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"When in 1927 and 1929 the author of this book had prepared the Nebraska Course in Character Education for the State Department of Public Instruction (the first state authorized course of its kind in the country), the conviction was keenly felt that there is a need for a psychology text that will furnish a basis of work for character educators generally. That conviction soon grew to an irresistible impulse, and thereafter material for the book was steadily accumulated. A second source of motivation for the book has been the repeated calls which the author has had from people who listen attentively to popular talks on psychology and who then ask for a book that the common man and woman can both understand and use. The author has thus come to know that there are many intelligent adults over the country who may or may not have gone to college but who are anxious to know more about human nature, and who wish to have the information freed from technicalities that will not serve their practical purposes. Many people also seem to need one book that will combine desirable information not only on introductory psychology but also on the psychology of childhood and adolescence. This book differs from most texts of the latter sort in that it gives cross-sectional views of the stages of life unfoldments instead of the longitudinal treatment of personality aspects from childhood to adulthood that most such books present. The style and language of the book have been influenced by the fact that the thought and indeed the very language of large parts of the various chapters have been used in talks to parents, teachers, and students in many places. As any public speaker knows, such talks must be concrete and must include human-nature stories if interest is to be sustained and ideas made to "stick". Considering the group for which this book has especially been prepared, the same style has been employed throughout the text. Even so, there has been no attempt to simplify the language to such monosyllabic terms as are an insult to the cultural level of those for whom the book is primarily written. The author knows very well that there are unschooled men and women in all walks of fife who know more than some college graduates. On the other hand, the book seeks to command the respect of those to whom the more technical language is familiar. Attention is particularly called to the definitions of words that are distributed throughout the Index and Glossary. The major idea running thru the book is the recognition of man's dual nature, as defined and explained in Chapter Three, and as expressed in marble as shown on the book cover and in Figure 63, page 435. The author is keenly aware of the criticism that the text will evoke from the environmentalistic schools of psychology. But he also knows that such critics seem quite indifferent to the organization of the brain and nervous system as it is now known to the modern neurologist. The author counts himself in the great group of eclectic, or middle-of-the-road, psychologists, who give some degree of place to instinctive tendencies and to the importance of the nervous system in explaining human behavior"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Child development.

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This new edition, like the old, aims to organize and interpret the chief materials in the field of child psychology. The useful task of summarizing or reviewing the materials on various topics has been excellently performed in periodicals and in some texts. This book has a different aim, namely by presenting a consistent and critical basic interpretation of the field, to stimulate the student to organize his own psychological thinking in an effective way, to the end that he may better evaluate and use the many different sorts of psychological material that are now available or may become available.

Child psychology. --- Child development.