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241 Appendix C Excerpt from a Comprehensive Student Record This girl is on the whole industrious and responsible. She reaches in some of her work the point where she does not need to be told what to do, but goes beyond the requirements of the teacher in her desire to get as much as she can from the opportunity and to make any contributions she can to her classes. However, she is at times a little temperamental and some work that she likes less than other kinds may not be so completely done. She is judged by all her teachers to have a good deal of creativeness and originality. The least favorable judgment given by anybody is that she is promising in this quality, and the highest judgments which are given by any of her teachers—and there is a certain significance in which ones give those judgments—is that her whole attitude toward everything she does is creative, that she puts into all activities something original. Her influence in the group is distinctly constructive, and she has a good deal of influence. I am not using the word ‘leadership,’ you understand. She has a very strong constructive influence. Her opinions are respected and therefore the class is the better for having that pupil in the group. The one place where that is not strictly true is in the part of the school day given to physical education. . . . She has a highly inquiring mind on the whole. Practically every teacher judges her to be one who responds with deep interest to any intellectual stimulus. She varies a good deal, however, in open-mindedness. She has certain areas of fixation where, because of her past experience or prejudice developed from family or otherwise, she thinks with a certain emotional set that does not always make it easy to change her mind. . . . This pupil has considerable ability to analyze, but she does not always meet every situation from the analytical standpoint. . . . She is definitely concerned for the good of her group; that is, she thinks beyond her own selfish interest to a degree that means that her social contribution is a thoughtful one. She is very 242 Stories of the Eight-Year Study responsive emotionally. . . . She is not physically vigorous, which has to be taken into account in what she is allowed to do or urged to do, but she has a high degree of self-reliance, of assurance in various situations, and she shows good emotional control despite the fact that she is strongly emotional. This pupil has had serious family unhappiness within a short time and has gone through distinct and powerful emotional upsets. She has controlled herself remarkably but undoubtedly has suffered somewhat perhaps from overcontrol. . . . She is definitely purposeful. She knows what she wants and why she wants it and is always moving toward something far enough ahead to be a worthwhile long-time purpose. Her work habits are on the whole quite highly effective, though they differ somewhat in different fields. They are never less than reasonably adequate for a girl of her age.1 ...

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