Child Psychology

RAYMONT, T.

doi:10.1038/149204b0

Books Received
Published: 21 February 1942

Child Psychology

T. RAYMONT

Nature volume 149, pages 204–205 (1942)Cite this article

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Abstract

THE dominant note of this book, and the justification of review in the pages of NATURE, is its claim, consistently maintained throughout, to adhere to a strictly scientific treatment of its subject. Poets and philosophers long held the field in the treatment of childhood, but since Darwin's time the man of science has joined them. Even the man of science has sometimes succumbed to points of view that could scarcely be called scientific, and the progress of child psychology has been from armchair speculation to the careful experimentation which is the sole concern of the writers of this book. They have written for a wide though a definite public--for parents, students of education, members of administrative staffs in schools, institutions and children's hospitals, and “those public-spirited citizens who may like to keep abreast of developments in this field”. More especially, their purpose has been to meet the needs of teachers' colleges and university departments of education. No important aspect of child development has been omitted, not even the religious aspect. Some readers may in fact think that the scientific spirit is upheld to the point of quaintnesri when they read that “religious education can give human life dignity and worth through Gad-orientation”.

Child Psychology

Child Development and Modern Education. Edited by Charles E. Skinner Philip Lawrence Harriman, with the collaboration of Amy F. Arey, Lawrence Augustus Averill, Lorin E. Bixler, Elden A. Bond, John W. Charles, Lester D. Crow, Raleigh M. Drake, Clyde Hissong, Clarence E. Ragsdale, Gladys Risden, J. J. Smith, Brian E. Tomlinson. Pp. xii + 522. (New York: The Macmillan Company, 1941.) 12s. 6d. net.