This study, for the major part of which the senior author is responsible, covers the developmental history of the school child and includes detailed data on 48 children aged 5 to 14 years. The approach is an intensive one, using biologic, psychologic and other technics to study children not as discrete organisms but as living, changing, functioning human beings at one of the most important stages of their development.
The investigators have taken the point of view that no single factor is, by itself, of sufficient significance to merit full consideration unless other related aspects of development are included in the evaluation. This monograph, therefore, is concerned not only with the several physical, psychologic, physiologic and sociologic variables but, more closely, with their many interrelationships and the effects on personality, adjustment and school success thus produced. The circumstantial histories of cases and the precise descriptions of traits add interest and