VERY LITTLE TEACHING OF ADULTS.--Under Traditional Management, teaching of adults was slight,--there being little incentive either to teacher or to learner, and it being always difficult for an adult to change his method.[1] Moreover, it would be difficult for a worker using one method to persuade one using another that his was the better, there being no standard. Even if the user of the better did persuade the other to follow his method, the final result might be the loss of some valuable elements of the poorer method that did not appear in the better. FAILURE TO APPRECIATE THE IMPORTANCE OF TEACHING.--An underestimation of the importance of teaching lay at the root of the lack of progress. This is so directly connected with all the other lacks of Traditional Management,--provision for adequate promotion and pay, standards, and the other underlying principles of Scientific Management, especially the appreciation of cooeperation,--that it is almost impossible to disentangle the reasons for it. Nor would it be profitable to attempt to do so here. In considering teaching under Scientific Management we shall show the influence of the appreciation of teaching,--and may deduce the lacks from its non-appreciation, from that discussion. UNDER TRANSITORY SYSTEM TEACHING BECOMES MORE IMPORTANT.--Under Transitory Management the importance of teaching becomes at once more apparent. This, both by providing for the teaching of foremen and journeymen as well as apprentices, and by the providing of written systems of instructions as to best practice. The worker has access to all the sources of information of Traditional Management, and has, besides these, in effect, unsystematically derived standards to direct him. SYSTEMS MAKE INSTRUCTION ALWAYS AVAILABLE.--The use of written systems enables every worker to receive instruction at any time, to feel free to ask it, and to follow it without feeling in any way humiliated. The result of the teaching of these systems is a decided improvement in methods. If the written systems are used exclusively as a source of teaching, except for the indefinite teachers of the Traditional Management, the improvement becomes definitely proportioned to the time which the man spends upon the studying and to the amount of receptive power which he naturally has. INCENTIVES TO CONFORM TO SYSTEM.--The worker has incentives to follow the systems-- 1. In that he is required to render reasons in writing for permanent filing, for every disobedience of system. 2. That, as soon as work is placed on the bonus basis, the first bonus that is given is for doing work in accordance with the prescribed method.