y stated on the Individual
Instruction Cards.

METHODS OF TEACHING FOSTER INDIVIDUALITY.--As will be shown at
length in the Chapter on Teaching, under Scientific Management
teaching is not only general, by "Systems," "Standing Orders," or
"Standard Practice," but also specific. Specialized teachers,
called, unfortunately for the emphasis desired to be put on
teaching, "functional foremen," help the individual worker to
overcome his peculiar difficulties.

This teaching not only allows every worker to supplement his
deficiencies of disposition or experience, but the teachers' places
give opportunities for those who have a talent for imparting
knowledge to utilize and develop it.

INDIVIDUAL INCENTIVE AND WELFARE.--Finally, individual incentive
and individual welfare are not only both present, but interdependent.
Desire for individual success, which might lead a worker to respond
to the incentive till he held back perhaps the work of others,
is held in balance by interdependence of bonuses. This will be
explained in full in the Chapters on Incentives and Welfare.

SUMMARY

RESULT OF IDEA OF INDIVIDUALITY UPON WORK.--To recapitulate;--
Under Traditional Management, because of its frequent neglect of the
idea of individuality, work is often unsystematized, and high output
is usually the result of "speeding up" only, with constant danger of
a falling off in quality overbalancing men and injury to men and
machinery.

Under Transitory Management, as outputs are separated,
separately recorded, and as the idea of Individuality is embodied in
selecting men, setting tasks, the instruction cards, periods of
rest, teaching, incentives and welfare, output increases without
undue pressure on the worker.

Under Scientific Management--with various elements which embody
individuality fully developed, output increases, to the welfare
of worker, manager, employer and consumer and with no falling off
in quality.

EFFECT UPON THE WORKER.--The question of the effect upon the
worker of emphasis laid upon individuality, can perhaps best be
answered by asking and answering the following questions:--

1. When, where, how, and how much is individuality
considered?
2. What consideration is given to the relation of the mind to
the body of the individual?
3. What is the relative emphasis on consideration of
individual and class?
4. In how