In a dozen different ways the effective methods in the treatment of children, at home or in school, in the church or on the playground, depend upon knowledge and understanding, as is the case in all practical activities. Instincts alone are never sufficient to tell us what to do, notwithstanding the fact that so much really valuable work has been achieved in the past without any special training. It may be true that in the past the instincts of the child adapted him to the needs of life. It may also be true that the instincts of adults adapted them in the past to their proper treatment of children. We should realize, however, that the conditions of modern life are so complex that few of us know just what to do under given conditions unless we have made a special effort to find out. And this is just as true of the treatment of children as it is of the care of the health, or of the building of bridges. It is for this reason that the results of child study are important to all who have to do with children--whether as teachers or as parents, whether as 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