club leaders or as directors of institutions, whether as social
workers or as loving uncles and aunts.

It is impossible to guarantee to anyone that a study of child nature
will enable him or her to train children into models of good
behavior. Knowledge alone does not always produce the desired
results; nevertheless, an understanding of the child should enable
those who have to deal with him to assume an attitude that will
reduce in a great measure their annoyance at the various awkward and
inconsiderate and mischievous acts of the youngsters. Such a study
should make possible a closer intimacy with the child. And, finally,
it should make possible a longer continuance of that intimacy with
the child, which is so helpful for those in authority as well as for
the child himself.




II.

THE PROBLEM OF PUNISHMENT


Picture to yourself a dark hallway. Behind the door stands an
indignant mother with a strap in her hand. It is past the dinner
hour and William has not yet returned. But here he is now. He comes
bounding up the steps, radiantly happy, and under each arm a
pumpkin. He bursts into the house. His mother seizes him by the
shoulder and proceeds to apply the strap where she thinks it will do
the most good. The little boy is William J. Stillman, and the story