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CHAPTER 2
ORGANIZATIONAL LEARNING

ESSENTIAL OUTCOME

After completing the lesson on this chapter, if nothing else, students should
comprehend the central ideas behind a “learning organization,” and appreciate the role
organizational learning plays in helping organizations achieve their objectives. They
should also be able to describe the various types of knowledge and the ways in which
knowledge can be managed in an organizational context.

CHAPTER LEARNING OUTCOMES

By the end of this chapter, students should be able to:

1. Define organizational learning and describe a learning organization.

2. Explain the five disciplines of a learning organization.
3. Discuss the principles of a learning organization and the four key dimensions that
are critical for creating and sustaining a learning organization, and define a
learning culture.
4. Define knowledge and give examples of explicit and tacit knowledge.
5. Describe the meaning and types of intellectual capital.
6. Define knowledge management and explain how knowledge is acquired,
interpreted, disseminated, and retained in organizations.
7. Define communities of practice and describe what organizations can do to create
them.
8. Define workplace learning, informal learning, and formal learning, and describe what
organizations can do to facilitate informal learning.
9. Describe the multilevel systems model of organizational learning.
KEY CONCEPTS: HOW DOES THIS CHAPTER CONNECT TO THE WORLD
OF TRAINING AND DEVELOPMENT?
1. This chapter describes the processes involved in organizational learning, and
introduces and explains the concept of a learning organization (described on
page 37 and in Table 2.1 on page 39). Not merely another management fad,
organizational learning is critical to organizational success. The rate and pace of
change all organizations face, regardless of their industry or core business
function, requires ongoing learning across and throughout the organization.
Accordingly, striving to become a learning organization is a strategic decision
aimed at sustaining organizational and business relevance and viability.

Copyright © 2013 by Nelson Education Ltd.| C2-1

 2. Knowledge is both explicit and tacit. To be a learning organization, knowledge in
all its forms must be consciously and deliberately managed in the manner of how
it is acquired, interpreted, disseminated, and retained.
3. Organizational learning depends on three inter-connected levels: organizational-
level learning, group-level learning, and individual-level learning. Together,
these levels form a multilevel systems approach to organizational learning (as
described on page 51 and illustrated in Figure 2.1 on page 52).

STUDENT MOTIVATION: WHY SHOULD STUDENTS CARE?

Students by their very nature have an inherent interest in learning and can readily
identify with its importance and value, so they will easily associate themselves with the
central concept of learning. However, they may find it more challenging to directly relate
to the ideas of organizational learning because many of them will not necessarily feel
they have had direct experience with it. In reality, though, most students will have more
experience than they believe, so they need to be encouraged to reflect on their past
workplace learning. The multilevel systems approach is a useful tool here, because
almost all students will relate to individual- and group-level learning, and, upon
reflection, be able to see how their learning may have contributed to organizational-level
learning.

BARRIERS TO LEARNING: WHAT ARE SOME COMMON STUDENT

MISCONCEPTIONS AND STUMBLING BLOCKS?
Some students, especially younger ones, are so used to change as a constant in their
lives (especially technological change) that they may be somewhat de-sensitized to it.
As a result, they may not fully appreciate how crucial ongoing learning is in response to
significant societal and workplace changes that they may take for granted (for example,
many students in your class will have never known life without computers or cell
phones). To reinforce how significant a factor change is for organizations, and to
impress how ongoing learning is critical in the face of rapid and continuous change,
consider using and asking students to provide examples of social and technological
change that have shifted paradigms of how we work, communicate, learn, and go
about living our modern lives.

ENGAGEMENT STRATEGIES: WHAT CAN I DO IN CLASS?

1. During the first 10 minutes of the class, ask students to find a partner and take
turns interviewing each other for two minutes, asking the question “in terms of
your typical day, what kind of things do you take for granted now, that 3/5/10
years ago either did not exist, or were not available to you?” When time is up,
ask for and record a few of the responses. Use the list to make the point that
change is a constant and comes at a rapid pace, and the reality that
organizations—and the people in them—must be in a continuous learning mode

Copyright © 2013 by Nelson Education Ltd.| C2-2

 in order to keep up and remain viable. Use this to augment the first activity in the
suggested lecture outline that follows.
2. For In-Class Exercise 2, on page 55: Ask each student to list formal training
programs they have been part of within the last six months or one year. Ask
students to reflect and list new things they have learnt about their jobs while on
the job within a similar timeframe. Based on these lists, draw out the differences
and value of both types of learning for the students
3. For In-Class Exercise 5, on page 55: Divide the class into two groups (with
subgroups if a large class). One group represents formal learning, and the other,
informal. Have the two groups debate the questions in the exercise. If there are
HR practitioners in class, or a guest speaker, they may be asked to adjudicate
the winning group of the debate.
4. For In-Class Exercise 6, on page 56: Have students work on this exercise alone, in
order to give opportunities for individual learning. Once the presentations are
complete, students can share with another student or volunteer to share within
small groups, or the larger class for review and evaluation.

5. The Great Training Debate: For this and subsequent classes, consider using one
of the “Great Training Debate” questions as an end-of-class exercise. To
increase student attention and engagement, consider using a “lottery” approach
to select the debaters. This can be accomplished by putting students’ names in a
hat (or on a deck of index cards), and just before the debate draw two names,
and assign each a side. Engagement and focus will increase because students
will need to pay attention to the class in case they are “called” to debate that day
(although to be fair, once students have been called to debate, you may want to
not put their names back in the lottery). After the debate, if time allows, invite
comments and opinions from the “audience.” If the class is about 30 students,
with 2 debaters x 15 chapters, each student will have an opportunity to debate
over the duration of the course. If the class is very large, consider having two
students per side (4 debaters); if the class is small, consider only having debates
less frequently based on selected chapters.

Suggestions for Large Class Exercise

The topic of communities of practice is a newly introduced topic in this edition and will
be explored later in Chapter 8 in relation to web-based learning, in particular Web 2.0
tools such as blogs and wikis. To illustrate the concept as it relates to this class, ask a
volunteer to set up a community of practice on Linkedin (Facebook, Google+, etc.) for
the class before the following class, and take responsibility for initiating the group
discussion by posting the following questions on the group site.
Students are to log on to the group and share their experiences with using “learning
groups” in academic environments, such as study groups.

Copyright © 2013 by Nelson Education Ltd.| C2-3

a) What similarities do these groups have to business groups that are communities
of practice?
b) What differences are there?

c) How can communities of practices assist students while at school, and as they make
the transition to the work world?

Suggestions for Technology-Enhanced Classrooms

a) Use the Internet to locate a community of practice and show students how they work.

b) Use the Internet to select an organization from those suggested by students as

possible learning organizations. Check the organization’s website (mission
statements, etc.) for any evidence that it is a learning organization.

Suggestions for Internet Classes

a) Ask students to locate a community of practice and determine how they work.

b) Have students suggest examples of possible learning organizations. Have students

select one and check the organization’s website (mission statements, etc.) for any
evidence that it is a learning organization.
c) On the course discussion board, discuss how the concepts of community of practice
are evident in the design of this course.

ASSESSMENT TOOLS

You may wish to make use of the Test Bank, PowerPoint slides, or at the end of a class,
ask a student to summarize the key points from the lesson.

REFLECTIONS ON TEACHING: HOW CAN I ASSESS MY OWN “PERFORMANCE”?

Good teaching requires the practice of ongoing self-assessment and reflection. At the
completion of this lesson, you may find it helpful to reflect on the following, and consider
whether or not you want or need to make any adjustments for subsequent lessons.
1. What worked in this lesson? What didn’t?
2. Were students engaged? Were they focused or did they go off on tangents?
3. Did I take steps to adequately assess student learning?
4. Did my assessments suggest that they understood the key concepts?
5. What (if anything) should I do differently next time?
6. How can I gather student feedback?
7. How can I use this feedback for continuous improvement of my teaching?

Copyright © 2013 by Nelson Education Ltd.| C2-4

ADDITIONAL RESOURCES

Chapter Summary

In this chapter, we described the meaning and importance of learning in organizations

and the management of knowledge. The five disciplines and the principles of a learning
organization are described as well as four dimensions that are critical for creating and
sustaining a learning organization. We also discussed different types of knowledge in
organizations as well as four types of intellectual capital. Knowledge management was
then defined, followed by a discussion of knowledge management practices that
organizations use to acquire, interpret, disseminate, and retain knowledge. We then
described how communities of practice and informal learning contribute to individual
and organizational learning. The chapter concluded with a description of a multilevel
systems approach to organizational learning that connects learning at the
organizational, group, and individual level. In the next chapter, we will take a closer look
at how individuals learn in organizations.

Lecture Outline
COMMENTS ACTIVITY

A. Introduction
Consider the challenges facing
organizations today—keeping up with
their competitors, changes in technology,
the needs and wants of their customers,
etc. In today’s turbulent environment,
organizations realize they must do more
than just train employees for the current
state of affairs.
Ask students to consider either the
organization they work for, or one that
they are very familiar with (maybe as a
customer), and have them list some of
the factors that might be a challenge for
that organization right now. List the
factors on board or flip chart.

B. The Learning Organization Senge’s

book The Fifth Discipline introduced a Show definition slide, and describe
new approach to how organizations the five disciplines, providing
view learning, which is perhaps even examples to illustrate each one.
more important now than when it was
introduced in 1990.

C. Principles of a Learning Organization

Senge’s key principles of a learning Ask students to comment on their own
organization. organization (work, volunteer). Do they
feel these principles are embodied in
their organization? Why? Why not?

Copyright © 2013 by Nelson Education Ltd.| C2-5

D. Key Dimension of a
Learning Organization
Conference Board of Canada’s study
findings on the key dimension of a
learning organization.
E. The Meaning and Types of
Knowledge What is the difference
between information and knowledge?
F. Intellectual Capital
More than just knowledge, intellectual
capital is really intelligence—and it is
critical to organizational effectiveness.
G. Knowledge Management Practices Can
organizations afford to leave learning and
the resulting knowledge to chance? Of
course not—it must be managed.
H. Informal Learning
What is informal learning? How does it
differ from formal learning? What are
the benefits for organizations in
facilitating informal learning?
I. Communities of Practice
Learning in groups centred on topics
of interest has become a common and
effective learning tool.
Discuss that these are findings from
research done in Canada. Discuss the
link between these findings and Senge’s
principles.
Discuss the link between this and SHRM.
Provide definitions of tacit and explicit
knowledge. Ask for practical examples of
each. Given changing demographics and
retirement and hiring forecasts, why is
managing tacit knowledge so important?
Show overhead/slide of the four types
of intellectual capital. Ask for actual
examples for each.
Show slide of Tying It All Together to
sum up concept.
Put up four (or groups of four) flipchart
pages (or four sections of the board).
Label them acquisition, interpretation,
dissemination, and retention. Invite
students to move about and record/
discuss examples for each. Debrief
and elaborate.
Display a slide of Table 2.2. Ask students
to describe their own experiences with both
informal and formal learning. Conclude by
discussing the increasing value of informal
learning for organizations.
Highlight Training Today 2.2 example of
a community of practice in class.
Reinforce Communities of Practice as a
key concept related to technology-based
Copyright © 2013 by Nelson Education Ltd.| C2-6
 learning that will be discussed later in
the course.
J. Multilevel Systems Approach
In order for learning to be used effectively Display a slide or overhead of Figure 2.1.
it must be understood in terms of the Explain and provide examples.
linkages between the organization,
groups, and individuals.

K. Organizational Learning and Training

Where does training and development Introduce the topic of individual
fit within the context of the learning learning, addressed in the next chapter.
organization?

Web Links

Society for Organizational Learning (founded by Peter Senge):

http://www.solonline.org

An excellent and balanced overview of the topic of organizational

learning: http://www.infed.org/biblio/organizational-learning.htm

Suggestions for End-of-Chapter Exercises

1. For In-Class Exercise 1, on page 55: Individually or in groups, have students

develop their checklist. Use as a stand-alone exercise to reinforce the
characteristics of a learning organization, or assign the questions in the exercise
as a homework assignment.
2. For In-Class Exercise 4, on page 55: Divide the class into groups of 4–5. In each
group, one student should role play the role of the president, and another the
director of training. Have them interview each other using the suggested
questions. The rest of the group should evaluate the presentations by the two
students, and one of the remaining students in the group should make a
presentation of the evaluation to the class. Alternatively, if you have HR
practitioners in your class, ask them if they would be comfortable addressing
these questions. Or, arrange for an HR practitioner to come into your class as a
guest speaker.

New Case Incident 1

The Gallery Association, a not-for-profit organization representing independent art

galleries in the province employs five staff members in addition to a CEO. It is located
in a major Canadian city.

Copyright © 2013 by Nelson Education Ltd.| C2-7

The team is small, has been together for over seven years, and generally gets
along. However, for some time now, they have found that they are having challenges
with managing special events projects that they offer to the galleries they represent.
Upon closer review it seems that each staff member has some role in designing,
planning, and coordinating the event, even though there is a staff member responsible
for special events. The CEO has recently discovered that there is little communication
between the various staff members on the events, as each takes the responsibility of
managing their “part” of the process, but is not up to date on what the others are doing.
It has also been discovered that much of the information and records for the previous
years’ events are not stored in a central “location,” but in a binder kept in the special
events manager’s office. Other staff members rarely access it for future events as it
seems “private property” of the special events manager.
a) Identify the main causes of the challenges this organization is facing.

b) What degree of organizational learning is taking place in the association as related to

the special events?
c) Discuss how the concept of knowledge management can assist this organization.

Answers

a) This organization is being affected by lack of organizational learning, particularly in

the areas of systems thinking, knowledge dissemination, and knowledge retention.
b) There is little focus on organizational learning as the organization does not view
the special events as part of a system. Instead, each staff member is managing
his/her respective part (silo thinking), and hence sharing little of the pertinent
information affecting timely delivery of this service to their members.
c) A focus on knowledge management—in particular, knowledge dissemination (of both
explicit and tacit knowledge related to the special events) and knowledge retention—
would be beneficial for this organization. Moving away from the “private property” binder
in one staff member’s office to a shared “file” (preferably on an intranet) that stores
information from previous years’ events would be beneficial. This would make access to
the information easier, and create a sense of a shared responsibility. This would
address both “dissemination and retention.” In addition, more team communication on
the planning of the events as they occur would enhance current information levels and
provide immediate opportunities for knowledge dissemination.

New Case Incident 2

Marshall Phillip is the HR Director for an electronic components distributor in the

Vancouver. The company is not meeting their sales targets and there is more talk by the
president of needing to bring in some “top notch” sales trainers to work with the sales

Copyright © 2013 by Nelson Education Ltd.| C2-8

staff. Marshall is concerned that this is not really a “training” problem; as the sales staff
attended a “top notch” sales training program just the year before and know how to sell.
He believes it is more related to the lack of employee engagement on the part of the
sales staff. They have had four different sales directors over the past three years and
seem to be in a state of change all the time, with each sales director bringing his/her
own vision for the department and making changes to the way processes are managed
to reflect his/her own vision. When Marshall tries to discuss this with the president, he is
told that it’s a sales problem, not HR, and he wouldn’t understand.
a) Assuming that Marshall Phillip is correct, identify the reasons the sales staff may
have low employee engagement and why it is affecting their sales performance.

b) What mistakes is the president making in this situation?

c) How could Marshall Phillip influence the president’s thinking in this situation?

Answers

a) Given the repeated change in leadership in the sales department, and the constant
changing “vision,” it is likely that the members of the sales team are overwhelmed with
the amount of change and are reluctant to buy into any “vision,” as they anticipate it
won’t last long. Although each sales director is trying to implement his/her vision, none
are able to create a “shared vision” (one of the five disciplines) within the department.
All of this is impacting the employee engagement of the sales staff, their motivation,
and their performance. Additionally, repeated changes in the sales processes make it
difficult and time-consuming for them to stay on top of the administrative side of their
job. Marshall is correct that they know how to sell and don’t need sales training.

b) The president is making a classic business mistake in viewing the sales issue as
only relevant to sales. The president is guilty of lack of systems thinking, fails to see the
strategic role of HR, and is jumping to faulty conclusions about the performance issues
of the sales staff without looking at the real barriers to their performance.
c) This is an opportunity for Marshall to demonstrate the importance and value of
strategic HRM, and its link to systems thinking, as well as introduce concepts related to
needs assessment for identifying training needs. Each of these can influence the
president to see that training is not needed (other barriers need to be addressed), that
HR can assess issues in other departments and influence strategy using appropriate
tools (needs assessment), and that the decision made in this situation will have an
impact on the organization as a whole (systems thinking), because if sales continue to
decrease, one can assume the bottom line will be affected, and likely the viability of the
company.

Copyright © 2013 by Nelson Education Ltd.| C2-9

Flashback Answers

1. At AlliedBarton:
Performance management is viewed as a process that occurs over time,
and that is customized and individualized. Their approach to training and
development mirrors and supports this view.
“Leaders’ EDGE,” “Managers’ EDGE,” “and Knowledge Knuggets” are all
examples of how AlliedBarton views training and development as an
integral aspect of their performance management process.
2. Training and development benefits at AlliedBarton include:
Benefits to the organization: affects organization’s strategy (continuous
transformation) and effectiveness (views training and development as vital
for employees to be able to perform their jobs with skill and confidence).
Benefits to the employee: both intrinsic in terms of increased morale,
confidence, and pride; and extrinsic in terms of opportunities for growth
and advancement.
Benefits to society: in terms of contributing to an educated and
skilled population, and to the overall economy through job creation.
3. Training and development as an investment:
Training and development permeates the culture throughout (from hiring
through promotion, and employee retention), and throughout all levels of
the organization.
The “EDGE” (educate, develop, grow, and engage) credo illustrates that
AlliedBarton views training and development as a strategic investment.
4. The context of training and development at AlliedBarton:
Environment: Adapting to changes in laws, technology, the labour market,
and economy all compel AlliedBarton to be in a continuous learning
mode. AlliedBarton embraces its diverse, multi-generational workforce
and its flexible training approaches reflect its demographic reality. While it
is the largest American-owned company of its kind, AlliedBarton uses
training and development as part of its strategy to remain competitive.
Organization: training and development is embedded in the goals, values,
and culture of the organization, and is an integral part of the strategy of
continual growth and evolution. This is modelled by the leadership through
their direct participation in and support of training and development.
Human resources system (HRMS): Training and development and the
focus on organizational learning factors into most aspects of AlliedBarton’s
human resources system, including recruitment and selection,
performance appraisal, and (one can assume) health and safety and
labour relations (as aspects of training).

Copyright © 2013 by Nelson Education Ltd.| C2-10

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The Rambler
Club's motor car
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: The Rambler Club's motor car

Author: W. Crispin Sheppard

Release date: July 5, 2022 [eBook #68459]

Language: English

Original publication: United States: Penn Publishing Company, 1913

Credits: David Edwards, David E. Brown, and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file was
produced from images generously made available by The
Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK THE

RAMBLER CLUB'S MOTOR CAR ***
A CHORUS OF GOOD-BYES
 The Rambler Club’s
Motor Car

BY W. CRISPIN SHEPPARD
AUTHOR OF
“THE RAMBLER CLUB AFLOAT”
“THE RAMBLER CLUB’S WINTER CAMP”
“THE RAMBLER CLUB IN THE MOUNTAINS”
“THE RAMBLER CLUB ON CIRCLE T RANCH”
“THE RAMBLER CLUB AMONG THE LUMBERJACKS”
“THE RAMBLER CLUB’S GOLD MINE”
“THE RAMBLER CLUB’S AEROPLANE”
“THE RAMBLER CLUB’S HOUSE-BOAT”
“THE RAMBLER CLUB’S BALL NINE”

Illustrated by the Author

THE PENN PUBLISHING COMPANY

PHILADELPHIA
MCMXIII
COPYRIGHT
1913 BY
THE PENN
PUBLISHING
COMPANY
 Introduction
The various adventures which have befallen Bob Somers and his
fellow members of the club which the boys formed at Kingswood,
Wisconsin, are related in “The Rambler Club Afloat,” “The Rambler
Club’s Winter Camp,” “The Rambler Club in the Mountains,” “The
Rambler Club on Circle T Ranch,” “The Rambler Club among the
Lumberjacks,” “The Rambler Club’s Gold Mine,” “The Rambler
Club’s Aeroplane” and “The Rambler Club’s House-Boat.”
Bob Somers, Dave Brandon and Tom Clifton, three members of the
club, have reached Chicago, homeward bound after a trip up the
Hudson. The characters of the boys are widely different. Bob
Somers is strong and athletic, while stout Dave Brandon, inclined to
take his ease on all possible occasions, can be remarkably active
when circumstances demand. Tom Clifton, a trifle self-conscious,
and sometimes allowing his enthusiasm to carry him away, is really
not so vain as many think.
Dave Brandon, poet and historian of the club, who is chronicling the
various incidents and adventures that befall them, feels that their
present motor car trip will add but little to his book. A series of
unlooked-for events, however, quite reverse this idea.
In the next book, “The Rambler Club’s Ball Nine,” is told the story of
certain incidents at the Kingswood high school. Several of the best
players have graduated, and in their attempts to reorganize the team
the Ramblers find themselves involved in a stormy and exciting
struggle.
W. Crispin Sheppard.
 Contents
I. Off to Wisconsin 9
II. The First Lap 20
III. The “Fearless” 31
IV. The Circus 38
V. Georgy, the Giant 45
VI. Joe Rodgers 59
VII. Deserted 74
VIII. Tom at the Wheel 88
IX. Speeding 104
X. The Constable 112
XI. Getting a Job 125
XII. The New Barker 137
XIII. Under the Big Top 150
XIV. The Whaleback 169
XV. An Unexpected Voyage 178
XVI. Tom Scores 189
XVII. Elephants 203
XVIII. A Rough Trip 215
XIX. Dave Does Some Riding 229
XX. Vic Turns Up 243
XXI. Explanations 251
XXII. Dave Resigns 259
XXIII. The Arm of the Law 279
XXIV. The Judge Interferes 292
XXV. Joe’s Chance 301
 Illustrations
PAGE
A Chorus of Good-byes Frontispiece
“Are You Working for the Circus?” 71
“Steamer Coming,” He Announced 175
“Look Out for Yourselves, Boys” 201
He Sprang to His Place 284
The Rambler Club’s Motor
Car
 CHAPTER I
OFF TO WISCONSIN

On the steps of a house on Michigan Avenue, Chicago, not far from

Thirtieth Street, Victor Collins stood gazing up and down the wide
thoroughfare. There was an expression in his eyes which seemed to
indicate an earnest and expectant state of mind.
The steps belonged to a fine mansion with handsome columns on
either side of the entrance and an ornate balcony above. Everything
suggested that the neighborhood was the home of wealth and
aristocracy. Even the lad on the steps fitted perfectly into the picture.
His rather small, slight figure was dressed in a natty brown suit, while
a cap—a very large checkered cap—rested jauntily on his neatly
brushed hair. Victor Collins’ features were well proportioned,
although the curves were rather too dainty, perhaps, to suit the idea
of some critical lads.
Victor was becoming impatient. Impatience was one of his principal
characteristics. Waiting is tedious. So Victor tilted his cap far back,
the process revealing two frowning lines on his forehead which,
considering his age, should never have existed.
Fortunately for the lad’s peace of mind, however, the vigorous honk,
honk of a motor car, rising above all other sounds in the street,
suddenly caused his gaze to become centered upon the
approaching machine.
“Well, thank goodness, here they are at last!” he exclaimed, joyfully.
Running down the steps he reached the curb just as a big touring car
swung up alongside and came to a stop.
“All ready, Victor?” called the chauffeur, a broad-shouldered, healthy-
looking lad, leaping to the ground.
There was no answer, because at the same instant three other boys,
with much noise and laughter, began climbing out.
The youngest was very tall and thin, and this was accentuated by the
stoutness of a broadly smiling lad who stood close beside him. The
fourth member of the group, a slender, sandy-haired boy, appeared
to be about sixteen. His broad forehead and delicately chiseled
features suggested fine intellect.
The first three, Bob Somers, Tom Clifton and Dave Brandon, were
members of the Rambler Club, who, having made a house-boat trip
up the Hudson, had reached Chicago en route to Wisconsin. Charlie
Blake, their companion, a classmate, often referred to as the “grind,”
on account of his studious habits, was on a visit to his friend, Victor
Collins.
It naturally followed that the Ramblers, happening to be in Chicago
at the same time, received an invitation to visit the Collins mansion.
And it also followed that, as the Ramblers were going to have the
use of a seven passenger touring car, Victor Collins was more than
pleased to meet them.
Mr. Somers, Bob’s father, having motored to Chicago on business,
returned by train, leaving the car at a garage, so that the boys might
use it for the remainder of the journey to Kingswood, Wisconsin, their
home.
When Victor Collins learned of this intention he instantly announced
a determination to go with the crowd as far as Kenosha.
“You see,” he explained to Bob Somers, “my Uncle Ralph lives there;
and he owns the dandiest motor yacht your eyes ever looked upon.
He’s invited me to take a trip to Milwaukee. Talk about sport!”
So the morning had come when Victor’s anticipations were about to
be realized.
“You’re all as brown as a bunch of street cleaners,” he remarked,
after salutations had been exchanged. “I don’t believe that sun-
tinting will ever wear off, either. Hello, Hannibal, hello!”
He turned and faced the house.
A very dignified colored man, wearing an immaculately clean apron,
had opened the door and was standing with a large suit case in his
hand.
“Bring it down and chuck it into the car,” commanded Victor.
“An awful lot of stuff for a short trip,” remarked Tom. “You ought to
throw out half.”
“Fade away,” retorted Victor. “There’s another one coming.”
“Mercy!” snickered Tom. “Why don’t you bring a department store
along?”
Hannibal made short work of depositing the heavy suit cases in the
tonneau. Then, grinning broadly, he drew forth a letter and handed it
to Charlie Blake.
“It am just come, suh,” he explained.
“The handwriting spells Kirk Talbot’s name as loud as those checks
on Victor’s cap, fellows,” cried Blake.
“Kirk Talbot?” queried Tom, interestedly. “We met Kirk often on one of
our trips. Remember, Bob?”
Bob did, and smiled.
“I’m sorry that he and Nat Wingate won’t be back in the school this
term,” he remarked. “By the way, Dave, we’ll have to hustle to catch
up with our studies.”
“Don’t mention it, Bob. Just think of how the doors of that school are
yawning for us even now.”
“They’ll have to yawn a mighty big, wide yawn for you,” said Victor.
“Go ahead, Charlie, read that letter out loud,” cried Tom.
Blake was soon smiling broadly.
“Kirk has a few interesting knocks to hand out, Bob,” he chuckled.
“Just listen:
“‘Dear Charlie:—
“‘Your last effusion is lying on my desk. So you are
actually going to meet Bob Somers and his chums! Say,
don’t those chaps manage to have the finest time ever,
with their aeroplanes, house-boats, automobiles and a
dash of cowboy life in between!
“‘And you are going to motor back to Kingswood with
them! That’s great.
“‘But I’ve got a bit of news which ought to make Bob
Somers sit up and take notice. Nat Wingate and I have
formed a football team. Yes, it’s true. There’s a lot of good
material going to waste here in town. And the high school
team has had its own way so long it’s time somebody took
them down a peg. And though we really hate to do it those
chaps are in for the worst drubbing of their career, and
we’re even talking about a ball nine next spring.’”
“Are we going to stay here all day?” grumbled Victor.
“Just a few moments, Vic,” laughed Charlie, resuming:
“‘Now that Nat Wingate has gone those high school chaps
are like an army without a general.’”
“Huh!” remarked Tom, frowning slightly.
“‘Now, Charlie, here’s what Nat and I think. Bob Somers
and his Rambler crowd may be pretty good at bowling
over grizzlies, collecting panther skins, or busting
bronchos, but when it comes to either football or baseball
——’”
“Well, I like that!” broke in Tom indignantly.
“Prepare yourself for the worst,” laughed Charlie. “Listen
to this:
“‘I guess they are simply out of the running?’”
“Did you ever, Bob Somers!” cried Tom. “The nerve of
him!”
 “Oh, don’t worry. I guess the high school eleven can take
care of any crowd he brings,” said Bob.
“There are some pretty good baseball players, though, in
Kingswood,” said Tom. “I guess it’s up to us to take hold
next spring and put a little ginger into our crowd.”
“You haven’t quite the shape for a ball player, Clifton,”
remarked Victor, with a critical stare.
“Humph!” sniffed Tom.
“For goodness’ sake, finish that letter, Blake,” continued
Victor, with a grin.
“‘I hear that the Kingswood High has a chance to get an
athletic field,’” read Charlie. “‘Mr. Rupert Barry owns a
large plot of ground which ought to make a dandy ball
park. But, so far, it is only a rumor, and maybe a silly one,
at that. You would think so if you saw some of the playing
the K. H. S. has done recently.
“‘Tell Bob Somers what I said. Good-bye and good luck.
“‘Your old chum,
“‘Kirk.’”
“A nice long letter,” drawled Dave.
“Is that all you have to say about it?” demanded Tom.
“Well, Tom,” said Dave, slowly, “your suggestion needs
consideration.”
“You haven’t quite the shape for a ball player either, Brandon,” said
Victor.
“Goodness—Dave’s turn now!” snickered Tom. “What kind of a figure
must a ball tosser have, anyway?”
“Somers is about right,” answered Victor, calmly. “But a chap that is
either all bones or all fat won’t do.”
“We’ll show you some day,” snapped Tom, hotly.
Baseball was a rather sore subject with Charlie Blake. He had tried it
the season before, but lack of confidence in himself speedily caused
him to drop out of the game.
Some of the boys who were not of a very considerate nature
concluded that Charlie had a yellow streak, and, at this point, Bob
Somers earned Blake’s everlasting gratitude by sticking manfully to
him.
“Say,” remarked the latter, rather dolefully, “I’m sorry I didn’t make
good on the nine last year. I certainly tried hard enough.”
“Maybe you didn’t have the right kind of a figure,” said Tom, with
tremendous sarcasm.
“A nice thing to waste all this time,” grunted Victor. “We ought to be
burning up some of those country roads.”
“That’s right,” laughed Bob Somers. “Pile in, fellows.”
His eyes sparkled as they ran over the graceful lines of the big
touring machine. It was finished in a deep, rich red, relieved by
touches of darker color. Polished lamps, steering gear and levers, in
places, shot back the rays of the early morning sun.
It was something to feel that they were actually in possession of
such a magnificent car—theirs to command, theirs to take them
where they willed, and theirs to defy distance, time, and railroads.
Mrs. Collins was looking out of a second story window.
An instant later, Victor, from his place on the rear cushion, shouted:
“Good-bye, mother!”
“Have you all those warm wraps and the umbrella I told you to take?”
she called.
“Yes, mother!”
“And that bottle of beef tea, and your raincoat?”
“Yes, mother!”
“And will you be sure to use the cough medicine in case you catch
cold?”
“Yes, mother!”
“Well, do be careful, Victor. And don’t fail to send a card home this
afternoon.”
Victor promised, his face glowing with anticipation.
“We are going to have a ripping time, mother!” he shouted. “Hooray!
Let her whizz, Somers!”
 CHAPTER II
THE FIRST LAP

The crisp staccato notes of the motor suddenly drowned the sound
of his voice. From the exhaust poured a bluish haze of gasoline
vapor. The car apparently became vibrant with life and energy. Then,
as the rapid-fire roar quickly lessened to a low musical drone, Bob
Somers threw in the clutch.
In the midst of a chorus of good-byes, the motor car began to glide
smoothly away, and, upon looking back, the boys saw the lady at the
window waving her handkerchief.
“Oh, isn’t this just stunning!” cried Victor. “Hit it up, Somers.”
Row after row of residences seemed to be drawn swiftly toward them
and sent slipping behind. At each street crossing Bob slowed up,
allowing the boys momentary views of Lake Michigan, only a short
distance away.
The few vehicles and pedestrians about appeared as mere crawling
things whenever the high-powered car leaped forward in obedience
to the summons of its master’s hand.
Victor Collins experienced a delightful sense of ease and comfort as
he watched the passing show with all the zest and interest that
novelty often brings.
“Go it, Somers, go it!” he urged. “Whoop it up like sixty!”
“Restraint and caution should ever be the chauffeur’s watchword,”
drawled Dave.
“That’s what I think, too,” approved Charlie.
“In cities they always have so many laws to bother a chap,”
grumbled Tom. “Why, when we were in Wyoming——”
“Oh, forget it, son,” interrupted Victor. “This beats all your old cowboy
business to pieces.”
The residential section of Michigan Avenue had been passed. The
motor car was now swinging along by the side of Grant Park. Out
over the lake they could see that the stiff breeze was kicking up the
water into choppy waves and tossing about several small boats
whose sails cut crisply white against the background. The far-
reaching stretch of water, in the early morning light, became lost in a
scintillating haze which dazzled the eye.
“The clouds are piling up,” remarked Dave. “I guess we’ll have some
stormy weather soon.”
A succession of views passed so rapidly that the eye could take in
only their salient features. Almost before they realized it the boys
were being carried across the Chicago River. One look showed them
an insignificant tug struggling valiantly with a huge, clumsy barge, a
myriad of masts, a kaleidoscopic effect of hulls, docks and buildings,
with here and there clouds of smoke and steam. Then all was
whirled behind them.
“What time shall we get to Kenosha, Somers?” demanded Victor.
“About one o’clock, if everything goes well,” answered Bob.
He put on his goggles, for occasionally the breeze brought with it a
shower of flying particles.
“Good! Then we can slip over to Uncle Ralph’s motor yacht. Did you
speak, sir?”
“I did,” answered Tom, with dignity. “I said it might be a good idea for
the bunch to stop over night at Kenosha.”
“They might stand for you that long,” grinned Victor.
“The question is: can we stand for it?”
“Maybe we’ll see you at Milwaukee,” broke in Charlie. “Too bad, Vic,
you’re not going to stick with us all the way. You’d never catch me
going on any yacht.”
“Why not?”