For example,—­in performing a prescribed cycle of motions, the worker has his memory images grouped in such a figure, form, or sequence,—­often geometrical,—­that each motion is a part of a growing, clearly imagined whole.

The elements of the cycle may be utilized in other entirely new cycles, and are, as provided for in the opportunities for invention that are a part of Scientific Management.

JUDGMENT THE RESULT OF FAITHFUL ENDEAVOR.—­Judgment, or the “mental process which ends in an affirmation or negation of something,"[41] comes as the result of experience, as is admirably expressed by Prof.  James,—­“Let no youth have any anxiety about the upshot of his education whatever the line of it may be.  If he keeps faithfully busy each hour of the working day, he may safely leave the final result to itself.  He can with perfect certainty count on waking up some fine morning, to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out.  Silently, between all the details of his business, the power of judging in all that class of matter will have built itself up within him as a possession that will never pass away.  Young people should know this truth in advance.[42] The ignorance of it has probably engendered more discouragement and faint-heartedness in youths embarking on arduous careers than all other causes put together."[43]

TEACHING SUPPLIES THIS JUDGMENT UNDER SCIENTIFIC MANAGEMENT.—­Under Scientific Management this judgment is the result of teaching of standards that are recognized as such by the learner.  Thus, much time is eliminated, and the apprentice under Scientific Management can work with all the assurance as to the value of his methods that characterized the seasoned veterans of older types of management.

TEACHING ALSO UTILIZES THE JUDGMENT.—­The judgment that is supplied by Scientific Management is also used as a spring toward action.[44] Scientific Management appeals to the reason, and workers perform work as they do because, through the Systems and otherwise, they are persuaded that the method they employ is the best.

THE POWER OF SUGGESTION IS ALSO UTILIZED.[45]—­The dynamic power of ideas is recognized by Scientific Management, in that the instruction card is put in the form of direct commands, which, naturally, lead to immediate action.  So, also, the teaching written, oral and object, as such, can be directly imitated by the learner.[46]

Imitation, which Dr. Stratton says “may well be counted a special form of suggestion,” will be discussed later in this chapter at length.[47]

WORKER ALWAYS HAS OPPORTUNITY TO CRITICISE THE SUGGESTION.—­The worker is expected to follow the suggestion of Scientific Management without delay, because he believes in the standardization on which it is made, and in the management that makes it.  But the Systems afford him an opportunity of reviewing the reasonableness of the suggestion at any time, and his constructive criticism is invited and rewarded.