The older "faculty" psychologists presumed that different subjects trained various so-called "faculties" of "memory," "imagination," and "intellect." It has now become clear on experimental evidence that in education we are training no isolated faculties, but are training the individual to certain specific habits. The more widely applicable the habits are, obviously the more valuable or dangerous will they be in the conduct of life. But when habits do become general, such as a habit of promptness, honesty, and regularity, not in one situation but "in general," it is because they are something more than habits in the strict physiological sense. They are intellectual as well as merely motor in character; they are deliberate and conscious methods rather than mechanical rules of thumb. Habits that have been drilled into an individual will appear only when the situation very closely approximates the one in which the drill has been performed. The cat that has learned to get out of a certain type of cage by pressing a button will be utterly at a loss if the familiar features of the cage are changed. The intelligent human will detect and take pains to detect among the minor differences of the situation some significant fact which he has met in another setting, and he will apply a habit useful in this new situation despite the slightly changed accompanying circumstances. The man who can drive an automobile with reflective appreciation of the processes involved, who knows, as we say, what he is doing, will not long be baffled by a car with a slightly different arrangement of levers and steering-gear, nor be completely frustrated when the car for some reason fails to move. As happened in many notable instances during the World War, trained executives were not long at a loss when they shifted from the management of a steel plant to a shipyard, or from large-scale mining operations in Montana to large-scale relief work in Belgium. THE CONSCIOUS TRANSFERENCE OF HABITS. When habits are consciously acquired, they may be consciously transferred with modifications to situations slightly different from those in which they were first learned. Merely mechanical habits are a hindrance in any save the most mechanical work. An alert and conscious method of learning, which means the development of habits _as_ methods of control, will enable the individual to modify habits acquired in slightly different circumstances to new situations where the major conditions remain the same. To be merely habitual is to be at best an efficient machine, utterly unable to do anything except to run along certain grooves, to respond like an animal trained to certain tricks. It means, moreover, a loss of richness in experience. When a profession becomes routinated it becomes meaningless; a mere making of the wheels go round. The spirit of alert and conscious inquiry must be maintained if life is not to become a mere repeated monotony.