d. Then having freed the general
somewhat from its particular setting, the learner should be given
opportunity to put it in practice in other settings. To simply form the
method connections or the attitude responses in Latin and then blindly
trust that they will be of general use is unsafe. It is the business of
the educator to make as sure as he can of the transfer, and that can
only be done by practicing in several fields. These two procedures which
make transfer more sure, i.e., making the element conscious and giving
practice in several fields, are not sharply divided, but interact.
Practice makes the idea clearer and freer, and this in turn makes fresh
practice profitable. It is simply the application of the law of analysis
by varying concomitants.

In all this matter of transfer it must be borne in mind that a very
slight amount of transfer of some of these more general responses may be
of tremendous value educationally, provided it is over a very wide
field. If a boy's study of high school science made him at all more
scientific in his attitude towards such life situations as politics,
morals, city sanitation, and the like, it would be of much more value
than the particular habit formed. If a girl's work in home economics
resulted in but a slight transfer of vital interest to the actual
problems of home-making, it would mean much to the homes of America. If
a boy's training in connection with the athletics of his school fosters
in him an ideal of fair play which influences him at all in his dealings
with men in business, with his family, with himself, the training would
have been worth while. To discount training simply because the transfer
is slight is manifestly unfair. The kind of responses which transfer are
quite as important as the amount of the transfer.

The idea that every subject will furnish the same amount of discipline
provided they are equally well taught is evidently false. Every school
subject must now be weighed from two points of view,--first, as to the
worth of the particular facts, responses, habits, which it forms, and
second, as to the opportunity it offers for the formation of connections
which are of general application. The training which educators are sure
of is the particular training offered by the subject; the general
training is more problematic. Hence no subject should be retained in our
present curriculum whose only value is a claim to disciplinary training.
Such general training