etermine arbitrarily
standard methods for performing an operation, for we believe that
the men who are actually doing the work have generally as much to
contribute as the foremen and department heads in deciding standard
practices; and because we give the workman the chance to have the most
to say about the matter, he is willing to conform to the standard,
because it really represents a concensus of opinion of the men in his
particular group." It is significant in this connection to remember
that he does not pay the men by special methods to get the return. "I
am not necessarily opposed to piece work or task and bonus methods
of payment.... We have been able to obtain splendid results without
resorting to a system of immediate money rewards." He thinks it is
better to pay the workers liberally so that they "can forget this
economic pressure and do good work because of the joy that comes from
the consciousness of work well done."

Scientific management like ordinary management as a matter of fact
does not want to cultivate initiative in the rank and file of workers;
it would like to find more of it; and its eternal expectation is that
enough of it will rise out of the oppressive atmosphere of the factory
system to supply its limited needs. Scientific management especially
wants this, as it must have more foremen and teachers to carry forward
its advanced schemes of organization. But every manager will tell you
that industry does not produce men with sufficient initiative to
fill these positions. Their estimates of the number of men found in
industry who have initiative varies from one to five per cent. The
rest they believe are born, routine workers. They speak of their
limitations as native. Managers do not stop to consider that their
judgments are based wholly on the reaction of the mass of wage workers
to the special stimuli which they offer. They say also that high
school and college boys show up very little if any better in respect
to initiative than the lower school product. The truth is that schools
and colleges are more concerned with passing on the standards of an
older generation to a younger, and the younger that generation is
the less it is entrusted with opportunity to make its own first hand
inquiries. That is, the lower schools which deal with a generation at
its most plastic time, furnish the higher schools with minds inured to
the pressure of accepting subject matter without independent inquiry
or curio