Chapter VIII: Teaching (2)

BEST PERIODS FOR MEMORIZING UTILIZED.--As for education of the memory, there is a wide difference of opinion among leading psychologists in regard to whether or not the memorizing faculty, as the whole, can be improved by training; but all agree that those things which are specially desired to be memorized can be learned more easily, and more quickly, under some conditions than under others:

For example, there is a certain time of day, for each person, when the memory is more efficient than at other times. This is usually in the morning, but is not always so. The period when memorizing is easiest is taken advantage of, and, as far as possible, new methods and new instruction cards are passed out at that time when the worker is naturally best fitted to remember what is to be done.

INDIVIDUAL DIFFERENCES RESPECTED.--It is a question that varies with different conditions, whether the several instruction cards beyond the one he is working on shall be given to the worker ahead of time, that he may use his own judgment as to when is the best time to learn, or whether he shall have but one at a time, and concentrate on that. For certain dispositions, it is a great help to see a long line of work ahead. They enjoy getting the work done, and feeling that they are more or less ahead of record. Others become confused if they see too much ahead, and would rather attack but one problem at a time. This fundamental difference in types of mind should be taken advantage of when laying out material to be memorized.

AID OF MNEMONIC SYMBOLS TO THE MEMORY.--The mnemonic classifications furnish a place where the worker who remembers but little of a method or process can go, and recover the full knowledge of that which he has forgotten. Better still, they furnish him the equivalent of memory of other experiences that he has never had, and that are in such form that he can connect this with his memory of his own personal experience.

The ease with which a learner or skilled mechanic can associate new, scientifically derived data with his memory, because of the classifications of Scientific Management, is a most important cause of workers being taught quicker, and being more intelligent, under Scientific Management, than under any other type of management.

PROPER LEARNING INSURES PROPER REMEMBERING.--Professor Read says, "Take care of the learning and the remembering will take care of itself."[37] Scientific Management both provides proper knowledge, and provides that this shall be utilized in such a manner that proper remembering will ensue.

BETTER HABITS OF REMEMBERING RESULT.--The results of cultivating the memory under Scientific Management are cumulative. Ultimately, right habits of remembering result that aid the worker automatically so to arrange his memory material as to utilize it better.[38]

"IMAGINATION" HAS TWO DEFINITIONS.--Professor Read gives
definitions for two distinct means of Imagination.

1. "The general function of the having of images."
2. "The particular one of having images which are not
consciously memories or the reproduction of the facts of
experience as they were originally presented to
consciousness."[39]

SCIENTIFIC MANAGEMENT PROVIDES MATERIAL FOR IMAGES.--As was shown under the discussion of the appeals of the various teaching devices of Scientific Management,--provision is made for the four classes of imagination of Calkins[40]--

1. visual,
2. auditory,
3. tactual, and
4. mixed.

IT ALSO REALIZES THE IMPORTANCE OF PRODUCTIVE IMAGINATION.--Scientific Management realizes that one of the special functions of teaching the trades is systematic exercising and guiding of imaginations of apprentices and learners. As Professor Ennis says,--"Any kind of planning ahead will result in some good," but to plan ahead most effectively it is necessary to have a well-developed power of constructive imagination. This consists of being able to construct new mental images from old memory images; of being able to modify and group images of past experiences, or thoughts, in combination with new images based on imagination, and not on experience. The excellence of the image arrived at in the complete work is dependent wholly upon the training in image forming in the past. If there has not been a complete economic system of forming standard habits of thought, the worker may have difficulty in controlling the trend of associations of thought images, and difficulty in adding entirely new images to the groups of experienced images, and the problem to be thought out will suffer from wandering of the mind. The result will be more like a dream than a well balanced mental planning. It is well known that those apprentices, and journeymen as well, are the quickest to learn, and are better learners, who have the most vivid imagination. The best method of teaching the trade, therefore, is the one that also develops the power of imagination.

SCIENTIFIC MANAGEMENT ASSISTS PRODUCTIVE IMAGINATION.-- Scientific Management assists productive, or constructive, imagination, not only by providing standard units, or images, from which the results may, be synthesized, but also, through the unity of the instruction card, allows of imagination of the outcome, from the start.

For example,--in performing a prescribed cycle of motions, the worker has his memory images grouped in such a figure, form, or sequence,--often geometrical,--that each motion is a part of a growing, clearly imagined whole.

The elements of the cycle may be utilized in other entirely new cycles, and are, as provided for in the opportunities for invention that are a part of Scientific Management.

JUDGMENT THE RESULT OF FAITHFUL ENDEAVOR.--Judgment, or the "mental process which ends in an affirmation or negation of something,"[41] comes as the result of experience, as is admirably expressed by Prof. James,--"Let no youth have any anxiety about the upshot of his education whatever the line of it may be. If he keeps faithfully busy each hour of the working day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning, to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out. Silently, between all the details of his business, the _power of judging_ in all that class of matter will have built itself up within him as a possession that will never pass away. Young people should know this truth in advance.[42] The ignorance of it has probably engendered more discouragement and faint-heartedness in youths embarking on arduous careers than all other causes put together."[43]

TEACHING SUPPLIES THIS JUDGMENT UNDER SCIENTIFIC MANAGEMENT.--Under Scientific Management this judgment is the result of teaching of standards that are recognized as such by the learner. Thus, much time is eliminated, and the apprentice under Scientific Management can work with all the assurance as to the value of his methods that characterized the seasoned veterans of older types of management.

TEACHING ALSO UTILIZES THE JUDGMENT.--The judgment that is supplied by Scientific Management is also used as a spring toward action.[44] Scientific Management appeals to the reason, and workers perform work as they do because, through the Systems and otherwise, they are persuaded that the method they employ is the best.

THE POWER OF SUGGESTION IS ALSO UTILIZED.[45]--The dynamic power of ideas is recognized by Scientific Management, in that the instruction card is put in the form of direct commands, which, naturally, lead to immediate action. So, also, the teaching written, oral and object, as such, can be directly imitated by the learner.[46]

Imitation, which Dr. Stratton says "may well be counted a special form of suggestion," will be discussed later in this chapter at length.[47]

WORKER ALWAYS HAS OPPORTUNITY TO CRITICISE THE SUGGESTION.--The worker is expected to follow the suggestion of Scientific Management without delay, because he believes in the standardization on which it is made, and in the management that makes it. But the Systems afford him an opportunity of reviewing the reasonableness of the suggestion at any time, and his constructive criticism is invited and rewarded.

SUGGESTION MUST BE FOLLOWED AT THE TIME.--The suggestion must be followed at the time it is given, or its value as a suggestion is impaired. This is provided for by the underlying idea of coöperation on which Scientific Management rests, which molds the mental attitude of the worker into that form where suggestions are quickest grasped and followed.[48]

"NATIVE REACTIONS" ENUMERATED BY PROF. JAMES.--Prof. James enumerates the "native reactions" as (1) fear, (2) love, (3) curiosity, (4) imitation, (5) emulation, (6) ambition, (7) pugnacity, (8) pride, (9) ownership, (10) constructiveness.[49] These are all considered by Scientific Management. Such as might have a harmful effect are supplanted, others are utilized.

FEAR UTILIZED BY ANCIENT MANAGERS.--The native reaction most utilized by the first managers of armies and ancient works of construction was that of fear. This is shown by the ancient rock carvings, which portray what happened to those who disobeyed.[50]

FEAR STILL USED BY TRADITIONAL MANAGEMENT.--Fear of personal bodily injury is not usual under modern Traditional Management, but fear of less progress, less promotion, less remuneration, or of discharge, or of other penalties for inferior effort or efficiency is still prevalent.

FEAR TRANSFORMED UNDER SCIENTIFIC MANAGEMENT.--Under Scientific Management the worker may still fear that he will incur a penalty, or fail to deserve a reward, but the honest, industrious worker experiences no such horror as the old-time fear included. This is removed by his knowledge

1. that his task is achievable.
2. that his work will not injure his health.
3. that he may be sure of advancement with age and
experience.
4. that he is sure of the "square deal."

Thus such fear as he has, has a good and not an evil effect upon him. It is an incentive to coöperate willingly. Its immediate and ultimate effects are advantageous.

LOVE, OR LOYALTY, FOSTERED BY SCIENTIFIC MANAGEMENT.--The worker's knowledge that the management plans to maintain such conditions as will enable him to have the four assurances enumerated above leads to love, or loyalty, between workers and employers.[51]

Far from Scientific Management abolishing the old personal and sympathetic relations between employers and workers, it gives opportunities for such relations as have not existed since the days of the guilds, and the old apprenticeship.[52]

The coöperation upon which Scientific Management rests does away with the traditional "warfare" between employer and workers that made permanent friendliness almost impossible. Coöperation induces friendliness and loyalty of each member in the organization to all the others.

Mr. Wilfred Lewis says, in describing the installation of Scientific Management in his plant, "We had, in effect, been installing at great expense a new and wonderful means for increasing the efficiency of labor, in the benefits of which the workman himself shared, and we have today an organization second, I believe, to none in its loyalty, efficiency and steadfastness of purpose."[53] This same loyalty of the workers is plain in an article in _Industrial Engineering_, on "Scientific Management as Viewed from the Workman's Standpoint," where various men in a shop having Scientific Management were interviewed.[54] After quoting various workers' opinions of Scientific Management and their own particular shop, the writer says: "Conversations with other men brought out practically the same facts. They are all contented. They took pride in their work, and seemed to be especially proud of the fact that they were employed in the Link-Belt shops."[55]

TEACHING UNDER SCIENTIFIC MANAGEMENT DEVELOPS SUCH LOYALTY.--The manner of teaching under Scientific Management fosters such loyalty. Only through friendly aid can both teacher and taught prosper. Also, the perfection of the actual workings of this plan of management inspires regard as well as respect for the employer.

VALUE OF PERSONALITY NOT ELIMINATED.--It is a great mistake to think that Scientific Management underestimates the value of personality.[56] Rather, Scientific Management enhances the value of an admirable personality. This is well exemplified in the Link-Belt Co.,[57] and in the Tabor Manufacturing Co. of Philadelphia, as well as on other work where Scientific Management has been installed a period of several years.

CURIOSITY AROUSED BY SCIENTIFIC MANAGEMENT.--Scientific Management arouses the curiosity of the worker, by showing, through its teaching, glimpses of the possibilities that exist for further scientific investigation. The insistence on standard methods of less waste arouses a curiosity as to whether still less wasteful methods cannot be found.

CURIOSITY UTILIZED BY SCIENTIFIC MANAGEMENT.--This curiosity is very useful as a trait of the learner, the planner and the investigator. It can be well utilized by the teacher who recognizes it in the learner, by an adaptation of methods of interpreting the instruction card, that will allow of partially satisfying, and at the same time further exciting, the curiosity.

In selecting men for higher positions, and for special work, curiosity as to the work, with the interest that is its result, may serve as an admirable indication of one sort of fitness. This curiosity, or general interest, is usually associated with a personal interest that makes it more intense, and more easy to utilize.

SCIENTIFIC MANAGEMENT PLACES A HIGH VALUE ON IMITATION.--It was a popular custom of the past to look down with scorn on the individual or organization that imitated others. Scientific Management believes that to imitate with great precision the best, is a work of high intelligence and industrial efficiency.

SCIENTIFIC MANAGEMENT USES BOTH SPONTANEOUS AND DELIBERATE IMITATION.--Teaching under Scientific Management induces both spontaneous and deliberate imitation. The standardization prevalent, and the conformity to standards exacted, provide that this imitation shall follow directed lines.

SPONTANEOUS IMITATION UNDER SCIENTIFIC MANAGEMENT HAS VALUABLE RESULTS.--Under Scientific Management, the worker will spontaneously imitate the teacher, when the latter has been demonstrating. This leads to desired results. So, also, the worker imitates, more or less spontaneously, his own past methods of doing work. The right habits early formed by Scientific Management insure that the results of such imitation shall be profitable.

DELIBERATE IMITATION CONSTANTLY ENCOURAGED.--Deliberate imitation is caused more than anything else by the fact that the man knows, if he does the thing in the way directed, his pay will be increased.

Such imitation is also encouraged by the fact that the worker is made to believe that he is capable, and has the will to overcome obstacles. He knows that the management believes he can do the work, or the instruction card would not have been issued to him. Moreover, he sees that the teacher and demonstrator is a man promoted from his rank, and he is convinced, therefore, that what the teacher can do he also can do.[58]

SCIENTIFIC MANAGEMENT PROVIDES STANDARDS FOR IMITATION.--It is of immense value in obtaining valuable results from imitation, that Scientific Management provides standards. Under Traditional Management, it was almost impossible for a worker to decide which man he should imitate. Even though he might come to determine, by constant observation, after a time, which man he desired to imitate, he would not know in how far he would do well to copy any particular method. Recording individually measured output under Transitory Management allows of determining the man of high score, and either using him as a model, or formulating his method into rules. Under Scientific Management, the instruction card furnishes a method which the worker knows that he can imitate exactly, with predetermined results.

IMITATION IS EXPECTED OF ALL.--As standardization applies to the work of all, so imitation of standards is expected of all. This fact the teacher under Scientific Management can use to advantage, as an added incentive to imitation. Any dislike of imitation is further decreased, by making clear to every worker that those who are under him are expected to imitate him,--and that he must, himself, imitate his teachers, in order to set a worthy example.

IMITATION LEADS TO EMULATION.--Imitation, as provided for by teaching under Scientific Management, and admiration for the skillful teacher, or the standard imitated, naturally stimulate emulation. This emulation takes three forms:

1. Competition with the records of others.
2. Competition with one's own record.
3. Competition with the standard record.

NO HARD FEELING AROUSED.--In the first sort of competition only is there a possibility of hard feeling being aroused, but danger of this is practically eliminated by the fact that rewards are provided for all who are successful. In the second sort of competition, the worker, by matching himself against what he has done, measures his own increased efficiency. In the third sort of competition, there is the added stimulus of surprising the management by exceeding the task expected. The incentive in all three cases is not only more pay and a chance for promotion, but also the opportunity to win appreciation and publicity for successful performance.

AMBITION IS AROUSED.--The outcome of emulation is ambition. This ambition is stimulated by the fact that promotion is so rapid, and so outlined before the worker, that he sees the chance for advancement himself, and not only advancement that means more pay, but advancement also that means a chance to specialize on that work which he particularly likes.

PUGNACITY UTILIZED.--Pugnacity can never be entirely absent where there is emulation. Under Scientific Management it is used to overcome not persons, but things. Pugnacity is a great driving force. It is a wonderful thing that under Scientific Management this force is aroused not against one's fellow-workers, but against one's work. The desire to win out, to fight it out, is aroused against a large task, which the man desires to put behind him. Moreover, there is nothing under Scientific Management which forbids an athletic contest. While the workers would not, under the ultimate form, be allowed to injure themselves by overspeeding, a friendly race with a demonstration of pugnacity which harms no one is not frowned upon.

PRIDE IS STIMULATED.--Pride in one's work is aroused as soon as work is functionalized. The moment a man has something to do that he likes to do, and can do well, he takes pride in it. So, also, the fact that individuality, and personality, are recognized, and that his records are shown, makes pride serve as a stimulus. The outcome of the worker's pride in his work is pride in himself. He finds that he is part of a great whole, and he learns to take pride in the entire management,--in both himself and the managers, as well as in his own work.

FEELING OF OWNERSHIP PROVIDED FOR.--It may seem at first glance that the instinct of ownership is neglected, and becomes stunted, under Scientific Management, in that all tools become more or less standardized, and the man is discouraged from having tools peculiar in shape, or size, for whose use he has no warrant except long time of use.

Careful consideration shows that Scientific Management provides two opportunities for the worker to conserve his instinct for ownership,--

1. During working hours, where the recognition of his personality allows the worker to identify himself with his work, and where his coöperation with the management makes him identified with its activities.

2. Outside the work. He has, under Scientific Management, more hours away from work to enjoy ownership, and more money with which to acquire those things that he desires to own.

The teacher must make clear to him both these opportunities, as he readily can, since the instinct of ownership is conserved in him in an identical manner.

CONSTRUCTIVENESS A PART OF SCIENTIFIC MANAGEMENT.--Every act that the worker performs is constructive, because waste has been eliminated, and everything that is done is upbuilding. Teaching makes this clear to the worker. Constructiveness is also utilized in that exercise of initiative is provided for. Thus the instinct, instead of being weakened, is strengthened and directed.

PROGRESS IN UTILIZING INSTINCTS DEMANDS PSYCHOLOGICAL STUDY.--Teaching under Scientific Management can never hope fully to understand and utilize native reactions, until more assistance has been given by psychology. At the present time, Scientific Management labors under disadvantages that must, ultimately, be removed. Psychologists must, by experiments, determine more accurately the reactions and their controlability. More thorough study must be made of children that Scientific Management may understand more of the nature of the reactions of the young workers who come for industrial training. Psychology must give its help in this training. Then only, can teaching under Scientific Management become truly efficient.

SCIENTIFIC MANAGEMENT REALIZES THE IMPORTANCE OF TRAINING THE WILL.--The most necessary, and most complex and difficult part of Scientific Management, is the training of the will of all members of the organization. Prof. Read states in his "Psychology" five means of training or influencing the will. These are[59]

"1. The first important feature in training the will is the
help furnished by supplying the mind with a useful body
of ideas.
"2. The second great feature of the training of the will is
the building up in the mind of the proper interests, and the
habit of giving the attention to useful and worthy purposes.
"3. Another important feature of the training of the will is
the establishing of a firm association between ideas and actions,
or, in other words, the forming of a good set of habits.
"4. Another very important feature of the training of the
will has reference to its strength of purpose or power of
imitation.
"5. The matter of discipline."

Teaching under Scientific Management does supply these five functions, and thus provide for the strengthening and development of the will.

VARIATIONS IN TEACHING OF APPRENTICES AND JOURNEYMEN.--Scientific Management must not only be prepared to teach apprentices, as must all types of management, it must also teach journeymen who have not acquired standard methods.

APPRENTICES ARE EASILY HANDLED.--Teaching apprentices is a comparatively simple proposition, far simpler than under any other type of management. Standard methods enable the apprentice to become proficient long before his brother could, under the old type of teaching. The length of training required depends largely on how fingerwise the apprentice is.

OLDER WORKERS MUST BE HANDLED WITH TACT.--With adult workers, the problem is not so simple. Old wrong habits, such as the use of ineffective motions, must be eliminated. Physically, it is difficult for the adult worker to alter his methods. Moreover, it may be most difficult to change his mental attitude, to convince him that the methods of Scientific Management are correct.

A successful worker under Traditional Management, who is proud of his work, will often be extremely sensitive to what he is prone to regard as the "criticism" of Scientific Management with regard to him.

APPRECIATION OF VARYING VIEWPOINTS NECESSARY.--No management can consider itself adequate that does not try to enter into the mental attitude of its workers. Actual practice shows that, with time and tact, almost any worker can be convinced that all criticism of him is constructive, and that for him to conform to the new standards is a mark of added proficiency, not an acknowledgment of ill-preparedness. The "Systems" do much toward this work of reconciling the older workers to the new methods, but most of all can be done by such teachers as can demonstrate their own change from old to standard methods, and the consequent promotion and success. This is, again, an opportunity for the exercise of personality.

SCIENTIFIC MANAGEMENT PROVIDES PLACES FOR SUCH TEACHING.--Under the methods of teaching employed by Scientific Management,--right motions first, next speed, with quality as a resultant product,--it is most necessary to provide a place where learners can work. The standard planning of quality provides such a place. The plus and minus signs automatically divide labor so that the worker can be taught by degrees, being set at first where great accuracy is not demanded by the work, and being shifted to work requiring more accuracy as he becomes more proficient. In this way even the most untrained worker becomes efficient, and is engaged in actual productive work.

MEASUREMENT OF TEACHING AND LEARNING.--Under Scientific Management the results of teaching and learning become apparent automatically in records of output. The learner's record of output of proper prescribed quality determines what pay he shall receive, and also has a proportionate effect on the teacher's pay. Such a system of measurement may not be accurate as a report of the learner's gain,--for he doubtless gains mental results that cannot be seen in his output,--but it certainly does serve as an incentive to teaching and to learning.

RELATION OF TEACHING IN SCIENTIFIC MANAGEMENT TO ACADEMIC TRAINING AND VOCATIONAL GUIDANCE.[60]--Teaching under Scientific Management can never be most efficient until the field of such teaching is restricted to training learners who are properly prepared to receive industrial training.[61] This preparedness implies fitting school and academic training, and Vocational Guidance.

LEARNER SHOULD BE MANUALLY ADEPT.--The learner should, before entering the industrial world, be taught to be manually adept, or fingerwise, to have such control over his trained muscles that they will respond quickly and accurately to orders. Such training should be started in infancy,[62] in the form of guided play, as, for example, whittling, sewing, knitting, handling mechanical toys and tools, and playing musical instruments, and continued up to, and into, the period of entering a trade.

SCHOOLS SHOULD PROVIDE MENTAL PREPAREDNESS.--The schools should render every student capable of filling some place worthily in the industries. The longer the student remains in school, the higher the position for which he should be prepared. The amount and nature of the training in the schools depends largely on the industrial work to be done, and will be possible of more accurate estimation constantly, as Scientific Management standardizes work and shows what the worker must be to be most efficient.

VOCATIONAL GUIDANCE MUST PROVIDE DIRECTION.--As made most clear in Mr. Meyer Bloomfield's book, "Vocational Guidance,"[63] bureaus of competent directors stand ready to help the youth find that line of activity which he can follow best and with greatest satisfaction to himself. At present, such bureaus are seriously handicapped by the fact that little data of the industries are at hand, but this lack the bureaus are rapidly supplying by gathering such data as are available. Most valuable data will not be available until Scientific Management has been introduced into all lines.

PROGRESS DEMANDS COÖPERATION.--Progress here, as everywhere, demands coöperation.[64] The three sets of educators,--the teachers in the school, in the Vocational Guidance Bureaus, and in Scientific Management, must recognize their common work, and must coöperate to do it. There is absolutely no cause for conflict between the three; their fields are distinct, but supplementary. Vocational Guidance is the intermediary between the other two.

SUMMARY

RESULTS TO THE WORK.--Under the teaching of Traditional Management, the learner may or may not improve the quantity and quality of his work. This depends almost entirely on the particular teacher whom the learner happens to have. There is no standard improvement to the work.

Under the teaching of Transitory Management, the work gains in quantity as the methods become standardized, and quality is maintained or improved.

Under the teaching of Scientific Management, work, the quantity of work, increases enormously through the use of standards of all kinds; quantity is oftentimes tripled.

Under the teaching of Scientific Management, when the schools and Vocational Guidance movement coöperate, high output of required quality will be obtained at a far earlier stage of the worker's industrial life than is now possible, even under Scientific Management.

RESULTS TO THE WORKER.--Under Traditional Management, the worker gains a knowledge of how his work can be done, but the method by which he is taught is seldom, of itself, helpful to him. Not being sure that he has learned the best way to do his work, he gains no method of attack. The result of the teaching is a habit of doing work which is good, or bad, as chance may direct.

Under Transitory Management, with the use of Systems as teachers, the worker gains a better method of attack, as he knows the reason why the prescribed method is prescribed. He begins to appreciate the possibilities and benefits of standardized teaching.

The method laid down under Scientific Management is devised to further the forming of an accurate accumulation of concepts, which results in a proper method of attack. The method of instruction under Scientific Management is devised to furnish two things:

1. A collection of knowledge relating in its entirety to the
future work of the learner.
2. A definite procedure, that will enable the learner to
apply the same process to acquiring knowledge of other subjects
in the most economical and efficient way.

It teaches the learner to be observant of details, which is the surest method for further development of general truths and concepts.

The method of attack of the methods provided for in Scientific Management results, naturally, in a comparison of true data. This is the most efficient method of causing the learner to think for himself.

Processes differing but little, apparently, give vastly different results, and the trained habits of observation quickly analyze and determine wherein the one process is more efficient than the other.

This result is, of course, the one most desired for causing
quick and intelligent learning.

The most valuable education is that which enables the learner to make correct judgments. The teaching under Scientific Management leads to the acquisition of such judgment, plus an all-around sense training, a training in habits of work, and a progressive development.

A partial topic list of the results may make more clear their
importance.

1. Worker better trained for all work.
2. Habits of correct thinking instilled.
3. Preparedness provided for.
4. Productive and repetitive powers increased.
5. Sense powers increased.
6. Habits of proper reaction established.
7. "Guided original work" established.
8. System of waste elimination provided.
9. Method of attack taught.
10. Brain fully developed.
11. "Standard response" developed.
12. Opportunities and demands for "thinking"
provided.
13. Self-reliance developed.
14. Love of truth fostered.
15. Moral sentiment developed.
16. Resultant happiness of worker.

RESULTS TO BE EXPECTED IN THE FUTURE.--When the schools, vocational guidance and teaching under Scientific Management coöperate, the worker will not only receive the benefits now obtained from Scientific Management, but many more. There will be nothing to unlearn, and each thing that is learned will be taught by those best fitted to teach it. The collection of vocational guidance data will begin with a child at birth, and a record of his inheritance will be kept. This will be added to as he is educated, and as various traits and tendencies appear. From this scientifically derived record will accrue such data as will assist in making clear exactly in what place the worker will be most efficient, and in what sphere he will be able to be most helpful to the world, as well as to himself. All early training will be planned to make the youth adept with his muscles, and alert, with a mind so trained that related knowledge is easily acquired.

When the vocation for which he is naturally best fitted becomes apparent, as it must from the study of the development of the youth and his desires, the school will know, and can give exactly, that training that is necessary for the vocation. It can also supplement his limitations intelligently, in case he decides to follow a vocation for which he is naturally handicapped.

This will bring to the industry learners prepared to be taught those things that characterize the industry, the "tricks of the trade," and the "secrets of the craft," now become standard, and free to all. Such teaching Scientific Management is prepared to give. The results of such teaching of Scientific Management will be a worker prepared in a short time to fill efficiently a position which will allow of promotion to the limit of his possibilities.

The result of such teaching will be truly educated workers, equipped to work, and to live,[65] and to share the world's permanent satisfactions.

The effect of such education on industrial peace must not be underestimated. With education, including in education learning and culture,--prejudice will disappear. The fact that all men, those going into industries and those not, will be taught alike to be finger wise as well as book wise, up to the time of entering the industries, will lead to a better understanding of each other all through life.

The entire bearing of Scientific Management on industrial peace cannot be here fully discussed. We must note here the strong effect that teaching under Scientific Management will ultimately have on doing away with industrial warfare,--the great warfare of ignorance, where neither side understands the other, and where each side should realize that large immediate sacrifices should be made if necessary, that there may be obtained the great permanent benefit and savings that can be obtained only by means of the heartiest coöperation.