IN a general manner of speaking, the problems of the student nurse from the mental hygiene standpoint are problems which are the common lot of girls and young women in the later years of adolescence, no matter what their day-by-day occupations may be. A need for looking at, looking into, and holding up these problems in their proper perspective-the development and expression of what we call the personality--is nowadays recognized as an essential part of the business of preparing young people to be, first, efficient in their jobs (that is, satisfactory to the demands of the environment); and second, to find elements or aspects of their jobs which are personally satisfying to themselves. The environmental requirements for efficiency (in the case of the student nurse these are the demands made on her by the patient, the supervising nurse and the physician) are paramount from the standpoint of arranging that required services be performed with skill and dispatch. But that is not the fullness of the matter. Efficiency measured only in this way is analogous to the proverbial beauty that is only skin deep. Aware of this fact in its application to an almost limitless number of occupations and professions, educators and personnel managers have turned their minds receptively to the philosophies practiced in psychiatry and mental hygiene. We see now increasing evidence that those who are charged with the training of young people are mindful of the necessity of making it possible for the individual student to learn not only a set of skills and disciplines, but also a satisfying way of life oriented toward the circumstances of organized society. The best way of life comes about through understanding, and understanding of others does not flow from one unless there is, to a large degree, understanding of oneself in relation to the human family. It was Spinoza, the brilliant scholar and penetrating philosopher of the Seventeenth Century, who wrote