The boy of this type hates to sit quietly on a hard bench in a school and study books. Some of the boys who went to school with us had imitation levers and valve-handles fastened about their desks in an ingenious way, and instead of studying, pretended that they were locomotive engineers. With a careful eye upon the teacher, who was his semaphore, such a boy would work the reverse lever, open and close the throttle, apply and disengage the brakes, test the lubrication, and otherwise go through the motions of running a locomotive with great seriousness and huge enjoyment. These boys usually have considerable trouble with their teachers. They do not like grammar, frequently do not care for geography and history. They flounder dolefully in these studies and are in a state of more or less continual rebellion and disgrace. Because of their intense activity and restlessness, they irritate the teacher. She wants quiet in the school-room. Their surreptitious playing, rapping and tapping on desks, and other evidences of dammed-up energy and desire for more freedom and more scope of action, interferes with the desired sanctity of silence. Outside of school hours and during the long vacation, the fatal fascination of machinery draws these young people to factories, railroad yards, machine shops, and other places where they may indulge their fancy and craving for mechanical motion. The boy who hangs around a machine shop or railroad yard is always pressed into voluntary and delighted service by those who work there. In a small town in Wisconsin we once knew a boy who worked willingly and at the hardest kind of labor in a railroad yard for years, voluntarily and without a cent of pay. In time he was entrusted with a small responsibility and given a small salary. Even if the boy does not begin in this way, the result is substantially the same. He may take the bit in his teeth, leave school and go to work at some trade which will give at least temporary satisfaction for his mechanical craving, or he may, through economic necessity, be forced out of school and naturally gravitate into a machine shop or factory. Oftentimes a few dollars a week is a very welcome addition to the family income. To the boy himself, three, four, five or six dollars a week seems like a fortune. Neither the parents nor the boy look ahead. Neither of them sees that when the little salary has increased to fifteen, sixteen, eighteen or twenty-five dollars a week, the boy will have reached the zenith of his possibilities. There will then be no further advancement, unless, during his apprenticeship and journeymanship, or previously to them, he has secured mental training which will enable him to go higher, hold more responsible positions and earn larger pay. "MAN OR MACHINE--WHICH?"