REASON AND WILL ARE EDUCATED.—­“The education of hand and muscle implies a corresponding training of reasoning and will; and the cooerdination of movements accompanies the cooerdination of thoughts."[26]

The standards of Scientific Management educate hand and muscle; the education of hand and muscle train the mind; the mind improves the standards.  Thus we have a continuous cycle.

JUDGMENT RESULTS WITH NO WASTE OF TIME.—­Judgment is the outcome of learning the right way, and knowing that it is the right way.  There is none of the lost time of “trying out” various methods that exists under Traditional Management.

This power of judgment will not only enable the possessor to decide correctly as to the relative merits of different methods, but also somewhat as to the past history and possibilities of different workers.

This, again, illustrates the wisdom of Scientific Management in promoting from the ranks, and thus providing that every member of the organization shall, ultimately, know from experience how to estimate and judge the work of others.

HABITS OF ATTENTION FORMED BY SCIENTIFIC MANAGEMENT.—­The good habits which result from teaching standard methods result in habits of attention.  The standards aid the mind in holding a “selective attitude,"[27] by presenting events in an orderly sequence.  The conditions under which the work is done, and the incentives for doing it, provide that the attention shall be “lively and prolonged.”

PRESCRIBED MOTIONS AFFORD RHYTHM AND AESTHETIC PLEASURE.—­The prescribed motions that result from motion study and time study, and that are arranged in cycles, afford a rhythm that allows the attention to “glide over some beats and linger on others,” as Prof.  Stratton describes it, in a different connection.[28] So also the “perfectly controlled” movements, which fall under the direction of a guiding law, and which “obey the will absolutely,"[29] give an aesthetic pleasure and afford less of a tax upon the attention.

INSTRUCTION CARD CREATES AND HOLDS ATTENTION.—­As has been already said in describing the instruction card under Standardization, it was designed as a result of investigations as to what would best secure output,—­to attract and hold the attention.[30] Providing, as it does, all directions that an experienced worker is likely to need, he can confine his attention solely to his work and his card; usually, after the card is once studied, to his work alone.  The close relation of the elements of the instruction card affords a field for attention to lapse, and be recalled in the new elements that are constantly made apparent.

ORAL INDIVIDUAL TEACHING FOSTERS CONCENTRATED ATTENTION.—­The fact that under Scientific Management oral teaching is individual, not only directly concentrates the attention of the learner upon what he is being taught, but also indirectly prevents distraction from fear of ridicule of others over the question, or embarrassment in talking before a crowd.