The most general, if vaguest issue, concerns the nature of the organ of moral knowledge. As long as knowledge in general is thought to be the work of a special agent, whether soul, consciousness, intellect or a knower in general, there is a logical propulsion towards postulating a special agent for knowledge of moral distinctions. Consciousness and conscience have more than a verbal connection. If the former is something in itself, a seat or power which antecedes intellectual functions, why should not the latter be also a unique faculty with its own separate jurisdiction? If reason in general is independent of empirically verifiable realities of human nature, such as instincts and organized habits, why should there not also exist a moral or practical reason independent of natural operations? On the other hand if it is recognized that knowing is carried on through the medium of natural factors, the assumption of special agencies for moral knowing becomes outlawed and incredible. Now the matter of the existence or non-existence of such special agencies is no technically remote matter. The belief in a separate organ involves belief in a separate and independent subject-matter. The question fundamentally at issue is nothing more or less than whether moral values, regulations, principles and objects form a separate and independent domain or whether they are part and parcel of a normal development of a life process. These considerations explain why the denial of a separate organ of knowledge, of a separate instinct or impulse toward knowing, is not the wilful philistinism it is sometimes alleged to be. There is of course a sense in which there is a distinctive impulse, or rather habitual disposition, to know. But in the same sense there is an impulse to aviate, to run a typewriter or write stories for magazines. Some activities result in knowledge, as others result in these other things. The result may be so important as to induce distinctive attention to the activities in order to foster them. From an incident, almost a by-product, attainment of truth, physical, social, moral, may become the leading characteristic of some activities. Under such circumstances, they become transformed. Knowing is then a distinctive activity, with its own ends and its peculiarly adapted processes. All this is a matter of course. Having hit upon knowledge accidentally, as it were, and the product being liked and its importance noted, knowledge-getting becomes, upon occasion, a definite occupation. And education confirms the disposition, as it may confirm that of a musician or carpenter or tennis-player. But there is no more an original separate impulse or power in one case than in the other. Every habit is impulsive, that is projective, urgent, and the habit of knowing is no exception.