IMPORTANCE DEPENDS ON OTHER ELEMENTS OF SCIENTIFIC MANAGEMENT.--As we have seen, Scientific Management has as a basic idea the necessity of divided responsibility, or functionalization. This, when accompanied by the interdependent bonus, creates an incentive to teach and an incentive to learn. Scientific Management divides the planning from the performing in order to centralize and standardize knowledge in the planning department, thus making all knowledge of each available to all. This puts at the disposal of all more than any could have alone. The importance of having this collected and standardized knowledge conveyed best to the worker cannot be overestimated. Through this knowledge, the worker is able to increase his output, and thus insure the lowered costs, that provide the funds with which to pay his higher wages,--to increase his potential as well as actual efficiency, and best to cooeperate with other workers and with the management. IMPORTANCE OF TEACHING ELEMENT BEST CLAIM TO PERMANENCE OF SCIENTIFIC MANAGEMENT.--Upon the emphasis which it places on teaching rests/a large part of the claim of Scientific Management for permanence.[3] We have already shown the derivation of the standards which are taught. We have shown that the relation between the planning and performing departments is based largely on means and methods for teaching. We have only to show here that the teaching is done in accordance with those laws of Psychology that are the laws of Pedagogy. TEACHING IN SCIENTIFIC MANAGEMENT NOT THE RESULT OF THEORY ONLY.--The methods of teaching under Scientific Management were not devised in response to theories of education. They are the result of actual experience in getting work done most successfully. The teachers, the methods, the devices for teaching,--all these grew up to meet needs, as did the other elements of Scientific Management. CONFORMITY OF TEACHING TO PSYCHOLOGICAL LAWS PROOF OF WORTH OF SCIENTIFIC MANAGEMENT.--The fact that teaching under Scientific Management does conform, as will be shown, to the laws of Psychology, is an added proof of the value of Scientific Management. CHANGE FROM TEACHING UNDER TRADITIONAL MANAGEMENT.--Mr. Gantt says, "The general policy of the past has been to drive; but the era of force must give way to that of knowledge, and the policy of the future will be to teach and to lead, to the advantage of all concerned."[4] This "driving" element of Traditional Management is eliminated by Scientific Management.