Document GmKORn5XaVBwR9kokDx7m24Dq

Tu'cut\-sccoud C'tfftjrr/J--iVtf/iona/ Sofctx Council TUESDAY AFTERNOON SESSION October 3. 1933 Address By FREDERICK E. WILLIAMSON President, New York Central Lines, New York City The speaker sate) in pert: l not ray first lesson m safety in a very trying way. ! vai wwl'un; In Utica, and the yard eras badly congested. I was working with a switch engine in the lower part of the yard, and it eras snowing hard. 1 was on lap of a string of cars, and 1 was trying to figure out how to get them out. 1 swung down on a side ladder, with ray ndnd wholly intent on what 1 was trying to accomplish, and stepped hack on trad: Xo. 2 there was a screech of a whistle, and here suddenly was K& 3Ts engine about 50 feet stray, or so it seemnt to me. Instinctively. 1 nude s five between this string of cars that was polling out. and 1 could lost fed that pilot beam ditttk by me. sad the engineer thought be had hit me. He slopped and came hash to find that I was all right, but certainly I get a safety lessen Iran Mm in no uncertain words. S*i 1 Warned sny first safety lessen by a shock and a scare. Today, however, we hare adopted another principle. Xocr wc arc trying to teach the young men safety h? roles, by education, rather than hy letting them leant through experience and narrow escapes that safety is essential. You and the affiliated safety bureaus of the several railroads have taught os to understand that while yen cml undo accident* that have happened, you can tec to it dot no accident tha* docs happen will be considered a dosed bode anti! there b a thorough analysis of its cause, with a view to the avoidance, wherever possible, of that same cause of succeeding accidents. As we review the official records of the Interstate Commacc Coanmisicn. ere note with pride the progress of the American railroad in the reduction of accidents, and all who are familiar with the subject recognize the large com* Buttion of the Safety Section of the Association in that noteworthy achievement. One of my distinguished pcdecessors in the preskfaicr of the New York Central IJaci was fond of saying that a railroad is composed of plant and personnel, and that perwanri represents 90 per cent of hs value. Much of the success of your work is dependent upm a recognition of the large importance in `safe railroading of the so-called "hnman demerit.'' You must consider and deal with a mental aj>priorh w officers and employee* to all safety work. It is not enough dial the physical plants he cleared of lurking hazards, nor is it enough that instructions as ()% safe rodhods of operation he promulgated. Both of these thing*, ol course, are vital. Of equaf importance, perhaps of larger importance, is the molding of menial attitude toward safety movements, and toward safety rtsdf. The number of accidents that are utterly unavoidable is surprisingly small. Everything that is done to impress on all the frightful cost of accidents in life, limb and money, is yeoman service. We most eternally seek to instill in the minds of all a serious respect for safety measures and a dogged determination to dev each one, his job. not only welL but safely. Your section is now. as it has been from its inception, in the vanguard of that movement, and h b hot candid that I say to yoo that railroad executive generally, congratulate and hmnr yoo few what you have done and arc Safely Section ARA--Steam Railroad Section NSC 445 The Art of Teaching Safety By C. B. BOULBT Safety Director, Wisconsin Public Service Corp^ Milwaukee, Wis. The speaker said in part: Safety engineer* and executive* have learned dot before you can stop accidents, the accidents must be analyzed individually and col lectively' and proper remedies applied; and the only way to apply the remedies is through teaching the facts that the acektotts disclosed must be taught. That caxsnm be done in a week or a month. It is a continuous job, year in and year am. It is a generally accepted tact that teaching ** made ciiier and meet successful if the individual we desire to lead) is in a receptive frame of mind. How are you going to do this? By appealing to the things that the man most desires to have. Pot yourself in the position of the man who is working for you, and let's see what the things are that are wanted. Suppose he is a machine operator, a switchman, or whatever bis job is--there are certain things he wants. Rest, if he is any kind of a man, he wants to keep his job. That is the first thing. Second, he wants to keep Ins pay. He doesn't want a job unless be gets paid. Third, be wants to be aide to do bis work in a satisfactory maimer, not only satisfactory to himself but to his employer. Fourth, he is interested in hit family, *n his family's protection and in his family's welfare. Fifth, he fs interested m hi* own pleasures, playing tne violin, moving pictures, playing golf, etc Sixth, if he is the right kind of an employee, and if you have taught him right, he H interested in the company's success, because n that he will find his own success. We as safety engineers must absolutely first convince llie nan that an accident to him. no matter how minor. Is a real loss to himself and to society. After that. I Utink yoo can show him first of all that your connany ** interested in safety, and you can prove it to him by saying, "Do you know that safety coastrodkm is m everything we bare? Xotice the guards on the machines, the type of operation we are carrying on, the type of equipment we arc using. Safe construction and safe conditions are part of the raamgematt.'* I used to be a teacher and there are a few things 1 believe I can pass on that will be helpful First, the presentation of the subject that you want to teach. The jattontim mast first of an he simple. It must be brief. It must be absolutely to the point. Second, the arrangement of the material that you teach must be togteal. There must be a logical sequence to the things that you are trying to teach. Third, the facts that you are trying to leach must be, wherever they can, related to the farts the man already knows, in order that by association with existing knowledge he can ream those facta. Lash your word picture must be clear. Hour can we accomplish these things vc are going to try to present? Let us go back to the school situation. How fid your teacher teach you arithmetic and spell ing? First of all. by repetition- Yoo remember how you learned the czmHiplteation table. How were yoo taught spelling? Again, by repetition. You would spell the word molly, and if yoo missed it yoo would write it a hundred timw Are yoo using that trick in teaching safety, or are you just telling the men once and forgetting it? That is one of the first principles of teaching safety, repetition. Jn connection with repetition, it is very important that repetition be made not over only one day, bat over a long.period of time. Experiments have proved (lot the