ABSTRACT
In the first chapter I contended for some study o f general and adu lt psychology before special studies of educational applications and of child psychology. These la tter can most profitably be undertaken w hen the fundam ental capacities and qualities o f the m ind have been explored qualitatively, and w here possible quantitatively. L ater on, however, some direct study o f the various stages o f childhood and adolescence is im portan t for the teacher. Incidentally , the study of infancy gives opportunities for the elem entary m ental functions to be observed in their earliest forms, and the u ltim ate innate impulses in greater isolation th an they can be found later.
