is which it places on
teaching rests/a large part of the claim of Scientific Management
for permanence.[3] We have already shown the derivation of the
standards which are taught. We have shown that the relation between
the planning and performing departments is based largely on means
and methods for teaching. We have only to show here that the
teaching is done in accordance with those laws of Psychology that
are the laws of Pedagogy.

TEACHING IN SCIENTIFIC MANAGEMENT NOT THE RESULT OF THEORY
ONLY.--The methods of teaching under Scientific Management were not
devised in response to theories of education. They are the result of
actual experience in getting work done most successfully. The
teachers, the methods, the devices for teaching,--all these grew up
to meet needs, as did the other elements of Scientific Management.

CONFORMITY OF TEACHING TO PSYCHOLOGICAL LAWS PROOF OF WORTH OF
SCIENTIFIC MANAGEMENT.--The fact that teaching under Scientific
Management does conform, as will be shown, to the laws of
Psychology, is an added proof of the value of Scientific Management.

CHANGE FROM TEACHING UNDER TRADITIONAL MANAGEMENT.--Mr. Gantt
says, "The general policy of the past has been to drive; but the era
of force must give way to that of knowledge, and the policy of the
future will be to teach and to lead, to the advantage of all
concerned."[4] This "driving" element of Traditional Management is
eliminated by Scientific Management.

NECESSITY FOR PERSONALLY DERIVED JUDGMENT ELIMINATED.--So also
is eliminated the old belief that the worker must go through all
possible experiences in order to acquire "judgment" as to best
methods. If the worker must pass through all the stages of the
training of the old-fashioned mechanic, and this is seriously
advocated by some, he may fail to reach the higher planes of
knowledge afforded by training under Scientific Management, by
reason of sheer lack of time. If, therefore, by artificial
conditions caused by united agreement and collective bargaining,
workmen insist upon forcing upon the new learners the old-school
training, they will lose just so much of the benefits of training
under those carefully arranged and carefully safe-guarded processes
of industrial investigation in which modern science has been
successful. To refuse to start in where others have left off, is
really as wasteful as it would be to refuse to use mathematical
formulas because they have been work