210 PART IV. PREPARATORY STAGE. 



ments and different parts of the country) who are especially skilful in 

 doing the particular work to be analysed. Second. Study the exact 

 series of elementary operations or motions which each of these men uses 

 in doing the work which is being investigated, as well as the implements 

 each man uses. Third. Study with a stopwatch the time required to 

 make each of these elementary movements, and then select the quickest 

 way of doing each element of the work. Fourth. Eliminate all false 

 movements, slow movements, and useless movements. Fifth. After doing 

 away with all unnecessary movements, collect into one series the quickest 

 and best movements as well as the best implements." (The Principles 

 of Scientific Management, 1911, pp. 117-118.) Gilbreth pursues this study 

 by means of highly delicate recording instruments. 



TRAINING. Taylor finely conceives of the training of the worker, 

 which evidently ought to be as thorough as that of the professional man. 

 He says: "It should be remembered that the training of the surgeon has 

 been almost identical in type with the teaching and training which is 

 given to the workman under scientific management. The surgeon, all 

 through his early years, is under the closest supervision of more ex- 

 perienced men who show him in the minutest way how each element 

 of his work is best done. They provide him with the finest implements, 

 each one of which has been the subject of special study and development, 

 and then insist upon his using these implements in the very best way. 

 All of this teaching, however, in no way narrows him. On the contrary, 

 he is quickly given the very best knowledge of his predecessors; and, 

 provided (as he is, right from the start) with standard implements and 

 methods which represent the best knowledge of the world up to date, 

 he is able to use his own originality and ingenuity to make real additions 

 to the world's knowledge, instead of reinventing things which are old. 

 In a similar manner, the workman who is co-operating with his many 

 teachers under the modern scientific management has an opportunity to 

 develop, which is at least as good as, and generally better, than that which 

 he had when the whole problem was 'up to him' and he did his work 

 entirely unaided." (Ibid., pp. 66-67.) 



Owing to practical necessities Taylor was engrossed in what one might 

 term re-education. Early training is, however, an imperative need. "Skill 

 is largely a matter of training," say F. B. and L. M. Gilbreth, "and the 

 greatest skill can be acquired in the shortest amount of time when right 

 habits are acquired as the direct result of right methods having been 

 taught from the start." (Measurement of the Human Factor in Industry, 

 1917, p. 4.) The problem of a scientifically standardised form of training 

 apprentices is yet waiting solution. 



CONCLUSION 11. 

 Need of Systematically Framing Hypotheses. 



90. A fact may be defined as an assumption in closest 

 accord with sifted knowledge, and a theory as a proposition 

 about the complete correctness of which full assurance is lacking. 

 Wherever in a scientific enquiry, therefore, we take into con- 

 sideration what is not strictly before us in space and time, or, 

 what amounts to the same thing, wherever we utilise the me- 

 mory, we indulge in framing hypotheses. These may be infinitely 

 near the truth or infinitely removed from it, but hypotheses 

 they remain. The office of a scientific methodology is to ensure 

 that they shall be framed when required by the circumstances, 

 that they shall not be framed when not required by the circum- 

 stances, that they shall be discarded or modified when found 



