STANDARDS LEAD TO RIGHT METHODS OF THINKING AND ACTING.—­The standards of Scientific Management, as presented to the worker in the instruction card, lead to good habits, in that they present the best known method of doing the work.  They thus aid the beginner, in that he need waste no time searching for right methods, but can acquire right habits at once.  They aid the worker trained under an older, supplanted method, in that they wage a winning war against old-time, worn-out methods and traditions.  Old motor images, which tend to cause motions, are overcome by standard images, which suggest, and pass into, standard motions.  The spontaneous recurring of images under the old method is the familiar cause of inattention and being unable to get down to business, and the real cause of the expression, “You can’t teach old dogs new tricks.”  On the other hand, the spontaneous recurrence of the images of the standard method is the cause of greater speed of movement of the experienced man, and these images of the standard methods do recur often enough to drive down the old images and to enable all men who desire, to settle down and concentrate upon what they are doing.

THROUGH STANDARDS BAD HABITS ARE QUICKEST BROKEN.—­Through the standards the bad habit is broken by the abrupt acquisition of a new habit.  This is at once practiced, is practiced without exception, and is continually practiced until the new habit is in control.[24]

THROUGH STANDARDS NEW HABITS ARE QUICKEST FORMED.—­These same standards, as presented in teaching, allow of the speediest forming of habits, in that repetition is exact and frequent, and is kept so by the fact that the worker’s judgment seconds that of the teacher.

HABITS ARE INSTILLED BY TEACHING.—­The chief function of the teacher during the stage that habits are being formed is the instilling of good habits.

METHODS OF INSTILLING GOOD HABITS.—­This he does by insisting on

    1. right motions first, that is to say,—­the right number
       of right motions in the right sequence.
    2. speed of motions second, that is to say, constantly
       increasing speed.
    3. constantly improving quality.[25]

THIS METHOD IS CONTRARY TO MOST OLD-TIME PRACTICE.—­Under most old-time practice the quality of the work was the first consideration, the quantity of work the second, and the methods of achieving the results the third.

RESULTS OF OLD-TIME PRACTICE.—­As a result, the mechanical reactions, which were expected constantly to follow the improved habits of work, were constantly hindered by an involuntary impulse of the muscles to follow the old methods.  Waste time and low output followed.

SOME EARLY RECOGNITION OF “RIGHT MOTIONS FIRST.”—­The necessity of teaching the right motions first was early recognized by a few progressive spirits, as is shown in military tactics; for example, see pages 6 and 7, “Cavalry Tactics of U.S.A.” 1879, D. Appleton, also page 51.