During the past three decades child psychology in the United States has grown at a rapid pace as both a pure and an applied science. It has become a scientific field in its own right and not simply an adjunct to general psychology, although there are, of course, close ties between child psychology and the larger field of psychology.

This article sets forth certain assumptions and then offers a statement of principles which provide a general orientation for bringing the offerings of child development to bear on education.

This article deals with the impact of the war situation upon children, and some of the practical responsibilities that confront parents, teachers, and other adults on the home front.

This chapter is the first of three that deal with education in relation to the care of the body and the promotion of physical habits and skills. This treatment of the general subject of physical education is followed by Chapter III on health education and by Chapter IV on the establishment of routine habits in connection with eating, sleeping, elimination, and dressing in early childhood. These last named activities are treated separately by reason of the prominent place each occupies in the child's early training.

The primitive drive to obtain nourishment is perhaps the strongest and most dependable of all drives in living beings, and for this reason, if for no other, the establishment of wholesome feeding activities should be the most 'natural' and the easiest feature of the training of children. Actually, however, feeding activities are fraught, in modern life, with many ' problems,' and have been overlaid by rules, formulas, and cults more numerous and complicated than the taboos of primitive people. In no other area of the child's education would it be more helpful if facts were available for outlining a scheme by which the child's habits, and even his diet, could be based to a maximal degree upon nature and to a minimal degree upon arbitrary rules and special training.

The development of musical appreciation and performance follows, in broad outline, the trends that can be observed in other aspects of development. General awareness and responsiveness precede finer appreciation and discrimination. Gross muscular response precedes the capacity for finer coordinations.

The discussion that follows deals with the radio and motion pictures both from the classroom and from the out-of-school angles. In most cases, children devote considerably more time to radio programs at home, and to motion pictures exhibited in commercial theaters, than to programs or films introduced into the classroom.

The author discusses the studies in which he has been connected, on the mental and emotional development of the child.

Is it possible by giving special training at an early age (a) to accelerate a child's development and (b) to give him a permanent advantage over similar children to whom special opportunities are denied? Will the child who is trained in early years obtain an advantage which could not be obtained if his training were deferred? These questions are of scientific interest from the point of view of the study of individual differences. Further, they are of practical significance in the problem as to when and in what activities the child should receive training.