ABSTRACT
In the summer, we noted a certain hardening of pupil identities along the lines of academic ability and orientation to school. Simultaneously, allegiances became more tightly knit, and more firmly differentiated, and, by this stage, outside-school interests were coming to have an increasing influence on them. The pupils had worked out, too, a concept of 'the normal, (to them) pupil', and deviations were savagely derided. While this is true of both boys and girls, their personal and social development does differ in some important respects, and we shall therefore consider them separately.
