not possess—his initiative. Now a man who has the desire to exercise initiative and does not know how to put anything through is not only a useless person in society but the most pestiferous fellow in existence. Allowing that he is does not mean that he has not the power of initiative or that he could not have learned to put this initiative to good use, if at any time in his manhood or youth he had been taught to use it, instead of being required to follow the accepted ways of doing things without having had the experience of trial and error. Schools and factory management give workers scant opportunity to discover whether they have initiative or have not.

Mr. Wolf finds that "while it is possible, under certain conditions, to compel obedience, there is no possible way in which a man can be compelled to do his work willingly and when he does it unwillingly he is far from being efficient. He must have the opportunity to enjoy his work and realize himself in its performance." "In our plant," he remarks, "we never made it a practice to determine 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 curiosity.

Factory management like college and school management, instead of depending on the subject matter to interest the workers, instead of opening up to them the factors of interest in industrial enterprise, has adopted incentives for getting the required work done. Enlightened school practice, out of long failure to get the children's initiative by the artificial stimulus of rewards for work done, now depends upon the content of the subject matter and the children's experiments with it, to develop their desire to do the work. The practice of depending on school rewards instead of interest in subject matter is largely responsible for superficial knowledge and lack of ability to think as well as to act. As schools fail to incite the interest of the children they train them to put through this and that task and reward them for it without having added to their power of undertaking tasks on their own account. Indeed, as they fail to give them the chance to do that, they actually decrease whatever power they may have had.

The doing of tasks in factories for the sake of rewards, gives the workers experience in winning rewards. As they are interested only in the reward, they carry away no desire or interest in the work experience. As the method of doing the work is prescribed in every detail and their only requirement, under scientific management, is to follow directions with accuracy, they are trained to do their tasks as the children in school are trained. They are trained in routine, and to do each task as it is given. This is not education, it is training to do tricks. The worker does not take over what can be called experience from one task to another. He forms certain motor habits, called skill. But under the efficient methods of scientific management the acquirement of this skill is robbed even of the educational value that it had under the unscientific method of factory work, which within its limited field, left the worker to discover by trial and error what were the best methods of getting results. Moreover, the standards of workmanship which scientific management sets up are not the worker's own standards; he has had no part in the making of them or in deciding on the comparative merits of the results. He accomplishes the results as he follows directions, not for the sake of the result, not for the sake of good workmanship, but for the reward.

As I have said scientific management has given the subject of incentives the same careful thought that it has given to the study of lost energy. The two important incentives for inducing the response of labor to productive enterprises which scientific management has carried forward in their applications, are wages and promotion. The general assumption is that the wage as an incentive has no limitations, except the physical limitation of a human being in response to stimulus. And surely it is true that the chance to "make money" is to-day the most powerful stimulus in use. But thoughtful managers of industrial enterprise tell you, incredible as it may seem, that the worker's objection to applying himself to his task is not invariably overcome by anticipation of the wage return; he will slack or be perverse or throw over a job in the face of opportunities to earn as good a wage or a better one than he can get elsewhere. It is well known that workers joint unions in the face of opposition of employers and at the risk of losing permanent positions.

A resourceful manager in one of the most intelligently managed plants in the United States told me that women were less susceptible than men to the wage incentive. He found that many of them are content when their wage covers a sum which represents for them their personal requirements; that they cannot interest them in trying for more. On that account the manager takes up the case of the individual girl to see if her ambition to earn more money cannot be stimulated. They find sometimes that a mother requires her daughter to give in her whole wage at the end of the week and that the girl has no pleasure in the spending of it; they visit the mother and persuade her to let the girl keep a proportion of her wage and point out to the mother that she is limiting the girl's ambition. They also find girls who have entire control over the spending of their wages, who are without ambition to earn over and above a certain sum because that sum will meet their own recognized needs. The case of these girls the management tries to cover by encouraging them to save for vacations and other purposes