ed out by others. It might be
advocated that the mind would grow by working out every possible
mathematical formula before using it, but the result would be that
the student would be held back from any further original
investigation. Duplicating primary investigations might be original
work for him, but it would be worthless as far as the world is
concerned. The same is absolutely true in management. If the worker
is held back by acquiring every bit of knowledge for himself instead
of taking the work of others as the starting point, the most
valuable initiative will be lost to the world.

BAD HABITS THE RESULT OF UNDIRECTED LEARNING.--Even worse than
the waste of time would be the danger of acquiring habits of bad
methods, habits of unnecessary motions, habits of inaccurate work;
habits of inattention. Any or all of these might develop. These are
all prevented under Scientific Management by the improved methods
of teaching.

VALUABLE ELEMENTS OF TRADITIONAL MANAGEMENT CONSERVED.--There
are, however, many valuable elements of the old Traditional system
of teaching and of management which should be retained and not be
lost in the new.

For example,--the greatest single cause of making men capable
under the old plan was the foreman's unconscious ability to make his
men believe, before they started a task, that they could achieve it.

It must not be thought that because of the aids to the teacher
under Scientific Management the old thought of personality is lost.
The old ability to convert a man to the belief that he could do a
thing, to inspire him with confidence in his foreman, with
confidence in himself, and a desire to do things, is by no means
lost, on the contrary it is carefully preserved under Scientific
Management.

TEACHING OF TRANSITORY MANAGEMENT SUPPLEMENTED.--In the
transforming of Transitory into Scientific Management, we note that
the process is one of supplementing, not of discarding. Written
system, which is the distinguishing characteristic of Transitory
Management, is somewhat limited in its scope, but its usefulness is
by no means impaired.

SCOPE OF TEACHING UNDER SCIENTIFIC MANAGEMENT.--Under Scientific
Management teaching must cover

1. Teaching of right methods of doing work,
2. Teaching of right habits of doing the right methods.

The teacher must so impart the knowledge that judgment can be
acquired without the learner being obliged himself to exper