LEARNER SHOULD BE MANUALLY ADEPT.—­The learner should, before entering the industrial world, be taught to be manually adept, or fingerwise, to have such control over his trained muscles that they will respond quickly and accurately to orders.  Such training should be started in infancy,[62] in the form of guided play, as, for example, whittling, sewing, knitting, handling mechanical toys and tools, and playing musical instruments, and continued up to, and into, the period of entering a trade.

SCHOOLS SHOULD PROVIDE MENTAL PREPAREDNESS.—­The schools should render every student capable of filling some place worthily in the industries.  The longer the student remains in school, the higher the position for which he should be prepared.  The amount and nature of the training in the schools depends largely on the industrial work to be done, and will be possible of more accurate estimation constantly, as Scientific Management standardizes work and shows what the worker must be to be most efficient.

VOCATIONAL GUIDANCE MUST PROVIDE DIRECTION.—­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.