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A few of the items discussed are: educational methods in the traditional school and in the progressive school; elucidation of the ambivalent attitudes of administrators and educators to psycho-analytic principles in education; special problems of the psycho-analytically oriented school; the effectiveness of the nursery school in stimulating attention to the rôle of the unconscious in the process of growth.
The author's points of view are of particular importance to psycho-analysis as she has recently been appointed as Director of the Bureau of Child Guidance of the Board of Education of New York City.