NECESSITY FOR PERSONALLY DERIVED JUDGMENT ELIMINATED.--So also is eliminated the old belief that the worker must go through all possible experiences in order to acquire "judgment" as to best methods. If the worker must pass through all the stages of the training of the old-fashioned mechanic, and this is seriously advocated by some, he may fail to reach the higher planes of knowledge afforded by training under Scientific Management, by reason of sheer lack of time. If, therefore, by artificial conditions caused by united agreement and collective bargaining, workmen insist upon forcing upon the new learners the old-school training, they will lose just so much of the benefits of training under those carefully arranged and carefully safe-guarded processes of industrial investigation in which modern science has been successful. To refuse to start in where others have left off, is really as wasteful as it would be to refuse to use mathematical formulas because they have been worked out by others. It might be advocated that the mind would grow by working out every possible mathematical formula before using it, but the result would be that the student would be held back from any further original investigation. Duplicating primary investigations might be original work for him, but it would be worthless as far as the world is concerned. The same is absolutely true in management. If the worker is held back by acquiring every bit of knowledge for himself instead of taking the work of others as the starting point, the most valuable initiative will be lost to the world. BAD HABITS THE RESULT OF UNDIRECTED LEARNING.--Even worse than the waste of time would be the danger of acquiring habits of bad methods, habits of unnecessary motions, habits of inaccurate work; habits of inattention. Any or all of these might develop. These are all prevented under Scientific Management by the improved methods of teaching. VALUABLE ELEMENTS OF TRADITIONAL MANAGEMENT CONSERVED.--There are, however, many valuable elements of the old Traditional system of teaching and of management which should be retained and not be lost in the new. For example,--the greatest single cause of making men capable under the old plan was the foreman's unconscious ability to make his men believe, before they started a task, that they could achieve it. It must not be thought that because of the aids to the teacher under Scientific Management the old thought of personality is lost. The old ability to convert a man to the belief that he could do a thing, to inspire him with confidence in his foreman, with confidence in himself, and a desire to do things, is by no means lost, on the contrary it is carefully preserved under Scientific Management.