In general, then, transfer of training will occur to the extent that the two responses use the same bonds—­to the extent, then, that there is identity of some sort.  This identity which makes transfer possible may be of all degrees of generality and of several different types.  First, there may be identity of content.  For instance, forming useful connections with six, island, and, red, habit, Africa, square root, triangle, gender, percentage, and so on, in this or that particular context should be of use in other contexts and therefore allow of transfer of training.  The more common the particular responses are to all sorts of life situations, the greater the possibility of transfer.  Second, the identity may be that of method or procedure.  To be able to add, to carry, to know the method of classifying an unknown flower, to have a definite method of meeting a new situation in hand-work, to know how to use source material in history, to have gained the technique of laboratory skill in chemistry, to know how to study in geography, should be useful in other departments where the same method would serve.  Some of these methods are, of course, of much more general service than others.  In establishing skill in the use of these various procedures, two types of responses are needed.  The learner must form connections of a positive nature, such as analyzing, collecting material, criticizing according to standard, picking out the essential and so on, and he must also form connections of a negative character which will cause him to neglect certain tendencies.  He must learn not to accept the first idea offered, to neglect suggestions, to hurry or to leave half finished, to ignore interruptions, to prevent personal bias to influence criticism, and so on.  These connections which result in neglecting certain elements are quite as important as the positive element, both in the production of the particular procedure and in the transfer to other fields.  Third, the identity may be of still more general character and be in terms of attitude or ideal.  To learn to be thorough in connection with history, accurate in handwork, open-minded in science, persistent in Latin, critical in geometry, thorough in class and school activities; to form habits of allegiance to ideals of truth, cooeperation, fair play, tolerance, courage, and so on, may help the learner to exhibit these same attitudes in other situations in life.  Here again the connections of neglect are important.  To neglect selfish suggestions, to ignore the escape from consequences that falsehood might make possible, to be dead to fear, to ignore bodily aches and pains, are quite as necessary in producing conduct that is generous, truthful, and courageous as are the positive connections made in building up the ideal.