A STUDY IN THE DEVELOPMENT OF TRANSPORTA

TION.1

WILLIAM R. WARD.

"The millenniums of change through which human invention has passed in the transforming of a rude stick or frame to fit on a man's back, or a burden strap to fit across his forehead, or a pad to rest on his head, into the latest devices for transportation by land or by sea, constitute one of the world's activities."-The Origins of Invention, by Otis T. Mason.

T

HE following statements briefly outlining the work done by a class of sixth grade boys and girls are not written for the purpose of justifying or discrediting any particular system of manual training, but rather to chronicle the actual work of a class in the hope that someone may find inspiration in the ideas suggested.

The subject of colonization was under discussion in the history class and since transportation bears such close relation to the general topic of colonization, it was decided by the manual training class to make a study of some of the phases in the development of the means of transportation. The general subject of transportation was divided into two parts-transportation by land and transportation by water. Transportation by land was the particular part of the general topic chosen for study.

Among some of the first questions that naturally suggested themselves were: When did transportation begin? What were the objects transported? What were the means by which this transportation was accomplished? Obviously transportation began when man first carried some article of food from the place where he had found it to his place of abode, either for his own future use or for the use of his mate. The object transported may have been some wild berries, some nuts, or perchance a small animal which he had killed; and his means of transportation were undoubtedly his hands.

"The problem described above was worked out with a class consisting of eleven girls and fourteen boys in the training department of the State Normal School of New Paltz, N. Y. The shop contained twenty benches. The present sixth grade is working upon a series of models showing the development of water transportation.

Should we continue our investigations further, we should probably find man creating a shelter and slaying larger animals, and with this advance in his ability to cope with his environment comes a new problem. How is he to carry the fruits of his victory to his home, if "home" we may call it? Figure 1, a and b, suggests a simple "drag" or "sledge" which may have been used to transport for a short distance things

which were too heavy to be carried. This "drag" consists of two poles on which has been constructed a platform by binding cross pieces to the poles with vines or roots.'

When man first learned to use the roller will probably never be known, but it must have been far back in prehistoric times. Figure 1, c and d are modifications of the use of the roller in transportation. This roller, the first step towards the wheel and axle, was at first probably a simple log tapered at the ends and held between crotched sticks. The present day wheel-barrow is a modification of this device.

While it is not the province of this article to show the causes for each succeeding device in the evolution of our present means of transportation or even to show why man came to discard the whole log as a roller and use only a cross section of it and thus employ the wheel and axle, yet it is not unlikely that he may have found it difficult to roll the log over obstructions like stones or stumps and have hit upon the idea of cutting away the center leaving only the ends the original size, or the necessity of using it between trees may have caused him to shorten The North American Indians used the device marked (b) in transporting their wigwams and other baggage from place to place.

the log from time to time. The devices thus obtained may have suggested the cross-sections as wheels which were probably fastened to smaller logs as axles. In this device, regardless of the way it may have been determined, the axle revolved with the wheel. Later the axle was

held fast, the wheels only turning. Figure 1, e and f, are devices of the latter kind.

Figure 2 shows a four-wheeled vehicle but the wheels are still crosssections of a log, while Figure 3 shows a wagon the wheels of which are made by using the hub, spokes, etc. The progress in development here represented is shown in the construction of the wheel. The spcked wheel however was undoubtedly used long before the fourwheeled wagon was invented.3

International Encyclopedia.

Figure 4 shows one of the highest types of modern mears of transportation-the freight car.

At least two methods of class instruction are presented by a problem such as is here suggested, namely, the individual and the group model. The "drags" and "rollers" shown in Figure 1 were constructed by individuals, the small carts by two pupils working together and the

wagon, with spoked wheels by four pupils, while the freight car was made by a group of at least ten.

Many problems of the industrial world were met and discussed. The four boys working on the wagon being unable to agree about some detail of its construction declared a strike and refused to work together. The instructor immediately became the committee of arbitration, heard. the statements of opposing parties, adjusted the differences and set the machinery in motion again. The construction of the car gave opportunity for a division of labor. Four pupils made the trucks, two prepared the timbers for the frame work, and two framed and put them together, while others made the siding, floor, or roof.

Problems in mechanics were found at every turn. One example will serve as an illustration. In studying the freight cars at the railroad station, the trusses under the car attracted especial attention and called forth many inquiries. After their name had been given the question arose as to their purpose. A simple experiment like the one shown in Figure 5 soon cleared the matter up and many places where the truss is used were called to mind and given by different pupils.

Working sketches of some of the models were made by pupils before starting their problem and further completed as the work pro

gressed. A simple working drawing of the car was made by the teacher after the proportions had been determined by pupils who had previously measured one of the freight cars at the railroad station.

Projects of this kind do not call for accuracy of construction and hence aid only incidentally in acquiring skill or technique, nevertheless every cart, wagon or car may be made workable or complete in itself.

Couple this fact with the thought content of the subject and it will be readily seen that every pupil has gained in power to think and to do.

Many teachers of manual training undoubtedly refrain from a study of this kind because of the increased difficulty of conducting a class which is allowed to work along such original lines, for it cannot be denied that it is much more difficult to manage a class under these circumstances than when they are working upon the individual model, but as Prof. Charles R. Richards has so well said, "what is impracticable today is accomplished tomorrow." Moreover is it not true that when the child is given a large measure of freedom he gets the opportunity to exercise his originality-that quality of the individual which we so much desire to develop?

The interest and enthusiasm shown by members of the class in examining works of reference for illustrations and descriptions of primitive carts as well as their eagerness to observe and to report concerning different types of freight cars would convince the most skeptical of the value of a study of this kind.