ponding number of bricks and deposit
them on the wall.[34] Each cycle of these two methods consists of an
association of units that can be remembered as a group.

SUCH CYCLES INDUCE SPEED.--The worker who has been taught thus
to associate the units of attention and action into definite
rhythmic cycles, is the one who is most efficient, and least
fatigued by a given output. The nerves acquire the habit, as does
the brain, and the resulting swift response to stimulus
characterizes the efficiency of the specialist.[35]

SCIENTIFIC MANAGEMENT RESTRICTS ASSOCIATIONS.--By its teaching
of standard methods, Scientific Management restricts association,
and thus gains in the speed with which associated ideas arise.[36]
Insistence on causal sequence is a great aid. This is rendered by
the Systems, which give the reasons, and make the standard method
easy to remember.

SCIENTIFIC MANAGEMENT PRESENTS SCIENTIFICALLY DERIVED KNOWLEDGE
TO THE MEMORY.--Industrial memory is founded on experience, and that
experience that is submitted by teaching under Scientific Management
to the mind is in the form of scientifically derived standards.
These furnish

(a) data that is correct.
(b) images that are an aid in acquiring new
habits of forming efficient images.
(c) standards of comparison, and constant demands
for comparison.
(d) such arrangement of elements that reasoning
processes are stimulated.
(e) conscious, efficient grouping.
(f) logical association of ideas.

PROVISION FOR REPETITION OF IMPORTANT IDEAS.--Professor
Ebbinghaur says, "Associations that have equal reproductive power
lapse the more slowly, the older they are, and the oftener they have
been reviewed by renewed memorizing." Scientific Management provides
for utilizing this law by teaching right motions first, and by so
minutely dividing the elements of such motions that the smallest
units discovered are found frequently, in similar and different
operations.

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 cert