Emmerich Manual High School - Ivian Yearbook (Indianapolis, IN)

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MIND AND HAND. 23 of the difficult tilings to learn is how to correctly riddle sand. Riddling is the shop-term for Bifting. Generally speaking, molding requires a good deal of ingenuity on the part of the molder. He must he careful to place his pattern into the sand in such a position that it may he easily removed without in- juring the mold. It is rarely the case that two patterns are alike, hence the molder must devise a new scheme for each pattern. Of course, our class will master these lit- tle difficulties, in spite of the fact that one of the teachers was so unkind as to call us mud-daubers. It is a part of Mr. Cox ' s plan of instruc- tion to give lectures on foundry work and on the metallurgy of iron. We have had several lectures on foundry work so far. The cupola has been lined with fire-brick, so that we are now prepared to melt iron. or run a heat, as the foundryman would say. On these occasions it is necessary that extra precaution be taken to avoid acci- dents. For this reason each one of us has been assigned a post of duty, something on the plan of a tire brigade. There is enough danger connected with this part of the foundry work to make it fascinating. We are anxiously waiting for the day when we will go on duty and pour the hot liquid iron. As a part of our studies we have made two shop visits. These visi s give us an opportunity to learn the various little tricks of the trade and enable us to study the methods employed in the management of foundries. fn this way we are from day to day en deavoring to become more proficient in the trade of the foundryman, a trade by no means to he despised. Wm. Noelke. FOUNDRY.

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22 MIND AND HAND. FORGING. ¥ ORGING as taught in the Industrial Training School is one of the most interesting subjects, both to pupils and visitors, that is found in the mechanical course. Any work which requires thought and constant attention becomes pleasant, and forging undoubtedly requires both. This is illustrated by the three-pronged barbed steel fork which the boys have just been making. Steel burns very easily, and when once in the fire must be constantly watched ; it will not do to leave it a moment, for in just that moment it may burn. Or if a boy thoughtlessly dips his steel into water while hot he might as well try to work glass as that steel. Another feature of forcing; which srives a boy good training is the great need of care from the first. The first step in any exercise must be as careful as the last, for each step depends upon the one previous. If a mistake is made early in the work it is almost impossible to rectify it by careful work afterward. If a chisel slips, if a fuller is set in the wrong place, if the helper strikes too quick, or if the material becomes too hot, the work is spoiled. After a mistake of this kind has been made it is sometimes possible to partially correct the error, but the benefit of the work has been lost. For the benefit of any who do not know the method of teaching such a subject as this, it may be well to say a few words in explanation. For this purpose let us take the making of a hook — apparently a very simple thing to make. Before the boys begin work the teacher carefully explains to them the points to be considered in making a hook. He explains where the point of greatest strain is, where the weakest and strongest points are, and all facts of this kind. Next he makes a hook before them, carefully explaining at each step the reason for everything. At the same time he inspires the boys with confi- dence in themselves, and when they go to their forges each boy feels confident that he can do the work. When a boy has confidence in himself nothing is impossible to him. This all goes to show the reason why every boy should take forging, if possible. It not only teaches the use of the black- smith ' s tools but it develops and quickens the mind and hand at the same time that it relaxes the mathematical and literary part of the brain. A boy who takes forg- ing will undoubtedly be able to do more and better work than if he did not take it. F. F. Ballard. FOUNDRY CLASS. A I All E foundry class is the object of great I interest at present. This department of the Industrial Training School began op- eration January 27, 1896. There are twen- ty-four of us, every one willing to help make the class a success. Mr. Cox, our in- structor, is very enthusiastic in his work, it being his object to have our class make its best possible showing. Briefly speaking, molding is the art of making forms in sand. Into these forms or molds, molten iron is poured. Some of the difficulties that a beginner in foundry work has to contend with, is his awkwardness in handling the tools nec- essary to do good work. The sand that we use for making molds must be tem- pered, that is, made damp and well mixed before it is fit for use. The mixing is ac- complished by means of shovels and boys behind them who like exercise and get it by throwing the sand around promiscu- ously. This part of the foundry work comes about as near being labor as any. One

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24 MIND AND HAND. PATTERN MAKING. A I MI HI pattern -making department was 1 established at High School No. 1 in September, 1892, under the supervision of Mr. Bass. The work done the first half year was elementary work, mainly exercise patterns, wry few being useful ones. In (lie second and third years common forms were made; also some engine patterns. The work continued at No. 11 until this school was opened. Then for one year there was no pattern making taught. The pupils who had taken it went into the forge room. After a year in this depart- ment they returned to pattern work, with Mr. Cox as instructor The hoys found th .t they had become inaccurate and unac- customed to handling the tools, and a few days were required to regain the skill for- merly acquired. To do this each one made a simple pattern. Afterwards the patterns for an engine were taken up, and when they are finished the castings will be made in the foundry. This engine will not be a toy, but a real, working model, of twenty- five horse power. Some of these patterns are very com- plex, and require a great deal of study end foresight. Each one must be made so that it can be drawn from the mold easily. Many times there are several ways to make the same pattern, and different persons will say that their way is the best. The best way, however, is not always the easiest tbr the pattern maker; the pattern must be made so that it can he molded easily. A great deal of care must be taken that the pattern will come out of the sand. For this purpose draft is made on its sides. If there were no draft on a pattern the pattern would be apt to pull the angles and corners of the mold out, and so spoil the mold. Owing to the amount of study and fore- thought required, and also to the short time allowed each day for work, no great showing can be made in this department. The engine is probably an ambitious un- dertaking, and the boys will feel well satis- tied if it is accomplished this year. The work is progressing rapidly, and the out- look for its completion is very bright. Murray Eckman. COOKERY. ©UK school is of especial interest, be- cause part of it is dev tcd to instruc- tion in the industrial arts. That the cook- ing class is a chief attraction is evident from the number of visitors we have ; none are satisfied without having seen the girls in their white caps and aprons working in the laboratory. Tnis work is not only interesting, but is valuable to us who are members of the class. Theory and practice are combined in our work, the one which tells us the why, the other which shows us the how. Which is of greater consequence, I fear to ask. It is useless to say that one sex at least would cry Away with theory ; theory will not keep us alive; just practice, and plenty of it, is all we care for. But, dear sirs, do you not know, that but for your mothers ' or your wives ' theory, though it may be all unconscious on their part, you would not have the fine light loaves of bread you like so well, but instead you would have placed before you a heavy, soggy mass, which you would eat probably without remark, but with much wonder as to where the fault lay. It was simply this : In the baker ' s theory she had forgotten that the yeast germs need the proper conditions of heat and moisture. If cooks have their theory well mastered, the practice will be much easier and far more successful. There are certain elements necessary to our food, and these we learn in our study