N.--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 COOePERATION.--Progress here, as everywhere,
demands cooeperation.[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 cooeperate 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 cooeperate, 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 prescr