Psychopathology today has much to say about the nature and sequence of the dilemmas which at any period haunt the mind of an individual. The matter is so important that I wonder more has not been made of it by those interested in education. The public, it seems, would have the educator fill the student’s head with useful information but expects the student to keep the same beliefs and general outlook on life that he had before. We speak of rising to a higher mental plane; this is little else than learning to wrestle with more and more significant problems. A little girl in her third summer says, “I’m a nice girl; I don’t bite sister now.” To bite or not to bite, to keep one’s self clean, to refrain from crying, are normally the dilemmas of early childhood. If they are not dead issues to a person twenty years old, they may be regarded as psychopathic symptoms. When a mature individual is found wrestling with impulses which should have been reduced to habit and dismissed from consciousness in earlier years, we have a phenomenon which psychologists call “regression,” or “fixation” of emotional interest in mental habits that are normally outgrown. Toward the tasks and situations of adult life, the individual strives to maintain an infantile attitude and hence fails to adjust himself. Sometimes the regression shows a preoccupation with infantile wishes, and sometimes with those of early adolescence; in any case there is struggle to maintain the inhibitions or the defenses which veil the inadequately repressed impulses. The manner in which lessons learned from experience normally transform an impulse from its expression in very simple and crude dilemmas to its later and more subtle manifestations may be seen in the forms with which people exhibit and disguise their egoism during successive stages of development. When a very young child is beginning to discover himself and his little world, he finds his own body and its functions tremendously interesting. Soon he discovers that certain of his performances command attention. He learns to make use of such performances in order to get what he wants. He will exercise his power over parent or nurse by throwing his toys on the floor again and again and howling until some one picks them up. Long before he condescends to talk, he notices when people admire him and say complimentary things about him. A very young child will do little stunts by way of showing off, and will exhibit irritation if ignored or left alone. He cries out at any restraint upon his movements or resistance to his wishes.