DURING the last hundred years parents and teachers have ceased to take childhood and adolescence for granted. They have attempted to fit education to the needs of the child, rather than to press the child into an inflexible educational mould. To this new task they have been spurred by two forces, the growth of the science of psychology, and the difficulties and maladjustments of youth. Psychology suggested that much might be gained by a knowledge of the way in which children developed, of the stages through which they passed, of what the adult world might reasonably expect of the baby of two months or the child of two years. And the fulminations of the pulpit, the loudly voiced laments of the conservative social philosopher, the records of juvenile courts and social agencies all suggested that something must be done with the period which science had named adolescence. The spectacle of a younger generation diverging ever more widely from the standards and ideals of the past, cut adrift without the anchorage of respected home standards or group religious values, terrified the cautious reactionary, tempted the radical propagandist to missionary crusades [1]