school of hard knots
by alex hanson

the typical apprenticeship with a japanese traditional boatbuilder lasts
six years, during which an apprentice can expect to spend a lot of time
sweeping the shop floor and sharpening tools while watching the master ply
his trade. work is conducted in silence, questions are answered elliptically, if
at all, and, by the end, the master will have withheld key pieces of
knowledge that the apprentice is expected to acquire through guile or
outright theft.
even in japan, where traditional crafts are revered, this system is too
grueling, too much at odds with modern life, to survive. it is no wonder, then,
that as a generation of japanese boatwrights has retired, their knowledge
has retired with them. vermont boatbuilder douglas brooks is trying to
ensure that the centuries - old designs for fishing boats and water taxis dont
follow these craftsmen to the grave.
for more than two decades, brooks has researched traditional
boatmaking in japan, and has done short, nontraditional apprenticeships to
record boat designs. ordinarily, no westerner would have a hope of learning
in a few weeks what usually takes years of patient observation to acquire.
heyre willing to teach me because they realize whats about to be lost,\
brooks says.
the challenge of preserving this art is largely pedagogical, and thats the
subject of \ways of learning,\ a slide talk brooks gives through the vermont
humanities councils speakers bureau. through his talk, brooks has
stimulated a debate about how traditional crafts are handed down. his
american audiences expect collegiality and dialog between student and
teacher and are often shocked to hear about the japanese method.
\japanese craftspeople do not teach in a way thats familiar to us as
westerners,\ brooks says. in part, thats because the apprentice is meant to
develop a set of values as well as a set of skills. they must learn how to
observe, and they must learn patience and cunning.
of the five masters brooks has learned from, only two had drawings of
3
select the correct answer.
which detail best shapes the idea that a japanese boatbuilder apprentice is meant to learn certain values as well as skills?
a. \his american audiences expect collegiality and dialogue between student and teacher\
b. hey must learn how to observe, and they must learn patience and cunning\
c. he typical apprenticeship with a japanese traditional boatbuilder lasts six years\
d. \brooks has researched traditional boatmaking in japan, and has done short, nontraditional apprenticeships\
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Question

school of hard knots
by alex hanson

the typical apprenticeship with a japanese traditional boatbuilder lasts
six years, during which an apprentice can expect to spend a lot of time
sweeping the shop floor and sharpening tools while watching the master ply
his trade. work is conducted in silence, questions are answered elliptically, if
at all, and, by the end, the master will have withheld key pieces of
knowledge that the apprentice is expected to acquire through guile or
outright theft.
even in japan, where traditional crafts are revered, this system is too
grueling, too much at odds with modern life, to survive. it is no wonder, then,
that as a generation of japanese boatwrights has retired, their knowledge
has retired with them. vermont boatbuilder douglas brooks is trying to
ensure that the centuries - old designs for fishing boats and water taxis dont
follow these craftsmen to the grave.
for more than two decades, brooks has researched traditional
boatmaking in japan, and has done short, nontraditional apprenticeships to
record boat designs. ordinarily, no westerner would have a hope of learning
in a few weeks what usually takes years of patient observation to acquire.
	heyre willing to teach me because they realize whats about to be lost,\
brooks says.
the challenge of preserving this art is largely pedagogical, and thats the
subject of \ways of learning,\ a slide talk brooks gives through the vermont
humanities councils speakers bureau. through his talk, brooks has
stimulated a debate about how traditional crafts are handed down. his
american audiences expect collegiality and dialog between student and
teacher and are often shocked to hear about the japanese method.
\japanese craftspeople do not teach in a way thats familiar to us as
westerners,\ brooks says. in part, thats because the apprentice is meant to
develop a set of values as well as a set of skills. they must learn how to
observe, and they must learn patience and cunning.
of the five masters brooks has learned from, only two had drawings of
3
select the correct answer.
which detail best shapes the idea that a japanese boatbuilder apprentice is meant to learn certain values as well as skills?
a. \his american audiences expect collegiality and dialogue between student and teacher\
b. 	hey must learn how to observe, and they must learn patience and cunning\
c. 	he typical apprenticeship with a japanese traditional boatbuilder lasts six years\
d. \brooks has researched traditional boatmaking in japan, and has done short, nontraditional apprenticeships\
reset next

Accepted Answer

# Brief Explanations:
To determine which detail shows apprentices learn values and skills, we analyze each option:
- Option A: Discusses American audiences' expectations, not apprentices' learning of values/skills.
- Option B: States "they must learn how to observe, and they must learn patience and cunning"—"observe" relates to skill, "patience and cunning" are values, directly supporting the idea of learning both.
- Option C: Only mentions the duration of apprenticeship, not values/skills.
- Option D: Talks about Brooks' research and nontraditional apprenticeships, not what apprentices learn.

# Answer:
B. "They must learn how to observe, and they must learn patience and cunning"

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