A few years ago in a small volume entitled Personality, Many in One the writer suggested without elaboration that the structure and development of personality is analogous to a work of art. The present paper is a more explicit statement of that point of view together with spme of its implications for education, guidance and social ethics. The main thesis will be presented in outline form, leaving to thereader the task of filling in the details in accordance with his own views on art and psychology; for the principle may be accepted without agreement on its meaning or applications.In the first place personality is 'a work of art' in contradistinction to 'a work of nature,' though to be sure some basic materials are supplied by nature. But the writer's contention is that personality is also a work of art in the aesthetic sense, and of course, like any other work of art, may be original or commonplace, creative or derivative. In other words, personality is a Gestalt and it may be a 'good Gestalt' (7). Now it can be shown more or less satisfactorily that the basic principles underlying all art are the same. They are found equally in architecture, sculpture, painting, music, dance, and poetry (5, 8, 10). But it is just as clear that the significance of any art varies with time and place. The constant features cannot therefore be 'significant form,' in the words of Clive Bell (2,3),but rather pure form. Since these formal elements are universal, they are probably innate. But whether they are, as James suggested of the necessary truths (9), determined by the biological nature of man, or a priori in the Kantian sense,