THE education of foster-parents is based on the assumption that foster-homes are not ready-made but are selected because of their potential usefulness to the child and to the agency. The term "education"-as we conceive it in relation to this subject-means the acquisition of the art of the utilization of knowledge and in a broad sense includes the giving of information, both specific and general, by the agency to the foster-parent. But education is not solely a matter of the intellect but involves the emotions of the foster-parent as well, so that both must be considered in the educational process. We think of the educational process starting when the foster-parent makes the initial application to the agency and as an interacting process between the agency worker and the prospective foster-parent. The agency worker informs the applicant of the agency's program and services and of the way it will operate in relation to the foster-parent. She tells the applicant about the children whom the agency serves and their needs as well as what will be expected of the foster-parent should she decide to provide a boarding-home for a child. The foster-parent is encouraged to participate throughout the process of the study by asking questions and discussing why she wishes to take on the care of a child and what she and her home can offer to a child. The purpose of the study is thereby twofold: (i) to aid the worker in ascertaining the present and potential capacities of the applicant to serve the agency in assuming responsibility for substitute parenthood and (2) to aid the applicant in understanding what is involved for her in assuming this responsibility. When the foster-home is put into use, assistance to the parents in the rearing of foster-children is provided through the services of the