Originally published in 1950, the author after many years’ teaching of psychology, and previous school teaching experience, provided a book specially suitable for students in training colleges and university education departments, for teachers, youth leaders, and all concerned with the training of children and adolescents at the time. He aimed especially at clarity, the provision of concrete illustrations, and the stressing of material of general agreement among psychologists. The topics include: The Development and Training of Personality and Character; The Basic Motives; Suggestion; Unconscious Influences; Sex Education; Learning and Remembering; Repression and Discipline; Play and Activity Methods; The Interests of Children; The Acquisition of Skill; Training in Reasoning; General Intelligence and Special Abilities, and their Testing; Estimating Personality and Character; Educational and Vocational Guidance; School Records; Stages of Development in Infancy, Middle Childhood and Adolescence; Backward, Problem and Delinquent Children. The Appreciation of Beauty and Aesthetic Education: (1) Nature and Visual Art (2) Music (3) Poetry. Considerable space was given to these three in view of their usual neglect in textbooks of psychology at the time. A brief appendix gives simple explanations of the most essential statistical methods applied to psychology and education. The need of one book to cover the whole course in Psychology and its bearing on Education had long been felt, and it was hoped that this volume would fulfil this purpose.

Originally published in 1950, the author after many years’ teaching of psychology, and previous school teaching experience, provided a book specially suitable for students in training colleges and university education departments, for teachers, youth leaders, and all concerned with the training of children and adolescents at the time. He aimed especially at clarity, the provision of concrete illustrations, and the stressing of material of general agreement among psychologists. The topics include: The Development and Training of Personality and Character; The Basic Motives; Suggestion; Unconscious Influences; Sex Education; Learning and Remembering; Repression and Discipline; Play and Activity Methods; The Interests of Children; The Acquisition of Skill; Training in Reasoning; General Intelligence and Special Abilities, and their Testing; Estimating Personality and Character; Educational and Vocational Guidance; School Records; Stages of Development in Infancy, Middle Childhood and Adolescence; Backward, Problem and Delinquent Children. The Appreciation of Beauty and Aesthetic Education: (1) Nature and Visual Art (2) Music (3) Poetry. Considerable space was given to these three in view of their usual neglect in textbooks of psychology at the time. A brief appendix gives simple explanations of the most essential statistical methods applied to psychology and education. The need of one book to cover the whole course in Psychology and its bearing on Education had long been felt, and it was hoped that this volume would fulfil this purpose.