AFTER twenty-three years, during which my chief contacts with universities were not always too successful attempts to utilize their products, in I936 I returned to teaching. Because of my long absence from teaching, refamiliarizing myself included the auditing of a number of elementary courses in varied fields and some reading of and listening to professional educationists. In passing on some of the results of my observations, I ask the reader to remember that I write subject to correction, for this is certainly not my field of specialization. Among other things, it appears that at least some of the more progressive educational psychologists are renewing their faith in transfer of training, and now again believe in the utility of what used to be called mental discipline. If I remember correctly, the possibility of both used to be categorically denied thirty years ago. To be sure, this present faith is not so all-inclusive as its predecessor. Rather definite limits are indicated for ready transfer. Nevertheless there seems to be something very close to a direct reversal of opinion on this all-important question. One hears much now of function and functional approach -terms that seem to involve somewhat varied concepts. Some insist that a main purpose of education is to train the mind to function more effectively, and that education is concerned with mental functions, acts, or abilities. One finds, also, a frank-even an enthusiastic-admission that education attempts to contribute to the student's preparation for the situations and activities of everyday life. Another major desideratum is to provide for the integration of human knowledge and experience; that is, to establish for the student the essential unity of all learning. All this sounds like exceedingly good news to teachers of science. The teacher of an applied phase of science is frankly engaged in attempting to contribute to the student's preparation for life, not merely as a specialist but as an intelligent citizen. In the practice of almost any phase of applied science it is impossible to forget the essential unity of all learning-indeed, of all human effort. In an applied field there is possible no other approach than the functional, if I understand the term correctly. Finally, unless transfer of training actually and frequently occurs,