Due to the perfect draw of the machine, the core needs little or no patching and little skill is required to perform all the operations. Questions. 1. What are the advantages of beginning foundry work in the core room? ee What are the important characteristics of core sands? 3. What conditions may necessitate the addition of water in cutting over the sand? Kkxplain, 4, Explain how you determine what binder to use in making cores. 5. Why must cores be dry when used? 6, Why vent cores? 7. What will happen if the core is not thoroughly dry when used? 8. Name two ways to save labor in the core room, References. Foundry Work, Pages <, 6, 46, 48, 50, 51, 6&, etc. B. L. Gray, American Technical Society, Chicago, {920 Foundry Practice, Chapter 4, Pages 125-150. Tate & Stone, H. We Wilson Company, ilinneapolis, 1906. eon nit: pein inl : Te ah Bo ead Ve heer) i Seven ss vat tae ot . ty in hy Rigen BD , yee ~ as i ent we ch jaletaed % nao uk A Feat “hi i 4 Y RS | F weg itd al ‘gts ahaa | Nh a “i shee ‘ohh ‘ee sckihtlee sty goed 9 tease Ae . ana } y i In cach case the regularly organized in a systematic apprentices are the first two yoars their apprenticeship, was On the other hand, with excellent credit ofore entering upon apprenticeship program manner. The reference material is presented under cight classifications as follows: 1 - Reference material for use of apprentices eee. Foundry pee “2 Poundry practice Foundry work Foundry work So MS a Se Se ee 0 i ene ae ne American foundry practice eee er ees OO ee a ed bled The steel foundry mex: books on foundry practice Author Palmer h ‘eenuel: OAC ak ee Oe Ee la International Correspondence School ond. molders. Publisher _ Wiley — tWaley MeCraw-Hill American Technical. Seciety American School of, Corres en lence sen emgwe ew ne neecead Macmillan Be ifs Pecos ad International Text Book Co, eee ee Ee aa Oe en ee i eo a ee eee ee I A ee ee a ee ee ee EL ie ‘Text books on “foundry practice NE J Alea OM, A ee os OS eas PD Se) ie eee aacann foundry Buaetios McWilliams & ; Longmuir [Lippincott ee a a ae Py tee ee ‘apebereiaccal Moldenke Penton aoe on opp Dies RRP TOETA RS Ss UR AC aR Ane he kL eine o> nee Brass and iron . founders’ Larkin Baird | guide RRL ae OE: - SHA CW x re ve ghee =) ay ” i A @ sae " 4 ‘de ek a Yt ‘> : ; Ba oH ron ry i va ‘pitta sn . | a OO. Pool wy ", NB. “‘pmed tan Be “woe: | “NSAD oho Peis a aa Oe, isis eas ai, 1 SOW Systane YW LAK Hie rt eet rye ch ba, ieusionn ne sf y ey ‘Goosgy i i rs i } See at Koo to. atauy gue | pa - tok amin lanai | Grit! vale aaa it. ve telecine oan tos. ve er i i dinette oielk | bo Rite er sy Esa hae Reais J ED cerinee bl Cy ‘Rey Dat pscisd ne | exo FE Bons tary vise weet 7 be bee ottethed: naked fe 40M: sa ae Wire 00 Digs ‘peat Ae bot "pest not Leh eit alte sneer he ry i im enmperioal nye lariiy widow ia bene cmt opiud (elem Dea snaaidiinesie com serene Serene ab NT tee VANE SSH p ub. + ah Fs4 ; \ Grits ; " + re F ae J “ ~ 4} “ * S ‘ feet wade + Ps care CS ee eee ee ee eee Ww bin ih ‘Stach ta ee ‘sili ce ays oe oye oe sence eat: 1 be na ‘ ; Were | at ae, t ‘ TE Da a i ee | opktonrta: THI TA ess a Seat aN conitnaty 9 E Lis pas* antl i¢ y ae shit i F sic 4 HN) a ae hinseee ay yi Chokieto oT eget coal” ares ee eretoge| | 04 Regine A bliin 3 ie . ly J ie al a} ron! Vee en EG sao rit rR DI lL SSOP Duet al! iat. aula ee Be ys Ane Bo age Ky Gwe MN, ; ‘ It RANA fa ta bist Aube } ots Ho Lis eg eae ene Seer tii Fite at te ee 7 Seely “abs ‘ y * 3 i aw es ‘ad ic : ¢ = ae ot ea 4 Ai A fs ote ae Pei ask > a 7 a 3 : Yorn HAR oe ey. optdonts A ; Ai ar , Uh i eat rh Fits! tet i g.2'% : ae) ie a aiasals ol mld Re 4 bee x LER oh wi My Salle dala io bile) ol yt : 1 ey a aaa Pe | ener res | si tated Bue vin PR ie rgb act andiincrtostiely canah demand eptinene i shieepot 20 teen ioe | Oeuee eee ideo | he | 54 64 “ney ite ig nih sevatar Se * ee ee s+ Title — Publisher Open hearth steel casting chine Pevien | aaa ee es -* ee ee eC ee et a an Sa ee ee ae i ee eee eee eee es oper canes eeetese er gee arate ersesnesenvenesees ee i ey ee we Seer rte se scaseeen en SSS Pees Bee Hwe ees see SSCS SHAS EH HORSE ORS O KOBE KD EO PBA BOCee SDE mre manohonameeeteeereeavoweaeeertneaerereaen | Ae ee ae a6) se 6 iieln a oe uss = dies She oe ook Oh DO Ce tween eo SS FRY FO HS aw wih ES 6 6 wan Re Seles 6 ashe rea ae eh eee ea SVSSS SRSA HASSLE SDI CRM SSSR eH dda ee a a The Encyclopedia of simaaon peor rer ees eer ewe ee ee eet hee BOR OP BOCES SESH HSSSHRSA SOS eee HES HUTS CKD ORS PORES Be eB AaBEKESeCeesacecteoseaerueseaeeeHusnaeseeounzeaeves= feser eee wm ee ew em wet we ew Oe eee eet we eee ee eet eee ee ewes om wie Eeraer ees ere ere es case wasseeeerunre a eS a a ww et ake. wie ee a eG ea een noe Dela a ee ws a es OO ee Or ee lad Pattern making & foundry practice er ee me se ewe ee er ee ewe ter ewe wee weer eee ee ease eer eres e mr eeresiecneesurseseeresreerereansaneresnerasesee Heenan eerneeeen a Notes on foundry practice tang i ha ak ik dar caterer ee tee re iii Aictiole ere Gia Aiwarkictae a a aoe sc 26's dy, 6 Wales, dem aro. as © & dieferw islets wit inte mic oem epiatells| diginyain cline syaell Mea 3 The practical iron founder ns i ee ed ew eee eB ewe etree se see et sate er ase eeneseewneneesaeeosrenerecnes i ee a a ee ee BS esete ee ees ner aes Se SC meen eS E OES REM OKO HEEB OKO MH Pee Bee ere ewer eeaesreeanesteemesseeanmerseversemaeaonee Committee on Foundry ilethods Siinonson Penton neciaed 0 i Kirk ! aird Keep Wiley | Parsons VanNostrand | Sharp |Spon ASA Neen RPI Se hl NNR ah. eae Bolland Wiley | Buchanan iSpon Moldenke Comeramis Refining Company Ilortiel |Penton Lewis Tabor Manufacturing ‘Company Hand Drake llorgan |Lippincott Horner VanNestrand Roxburgh Venifostrana ee Hatfield ae he Crs Lippincott Nikeastanens ceo Re ae Hich School, dsnale wae 66 2h € 6.9 BRO DNR 6 Ae Ce SM ABE Ss a ee he roll-over straight aft molding machine Hand squeezers with pattern and flask equipment Committee on Foundry Methods Committee on Foundry liethods Risave ry on Foundary jicthods ie bat Ohio lational |Founders Ass'n National | ‘Founders Ass'n aeoweawesesececeone wt aeeeceevunvseoseccne INational Founders Ass ee Ree te evita!) | Rabe aet borat ae OMe ra ed ee ey ho rt E 3 de = 5 he ; > es apt v. Pie, Sac Tate aS i? ny ‘ 4} yt . , Ur Ow . at ¥ a = rage p f hy i: 4 1 « er eS) ~« ) ‘ Nae a . 3 f ' + eles EtG xa We LLyy i La artis : : VY ta dee 4 ere er ee wh, Webbindend ans «ka eee Syeeayesib Sic et eae i, ~ wee . ; ; Pecan - . ‘ ve ie Om ; Mans 4 j : eaPies ie | , ‘ F ni) 1 Me beak ae ae HEM eh 4 Rte ey : \ t ON) ( : eth " vy ( Oe Yah fa \ { . Th pean. Te: ae bine rhea vig Dh RO : be? 2h aa A ete ene Ai nis et kanctety oh mim ee = ae ; ee CP Eater t { “ee _ yt , "saint | } ia a eyes at i ad , : . il om Sy ; 4 Seah bak ye ma Sihemantearectn' " ce ae orteamett st00!. VRE HRC L - gatna.£o ae Mee) ak ee aes rie ' . «A eal < ih iu . <> ec if e oe if rs ay a Boney ‘4 2 eet LELen 4 , a * - pial te - Ge an Re 5 5 uk elec oF x2 are ae ee Ce eke he Rint 5 ee Hence! Bae Ao eas 405k | A, ee ' " : ileete Male vain 4 sate ei els ie 5 8 shy his ii ie ‘ Hake tee inde 6k ee ae oe wart bare hah Tod Sia x skwoid - wer ee Eee . + . , as ‘ 3 ie be | es : wht vin = sme , ~ o Shins + 4b) Oe Oe rrapen many si eb nae ye/e ee pei te | TA ROU vadoc arg eens ort a it a echo F ib. sa 7 ) oe , rs forasate ty r Soar, | free eee vo ee ’ . oe anal ey Sa “dtoowhs BRE ieee ily Nam fagsoll}: h - » ks ads ds Sale eee ele ote ee ye’ ree ° . ’ jet bmw pe ete a als i ‘4 Dee Va N Asn e) e | Perrier here inex Vi. ite - spetarioky Bacon ae WP Pa ere omen acme A as As ha Dek US a Perr er so ow t | | ; soak be be bessdadlinst: Rei ! grand eOn, ‘go ka@ant . peer care , Pelee ign ee fs ae! 5 tor ayeoan He Rh TPA i fas su ‘oe Oh Nat ad Baten j . 4 4 ree a 4 stogntgata est eiihd less aes | Ae ie ad's ; bien ld et : C101 wo DS oe es is he epee ae me Pe ae an ' eg ae Ae Ena ba 2a VT Pee 4 ee cen ‘he RA YBa ae ee ¥ ek 4s (#3 ale di Wh ie Ae, ors sai vee 6b) oh tet edeele ; | iY I Le ojnneat dane! ; : «1h torae ite eo: YL Oe bbe ha: bap taedee | | | hoa love aa ) 7 | sirel ce i. t Ligade oh om i dane. a8 | abate, Be OS RIE di yg te ea iret Uae ‘" ee ae ey ee ; ; vie er ee ee a Title Publisher “ ne ee ee H enefits to be derived Committee on National | rom the use of molding Foundry ilothods Founders Asstn nachines | ervice bureau suggestions | Committee on National for the installation of !Foundry Methods Founders Ass'n olding machines ransactions of the American Wardens Ettore on jAmerican oundrymen'ts Association. many interesting Foundryments Jol. XXXI foundry subjects Association nual of instruction Welding Engineer Welding Engineer for welding operators 2 - Reference material for use in pre-foremanship training. nate eee a a — AE > ie RS ae IPI UL UG 5 NOMIC GOT SAT RI 5 a 14th U. S. Census U. S. Census Up 6G. Bureau able 6, page 384 of Printing The human side of production Oe dis Tei National Re ee Septet Founders Ass'n Apprentice education Federal Board Use ee. Bureau Bulletin 87 for Vocational of Printing fee ins Education ighth annual report Federal Board jU. S. Bureau for Vocational fof Printing Be a, eikesh RR | ECAC Es Maat i ERM ENenmn oe an ae iIncreasing man power be We OLS0On esinamiboncth through management Management Inadequacy of foundry Alfred 3 He Williams The Metal Manu- training in Philadelphia . Professor of facturers! Ass'n Industry, University|/of Philadeiphia of Pennsylvania CeCe RC OO ET OS HOTS HHNERAF SOHC TBE B EMO BSE BRESC TERME TALEO HeSEEKEBEHMEHOSHeBPCHEFTH EB BOR SHE Be BERS HFABEeISFABH FIP AZPHTHROE SHH LE TOLTPSC AmB eere Industrial training for Ue Se Department Ue Se. Bureau foundry workers of Labor of Printing Bulletin No, 24 Foundry apprenticeship Committee on National in Milwaukee Industrial Founders Ass'n | Education . Wastes in the meet American Engineer-~ MeGraw-Hill | trades industry, ing Council NE 2) REEDS oid | 1 RRO Bs lilo a | Report of the committee Committce on In- National on industrial education dustrial Education |Founders Asstn ee Oe + | Kane aueen? . ata enebaw ot A ’ : ‘ m at Ls ably S- Be TRCN : ; : ined a a Ak BEE RET tide 8 LRG HAR RRS ARAM RE EMCI A NRE *! sit anigubs ine Ae een qunnichiay | GBD meee” phere eho Eats LOMA, AC, wires oop iges . fot Te Raa A ee PPowh iss yp shew k PS | Kon 4, HOMER Go Liew RR an - Abe o* Bye Mura. bh 49k i nonaee too ae te Sin tp lea rt amano SAAN prey ea aan “i wd hye aw pass é eS. se meet =f ay . ie ahh © SPIED eS B tr t rp Get tes 8) ef Fete nu A HN fh ae i aS Rea see Kastdndbart om pores 4 peeves < y “a a LAD Aegean yon hve rte site! beni pabbelbe le fete’ Neb re ie Kim el eee nN ; ial hinibmealdie {hgh abe ' Aenean dem tere paket pare! sehe 9 seekleany AMEE OM > pee = eerh yet maatiaite ee tes etn ‘inal ad ce pcertomwseinir| os a phltortel tie ee in'bee Se dar lg rl ee eee bed shy is ethylene wily ) ' meen Be Ak PREYS ada pre Aa AAe en Ane ry £ Ais a af : p " . 4 i } Hore x) { ey he, ee » Pe Wek Re adi i oe. v RWa'® * My pa a & eb wk 40 ey dtonhoss 4 2 f ‘t} hi au yh : the ha A AN as ey TY oh rae Nee | ey ) ' ‘ | hee ian ns r re fs) a we han yaa ’ mS DIN Wibient ye if p. soda f') eel alee mea HRI ene eM siiee'y) t ; i inhi EIT ae ay ago Dao, | | ROLTRINDO. Be . ; Se ak a hie fant! Hy rt ‘ : : ‘ ell r f ' as B dood end’ rf ¥ +) OUD RAD Ne Mg Me) Dh F ny Ne y : ; f , a “i te ty } N 4 ) f i ; Dh Ba a ude ; - - Pe ‘ mY Peo.y ye ae : SD anda HN dat beat ag "i Mh eit eve Sassen Gan ay dea ' yew ay We erie ” eae " { } | | | me | ‘ | eam: ae Qt bagel eave: Be ae Liisa oe a Lato EPO . agen 0 ae ed es hr ale RU are NE r ee, ee) oe ns Stare bana i ? j > t ‘ a - oabeateaeaiaet Les NOE WARE WME OG agua, atin eth bs eink ie : | ‘i i _ doonigpanett s aN Athyn he) SNORE Wed on Sige abl oe nt aw Are f iy Kh rine rai a i iy at erek Kot to. lnoptaikt | Liao: wud? f; ws" | | rene, \ greoaentpa’® si | ‘eo Nate bie a wah sameasjoaiul fe : FS a eee / st coe ans" Li! ati Ae nna . } " f 4 ' Bees I ( BALA ; + ‘ Pe ial wii ‘ ie {hy i . ESCO RM CH : eas ni ene ; Tins . t : cr avant nal Rai atm tes A At hehe Se Demet ysis Hite lees ee Vie i ao At) Aina ran aee eal we RA ren a ; / ty nuit ; 4 7 Hy ‘ ’ j van " We eoitneh esi rs OY ape “ut eo ) dat a Jit ie ret | ue » ie tet ‘i Hive haps pie a Rl en OM —— ss > = a * = ker jf bk Ae | ae Man oe ¥ as ie: / Te ianawiie By 8 Title author Publisher noe See eae ena ee, ; : j , jEmploye training | Hartley | Chaniber of | | Comucree of the : | | United State | pct rtrttttetee beter eee ee tee eee eee es foes cere terete ete terete ee The ‘human factor in industry | Hartloy : National | | eee? s As ile cy allege te ecole dak alam CSG TE MORRO See I Ah eRe a ia TOA a RE TE CON Rel OE A | | ! Nostibule and upgrading EE A. Barnos | National aa edaty schools of industry from a | for Vocational ) inanufacturer'ts vicwpoint. | | Education ulletin No. 32 | | ou ore.» Lae Leeua eet Greet. de ewds anes Be ite Tet, jc baie EE Ben ois At aa = p= mn Wen Manpower in indust ry, page iF Mey Bi ‘pewenmete Holt | The Problems of training, pene chapters 7, 20 and 21... NTS Gham eth Ce Sa LS Gee OMAN Oat e ko dye se | | eturning to first principles | Hartley | National | | F Founders Ass'n | he super-power of fricndship j Hartley | Ponnsylvania | Manufacturers | oe TR SN ee Pasi wc Ao eee UREN aang Tai hae ca chools Is Does it ersonnel work, Practical? ee ee ee ee ee ee ee oe ee ee | oundry cost accounting- oractice and procedure -- sem meses er ewe nane sso se etter wmseeenwerene seer eeee rane eseeee ow we think LOM MHC CSO0t0=t=HVE aaa tS CHRD EeSs anata eae snaerneuasaase a ~2+eee Se a ee ee ee ee ae) Me aca, a BO ee a Ee ee ewe ee ee ee aS ee ie elem se ee PO BSCR BBE BST BHM SPH S BBE TSH TS SHAF SHH wBZTENnTesnsS Oe Tho mastery of spcecch Wisconsin State | Wisconsin State | Board for | Dopartment of | Vocational Sa eae ton Education a TRL OS LN ic stoked SCPE ton erh bh Dr. Harry llycrs | National Founders Assftn Metropolitan Life Insurance CO. Regan Publishing Corporation American Malle- able Castings Association, Cleveland, Ohio dew eee We. 6 ie bw elas en wit ae @ 7 om we obo as Bia 2 BR BIS YS Se Re ee ee eo eS eee) Be I hietropolitan Life Insurance CO6 a et ae i ee a ee en ee ee ee | Pee ee ee ee ee | a oe ee ee Ee ee Oe Ca oe ae Se Ce eC Oe Te ali PPP en tm ae eT ee ee ee ea ee a a el lade bots Bal iad ee 6 ees ew #6 One 2 eae Ce a a a a Oe ee Oe ab iad eS ob ee & eli a phe fect 2S em er 6d el Oe eee et & Re 6 Gm Ee ie oS O'R Om Frederick Houk Law | Indcpendent | Corporation mtRon 3 Be ih ; ’ t \ Meee 7, ies Parent ie a ‘ j f AY ‘ ee Me f i! ls , iv f ma ,, fi 5 AR AVE iat deal / ey j Kn > i 25 Ait iy vay ce a | t bn a Sh i Aa» hy iy fan Wa olbats Hn oT % vi 1 i { ‘ wie y wy . Vie, A Ad it Nacoaar atta | a 1 ae } nt acts. co | ei ing , ri Soak i uk wey RORY HaA VHA Loo Al ut Ue or X hee. is i ei , inw i a re a tee aut 1K Me ay? i 4 (sets h me La eB ae mee aS) Pt aN A ‘ Ake al Ry % (i wires ft: a : \ a bh so if i dtie " uy Y 5 A hogan acu | : ? y . Dror a FANT tet Ow a: ms : a ait ord ; ap ah . < } AAyli : } i ue, ‘a re Ds iaise Hi ia , Sy eye mite i j La a ry * a I an heise Pe BAR. WANA 7) dj xe | 4 | Rad ans ; if nepal WY | f 1 di : | ee oy Mh) baie pes) when Ane mt "Rh Pia CHEN | ORD a ATTN | aaa at hi / if i nv : " ih) i Ta ; 4 f t Ne Pr ip f ‘pep Bake ‘ee hs: a PH han? inde y ; Rh. <4 i ; A ‘ , teh dana ! undid ee eee ee i ve ANON Uae Mae ei Ak WF wed an 4 Weil A ia ‘ Ty. bs] . | a { neh lai ink "init i DR as 9 a wean, Al ; Ba i. Z eae 4 Bn cinta fete eet : } ; t ; - ~- = a — ant Nie agrees 4 Sok remy iy sokdmerts sor Pep Ta iu DW aed A ob th ia ; Ly) aes eth Loxeoydrvit ~ a a a bo ae ice anatnt wf 0) Vee Be eet pew Pen A } Bea at mw oon aay Hes eho Gay Oe a Caae “(> Wale fai Nauahg M oe ii ht. A ahemon | ; Pet | Wier: ‘it tines ac deh Pi thm Ae mh A ID = Pig boa wis A ‘ 0 Ae AAwee ‘wi itt janis 4 ry Meee eg Aca | ie eR a NAD ay ae SS SRaER See pany ae pain vetinih ke Wel eS me é Wane ii yo Weta spin’ oe Author CC Pub isher | | hepatica iGinn & Co. ae a ee eh mre en RN - UR ene [Haskin ‘abana & Ives Co. hi eWeohaw Co. A eWeShaw Co. i he knack of managing ijAeWeshaw Co. ne fas, eescein OMAR fics inalyzing the job-Planning iHerbert Watson | Publishing Co. os A RB eel ee ARRAS Lear RS saline rola ay >in Tgp AOD Ae GMA on SNES TE REEL 3 eae SOT lind and work Chas. S,ilyers |GeP.Putnamts Sons he psychological factors | Pa emaustry and ‘opmnercs | | ow to study and what be stig ck Heath © study he foreman and his job 'chas. Ry “Allen | Lippincott a RRR Ogee ee A ee WS SL OR ee SS TS eR ae i ew Se ee is an eae aS Na 8 i, OF Ft we tle mig |» nana) ae ees Sine me =e = = =) 216 Basie he metal industries in | Ma Sry PRCe ic | The Consumers! Cleveland | League of Ohio Part-time cooperative courses | Bederal Board U.S. Bureau Bulletin No, 78 'for Vocational GO, Pranting | Education ivening industrial schools |Federal Board ‘Ue Se Bureau miate@uin No, 13 : ifor Vocational NOL PRINTL nS Sere es : Nia wiie es ee NG) a) Vet iat elle Wel achnh Glia! aha alia Velie asp eleva hana) sie) b, ee ee oreman training courses Federal Board U. S. Bureau Part 1. Bulletin No. 56 | for Vocational ‘or Printing RR A here ek, UU bas ate g's od UKHE |-Edueation.....- AC DR | ie U MEY TT OB EON EERE al Oe, | Foreman training courses Federal Board (Uy, 8. Burean Part 2. Bulletin No. 36 ‘for Vocational |of Printing Be abs kW: Pee eee ik none ate ate VO ed ORR L As Upess sc wat Wench ab eewpticd au embere nh AeES o> | i The foreman 'UeSe Department ;U. Se Bureau Bulletin No, 2 6 |of Labor :of Printing co ety hun dette 49 gNed MS TENA ot ee er Oe |. e eee ce erence eee ete eect rebar sete teeeees eee cece eeees eee Employment management i Federal Board iy.” ie Bureau Its rise and scope for Vocational MS iin a ob Ns Bulletin Noe 50. Education The selection and placement | Federal Board 'U. S. Bureau of employes ' eee Vocational ‘of Printing Bulletin No. 49 Education The wage setting process Federal Board 'UeSe Bureau. Bulletin No, 44 i for Vocational of Printing MODUS MAD et ye | Education Industrial accidents !'Pederal Board 'U. Se Bureau and their prevention for Vocational of Printing Bulletin No. 47 f | Education 7 “4 sea “ tin Ae we agen Rua Geese ah iit | ject Seenhs eer aOR asta ; mess rey Ty eh be ante eye lds sil lil Tye ee ‘ } Me : BN ene Ba Pe é oul iad vous URRY | 8 a Bat ka i) rh y, an it ) : ‘ one wae fled if "> jo a CAN MES, oe a ' mn | ; } yen) A, ‘2 vonid " rane sta! ; Aah, oY aa ‘ ave ly alan Patol Hs! \ hihi ay AU he ww i “iv, 4 Teoma * wile ' } ’ im My ( : , ’ dares hy 2 0S ere Y " ) A ; iD, Oo Sa al , eh Paani, ly! we Wiehe AYR Aa ; ie t 1) a nal ee ‘ett rh i hihi ‘ HIN) Wi ep tengrcset by | ayaa (One boda * | aut Rca dunt ait rien iti | i (et ROR! oa ‘one ea ; an hui 4 x i Naa eta LR em Ne ag ef inthe ORE ye : ; ii nat ih i} ay ‘ (i mT RMT LMS Ng) iy | : 4 ‘ ‘ 4 nn ‘ ply ee Ry wrury it a al ( Mss ev ee id Nba ae Nee 1) * ‘ HA \ i rmepnane e PO RU 8 ee | OH Bo | ‘aan Ned Che Wk Aah aOR heme mea ct man‘ rh Pa “Ag | ( meh aed. ee Aap Wie Wee ur bh ae mn Yoon fy anal id ap ie) , Hoge 4) nN ea r SNicAWa be i bee . i Abel} » ie ik {Vt i i Q } yuan nuh a aa at Mint iN ‘ j Ry Nya i | Sh ea i A RRR, 8 vith to" ”; Z ary j aN ie { alipllde' lot A) een f lie y ay My rs MPR ‘ : ? | i ieee ha | i n) “f [, OPIN, *) it aa Uy A a t mv {4 ay ‘git? si bi { i" Cae ” MATE Goan aTy M Nay PHD cheat dla Aaa nd dea hex cael vf wots Ny i ‘St Miva fis on v Wainer lt be Wel MWe Tb ‘ tj ' me i eA ae Hi! lay 9 } i 4 j Fai, Sy mie it 1 ie i ‘ vat bi y ns i AT ; Hh ihaltha ‘ ie ‘ ret Bi CN Ok ee ny ae a y ¥ ‘ Al MA ae A pas ye ain bby aN me 7 ke ne vipa ih Ravers TEN *08 a ae } uA ir i | oa On wk ne i) OE: aon ae Sune. “ ia abe: | Pi ae Bee Title The turnover of labor Bulletin No, 46 Author Feceral Board for Vocatione uf Bau © at ton Publis. shor Us of S, Bureau Princting i leaded ada de ee ee a re) SS ee Technical education and the metal trades industries Naetione) Industrial Conference Board National riai Conlerence Board ack Indust i ms se = _— Se ) ~ Sa i ee itil ee ) O National Industrial jNational Indus t+ Geen task of American jindustry and the National eee re. Conference Board ae ee ee eh ‘Bibliography of employment ‘mana zement ‘Bulletin No, 51 Conference Board Federal Board for Vocational pbeaucation rias Conferenze Board iu. wa) as S, Bureau o Printing ee on a er er hes re ee) ee) eee ee es Ce eee eh A ee i a Dore US Or tr A et Dt elsie it i ee a em nee Se wae 6 4 oe eS a ce ee ee ee i eC eC adie How the foreman can promote ishop efficiency (i, DL, “Alden Railway Age lGazethe lTuly 1, 1910 eetonnedatdtavaicscsaeneed i i s Oe 2 Oe ee Or we i eo al . ee eras Serie a |e Ne Se) 9) all ely ee eS wl iwi EIS ie we oo wie! oot pirave- ellis ee 6 6B wie eee ele ol} 4 wl leg el ela eee a ee ee ole in) eae ee se SA le ee ow em mm ik comparative study of wage and bonus systems hn anson! een eae alae eR aioe hat ee Se ar Oe ee em owe el Be Whee Bel Bie Di wit ew ae hele Oe ae ae We) OS Ma ee eS a eww es ‘Foremen and accident prevention fener Ponta Insvrance Co. Travelers! Tnsvrance Co. + e-sesweenwzr ere eve b) eovcn2enrveeveeeoadee @ eenen ae? Sas rei Won, SNA (SS Ih) WO, wn ) ow wee ce fal Biol ow « @ piled a om! bie SE wile pis) &, wie ie lo (re) eo ee Wie exe ome NG ee eo ee - ‘Industrial leadership Yale a andaah © IPype eas uy a et eae Ga ee Tae Paes Dae WA) a Gos! athe Pariions cake ph, oes! Ae aie Saad ea tes Sap sansa Jn, sks sates (Gs BR co) tm vps, WALL ca Suh aah Gao hu Gao a ib, a SNR AORN oat Neg ieeacbe ae VIPMLGRES “Sw ws. oe ep) ee, a Cs for Bee ley ww ww ele ey ea eh en eh a ee aye ee wy dada te a ee rn id aiid ‘Lessons in personal lament is wen eer eee eee ee Aer ens ee ee ee ee ee ee Oe ee er ne we ee de oll alae Se et aR Sas) We Sal fm, Sa em Uh RE a Te St) rel. bp) ae lew) ee oe a le, ee Oo a le mS ol bee wr Me wb biel ee epee ele Sie ele Mine eee we ee Es ie ee ee RP eS oe RN a ee oun ee ine dan Se sett et ee ee ee ew me ee eee Fe HH eee ww Choosing employes by mental and physical tests |Engi neering Masazine 1917 EEE IETS iat as (a, Ac oA hin, a, lero eet awk ee wie pee at an, ee eS oe wee aataia le Mlb. we Me oon © werk ne his & OS es eee Owe wes eee ein sae Pia See ee eo ‘Maxima production in ‘machine shop and foundry The personal relation == ° =| in paced aa awe ween ener aewmerrwrenenemreneananmene Tre Eneineering MASA ERS 1911 Skepta we ewececsrahageaedaenusee* re i ne. eee se dete Gea a ais ei ee ate ar kta ® diel Sie Win ws owe Slee RB ecie ew ela OH FA's Se ow las Ba be ee ee Oe a gee Ae Ea Bw te, Rew ew. ee eee em we | Scientific Management Russell Sage Foundation ee) Russell Sage Foundation | Library 1917 | e a a a ee ee ——— | | H] $ ( es EG ; : : ; i i ' rs: A ait se cult “ah ms Kat. 3 a4 xe hanes i 5 ie: anigt™ er ve ty a pitrot ui} Ne aye yoye a oe erate Ante we yah te os ne phe pee Aen a Alay Pun Ba Cae MA tse et hee ead ees ; v "e | vee areas ori - bets bay ats Aals ui Kiae ice ae th i ry oh) ‘ SOR as Soe ’ ee ere he ah ae US ok eh RAT ; gat tke ag iy $ 7 ra ee mh > a eh 4 ‘Meee 20 wromtn: ae 13} ' 4 wd se fonia dinars leon ie > pad ota eve sey © se a ~pacee oe a lee -o8) aaa LA ert et ee eee eee pitted cay Ont ere anti bodel senel, mesit pert £8e “TRUS Fi kena Mee A Ry oi see i fy Re RCE 0 Jae Ue aaa hotgatrcat} to Bate er ES Hoetsut | einige ye 2. oe) ee oe Se ee ee Alte ee 8 ee ee FG Mlle Wb nis top Ra ee ~?, ~ gt Oe Fie Oe Lh Se Ae * i BA TOVEAT ve pet nao eay | | Gabe! le ‘ a , 8b feo yom esek piel i f ea wag othe Poy Goh ’ hae et a agen | 7 « aw &e a nd oat Ata ag ee ts GTO wy eh AE AE» danad | Me Rare a a cP, f ee cy oi . , ; i ga adie orth (7% in alka Kain rests etn Deas’ aor pine wipe wae, NS ee eee ‘ } . ‘ ty ’ we > i 4 aa M , i ee . ‘ i we a elie le Rag in evi mide ley ihe tea me ay eave She oo Meat ay i Pray : e: + cue e's sods Ae selenite eee) ee ee ee ee Se kta paketit : eaest. Cokvgesbel! a ee petrol | ¢ PR ee tee ee, oo, els t ¥ J ee ey Sr eeea en aa a) woe ee Ht Jig se a A a eae nafronet.t mena err Rue | yitot. re aa pa a ts ny von: quills sagen) Wiisice a Nae Mi ‘It > ¥a> BAe Ome POS iv v5 seen al Benn een ee gh iellgalutaie aaa Bue bas: 9 ft Masti 2) sieaakeeit VIEL: oniasonll, tes 5, RUM ea he illnee 9 ale fi} : ” © re | doiadiaie 40S oa KG pay Vs AR cA Ph 9 ae noes, LI + les 1 top te 5 t rng F é pe ree) Title Author Publisher he art of handling men E. Shinn i;Worldts Work Movember 1905 P= SSS SS Swe Se SRSE SR BSE HEHE SS VESTS T “SSH H SAE BSHRe SOMA ABRE HM OME EE DERBOO DT SHS Shes wesees wer buweunamha Lous i ase HED er Se ewe enn a WeR.Thompson ‘Doublleday-Page he premium bonus system — - -_—-- ee me me me me ee et 5 - Econgmics and Civics. ‘ | Note: The reader of these references is reminded of the wide va ation, in the preparation of candidates for foremanship. This vari tation ote epee the listing of references covering a considerable ange of understanding. inf We and our work HOupashaeame || American View- a | ' point Society New York hiving and working together Morgan ath | Gtpagtnieteey 1). industrial ownership ~~ =" ‘Brookings es” | Nacmidwen: Adult working class education CG. P. Sweeney U.S \Bareat of in Great Br -itain and the U. S. Department Printing United States Bulletin No. 271 of Labor | ee Or 2. ighth Be i I. Bawden U. S. Bureau attainment in shop work U.S. Department Of Prince ne of. Interior Petty score nes Federal Couneid of 10. . S.\ Burean Citizenship Train- | of Printing ing. U.S.Department lof Interior | | | | | Economic civics oe UALS ee | Hughes bela i) he Allyn & Bacon Gost Gontrol for foundr iés Everett. 8s Heywood licGraw-Hill Present day immigration = | Various authors |The Annals of | January 1921 | The American Academy of Political and Social Science ERIE ee Dhcaniee eh eos th lA. 3. pen ate ahr cle heel UN ba! ark Prices May, 1920 Various authors The Annals of The American ; Academy of Political and Social Science i ala Aya ade, oo ree lt Lane ea ae Bb Oe 7 Lag it ty F ; PWR NE HA hi) ‘ A; Li} ? rt at GRR ala - ‘ ( re is j ; 4 : ‘ wy “ar vi té foun { > f \ A‘ vi. 2 haba cal ade Ve ay et et sa 8 v4 avephacse i 1 ae ies ee ite ie heey oes a an ‘ine pair Al Aagoak ge po Nes ae quae SS aa i shot alleys Bel ae eres oay waaay oot a Rot ae a vi a: wlonserg Aap Oe Usa ae 4 . " 1 ; “ ue ye i < of y i : Waa ae a2 | res ‘ TJS en nse | OER CSE 2 Q ae Hotton od . « eat i Z tsa L ; iss lie ; : ms ui ies birt | . dod dagube ‘wadto ue 8 eels faba ” oes powows 4 a) et 70 LB ret Nolo adie Fan — a > a ——— wee ee ee j dg Ac aera Hijidaluout ‘to a) | ; : ¥ cs hf . } i % . 4 ie de Te, a 4 " n fh} os ’ | me >* . u sR gh 21S es oN ia ete vay %; a i hy A ith A 2a Lie nate sheet. BO ae cme, i sips! fai ea | 2 ne chant LV aos es 2m Se Re Author Publisher Se mem nt ae ee A oats as |The intornational trado Various authors | The Annols of _jsituation, Jiarch 1921 The American |Acadorry of |Political and ins cud BL EROS | | | PRT EA Ts 8 SL RARER AS 8 | canna. Lf fae eas Hy andustey eins oe Readionk Ihe canta of |The American | Academy of jPolitical and | Pe oere Scicnce Four years of labor mobility Tne Industrial linarton Bohne: » )Research of Finance Department | Fifteen lessons in thrift savings Division lu. S. Bureau U.S. Treasury ie Printing ‘ | Departnent | Story of trade schools Bred Tear \The Industrial jof the Industrial Association of Association of | [Association of san Francisco | San Francisco ISan Francisco | | Peco. Egincening (5 |. University of | Experiment \Tlilinois | Station | Cost ‘finding Committee | on National Brass, bronze and aluminum Foundry Methods Founders Ass'n | foundrics | Cost finding Committee on National Grey iron foundries Foundry Methods hea thet he Asst!n Te A al a . a NE Pe ea? 4 Beal |-- The value of foundry Committees on National cost kecping Anrep Mothods ‘Founders Asstn \Job specifications Federal Board ie o> Bureau Bulletin No. 45 for Vocational iof Printing | Beak... ee ave GR Bee he ee ee! The foreman as a stock iL Salle Extcnsion LaSalle Extension kecper University ci omens | Makes machine tool castings Pat Dwyer ‘The Pounce | December 151.924 | Commerce and amend iJ. Ba Smith Holt ‘ nae EEE REIL IDS On|) AL NERO PER IE Princinics of economics Taussig Macmillan | Sie wines Vol. I ere Re Neat pea sPae ee Ts se SSA ah ee sah an iw Om Bd | ik pam NEE: Py bcs. oem yor LEAR ee ae ae CONES Renee tet Ria ee ad eee of economics I" aussi¢ Macmillan | exsace toh wae Vol. II | e rae H : Crk rene eee me eo Ree a ia ci soyreks ) tak cash i fet aa = ~~ ce % HIS, een V2. Perris oe ve a | ac taeind kor 74 © ¥ | : *“*. ; 7 ® oe ; . MEN ee ea { cnt aN ry te ae a ety ' a j ( , ub Ye ie 4 mene aes hep { | ea ke f hie) \ | | ; | a { Maes t Cronk ere | i | | Lian ehow me ead babi suas 1 grt: & wegnie? re “eh Nad ¥ 70h De, \? ) pare) ae ee Fs pei hens TA A ayy hu a eae aay y eh maak teheh Boy $4 Poy Tana tyanov rto’s | ae Wie ph 7 a8 A | ty ima : ‘ \ Ahi et fe mide re rink fad oe. ; 4 % ‘ l ae phe ig vay f HG So j = 4s eat tl mr A 4 SPER i i ae cary ree eRe, ee , Prem eeo uk 7 ‘ m f ng vgs te ee as ey ‘~ & “ . 4 he : ky ere wer tee iel und f t t ao hacs' Sel Aare Dee SA aes vit ay @4* Loe nS egal LG 4s i I hitwanriel i et A vial Sah ou 72 mt Yue tat en bank By: idahian 1 et | “Eh ca Renate 1, yptehaensyea it oi— 4 . ‘ ‘ OO eae: “ aa } 0, : bai bi: raat pars vid “i ‘¥ oh iin 4 - Scicnce~Physics, lothematics, _ Chemistry, Drawing Note: Again wide range of academic preparation is considered. eer er ek ee eer Bs deep esa Nahe = all eeccmeucaa orld ie Coe . bom ted a el eee ales 5 . Civic. science in eG. aula tea ne Wnt eee leach exeh Bsns Co. Creative chemistry Slosson |?he Century Book Co. | Se a eR EN ae OB ee Pan ion) es om Te! SOL Ge ee het oe Uo om ee a ee oe ee A ee AE Boe a et a ie bh ee LA ee ot ie ee ee wk ee h ee ee Gli ate wm eels a ind ee ee we 4 \VVocational ehenketey Wiliaman ‘Lippincott | Note: Suggested only for | | treatment of soils and sand. | | Organic chemis try Leffman and Blakiston CO. vote: Suggested for LaWall iscussion of organic atter in sand, | lane geometry Durell and Arnold Werriit co, | [Applied science for metal = |W. H. Dooley |The Ronald Presa workers | Chemistry in the service a mney of Deane nt of | of the state Wisconsin | Chemistry University of | Wisconsin eS yy IS BORIS 3 2 Oe ee oe ee OS oe A ae Gk rabecaat tok Sal tulbdld phe lye itl ae bea ets RD | neneras: science |Heath irst year course ees I Morrill CO6 ceneral science | oo i oe Raa ae GRRE ae mee eT Bia) i, aa eRe an SORRY PIER ce Ra: RMR = Science of home and community Treat ton ‘Macmillan Applied science for wood workers|Dooley = Rie wanda eves Note: treats also On mebels Babe Niuirey 'Rhead |Longmans, Groen | Res oes 1 Segemegombied hei tite ‘seily and Cady | Blakistori Co. Practical ag TEE eS Gh ake i WOO ee CAL OG PRG eee, Ms iN RO RPAdL eaueeeiaiete te) Modern applied | arithmetic ‘Neely and Killius |Blakiston Co. White and dengeave’ (Hebb Publishing j|Cos, Ste Paul ci ay Ay . hl a gr: i j 3 es BT) ‘ a eps | ' al a aes | ' ’ ae { ive Abs cd iter sate i i h ¥ ai Parr rupiia.y st ; i . rae 4 : “" di ts ares | Mi \ : Aaa th eM ta Wy aki Lda cae 4 sg a my. Uae ee wi stadt haioh etl, 5) ie } Prt il ur 1) Ra ’ mY SE 71" hs j Moat . Oia" jon meh Ts ae ee te “di | ; ae" ae! * Ea ye iT ht a8 de % Wh fle Aas ! ba) ‘cinta me y etee AY eae bw wr br Lito : we od basil ey ee q Kile woven By is RMI LY ot i inn et pi) ti angio Be i ‘any Wel Rae! rr ae, ee ! | ‘ t mh i "1h he 4 i ARE rat ; t | ) nV ily } y a ihe Reeves", | As Ms > «4 ae AY, e j wi ED dies: } Ey Ne we ; say Ma vy He te ; Pi Poy) | | A Pen sd oth, (a Sete foe keen 4 > i ails , yi t yo ® : ‘ye Tele ie ‘weaned | } ai, aca ‘ i Bilge dle mine bee hahack waste ta ie ry ee, ‘ay teaby ty haw uit run Se phen | me! A> ets * Eoaaeatt Meduai ee ie pte 1426 oy aa eX Nye LOW 4 a ee j ‘ f AS ae Se a ee ” bie 4) dy a\@ at A hoa f owe atone o% b nvad omer a DB ae , 4 t : ah " Ind oat Soe) OMeReas AE aK on we ad bas Shir ret 4s ee ¥ i UI " ry theo . wae ye: ate nye ow Tag pond ¢ ie aLakow Bos iJ “4 ca see cna, Retiimmgerstiansps tend aiden Title Author _ nat Publisher igceet Segal essentials of 8. Hamilton American Book Co. | arithmetic. BooksI, 2, end 3 tae a te ee 00. ges Aen AN os) 4 sn de cn ss oEMMe obi Np once ddneees-<- ee ay of practical Wentworth, smith Ginn & Co. eee and Harper | Vocational a i ae ee WWeile Dooley ol i a | Practical ma BRSUa AEE ie, a8 Palmer ae MeGraw-Hill eee | OEY RE em LRRD aS a Practical applica Cap homatdos aT W, Le ‘Hale ieGra aw-Mill sno a0p arithmetic Igmith and Norris | McGraw-Hill | ie Moy se) 2 eR AGS EAR RG Rm mR Ram: MT aa | Ma thematics for “the practical Bromley and MeGraw-Hill engineer Cobleigh | beeches formulas ORs heiitaaie Slide woke’ simplified eres VE AS | Sek og ANP Seay [Mechanical cys vis i\Notes on mechanical drawing and drafting room practice Blue print reading 5 = References ee Se a eee Bolenius ay Boek lessons in every- lish y ay Hng ee | owlin and Ilarsh to Richardson Wiley | Fe ys, Sg RR a | See dealers in | Richardson's | slide rules. | | Eldredge CO. Department of Engineering Ex. Towa State iE ee ikon | | : | | treating of English which _May be be useful LO; Foundryren mn Of vai varied ried preparation. | American Book Co. ee ee ae Co. ee a ee ee A ee ie ea Sor ye ON 5 « ie wee d : 1 ihe: Rica * ‘weil aye Ai Ry iy Saati peigtonnaihie-ce a “ouke orn it — ¥ pi ee oe eR ep) " i a a hh oF ’ i yin ine \ Ay sella waht Lie ft ‘ i Siar a i na Rs afi x, cobs i my ian ; \ ik . HS i ih (% 1" ihe ; hi ” fi : Q a) : | hh i ; He 2 : ' , (ie tye , wap) ie o i RS aah eed. oa in ice Reet na Pa er pekhe tiie ei tnt teary tration’ ay ee | Re cae | , Mis ion pede ie ' i yA GS ar, i : \ Diss ot ih oa Me nhs lila es on, - { £114) hae uy \ ae whee Aa linn } + . iat ; fn A : } } 0 ad eat (Aaa ( ! » : ‘ ' } 4 OA Ane rarer, eet ar ee dye ; i =) ‘ WL See arse ( r per cand suid PR y b tx Shei Hirih , | ia A | OU, eR ear cat ade a silk 4 ; Puie a: 4 aul, AAA 04 a { ae . f hater H FA | in aye a Fier A wi ht set is ve oh ae Nt ° o rs A, hy! ‘a & hee he tt baie % hats a | * Cie} oy bi wey "hia pee NM ek - if J hy. ily \ & bh Wy! TP ee oolong Lodi oe i sig i aiale fete Wea Val, i, ae kPa grins Ae oan oy ea omnhS | | sp vA + aa ih ‘ ' mi, ; | 7 Ai nA \ yi my A ee | i ri « P “ ham nm abl hm wir et gale SAP , aes mic bia aiinnnd’ aoanaty cate’ ae 1 Sateen ee ed one en eR a rs woes @-' vs p i | ie ti | Fi) BY hela “i el, evs see me serv inteaty, Las » ae ay SS ‘Aue # ¢ Vehid o i fh é i naar,’ we lat dtr veer ry wy fs tot Title Author Publisher ck ENE SSD tee Sa SCR OEE INN RE shea oa wnglish by practice Griffin and lioraff | Hinds, Hayden Poon Ly Basi ist and Co. A project book in business Cook eee IN English Working es (Opaycke eee 12,000 words often mispronounced WH. Pi Phyte Putnam Company i ee American Library Association (Reading with a purpose EO CS SS Oe ee 6 - References treating of health and sanitation which may be of interest to foundrymen of varied preparation. MEVGweoh nal kee ee. ene wo menor. Principles of peat control le ell ee The people's health Popular essays on the care of the teeth and mouth es ee ‘Primer of sanitation 1920 revision eS ee ee ee er. Town and city i ee es Se ee en ee ee ee | ‘satimes bam Me chet and nib Sargent 1 Dee Umm, Cnt, epee Sih ee avert oa \iseuanu stacuiene oan 2 Industrial hygiene and je W. Hope | Wil1iam Wood nedicine jand Co. Oe pi aihe”, me RINE «TERS a cee) Be SNA a a eR Le Oy PS joctecseeteetececstes esse ces Emergencies Ve (LIC fies and CO. Human physiolog iitehie | Worla Book Co. 1920 revision 1 SO Ce pan A AEE ES CAR POTN ALE Ia ANOS LOE DARDEN HE" UE RE eC epee MeL bate The body at work Ge Jewett Ginn and Co. Cood health e Ge Jewett Ginn and Co. | ee OO ee oe ee eee ee eo ee Si tet WE ay ae a 2 a wel ly & le we wee eM ee iain eB ome ® oeleipie = ula bes ke ala eis ae we oie le ole WM irae de ls le = | Hygiene by experinent *, UM. Gregg The World Book | Book two | iibeeanga’ | Nita Don DUES 8 VI SI eS ree 7 - References treating of subjects of an inspirational aie 7S EEE SEEN 58 SEITEN, "AR Which may be of interest to to young men engaged i in foundry work. eae man a king Hardon ors wnt ts ce ena, ane ui RES ‘ Sa NakTeML eS . \ Went MAS . Pr, WN 4 Sih ey ti CaeGe | ek Wy rea si Ceo Ah’ ++ iy ve va fern ave 7: ha sea tgs sata ko We \ nt ; 4 \ eave |! 7 penne yh ih pet ohare “nya Aaah ; ‘ : + ‘< bi tt i Seria cog = Sat ager ie Y ey ar tps. Fae a) | Rh Se vr. hye oy ie ‘es a” el 2) heen Sap © M * y mur i eee mre a as MEE Ph) aah gat) ‘Wi teneav Levcbegnney vein > Coane ~ 2 es —_ * aN) “ poe 4 m i _ nbd vats oy vee anh Mao va aiosaniaeany ea ea PV oN Oe Me! j \ A veal J ) ig ite es aia ae Aah \Aage jie wits doit ish va ant us And aye Hea ibei inti iain dill? saieaiaes Seger ca ai ! co Bry ditgaoe to 98 — Se as ee ena Maly A) iA) a A A alle wMMaare a AD ie ued bee) a Le Ly aa asi ae kod ohehar be A IM ; 4 i i t y \ ie oR 4 pa A ao my nimitg. £09 Scam Kir Metoott ‘etal | mR Ne Tees) vee al Sh at A m Fe dey elhle Aly crates ean aC Us Te sneer een ete ae ; | i ' ; Nak Ky Mali aa ’ : 4 sal ; Pea iN ‘ AN aout, vane? &, ve re tb An ‘eos ‘i ay th if 4 ee oD bet i Vite | | i wil at AA si Wf wih. 59 . 4b wiy ATA eae A NR ‘ At AAS tak h | | oe iene ld | 1: wood aitt \ Aah ab yal vi wes Ha Me yl wt ae Mera Aiwa Win Wee ah ON ahd, Ned en id on rs) is gy uF ‘ } \ ‘ ; \ oo ‘st int ; ae sid i Cal eatiy rf Je nee a 4 i Y ial ein) ae : ue Oe eth Lay "ihe \ aE yy j i ‘a r i y ey ‘ 4 4 15 Vian at a; dow a 7 a ve a * Ae fet ng fy at t # il ih A Mit Aly, , i Yeh eet Hein Ha ‘ 1 f rr HN) ny CM th in =e © ‘ Bes a a ehh i * ve hae erway ghee pene eae) ni @ a Ate ae OT A oe See Ne ay sae etal | REE AUS OR ‘gaonjtat oe tes > Wye pee MN In oe re eae ne riadeysec nti M4 x 1 cea enn cny- Hanah ARNG SN Bel bh ae Ce ie RR “aaah - ae er fot’ oteatend Ai : i “ae Di i i nay ‘bone: Hy, Ma ; inte iWin : tN Li Ata a etl a i Ait i a Sl Bein rai diae ie er bx ab mlieipS hehe ae inane Wie iehala aren oh vlad pelea An me * porn : i 4 i) otCut Lv eh ee Att cee ee A pa ie 8 Ween Peas med eg oe bon. a ; y A Mae e's ee Wit Ny Masai sem! eet ey, g Oh reload tose | Ail PORN $4 Wh hg saline p Spins sna SA alk Lud + Diente NO Be ¥ il bite +! whe nara oye Ariat Ld es ri ea aviey i wh Rat “ ty pei Aen ba by oe ah ar nal thant EVs Week ain Aha ue ’ i yey ie ih yy ~1L2+ Title Author Publisher lien of achievement ‘a apa Brooks Soribuers | Self investment flarden et a ae Ithe exceptional employe ilarden ,;Crowell | Pushing to Ps ee ane arden ip A a eae | Tlen of business Istoaeana eins | i 7 ee nn cea What should we see in our jobs? Hartley . |e .tional | 0 SOG ES Ma ee Ie es 9 RW lae amgt saa saat of the day's work Davis and Getchell ae & Co. [Adventures in friendshin pre “|Grayzon [Doubleday-Page 3 oe ee eo ae ek heer eee vo Me é \s a i ae Se id « ~ omer C4 at aS) doa ia te om {~ oe - a aw - - SEMAN Oe EA NRCG RIMMER en ee ee en en A ce 8 - References treating of English for foreigners. nn ne ee ee fo ee ‘Students text book Raynond F,Crist Uewwos. BUPSAU / U.9 Department of Printing : of Labor : Jreeaw ees hed, PSUS TERT SAUL LR RT MOREA Cog! OSM OAR eo ge ED ARR RR iEnglish for es Sara R.O! Bed ot | Houghton, iifflin | Books 1 and 2 Co. | | | an ed Sela PbaakeeN kiss, SUD ca een ener. ieee a