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'The purpose of this book', says the author, 'is to gather together facts and conclusions of different writers in the fields of child study, to show the varied approaches to an understanding of human nature, and to suggest some promising procedures for educators trying to help shape personalities' (p. ix).
Professor Chave's approach is excellent in that he views the child as a unified organism in whom all factors are interrelated, but his interpretations and suggested therapy are poor from the psychiatric point of view. Many of his concepts are in accord with his theological background. He is Associate Professor of Religious Education at the Divinity School at the University of Chicago.
The source material is exhaustive and expertly summarized. A valuable bibliography concludes each chapter. Although the author impartially presents the findings of numerous investigators, his own theological interpretations and opinions invalidate much of his material.
He elaborates in non-technical language the 'three main influences working together to shape the lives of children—heredity, environment and the growing self'. By far the best chapters are those dealing with 'biological equipment' which the author considers the basis for all integrated development. But even these chapters are incomplete because they do not bring out the interrelationship between physical and emotional factors—despite the author's statement that 'physique, emotions and intellect must be unified together through an integrated personality' (p. 11). For example, he remarks, '… if a child is to maintain good physical posture, the most needful factor is to have self-respect and high purposes… He must feel a sense of spiritual worth, and his body should respond as a beautiful organ to his will' (p. 69).
Professor Chave's concept of the 'functional-psychological approach to the study and interpretation of personality growth' is seen in the following excerpt: '[This approach] deals primarily with the ego—t