A d e e p e r knowledge than ever before is now possible concerning the nature of the child, and with it the nature of the problems of education. By virtue of the new knowledge education becomes more nearly a science than it has been in the past. The new knowledge is a knowl edge of a hitherto unexplored, or at least unsuccessfully explored, stratum of the mind, as evident in the child as in the adult, and in the child more controllable than in the adult, because more fluent, less fixed and crystallized. We knew that children were, in general, more educable than adults. Now we know the true cause why, and also why some children are more educable than others, and why some children do better in school than others, or learn as easily in school as they do in life.