"1. The first important feature in training the will is the help furnished by supplying the mind with a useful body of ideas. "2. The second great feature of the training of the will is the building up in the mind of the proper interests, and the habit of giving the attention to useful and worthy purposes. "3. Another important feature of the training of the will is the establishing of a firm association between ideas and actions, or, in other words, the forming of a good set of habits. "4. Another very important feature of the training of the will has reference to its strength of purpose or power of imitation. "5. The matter of discipline." Teaching under Scientific Management does supply these five functions, and thus provide for the strengthening and development of the will. VARIATIONS IN TEACHING OF APPRENTICES AND JOURNEYMEN.--Scientific Management must not only be prepared to teach apprentices, as must all types of management, it must also teach journeymen who have not acquired standard methods. APPRENTICES ARE EASILY HANDLED.--Teaching apprentices is a comparatively simple proposition, far simpler than under any other type of management. Standard methods enable the apprentice to become proficient long before his brother could, under the old type of teaching. The length of training required depends largely on how fingerwise the apprentice is. OLDER WORKERS MUST BE HANDLED WITH TACT.--With adult workers, the problem is not so simple. Old wrong habits, such as the use of ineffective motions, must be eliminated. Physically, it is difficult for the adult worker to alter his methods. Moreover, it may be most difficult to change his mental attitude, to convince him that the methods of Scientific Management are correct. A successful worker under Traditional Management, who is proud of his work, will often be extremely sensitive to what he is prone to regard as the "criticism" of Scientific Management with regard to him. APPRECIATION OF VARYING VIEWPOINTS NECESSARY.--No management can consider itself adequate that does not try to enter into the mental attitude of its workers. Actual practice shows that, with time and tact, almost any worker can be convinced that all criticism of him is constructive, and that for him to conform to the new standards is a mark of added proficiency, not an acknowledgment of ill-preparedness. The "Systems" do much toward this work of reconciling the older workers to the new methods, but most of all can be done by such teachers as can demonstrate their own change from old to standard methods, and the consequent promotion and success. This is, again, an opportunity for the exercise of personality.