ever of the advantages which the proprietor of the shop
would gain.

I make this a leading text in the presentation of this book; namely,
that individual merit and stimulus is something of such extreme
importance that it should be made the keynote for every boy who tries to
become a mechanic.

The machinist easily occupies a leading place in the multitude of trades
and occupations. There is hardly an article of use but comes to the
market through his hands. His labor is most diverse, and in his
employment doing machine work he is called upon to do things which vary
widely in their character.

These require special knowledge, particular tools, and more frequently
than otherwise, a high order of inventive ability to enable him to
accomplish the task.

The boy should be taught, at the outset, that certain things must be
learned thoroughly, and that habits in a machine shop can be bad as well
as good. When he once becomes accustomed to putting a tool back in its
rightful place the moment he is through with it, he has taken a long
step toward efficiency.

When he grasps a tool and presents it to the work without turning it
over several times, or has acquired the knack of picking up the right
tool at the proper place, he is making strides in the direction of
becoming a rapid and skilled workman.

These, and many other things of like import, will require our attention
throughout the various chapters.

It is not the intention of the book to make every boy who reads and
studies it, a machinist; nor have we any desire to present a lot of
useful articles as samples of what to make. The object is to show the
boy what are the requirements necessary to make him a machinist; how to
hold, handle, sharpen and grind the various tools; the proper ones to
use for each particular character of work; how the various machines are
handled and cared for; the best materials to use; and suggest the
numerous things which can be done in a shop which will pave the way for
making his work pleasant as well as profitable.

It also analyzes the manner in which the job is laid out; how to set the
tools to get the most effective work; and explains what is meant by
making a finished piece of workmanship. These things, properly acquired,
each must determine in his own mind whether he is adapted to follow up
the work.

Over and above all, we shall try to give the boy some stimulus for his
work. Unless he takes an interest in what he is doing, he w