Unfortunately, through no
fault of the worker-teacher the teaching was usually done according
to wrong methods. Quality of resulting output was so emphasized that
neither speed nor correct motions were given proper consideration.

TEACHER NOT TRAINED TO TEACH.--The reason for this was that the
worker had no training to be a teacher. In the first place, he had
no adequate idea of his own capabilities, and of which parts of his
own method were fit to be taught. In the second place, he did not
know that right motions must be insisted on first, speed next, and
quality of output third; or in other words that if the motions were
precise enough, the quality would be first. In the fourth place he
had no pedagogical training.

LACK OF STANDARDS AN UNDERLYING LACK.--All shortcoming in the
old time teaching may be traced to lack of standards. The worker had
never been measured, hence had no idea of his efficiency, or of
possible efficiency. No standard methods made plain the manner in
which the work should be done. Moreover, no standard division and
assignment of work allowed of placing apprentices at such parts of
the work that quality could be given third place. No standard
requirements had determined his fitness as a teacher, nor the
specialty that he should teach, and no incentive held his interest
to the teaching. These standards the worker-teacher could not
provide for himself, and the wonder is that the teaching was of such
a high character as it was.

VERY LITTLE TEACHING OF ADULTS.--Under Traditional Management,
teaching of adults was slight,--there being little incentive either
to teacher or to learner, and it being always difficult for an adult
to change his method.[1] Moreover, it would be difficult for a
worker using one method to persuade one using another that his was
the better, there being no standard. Even if the user of the better
did persuade the other to follow his method, the final result might
be the loss of some valuable elements of the poorer method that did
not appear in the better.

FAILURE TO APPRECIATE THE IMPORTANCE OF TEACHING.--An
underestimation of the importance of teaching lay at the root of the
lack of progress. This is so directly connected with all the other
lacks of Traditional Management,--provision for adequate promotion
and pay, standards, and the other underlying principles of
Scientific Management, especially the appreciation of
cooeperation,--that it is almost impo