Politeness is as indispensable to a learner in a machine shop as it is to a gentleman in society. The character of the courtesy may be modified to suit the circumstances and the person, but still it is courtesy. An apprentice may understand differential calculus, but a workman may understand how to bore a steam cylinder; and in the workman's estimation a problem in calculus is a trivial thing to understand compared with the boring of a steam engine cylinder. Under these circumstances, if a workman is not allowed to balance some of his knowledge against politeness, an apprentice is placed at a disadvantage.
Questions and answers constitute the principal medium for acquiring technical information, and engineering apprentices should carefully study the philosophy of questions and answers, just as he does the principles of machinery. Without the art of questioning but slow progress will be made in learning shop manipulation. A proper question is one which the person asked will understand, and the answer be understood when it is given; not an easy rule, but a correct one. The main point is to consider questions before they are asked; make them relevant to the work in hand, and not too many. To ask frequent questions, is to convey an impression that the answers are not considered, an inference which is certainly a fair one, if the questions relate to a subject demanding some consideration. If a man is asked one minute what diametrical pitch means, and the next minute how much cast iron shrinks in cooling, he is very apt to be disgusted, and think the second question not worth answering.
It is important, in asking questions, to consider the mood and present occupation of the person addressed; one question asked when a man's mind is not too much occupied, and when he is in a communicative humour, is worth a dozen questions asked when he is engaged, and not disposed to talk.
It is a matter of courtesy in the usages of a shop, and one of expediency to a learner, to ask questions from those who are presumed to be best informed on the subject to which the questions relate; and it is equally a matter of courtesy to ask questions of different workmen, being careful, however, never to ask two different persons the same question, nor questions that may call out conflicting answers.
There is not a more generous or kindly feeling in the world than that with which a skilled mechanic will share his knowledge with those who have gained his esteem, and who he thinks merit and desire the aid that he can give.
An excellent plan to retain what is learned, is to make notes. There is nothing will assist the memory more in learning mechanics than to write down facts as they are learned, even if such memoranda are never referred to after they are made.
It is not intended to recommend writing down rules or tables relating to shop manipulation so much as facts which require remark or comment to impress them on the memory; writing notes not only assists in committing the subjects to memory, but cultivates a power of composing technical descriptions, a very necessary part of an engineering education. Specifications for engineering work are a most difficult kind of composition and may be made long, tedious, and irrelevant, or concise and lucid.
There are also a large number of conventional phrases and endless technicalities to be learned, and to write them will assist in committing them to memory and decide their orthography.
In making notes, as much as possible of what is written should be condensed into brief formulæ, a form of expression which is fast becoming the written language of machine shops. Reading formulæ is in a great degree a matter of habit, like studying mechanical drawings; that which at the beginning is a maze of complexity, after a time becomes intelligible and clear at a glance.
Upon entering the shop, a learner will generally, to use a shop phrase, "be introduced to a hammer and chisel;" he will, perhaps, regard these hand tools with a kind of contempt. Seeing other operations carried on by power, and the machines in charge of skilled men, he is likely to esteem chipping and filing as of but little importance and mainly intended for keeping apprentices employed. But long after, when a score of years has been added to his experience, the hammer, chisel, and file, will remain the most crucial test of his hand skill, and after learning to manipulate power tools of all kinds in the most thorough manner, a few blows with a chipping hammer, or a half-dozen strokes with a file, will not only be a more difficult test of skill, but one most likely to be met with.