Education is not infrequently defined as consisting in the acquisition of those habits that effect an adjustment of an individual and his environment. The definition expresses an essential phase of growth. But it is essential that adjustment be understood in its active sense of control of means for achieving ends. If we think of a habit simply as a change wrought in the organism, ignoring the fact that this change consists in ability to effect subsequent changes in the environment, we shall be led to think of "adjustment" as a conformity to environment as wax conforms to the seal which impresses it. The environment is thought of as something fixed, providing in its fixity the end and standard of changes taking place in the organism; adjustment is just fitting ourselves to this fixity of external conditions. 2 Habit as habituation is indeed something relatively passive; we get used to our surroundings--to our clothing, our shoes, and gloves; to the atmosphere as long as it is fairly equable; to our daily associates, etc. Conformity to the environment, a change wrought in the organism without reference to ability to modify surroundings, is a marked trait of such habituations. Aside from the fact that we are not entitled to carry over the traits of such adjustments (which might well be called accommodations, to mark them off from active adjustments) into habits of active use of our surroundings, two features of habituations are worth notice. In the first place, we get used to things by first using them.