ABSTRACT
The children’s response to some of the tests revealed considerable differences between the experimental and control schools and it is this more than anything else that has prompted almost all our co-workers who administered the tests to say how much they wished we had better instruments available for the measurement of personality. There were distinctly more requests for permission or explanation from the control schools, but such questions were also sometimes asked in experimental schools. At the Infant School stage there was markedly more conversation from children in the experimental schools. At the Infant School stage too the tendency was shown both in the tests for physical activities and in the samples taken in the playground and classroom, where there were many more instances of co-operation in the experimental schools. One observer remarked on the children’s enjoyment of the test in one experimental school and in schools of each type laughter was reported over the question on ‘radar’.
