The problem in this study is to show the possible relationship between improved physical skills and the total adjustment of boys at the junior high school level. A limited number of boys selected from the seventh and eighth grades who were without adequate physical skills were given special assistance for improving such skills, and a record was kept of the procedure and possible results of this instructional program.

It is the primary purpose of this study to determine any differences in the achievement abilities and teacher ratings of the boys and girls of equal intelligence quotients in the fifth, sixth, and seventh grades of the Alvord Elementary School, Alvord, Texas. A secondary purpose is to make a study of the environmental background of a number of pupils in order to determine certain other factors that might be considered as producing some influence upon the success or failure of the boy or girl.

The primary purpose of the study was to determine, scientifically, if there is any significant difference between the ability of boys in the seventh grade and the ability of girls in the same grade to retain arithmetical ideas, facts, and processes. A second purpose was to investigate the causes of differences that were found to exist.

This paper presents the thesis that a major emphasis on craft activities in the creative art program for early adolescence is indicated as an aid in the adjustment of the child to the more mature status in which he finds himself. As a test, during the school years 1955-56 and 1956-57, children in grades six and seven at the W. W. Bushman School in the Dallas Independent School District, Dallas, Texas, participated in various projects in crafts as part of the course of study in art, which also included drawing and painting. A description and evaluation of these problems are the subject of this paper.

Especially during the last century the health of school children has been a problem of deep concern. Many physical examinations have been given by numerous organizations with the intention of discovering organic disorders that might be detrimental to a child's normal social life. As a result of such study, humanity has generally come to recognize the social and economic costs of ill-health and has embarked on remedial and preventive campaigns to improve the well-being of children. Foundations have been endowed. Free clinics have been established to serve those families whos incomes prohibit them from securing medical services otherwise; county, city and school nurses and doctors have been employed in districts throughout the country to render treatment and give advice. Health educational campaigns have been conducted and organized health units and agencies have been instituted. Of late, socialized medicine has gained in populatrity as a means of enabling certain unfortunate persons to benefit from expert services. All of these efforts which have been directed mainly in the interests of school children have brought to light many interesting facts relevant to physcial conditions that threaten good health. Few doubt the value of knowing what evil effects diseased tonsils or teeth, diseased heart, curvature of the spine, defective feet, or other physical disorders may have upon the health of the child. Nor do most people question the importance of having these physical handicaps removed or corrected so that one may come nearer functioning to his normal capacity. It is generally recognized today that not only the welfare of the individual but the future of civilization depends greatly upon the health of its citizens. Purposes of this study are threefold: (1) to ascertain certain existing social, economic and educational conditions found among seventh and eighth grade children of Brigham City grouped according to physical rating; (2) to compare the groups with respect of these certain conditions; and (3) where it seems justified, to compare the findings in this project with those disclosed by other research studies. Inasmuch as this is relatively a new field of research many of the comparisions with outside studies are indirect rather than of direct significance.

That each is born with differing capacities and potentials is self-evident. Both students and teachers should accept as their right and duty the task of bringing to full fruition these latent potentialities. It is a cause of concern in the nation, among parents and teachers, and in later years among students themselves, that many of our youth fail to achieve that of which they are capable. This is a loss to society and a disappointment to the individual. The purpose of this study is to add to the growing fund of knowledge concerning factors related to this important area of education and the relationship of these factors to life's fulfillment

To live intelligently in our rapidly changing society, every member of our society needs to acquire knowledge and skills in the field of mathematics, not only in specialized fields, but in all areas of everyday living.

Our civilization depends in great measure on the reading process and there is a need for attaining greater skill in reading. Being able to read well has become one criteria for measuring the extent of a person's education. Every year seems to increase the reading demands made upon students as well as adults. Reading was one of the three R's that made up the curriculum of the early schools in our country.

Purpose . The purpose of this study was to examine student perceptions of the impact of grade-level retention on students who experienced retention the first time during 7 th or 8 th grade and who continued with their education into their 10 th -grade, 11 th -grade, or 12 th -grade year. Procedure . Ten high school students in grades ten, eleven, or twelve participated in this phenomenological study. Each of the participants experienced grade-level retention for the first time during their seventh or eighth grade year. At the time of the interviews, each student was earning the necessary credits to be on target to graduate from high school. Qualitative methods were employed to allow an in-depth exploration of each participant's experience. Tape-recorded interviews were conducted. Interview questions addressed five general areas: (a) student reflections regarding middle school; (b) student reflections on their high school experience; (c) student perceptions on the impact of their grade level retention; (d) student perceptions of the effectiveness of grade-level retention, especially at the middle school level; and (e) factors that contributed to each student's academic resilience. Standardized open-ended interview questions minimized variation in the questions posed to participants. Follow-up and probing questions allowed further exploration into each participant's descriptions and reflections. Findings . Participants in this study perceived that their academic success in high school stemmed from their grade-level retention experience. Students recognized a lack of maturity, poor attendance, and an inability to focus their attention on academics, rather than the social aspects of school, as factors that contributed to their retention. Evidence presented in this study suggests that students can experience academic resilience after experiencing grade retention. Self-determination was the single most obvious theme dominating student perceptions of factors that contributed to their academic resilience. Students perceived that they had some degree of control over their academic destiny; each student reflected that a lack of commitment to school, or laziness contributed to their failure. Thus, each student perceived an ability to overcome failure through a commitment to complete work, focus on school, and improved attendance.

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