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must get up; I must get up; I throw back the bed clothes; I get out of bed." Now, again, "I get out of bed; I put on my pants; I put on my stockings and shoes." Pretty good.

Now again: "Wash; comb; put on; put on; open and go down; wash; comb; put on; put on; open; go down; wash; comb; put on; put on; open; go down." That is right; now, "I wash myself; I wash myself." All together now, "I wash myself." "I comb my hair; I comb my hair; I comb my hair." "I put on my collar and necktie; I put on my collar and necktie." "I put on my vest and coat; I put on my vest and coat." "I open the door of my bed room; I open the door of my bed room; I open the door of my bed room." "I go down stairs; I go down stairs; I go down stairs." "I wash myself." All together now, "I wash myself; I comb my hair; I put on my collar and necktie; I put on my vest and coat; I open the door of my bed room; I open the door of my bed room; I go down stairs." That is right. Now from the top down; now all together; don't be afraid; now, “I awake from sleep; I open my eyes; I look for my watch; I find my watch; I see what time it is; it is six o'clock; I must get up; I throw back the bed clothes; I get out of bed." All together, "I get out of bed; I put on my pants; I put on my stockings and shoes; I wash myself; I comb my hair; I put on my collar and necktie; I put on my vest and coat; I open the door of my bed room; I go down stairs." Now, you know; don't be afraid. "I awake from sleep." All together now, "I awake from sleep; I open my eyes; I look for my watch; I find my watch; I see what time it is; it is six o'clock; I must get up." All together; "I must get up; I throw back the bed clothes; I get out of bed." That is right; once more: "I get out of bed; I put on my pants; I put on my stockings and shoes; I wash my face; I comb my hair; I put on my collar and necktie; I put on my vest and coat; I open the door of my bed room; I go down stairs." Pretty good; pretty good. (Applause.)

Now, who is my assistant here? I want to put this chart on the blackboard. Each line on the chart is a duplication of the words and sentences we have just given orally. I will have these men now read from the chart after me.

Now then please: "I awake from sleep; I open my eyes; I look for my watch; I find my watch; I see what time it is." Now talk plainly; open your mouth; don't be afraid; there are no flies around now, you know. Now, all together: "I awake from sleep; I look for my watch; I find my watch; I see what time it is; it is six o'clock; I must get up; I throw back the bed clothes." All together again: "I throw back the bed clothes; I get out of bed; I put on my pants; I put on my stockings and shoes; I wash myself; I comb my hair; I put on my collar and necktie; I put on my vest and coat; I open the door of my bed room; I go down stairs." Now, you read; all together: "I awake from

sleep; I awake from sleep; I open my eyes; I look for my watch; I find my watch; I see what time it is; it is six o'clock." All together, "It is six o'clock; I must get up." Not "Moost"; "moost" in Italian; "must" in American. "I throw back the bed clothes; I get out of bed; I put on my pants; I put on my shoes and stockings; I wash myself; I comb my hair; I comb my hair; I put on my collar and necktie; I put on my vest and coat; I open the door of my bed room; I open the door of my bed room; I go down stairs." Very good; very good. Some of these boys possibly cannot read in their own tongue but we make them read English. Now, all together again, "I awake from sleep." All together, now; "I awake from sleep; I must get up." Good. "I put on my pants; I comb my hair; I open my eyes; I put on my vest and coat; I go down stairs; I get out of bed; I look for my watch; I throw back the bed clothes." (Applause.) Pretty good, pretty good.

Now the first step-there are five steps in every lesson-first, orai instruction, training the ears and vocal organs; the second, when they first see the lesson; that is the time we have the reading lesson. Now the next is the writing lesson which we will omit today but we have these lessons in sheet form of this kind. (Showing lesson sheet. We give the lessons to the man after he has been taught them, not before, so that he takes them home with him. Now, we will give him one this time. (Giving lesson sheet to each member of the class.) Those who observe these gentlemen will find that some of them are much brighter than the others. That is exactly what we find in our system of instruction. We furnish these men with pencils and pads for writing purposes.

The gentleman here (indicating) is the man who is responsible for bringing the men here from the Pennsylvania Railroad. This man over here (indicating) is the boss.

Now, read the lesson once more from this. (Lesson sheet.) Read it now.

A foreigner: "I no can read."

Dr. Roberts: All right; very good; I will teach you.

The foreigner: I got teacher, teach my little boy and girl.

Dr. Roberts: Good for you. Now then, all together. Those who can read, read the lesson. (Reading from lesson sheets.) "I awake from sleep; I awake from sleep; I open my eyes; I look for my watch; I find my watch; I see what time it is; it is six o'clock; I must get up; I throw back the bed clothes; I get out of bed; I put on my pants; I put on my stockings and shoes; I wash myself; I comb my hair; I put on my collar and necktie; I put on my vest and coat; I open the door of my bed room; I go down stairs." There are six men in this group who cannot read. You can see that if you just come here and look at their faces, but they do go over the lessons.

Now, here we have the writing lesson on the reverse side of the sheet in script. I ask every one in our class to take a pencil and write out that lesson. That is the next step, the writing exercise. The writing and reading rivet the instruction given through the ear and practice of the vocal organs. Now, put the lesson sheet away, we cannot get the writing lesson today. Does some one have a newspaper? Thank you.

The next step is reviewing the lesson given. We review the lesson we give every time. That is the fourth step. (Holding newspaper on chart so as to hide the lesson.) Now, what is the first sentence? "I awake from sleep; I awake from sleep." All together now, "I awake from sleep." (The sentence is shown.) Good. Then what do you do? "I open my eyes." All together, "I open my eyes." Good; that is splended; that is right. (Sentence uncovered.) Then what do you do? "I look for my watch." Good; fine; splendid. Now, all together, "I look for my watch." Then what do you do? "I find my watch." All together, "I find my watch." Splendid; that is all right. Then what? "I see what time it is." Once more, "I see what time it is." Then what? "It is six o'clock; it is six o'clock." That's it; now what else? "It is six o'clock; it is six o'clock." What next? "I must get up." All right; come out with it. "I must get up." All together, "I must get up." That is right; "I must get up." Now, "I throw back my bed clothes." That is a hard one. "I throw back the bed clothes: I throw back the bed clothes." All together, once more, "I throw back the bed clothes." That is right; that is a hard one. "I throw back the bed clothes.' Read it now, please. "I throw back the bed clothes; I throw back the bed clothes." Very good. Then what do you do? "I get out of bed; I get out of bed." Then what? "I put on my pants." Then what? "I wash myself; I put on my stockings and shoes." That is fine; that is splendid. "I put on my stockings and shoes." Then what? "I wash myself." Then what? "I comb my hair." Good, first rate. Then what? "I put on my collar and necktie." That is right. "I put on my collar and necktie." Then what? "I put on my vest and coat." That is splendid; then what? "I open the door of my bed room." That is a pretty long one. Then what? "I go down stairs." That's fine; that's fine. That is the review that we give of the lesson.

Now, the last step in every lesson is to give these men grammar practice; technical, never; practical, yes. Why? Because we want to train them in the grammatical form of language, the correct form, so that they will get what we call grammatical instinct. You and I talk correctly. Why? Because we have the grammatical instinct; not because we carry the rules of grammar in our heads. The last step is this: Now follow after me: "I, you, he, we, you, they, I." All together now: "I, you, he, we, you, they." Very good. (Writing the

foregoing pronouns on the blackboard and showing them to the class.) "I, you, we, he, they." Once more, "I, you, he, we, you, they." That is right. "I, you." Put "you" in place of "I" and go through the lesson. "You awake from sleep; you open your eyes" (I open my eyes). "You open your eyes; you open your eyes; you look for your watch (You find my watch). No, "You find your watch; you find your watch; you find your watch; you see what time it is; it is six o'clock; you must get up; you throw back the bed clothes; you get out of bed (You put on my pants). No, "You put on your pants; you put on your pants; you put on your stockings and shoes; you wash yourself." That's good; that's fine. "You comb your hair; you put on your collar and necktie; you put on your vest and coat; you open the door of your bed room; you go down stairs." That is right; now, "I awake from sleep; I awake from sleep; you awake from sleep; he awakes from sleep." See, this way, "He awakes from sleep; I awake from sleep; you awake from sleep; he awakes from sleep; we awake from sleep; you awake from sleep; they awake from sleep." Now, all together, quick, "I awake from sleep; you awake from sleep; he awakes from sleep; we awake from sleep; you awake from sleep; they awake from sleep." That is right. See, their heads are moving. That is fine; now, all together once more: “I awake from sleep, you awake from sleep, he awakes from sleep, we awake from sleep; you awake from sleep; they awake from sleep." That is right. "I open my eyes." Now (writing on board) "My, your, his, our, yours, theirs." Now, "I open my eyes; you open your eyes; he opens his eyes; we open our eyes; you open your. eyes; they open their eyes." Now, say it yourselves: "I open my eyes; you open your eyes; he opens his eyes; we open our eyes; you open your eyes; they open their eyes."

That is enough, I believe, as a demonstration. Many of you believe that these men are dull and stupid, but gentlemen, they are of the average intelligence, equal to the average intelligence of men in their same social status. The reason why we look upon them as dummies is because they never understand us. Let them understand and they will measure up to our demands. Why, I have two friends from Flint, Michigan, who are two of the brightest men the Buick people ever had and they sent them out to Europe to sell Buicks. They did not know the languages of Europe. They went to Spain and were in Madrid and they went in to a hotel in Madrid to order their dinner. They said, "Two porterhouse steaks, please." And the waiter did not understand any English. He looked ashamed and thought them very dull; and they said, "Two porterhouse steaks"; and he never smiled and never bowed. They knew he did not understand and as one of them, Jack, had taken drawing lessons in his youth, the other said, "Jack, you make a picture of a cow and put your hand in the right place and say "Two porter

house steaks," and you will get them. "That is a good idea, Bill," said Jack; and Jack did it. He drew a picture of a cow and put his hand in the right place and said to the waiter, "Two porterhouse steaks." The waiter bowed and he left the room. They sat down and waited for their dinner, and in a little while the waiter came back with two tickets for the bull fight. Dull of comprehension; did not understand. That is the way with these boys. Let us sympathize with them; let us help them along to the language. What we want, gentlemen, is for every industry in this Pennsylvania State of ours to do their part in educating these men; and if they do it, use their capable men in the plant to do it, it will add to the solidarity of the plant, bring greater sympathy there and make them more cosmopolitan, for we want cosmopolitan men other than those we are making today by the roar of the cannon and the flash of the sword.

(To the class) Thank you, very much.

CHAIRMAN YOUNG:

Glad to see you.

I think that we all feel much indebted to Dr. Roberts for his practical demonstration on this important subject. A similar matter was to have been brought up at the the conference last year, but unfortunately the gentleman who was to present the paper failed to appear. His paper, however, later appeared in the Department Bulletin.

The next speaker on the program is Frederick L. Hoffman, LL. D., Statistician of the Prudential Insurance Company of America, Newark, N. J.

It gives me great pleasure to introduce Dr. Hoffman to you.

THE MENACE OF DUSTS, GASES AND FUMES IN MODERN INDUSTRY.

By FREDERICK L. HOFFMAN, LL.D., Statistician of The Prudential Insurance Company of America, Newark, N. J.

Mr. Chairman, ladies and gentlemen, I think we have all been very deeply impressed by the preceding speaker and with that remarkable demonstration of Dr. Roberts. Nothing better can be brought before us than this kind of concrete evidence that the country is making progress in the direction in which progress is most required. The keynote of what has been said and what has been shown to us is active, intelligent, sympathetic co-operation and co-ordination between the men who do the work and the men who direct the work, and the men who, from the legislative point of view, control by statutory requirements their respective activities.

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