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FORE:As I passed a Red Cross Hospital, partly spared, I noticed a Flemish doctor, who first looked at me from the door held ajar, and then came nearer; a strapping young fellow with a black beard. After I had made myself known as a Netherlander, he was clearly surprised, and it seemed as though he had a lot to ask or to tell. I expected to hear a torrent of abuse against the Huns, who had destroyed everything, and murdered so many innocent119 people, or a lament about the valuable treasures of the library, which also had not been spared; but no, other thoughts occupied his mind. With a slightly trembling voice he asked:Nothing can be more unreasonable than to expect an apprentice engineer to begin by an inductive course in learning and reasoning [3] about mechanics. Even if the mind were capable of such a course, which can not be assumed in so intricate and extensive a subject as mechanics, there would be a want of interest and an absence of apparent purpose which would hinder or prevent progress. Any rational view of the matter, together with as many facts as can be cited, will all point to the conclusion that apprentices must learn deductively, and that some practice should accompany or precede theoretical studies. How dull and objectless it seems to a young man when he toils through "the sum of the squares of the base and perpendicular of a right-angle triangle," without knowing a purpose to which this problem is to be applied; he generally wonders why such puzzling theorems were ever invented, and what they can have to do with the practical affairs of life. But if the same learner were to happen upon a builder squaring a foundation by means of the rule "six, eight, and ten," and should in this operation detect the application of that tiresome problem of "the sum of the squares," he would at once awake to a new interest in the matter; what was before tedious and without object, would now appear useful and interesting. The subject would become fascinating, and the learner would go on with a new zeal to trace out the connection between practice and other problems of the kind. Nothing inspires a learner so much as contact with practice; the natural tendency, as before said, is to proceed deductively. FORE: FORE:As we left through the Gate-of-Bruges towards242 Thourout we were approached by a small military group, a few German soldiers who escorted about a dozen French and Belgian prisoners of war. Until that moment the street had been relatively quiet, but the inhabitants had scarcely heard that the "boys" came, when each ran into the street, forgetting all fear of the "Duuts," and, breaking through the escort, they gave their "boys" an apple, or a pear, or a packet of cigarettes; so we saw a huge round of white bread fly through the air and land in the hands of one of the "boys." Such a thing touches one always, and even the escorting Germans, who at first were very indignant on account of the sudden and unexpected intrusion, left the citizens alone with a generous gesture, as to say: "Well, have your way."Referring again to the hammer problem, it will be found by examining the history that the makers of automatic-acting steam-hammers capable of giving the dead stamp blow, have employed the principle which has been described. Instead of employing the momentum, or the gravity of moving parts, to open the valve after the hammer stops, some engineers have depended upon disengaging valve gear by the concussion and jar of the blow, so that the valve gearing, or a portion of it, fell and opened the valve. The 'dead blow gear,' fitted to the earlier Nasmyth, or Wilson, hammers, was constructed on the latter plan, the valve spindle when disengaged being moved by a spring.