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GordonEmimomm
1957

 

Pages 44-108 are missing:
For complete thesis see microfilm no. 1143

This is to certifg that the
thesis entitled

A Study of the Relationship of
Certain Developmental Ifeasures
to i-laturity of Boys as Indicated
by I’Ieasures of Height

presented bg

Gordon 13. Holmgren

has been accepted towards fulfillment

of the requirements for

PhoDo degree in Education

Major professor

Date I’an 3: 195?

0-169

 

 

A STUDY OF THE RELATIONSHIP OF CERTAIN
DEVELOPMENTAL MEASURES TO MATURITY OF
BOYS AS INDICATED BY MEASURES OF
HEIGHT

by

Gordon Emil Holmgren

AN ABSTRACT

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

Year 1957

Approved

 

LIBRARY

Michigan State
University

 

 

n}

GORDON EMIL HOLMGREN ABSTRACT

The purpose of this study was to determine the vali-
ditycu‘height measures in detecting early and late maturing
tst in public schools. As some educators question the
vahm of collecting physical growth data on public school
dnldren this study has a practical justification.

The data used were of a longitudinal nature and were
takmifkpm the data of the Third Harvard Growth Study which
arerxwion file at Michigan State University.1

The study involved 3o8 boys who met the following
criteria:

1. eleven or more annual height measurements;

2. first measurement before the age of seven.
Frmnthis group fifty early maturers and fifty-five late
manners were selected to comprise two groups, an early
manning and a late maturing one. These two groups were
thmicompared according to height, weight: dental, skeletal,
Henna” reading, and arithmetic growth.

Steps in the classification of early and late matUPEPS

vere as follows:

x“—

1The third of four studies of physical and mental
gmwmh Of children sponsored by the Research Center of
mnward. Reported in Society for Research in Child Develop-
393%, Vol. III, No. 1 (Washington, D. c.:
National Research Council, 1938).

3
GORDON EMIL HOLMGREN ABSTRACT

1. straight line growth was determined from the
annual serial height measures by the use of

the equation: Y = mx + b

m: new ~2x2y

 

nixg- 2x2
bztxgéy -£xéxy
n £,x2 - 2.x

2. the actual height was then compared with the
computed straight line growth;

3. the difference between the actual height and
the computed height was termed a deviation;

4. an early maturer was so designated who experienced

I

a definite break in his height growth pattern at

or before 150 months of age, while a late maturer
was so designated who experienced this same break

2
at 170 months or more of age.

M

1A definite break was defined as, whenever the de-
Vhfiions, Of a minus nature, went consistently from year to
yan‘to a lesser value, within the tolerance of a plus or
andnus one-tenth (.1) of an inch, there would the break be
Pevealed.

21f the actual measure was above the computed
memflUQ, the deviation was considered positive; if it was
beknithe straight line, it was considered negative°

A

GORDON EMIL HO LMGREN ABSTRACT

As groups, the early and late maturers were not alike.
filmy differed to a noticeable degree on every characteristic
in.which they were compared. In a general way the early
manning group was taller, heavier, had greater skeletal
mahnetion, advanced dentition, higher mental age, and,
gmxfier reading and arithmetic development.

A definite cyclic pattern of growth was found in all
cases. Ehrthe direction of the growth curves there was
reaax1to believe that the differences between early and
hue maturers was largely in terms of time.

Late maturers had more difficulty with school work,
especially in early grades, and they were the victims of
rmne retentions. A comparison of the number of retentions
mlthe first grade level between the early and late maturers
re&nted in a degree of significance on the nine per cent
level. Separate tables of height norms for early and late
maturers were created.

Operating on the hypothesis of the advantage of the
“HWY maturer, the method of cataloging a child as an early

CH‘late maturer is valid.

A STUDY OF THE RELATIONSHIP OF CERTAIN
DEVELOPMENTAL MEASURES TO MATURITY OF
BOYS AS INDICATED BY MEASURES OF

HEIGHT

by

Gordon Emil Holmgren

A THESIS

Submitted to the School for Advanced Graduate Studies of
Michigan State University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1957

ACKNOWLEDGMENTS

The writer wishes to express his thanks to the mem—
berscfl‘tfls committee for the useful suggestions they gave
tithe preparation of this study. This committee was Dr.
!L R. DeLong, Dr. R. M. Junge, Dr. H. w. Sundwall, and Dr.
C.\L Millard, chairman. He wishes to express special
gmfiitude to his chairman for his helpful criticisms and

interest.

TABLE OF CONTENTS

List of Tables.
List of Figures
CHAPTER
I THE PROBLEM AND DEFINITIONS OF TERMS USED

The Problem. . . . . . . . . .
Statement of the Problem. . . . .
Importance of the Study

Definitions of Terms Used

II REVIEW OF PREVIOUS RELATED STUDIES.
III DATA AND METHOD

A. The Source of Data . . . . , .
B. Selection of Cases . . .

C. Secondary Problem and Data Used.

D. Method .

IV ANALYSIS OF THE DATA . . . .

A. A Normative Comparison of Early and Late
Maturers In Height . . . . . . .

B. The Weight Growth Pattern of Early and
Late Maturing Boys . . . . . . .

C. The Dental Growth Pattern of Early and
Late Maturing Groups . .

Late Maturing Groups . . . . .
The Mental Growth Pattern of Early and
Late Maturing Groups . . . .
1. Group Testing Data. . . . .

2. Individual Testing Data . . . .
F. The Academic (Reading and Arithmeti )
Growth Patterns of Early and Late
Maturing Groups . . .

WU

V SUMMARY, CONCLUSIONS, AND IMPLICATIONS

Summary . . . . . . . . . . .
Conclusions. . . . . - - ° °
Implications . . . . .

The Skeletal Growth Pattern of Early and

Page

vii

OO Jri—Ji—Ii—J

28
28
29
30
3A

44

AA

59
62

7O
7O
76

79
102
102

103
104

BIBLIOGRAPHY.
APPENDICES
A. Statistical Analysis of Data of Early
Maturers . . . . . . . .
B. Statistical Analysis of Data of Late
Maturers . . . . . . . .
C. Graphic Analysis of Early Maturers.
D. Graphic Analysis of Late Maturers

iv
Page
107

11A

115

166
2222
28A

LIST OF TABLES

TABLE PAGE
I. A Description of Each of the Early Maturers in
Terms of Number of Measurements and Time
of the Initial Measurement. . . . . . . 31
II. A Description of Each of the Late Maturers in
Terms of Number of Measurements and Time
of the Initial Measurement. . 32
III. Tbtal Number of Annual Measurements on the
Early Maturers with Ten Different Test
Instruments. . . . . . 35
IV. TOtal Number of Annual Measurements on the
Late Maturers with Ten Different Test
Instruments. . . . . . . . . . 36
V. Real and Computed Height Measures and Their
Deviations, Case NO. 2668 . . . . . . . A0
VI. Real and Computed Height Measures and Their
Deviations, Case No. 2528 . . . . . . . Al
VII. Real and Computed Height Measures and Their
Deviations, Case No. 2007 . . . . . . . A?
VIII. A Comparison of Extremes of Early and Late
Maturers as to Age at Cycle Break . . . . 45
IX. Statistical Analysis of the Mean Height of the
Early Maturing Group. . . . . . . . 50
X. Statistical Analysis of the Mean Height of the
Late Maturing Group . . . . . . . . 51
XI. Height Means of Early and Late Maturers. . . . 55
XII. Statistical Analysis of the Mean Weight of the
Early Maturing Group. . . . . . . . 60
XIII. Statistical Analysis of the Mean Weight of the
Late Maturing Group . . . . . . . , 61

XIV. Statistical Analysis of the Mean Dental Eruptions
of the Early Maturing Group . . . . . , 6A

TABLE

XVI.

XVII.

flHII.

XIX.

XXI.

XXII.

XXIII.

XXIV.

XXVI.

XXVII.

XXVIII.

Statistical Analysis of the Mean Dental Eruptions

of the Late Maturing Group.

Statistical Analysis of the Mean Skeletal Ages
of the Early Maturing Group , ,

Statistical Analysis of the Mean Skeletal Ages
of the Late Maturing Group. . . .

Statistical Analysis of the Mean Mental Ages of
the Early Maturing Group as Measured by
Group Tests. . . . . . . . . .

Statistical Analysis of the Mean Mental Ages of

the Late Maturing Group as Measured by
Group Tests. . . .

Statistical Analysis of the Mean Mental Ages of

the Early Maturing Group as Measured by
Stanford—Binet Individual Tests .

Statistical Analysis of the Mean Mental Ages of

the Late Maturing Group as Measured by
Stanford-Binet Individual Tests

Mean Raw Score Achievement and Number of Annual
Measurements on Six Different Reading Tests

of Early Maturers. .

Mean Raw Score Achievement and Number of Annual
Measurements on Six Different Reading Tests

of Late Maturers

A Comparison of Early and Late Maturers as to
Average Achievement on Six Reading Tests

Regardless of Time . . . . . . .

Mean Raw Score Achievement and Number of Annual
Measurements on Three Different Arithmetic

Tests of Early Maturers.

Mean Raw Score Achievement and Number of Annual
Measurements on Three Different Arithmetic

Te3ts of Late Maturers

A Comparison of Early and Late Maturers as to
Average Achievement on Three Arithmetic

Tests Regardless of Time . . . . .

Comparison of the Cycle Break of Six Growth
Characteristics . . . . . .

vi

PAGE

65

68

69

73

77

78

83

8A

92

9b

95

99

100

LIST OF FIGURES

FIGURE PAGE
1. A Graphic Comparison of Real and Straight Line
Growth in Height of Case 2668. . . . . . 38
2. A Graphic Comparison of An Early and A Late
0 O J L17

Maturer in Height Growth

3. A Comparison of Two Early Maturers (Shortest
and Tallest) and Two Late Maturers
(Shortest and Tallest) . . . 48

1L Graphic Comparison of the Early and Late

Maturing Groups in Height . . . . . . 52
5. .Graphic Comparison of the Early and Late

Maturing Groups in Weight . . . . . 63
6. Graphic Comparison of the Early and Late

Maturing Groups in Dental Eruptions. . . . 67
7. Graphic Comparison of the Early and Late

Maturing Groups in Skeletal Age . . . . . 7l
8. Graphic Comparison of the Early and Late

Maturing Groups in Mental Age (Group Tests) . 75
9. Graphic Comparison of the Early and Late

Maturing Groups in Mental Age (Individual

TeSts) . . . . . . . . . . . . . 80
ML Graphic Comparison of the Early and Late

Maturing Groups in Terms of Retention . . . 81
11. Graphic Comparison of the Early and Late

Maturing Groups on the Haggerty Reading

Examination. . . . . . . . . . . 86

12. Graphic Comparison of the Early and Late
Maturing Groups on the Ayres Reading Scale , 87

13. Graphic Comparison of the Early and Late
Maturing Groups on the Chapman-Cook

Reading Tests . . . . . . . . . . . 88

viii

FIGURE PAGE
ML Graphic Comparison of the Early and Late
Maturing Groups on the Iowa Reading

Scales. . . 89
15. Graphic Comparison of the Early and Late

Maturing Groups on the Stanford Reading

Tests . . . . . . . . . . . . , 90
16. Graphic Comparison of the Early and Late
Maturing Groups on the Shank Reading

01

Tests . O O I O O O I I O O

17. Graphic Comparison of the Early and Late
Maturing Groups on the Progress
Arithmetic Tests . . . . . . 96

18. Graphic Comparison of the Early and Late
Maturing Groups on the Stanford
Arithmetic Tests . , . . . . . . 97

19. Graphic Comparison of the Early and Late
Maturing Groups on the Schorling
Arithmetic Tests . . . . . . . . . . 98

CHAPTER I
THE PROBLEM AND DEFINITIONS OF TERMS USED

Most public schools have as a part of their pupil
evahnnion programs the recording of such aspects of human
growHIae height scores. The motivation or purpose in ac-
cwmfleting such data is to get some evidence of the child's
tflwsical growth and also to assess the health status of the
fluid. However, accumulated height scores might possibly
lave other values, specifically that of determining whether

orrmn a child is an early or a late maturer.
I. THE PROBLEM

Statement of the problem. It was the purpose of this
snudy to determine the relationship of certain developmental
measures to maturity of boys as indicated by measures of
height.

Importance of the study. Teachers speak so often
Oftiw “immature" or the "slow maturing" child. Almost
ewnnrexplanation of poor achievement is followed with "this
dflid is maturing slowly." This study attempts to show how
longitudinal data on physical growth can be put to use in a

nwre effective way.

Further, this study attempts to show justification why
Um educators should be concerned with the nature and charac—

tercn‘a child‘s physical development. John E. Anderson,

2
cfltector of the Child Welfare Institute at the University of

lhnnesota, describes this thought when he says:

that as soon as one works with Children
he becomes aware that behavior of the moment is
an end product determined by many factors, some
of which are clearly related to the physical make-
up and physiological state of the child,

Helen Thompson, writing in the Manual 9f Child Psy-
chology, also emphasiaes the importance of knowledge of
{Musical growth. She suggests some interesting thoughts
when she says:

It may even be a fair prophecy that, in the in-

vestigation of individual physical and mental life
histories, studies of social behavior and personality

may find their fullest realization in the genetic
analysis of physical individuality.

The Encyclopedia 9f Educational Research in its sec-

 

timl"Child Development V. Physical Growth," suggests three
issues of physical growth studies:

Studies in physical growth are concerned, in the
first place, with determining the averages, and
normal deviations from the average, Of various
measurements of sine and body proportions in children
at specific ages. Second, they are concerned with
learning the relative influence of the various factors
which operate in determining the course of growth.
And third, they are Concerned with the evaluation and
prediction of the trends of growth in individual
children.

“M

1J. E. Anderson, “The Contribution of Child DeveIOp-
Rent to Psychology, " Journal Conslt. Psychology, Vol. C,
P. 159.

2Leonard Carmichael, editor, Manual of Child Psycho-
logy (New York: John Wiley and Sons, InC- 195“):13. 993-

3Walter 3, Monroe, editor, Encyclopedia 3: Educational
Efifigggh (New York: The Macmillan Co., 19597? p- 153- ‘7‘

Courtis, for many years, a student of the child de—
xmlopment movement, has pleaded for longitudinal records on

dfildren and he punctuates his thoughts with the following

comments:

. Will the time ever Come when, out of her
knowledge of child development and study of that in-
dividual's growth curve, the teacher will not only
wisely overlook discrepancies that discipline will
only intensify, but also actually interpret the
child to himself; and by her faith and wise stimula—
tion launch the Child successfully into the new cycle
and short circuit all the stress and strain of ado-
lescence? Wisdom, plus records and faiths, spells
inspiration and power; ignorance and inadequate
equipment generates conflicts, disaster, tragedy.
How great are the possibilities!

Millard in his writing and lectures emphasizes the
importance of adequate longitudinal physical, mental, and
mflmational records on public school children. In his book
fluid Growth and Development2 he describes the need for data
michildren and then brings into focus the principles of
gmnuh and the need for their proper interpretation.

Quotations and statements give support to the idea of
cdHection of physical data on children, and because of the
hmmrtance that child deveIOpment investigators have put

lawn the collection of longitudinal data, many public schools

lmve developed quite adequate records.

18. A. Courtis, "Discipline Under the Growth Conflict,"

mnld Growth in an Era of Conflict, ed. C. V. Millard,
RflIbenth YeaFBOOE, Depr'of Elementary School Principals
Uxuwing, Michigan: Mich. Education Association, 1944), p, Ag.

2C. V. Millard, Child Growth and Development in LEE
Ekflggtggy School (Boston: D. C. Heath and Co., 195T7, paSSim.

A

The problem of this study becomes one of application.
Other than using height scores to determine a child's health
condition, in a very general way, and to describe his rela—
tive position when compared to height norms, this study
eutempts to use height scores to determine whether or not a
ddid is an early or a late maturer as determined by his
afiflescent height growth. By a comparison Of two groups,
aiearly maturing and a late maturing one, the question is
raised: How do these two groups compare in six other de-
xmlopmental Characteristics—-weight, dental, skeletal, mental,

reading, and arithmetic.
II. DEFINITION OF TERMS USED
The following terms are used to describe this study.

Adlosecence growth spurt. As this study deals with
Imight, reference to the above phrase means that it is the
time in an individual's growth pattern when height growth
is marked by a decided and very noticeable increase from

the previous pattern.

Growth versus development. Millard's concept of

Emwmh and development will be used:
Development will be used to describe general organ-

ization and organismic change, whereas growfh will be
considered as a phase Of total development.

Ibid., p. 10.

\Il

Growth analysis. The consolidation of growth data

 

hla.sequence or bringing it into a longitudinal perspective

so that it can be studied and analyzed.

Growth curve. Describes a design formed by cumulative

 

movements.

Growth cycle. A curve Of growth which is character-

 

ized by a phase Of acceleration followed by deceleration.

Armw cycle begins where the deviations from straight line

1

Ipwtr de art from a decelerating to an acceleratin hase.
0

Cyclic nature of growth. Growth is not of a straight
line description but rather is better described by a series
cn‘undulating waves each having a phase of acceleration and

deceleration.

Maturation. The process by which an individual pro-

 

gresses in his development.

Stages of maturity. Periods or times in the matura-
tional process which are quite definable, i.e.: prenatal,

unanthood, childhood, adolescence, adulthood.

Immaturity. A word that characterizes an individual
wwihas not reached the stage of development that one would

nonmdly expect at a given time.

Skeletal growth. Description of carpal maturation,

 

when of bone joints by calcification, as measured by x-ray

{fictures. This growth is given in quantitative aspect by

aiinterpretation of x-ray pictures in terms of skeletal age.

Longitudinal study. This can best be described by

 

cmmmrison to a status study. A status study involves
sflngle testings on a large number of cases while a longitud-
hmfl study requires many testings on fewer cases. Time is

hmefundamental factor in longitudinal studies.1

Physical data. Quantitative measurements in height,

 

weight, tooth eruption, and bone calcification.

Harvard Growth Study. The third of four longitudinal

 

gmnnh studies on children of school age carried on by

lkflyard University.2

Developmental period. That time in an individual's

 

life in which he is growing and full maturity has not been

reached.

1C. V. Millard, Child Growth and Development (Boston:
0.0. Heath and Company, 1951), pp. 57-to.

, dWalter F. Dearborn, John w. M. Rothney, Frank K? n
&hnmieworth, "Data on the Growth of Public School Children,
m for Research E Child Development Monographs (W?:?_
ingan D. C.: National Research Counc1l, 1938), V01“ ’
No. l, passim.

 

Time.

 

Time in this study has a very significant

meaning and place. Time means explicitly that period in

auxindividual's life development when a specific measure is

taken. Time and the measure then become greatly dependent

on each other.

CHAPTER II
REVIEW OF PREVIOUS RELATED STUDIES

Child growth and development, child psychology child

tmhavior, or just child develOpment have essentially many

dfifierent meanings. The simple word growth is used to cover

a.great variety of diverse phenomena of complex nature. Be~

cause of the great number of sciences which are interested

hithis field, and because of growth's complexity, the liter-

ahne on this subject is voluminous. Further, to make the

Mmde matter more complex growth can be studied on many

levels (prenatal, postnatal, adolescent, senility) and it

euso can be studied by different methods (cross-sectional,

longitudinal, group~and individual—wise).

Kai Jensen, writing on the topic of physical growth

hithe Review of Educational literature described well the
______._____a___a_____

topic of growth in this statement:

It connotes all and any of these reproduction,
changes in dimension, linear increase, gain in
weight, gain in organic mass, cell multiplication,,

mitosis, cell migration, protein synthesis, and
more.1

For purposes of this study child growth and develop~

Umnt will have a definite and specific meaning; one that

Ielates directly with the school and education.

\\

P lKai Jensen, "Physical Growth," Review of Educational
fiiEEEEfl, Vol. 22 (Washington, D.C.: AmEFTEaH'EduEEFfifiiEFT*“
BSGarch Association, 1952), p. 391.

In other

 

9
rpnksa study of the literature will include only that which
iscfirected to educators, is related to the school and its

obfimtives, and is appropo and practical to modern day edu-

As a field of study, child development in the schools
isconcerned with mental and physical growth as it moves
fnmlone level of maturity to a higher, more structural level
of maturity.

l . . . .

Olson , who has tried to put principles of growth and
dewflopment to practice, emphasizes the importance of being
fleiar with the laws of growth and then using these prin—
dples as guides in curriculum planning, as guide lines for
pmwmams of evaluation, and for helps in creating the school
environment.

In a publication by Millardg, the principles of
gmwuh and development are brought into focus so that they
phfl’upon the educational scene pointing up many pOSsible
amflications. He begins his book with the thought that
mhmators, by borrowing knowledges and methods from the many
related sciences, can now make education a more precise and
€Xact science. He also describes the limitation of earlier

Shkhes and then suggests as an answer the organismic view.

R...—

lWillard c. Olson, Child Development (Boston: D. c.
thath and Co., 1949), passim.

R)

Millard, op. cit., passim.

 

 

 

 

 

F4
(3

lb describes this view as one which interprets all aspects
cfi‘development in respect to a life pattern. He then pro—
phecies with:
Teachers with this viewpoint recognize the child
as a dynamic organism that furnishes as much data
as the observer is ingenious enough to measure and
record. They realise that such data are related,
if different, aSpects of the total organismic pattern.1
Child development, as a field of research, is, then,
concerned with physical and mental development. Educators
the interested in the entire period from conception to
maturity (adulthood) but due to the fact that they re dir-
ectly involved with children in the childhood, adolescence,
muiypung adulthood they are more interested in these periods,
Research in the field of child development can be
dated as beginning at the turn of the century. Prior to
Hus the research was sketchy, unorganized, and isolated.
“He first seriatim study of human growth was described by

Scammond

 

in the American Journal of Physical Anthropology.

 

'Dm author begins his article by describing the two methods

by which the growth of the living body is studied; the m

8188

or cross—section method, or the individual, seriatim, or
longi-section method. Of the first he says:

The mass method has been used more extensively
than the individual method. Its application ap—
parently began with the work of Roederer (1753)

1

llbid., p. A.

2R, E. Scammon, "The First Seriatim Study of Human

%§0Wth," American Journal of Physical Anthropology, X: 329-
$, 1927. '“

 

ll
Dietz (1757), and Joseph Clarke (1786) on the
weight and physical proportions of the new born,
although it was not extended to the detailed study
of later development until the early part of the
19th century.

Scammon then describes some of the early seriatim
method research. He gives such names and dates as Wiener
(‘90), Gottman ('15), Camerer ('82, '93, "Ol), Haehner ('80,
'84), and also the more contemporary Baldwin (University of
Iowa Studies) as examples of the first men who pursed such
research along the longitudinal lines. However, Scammon
spends considerable time describing a pioneer investigation
by the individual method which took place in the eighteenth
century. This is perhaps the first such kind of research.

The following paragraph taken from this article describes

it well:

The observations in question were made by Gueneau
de Montbillard and consist of measurements on the
growth in height of his son (a first child), begun
at birth (April 11, 1759) and continued for nearly
eighteen years (until November 11, 1776, with a
final check on January 30, 1777). The measurements
were made at approximately semiannual intervals,
there being but two observations in the series which
are separated by an interval of over six months. In
the latter part of the period, when growth in stature
was less noticeable, the observations were made more
frequently.2

The scientist Montbillard must have been a very keen
and observant student for he also discovered some principles
Of growth which have been thought of as quite recent dis-

coveries. Apparently he had graphed his data, for the curve

1 2

Ibid., p. 329. Ibid., p. 330.

ofgmowth which he describes has four phases: period of
rand growth during infancy and early childhood; a middle
mnuod of slower but constant growth from three to nearly
Unrteen years; from about thirteen and one-half to fifteen
anmrked period of prepuberal, and finally a period of slow
gmnmh. Further, he commented on the effect which the daily
Cflfle of rest and activitity has on height. He is credited
wifiirecognition of the seasonal effect on height.

1

Boas , writing in Science in 1892, made a strong plea

fln*more studies that are longitudinal in nature and more
carefully done. He completes his article by stating that:

In order to carry out such a plan, it would be
necessary to organize a bureau with sufficient
clerical help to carry on the work. The questions
underlying physical and mental growth are of fun-
damental importance for hygiene and education, and
we hope the time may not be far distant when a work
of this character can be under taken.5

A contemporary of Boas was Bowditch3. Reporting in

We Eighth Annual Report of the State Board of Health of

 

Massachusetts he compared children of the same percentile

rank from year to year. This, too, is an existing practice,

1Frank Boaz, ”Growth of Children,‘
351-352) 1.892.

Science, XX:516:

2Ibid., p. 352.

H

3H. P. Bowditch, "Growth of Children, Eighth Annual
Eflfifij, Massachusetts Board of Health (Boston: 1875),
Cluoted in Walter S. Monroe, ed., Encyclopedia of Ed. Research
New York: The Macmillan Co., 1952), p. 139.

 

 

 

 

13
animany people believe as Bowditch did that the same child-
zen on the average will remain in the same percentile rank.

Behavioral records, children's logs or diaries, or
anecdotal records had their beginnings in Germany. The

mummlopedia of Educational Research lists Pruyerl as a

 

[noneer in the type of work which Arnold Gesell made famous.
Sullyg, working at the University of London at the turn of
We twentieth century, promoted a style or method of child

study which could easily have been the vanguard for further,

later work in child observation. Some excerpts from his

section on "Child-psychology: Conditions of the Study" will

show the reader that his orientation was quite as it is

today.

. . If we can only decipher the mystic charac-
ters of a child's external behavior, we may be able
to approach at least the desired beginning and to
supplement our introspection with a genetic psychology.

Now this work of child—study is not an easy one
which anybody can rashly take up. It requires, for
one thing, special personal aptitudes and tastes,.

But what needs to be emphasized here is that
these personal gifts are not everything, that they
need to be accompanied and guarded by the caution

bred of scientific reflection.

 

1. 1W. Pruyer, Die Siele des Kindes, The Soul of the
Child (Leipzig: GrETBeHT—TBBETT H25 pp., quoted in Walter
S.Monroe, ed., Encyclopedia of Educational Research (New
York: The Macmillan Co., 195?), p. 139.

 

2
( James Sully, The Teacher's Handbook of Psychology
New York: D. Appleton and Company, 191477 passim.

3lbid., p. 7.

 

L

 

1a

It was also with the turn of the century that the

study of mental growth received impetus. Binetl was not

angrinterested in mental measurement but he also became

huerested in mental and physical relationships, their

huegrations and correlations. He was concerned with head

mwliéce measurements, and attempted to find in them an

index of mentality. His failure to find a close relation-

ship resulted in attempts by others, Porter (1892) and
Gilbert (1895, 1897) to seek some knowledge of this phenome-

rwn. From these investigators we received such concepts as:

dull children tended to be smaller for their age; bright

dnldren tended to be larger.
Apparently unforgotten was some important research

carried on by Cramptond in 1902. He was challenged by the

inexplained variability of boys of high school age.
There were undoubtedly reasons why one boy of
fourteen years of age was small and another large;

one tall and thin, another short; one weak, another
strong; one brilliant, another dull.

He then challenged the existing "age of Puberty” concept

\wnch was the chronological age of thirteen and fourteen.

 

l 1
Helen Thompson, 'Physical Growth," Manual of Child
Riflflggggy (New York: John Wiley and Sons, Inc., T954),

pp. 292-334.
E
C. Ward Crampton, "Physiological Age--A Fundamental

Principle," American Physical Education Review, XIII: 3:
111“].513 1908. 7—

3
Ibid., p. 141.

 

15

D12 redefinition of puberty he writes:

”Puberty“ from "pubertas-tatis" (age of manhood)
refers to that point of time when the asexual life
is changed to the sexual, and the ability to pro—
create is established. It is not a stage or period
of time, but a division Tine~bEPWe5n two p5?iods
having go‘more duration than the division between

one year and the next.1

 

Crampton sumarizes this study by emphasizing the
twint that it is impossible to predicate from the mere fact
tn‘age (those usual known ages of puberty twelve to seven—
teen) that an individual is mature or immature.

Another study2 of this pioneer following the one de-
mndbed above was the study of scholarship and pubescence.

Scholarship to Crampton was defined as:

Success in school life means the ability to get
marks', and satisfy the teacher in daily recitation
and upon examinations that the subjects studies are
relatively mastered.

Crampton then summarizes by emphasizing that post-
tnmescents are different from prepubescents mentally, that
‘Hm immature group is less fitted for the strain of high
school work, and that educators must recognize and under-
Sflufi the facts of puberal growth.

During the following decade little was done regarding
the correlations and relationships between mental and physi-

Cal traits or relationships between other physical measure-

ments. The systematic collection of physical data on

“X“.—

l
\. £239., p. 142. [The underscoring was done by the
lmlter of this thesis.]

a1bid., pp. 214-227. 3ibid., p. 22a.

 

 

 

(.4
C) ‘a

children was noticeably for improving the child's health,
improving physical conditions of schools, and getting cer-
tain health facts.
1 . . . . .
Terman published a book at this time that was speCl—
ideally pointed toward the hygiene of the school child.
However, his first six chapters brought the results of tre
zesearch up-to-date and put it into practice. An itemization
these chapters will give the reader an overview of the
topics he was attempting to explore.
They are:
1. Introduction: The Broader Relations of Educational
Hygiene
2. The Physical Basis of Education
3. The General Laws of Growth
4. The Factors Influencing Growth
5. Some Physiological Differences Between Children and
Adults
b. The Educational Significance of "Physiological
Age" 2
His later studies such as the Genetic tudies of
Genius brought into focus some interesting physical-mental
correlations.3

Following the First World War there was a definite

:flward surge of interest in securing accurate information,

1Lewis M. Terman, The Hygiene of the School Child
(Boston: Houghton Mifflin Co., 191477 passim.

 

 

 

dtbid., Table of Contents.

 

3L. M. Terman, et al, "Genetic Studies of Genius,
WfiflgfiLand Physical Traits of a Thousand Gifted Children,
V01. I (Stanford, California: Stanford University Press
W5), passim.

 

L..—

 

 

 

17
bofllphysical and mental, about children. Bird T. Baldwin,l
dhector of the Iowa Child Welfare Research Station at the
mnversity of Iowa, was one of the first to make systematic
snudies of physical and mental growth of children and then

to show the dependencies and interrelationships of them.
Efldwin accumulated a number of anthropometric measurements.
an1these measurements he drew individual growth curves.
’Hmse curves brought to him facts regarding the great vari—
anlity in physical maturation of children. Baldwin's
twight-weight norms for girls and boys are featured in much
Ofthe literature. Baldwin also brought into use the method
ofnmasuring maturity by noting ossification of carpal bones
as seen in x-rays.

The Harvard Growth Study came into prominence in the
mmfly'l920's. This, however, was the third of a series of
four such studies of a longitudinal nature. Dearborn and
2

lkmhney in their book Predicting the Child's Development

 

Eflve the history of these studies. In a chronological order
they were: First Study under the leadership of H. P.
BOMfiich, Professor of Physiology in the Harvard Medical
School in the year 1872; Second Study took place between the

sears 1910—1920 with W. T. Porter another Harvard Medical

113. T. Baldwin, "Physical Growth of Children from
lfixfih to Maturity," University 9f Iowa Studies in Child
thlfare (Iowa City: Univ. Of Iowa, 1921), Vol. 1, No. 1
DaSsim.

N

 

 

9

2Walter F. Dearborn and John W. M. Rothney, Predicting
the Child's Development (Cambridge, Mass.: Sci-Art Publishers,
Fifi), passim.

 

l8

$flwol physiologist as the leader; Third Study was carried
mlby the above authors in the Psycho—Educational Clinic of
the Harvard Graduate School of Education; Fourth Study began
hithe early thirties by the Public School of Health with
lbrold C. Stuart as the director.

The Third Study because of its extent, planned struc-
Une, and accuracy and carefulness received international
recognition. Many papers and further research has been done
twing the original data. Shuttleworthl used these data for
his studies.

Studies regarding the collecting of physical data now
tegan on an international level. Most of these were ab-

stracted in the Child Development Abstracts Vol. 1 to 3.2’3’4

 

Most of these studies were carried on by anthropologists or

1F. K. Shuttleworth, “Sexual Maturation and Physical
Growth of Girls Age Six to Nineteen," Monographs of the Society
ߤ:Research in Child Development (Washington, D.CT: 1937)
'Wflu 2, No. BT—and'“The Physical and Mental Growth of Girls
Eflfl Boys Age Six—to Nineteen in Relation to Age at Maximwn
Growth," (washington, D.C.: 1939), vol. A, No. 3.

 

 

 

5W. D. Newsdorf, "Physische Entwicklung der russischen
Kinder Johre 1925 Nach den anthropometrischen Untersuchungen,“
(Physical Development of Russian Children in 1925), Zulsehr
Konstitution-slehre, 13 (1) 60-82, 1927. (As abstracted in
Child QEK- Abstracts and Bibliography, Washington, D.C.: Com-
IMttee on Child Dev., 1928, Vol. IV, no. 2, p. 205.)

 

3Morris Steggerda, "Physical Development of Negro—White
lhbrids in Jamaica, British Westhndies,' American Jour. Phys.
5232222., Vol. 12, No. 1, 121—138, 1929.

 

itPaul Godin, "Remarque a propis de la mesure de la
:taille assi' an cours de la corissance" (Measurement of the
hitting Height During Growth), Revue Anthrop.,36 (1/3):68-89,
l929(As abstracted in Child Dev. Abstracts and Bibliography
lhshington,D.C.: Committee on Child Dev.,l9287—2;6;Ab8.) "7

 

 

 

 

19
people in public health. Their objectives were to collect
data for purposes of racial and national comparison, assessing
the health of children, and evaluating the effect of war or
other crises upon children. One piece of research of inter-
est that was done along longitudinal lines, with recognition
of the organismic viewpoint, and of a cyclic orientation was
are in Montevideo, South America, public schools. A quo-
tation from an abstract of this article delineates a thought
provoking fact regarding the growth cycle.

The type of growth is peculiar in its uniformly
ascending character, with a gradual yearly increase
in the periods of greater growth, but never shows
the sudden ascents that are noticed in children of
other countries.1
The child development movement was now given an added
impetus by the National Research Council which was able to
get the Third White House Conference2 to deal with the topic
Of growth and development. Section I--Committee A centered

on this topic.3 Apparently the committee became greatly

‘ ° 0 1 1 o u
motivated for its work is recorded in two volumes. These

‘*

1R. Schiaffino, "School Anthropometry," Bolivia Insti-
tute internac. Am. de Protic. Inf., April, 1929, Vol. 2,No.A.
(As abstracted in Child Dev. Abstracts and Bibliography,
Washington, D. C., 1990, Vol.—H, NO. 3, p. 337-)

‘ 2White House Conference on Child Health and Protection,
Addresses and Abstracts of Committee Reports (New York: The
Century Company, 1930), passim. '

 

 

 

3lbid., pp. 51-66.

uWhite House Conference on Child Health and Protection,
Growth and Development of the Child, Part I: General Consid-
S:gtio§?‘?art 11, Anatomy and Physiology (New_York: The '7—
Century Company: 1932 and 19337} PP- 377 and 629-

 

 

 

volumes are concerned with the more technical aspects of
fluid growth and development but Volume I} the parts on pre—
maturity and hyman types, are definitely helpful for the
educator, and Volume II2 has sections devoted to growth and
development of the skelton, development of the face, and
dentition, and eruption of the teeth.

Somewhat prior to this work many Institutes of Child
Welfare sprang up. Mention has been made of the work at
thrvard and the University of Iowa. Similar institutes had
also begun at the University of Minnesota, the University of
California in Berkley, the University of Chicago, Columbia
lkflversity, the Merrill—Palmer School in Detroit, and Yale.
Some of these institutes like the institutes at Iowa and
Minnesota received direct financial aid from the Laura
Spelman Rockefeller Memorial. The Yale Clinic of Child
Development was able to carry on much of its studies of be-
havior development in infants, the preschool child, and
later the school child because of the generous support of
funds from the Laura Spelman Rockefeller Memorial, General

Education Board, and the Rockefeller Foundation. Gesell's

Ibid., Vol. I, pp. 53-120.

 

Ibid., Vol. II, pp. 26—155.

 

f\

:1
work at this clinic and his writingsl’E’B’u’5 brought child
growth and development to the layman.

Gesell's work with infants and their developmental
growth initiated other studies of a similar nature. McGraw6
carried on a study which attempted to evaluate neural matura-
tion as exemplied in the changing reactions of the infant to
a pin prick. Her study had both cross-sectional and long-
itudinal data. She gather group data by getting 2,008
observations on infants from birth to four years and then
she supported these findings by longitudinal studies of four
individual infants during the first eighteen and twenty—four
months of life.

Under the leadership of John E. Anderson, Director,

Institute of Child Welfare at the University of Minnesota, a

lArnold Gesell, The Mental Growth of the Preschool
Child (New York: The Macmillan Co., 19257: passim.

 

2Arnold Gesell, Helen Thompson, The Psychology of
Early Growth (New York: The MacMillan (TM—1938), passim.

3Arnold Gesell, Catharine S. Amatrude, Burton M.
CaStner and Helen Thompson, Biographies of Child Development
New York: Paul B. Hoeber, Inc., 19395, passim.

“Arnold Gesell, and others, The First Five Years of
life (New York: Harper and Bros., 19405, passim. _“

 

 

5Arnold Gesell, Infant Development (New York: Harper
and Bros., 1952), passim.

6Myrtle B. McGraw, "Neural Maturation as Exemplified
in the Changing Reactions Of the Infant to Pin PPiCk," Child
Development, XII:31-42, March, 1941.
K

 

tM)year longitudinal study on twenty-five infants was ef-
fimted. Mary Shirley,l reported on this study in three
volumes.

Ohio State University also attempted some work in the
sway of infant behavior. Pratt, Nelson, and Sun describe
Me experimental method,used in their work, as follows:

This method stresses the control or accurate

measurement of the stimulating conditions, and a
careful recording of the actual movements that
are made.d

The study was longitudinal in that the same children
xmre ”stimulated" and observed from time to time. At times
fifty infants were involved.

In the early "forties“ many growth studies began which
emphasiaed the child of school age. There were also some
definite "trends" among the child development researchers.
Ifiwgman3 reported on these in a Child Development periodical.

'Mmse are significant enough to be listed as such:

1Mary M. Shirley, Postural and Locomotor Development,
22;. I; Intellectual Development, Vol. II; Personality Mast-
festation, Vol. III (Minneapolis, Minnesota:“ The University
(M‘Minnesota Press, 1931, 1932, 1935), pp. 227, 513, 22

 

2Karl Pratt, Amalie Kranshaar Nelson, and Kuo Hua Sun,
The Behavior of the Newborn Infant (Columbus: The Ohio State
tfiIversIty Press, 1930), p. 7.

3Wilton M. Krogman, "Trend in the Study of Physical
figiwth in Children," Child Development, XI: III, 279-284,
0.

The first trend is that of standardization. . . .

The second trend is based upon the interpretation
of anthropometry from a biological viewpoint. . . .

The third trend is that of the study of hereditary
transmission of physical characters. . . .

A fourth trend in the study of physical growth is
to depend somewhat less upon dimensions and a bit
more upon maturation. . . .

A fifth trend, . . . , is a closer tie-up between
physical growth and mental progress. . . .

I turn, finally, to a sixth trerd, namely, the
utili; ation of growth data as the basis of the assess-
ment of well— —being. . . .1

 

 

 

 

 

 

An example of an attempt at standardization was Todd‘s

vmrk on skeletal maturation. After complet ng his work he
published an atlas of skeletal maturation which contained
seventy—five roentgenograms selected as I\ pical of the suc-
cessive stages in ossification in the hand of boys and girls
Item three months of age until the date in adolescence when
all epiphyses are united. Todd was the director of the
Brush Foundation Studies at Cleveland which later was placed
under the leadership of Simmons.3
In the later years, emphasis appears to be on growth

trends or curves. Further, there have been attempts to seek

 

lIbid., pp. 279-28u.

2T. w. Todd, et al, An Atlas of Skeletal Maturation,

 

Part I: The H and (S St—L Louis: C. V.7W)Sby Company, 1937);
Passim.

3Katherine Simmons, "The Brush Foundation Study of
Child Growth and Development: II Physical Growth and De-
velopment, " Society for Research in Child Development
MOnographs (Nashington, D.C.: National Research Council,

t§EIY77W3l. IX, No. l, passim.

Cl

 

 

2a
relationships and common denominators that will describe and
predict growth.
9
Courtisl’t’3 in his many writings holds that growth
is cyclic in nature and takes the mathematical form of the
Gompertz formula. Also, that all phases of growth are
related, each having an incipiency, a rate, and a maximum
and moving in a cyclic nature.
Courtis, in an article published in Growth, describes
the cyclic nature of growth when he writes:
. . Therefore, it really is appropriate to
couple growth and cycles to mean a succession of
periods, or pulses, or waves of growth. In growth
cycles, it should be noted, the phenomena that are
"recurrent" are not phases of development in the

organism, but the phases in the process of growth
itself.

Olson and Hughes5 have attempted to discover some of

the principles of growth and relate them to the total

1Stuart A. Courtis, "Maturation Units for the Measure-
ment of Growth," School and Society, 30: b83-o90, 1929,

 

aStuart A. Courtis, "Maturation as a Factor in Dia-
gnosis," The 3uth Yearbook of the National Society for the
Study of Education (Bloomington: Public School Pub. Co.,

19355,~Chap. X.

 

3Stuart A. Courtis, The Measurement of Growth (Ann
Arbor: Brumfield and Brumfield, 19327, passim.

 

uStuart A. Courtis, "What is a Growth Cycle?,"
929m Vol. 1, No. 2, 1937, p. 156.

SW. C. Olson and B. 0. Hughes, "Growth of the Child
as a Whole," cited in R. G. Barker and J. S. Kounin, and H.
H: Wright, Child Behavior and Development (New York: McGraw-
Hill Book Co., 1953), passimf

 

 

 

25
organism, the growing child. Prescott1 pleads for discovery
of normal behavior ranges in descriptive rather than in
mathematical terms.

Millard, a student of Courtis and a strong defender
of the longitudinal method of collecting data, has carried
on three studies2 that are unique in themselves for their
completeness of data and quality and kind of data collected.
These studies have collected data over three periods using
the same measuring instruments from one testing period to

another. Further, the subjects, are average public school

children. Millard's recently published book School and

 

Child3 has the Everett Study as its source.
There have been relatively few attempts to relate
longitudinal data on physical growth with longitudinal data

on mental achievement. The work of Cramptona as was

1D. A. Prescott, Emotion and Educative Process (Wash-
ington, D. C.: American Council on Education, 19387, passim.

 

2In the Child Development Laboratory of Michigan State

University these studies are known by the titles——The Dear-
born Study, the Everett Study, and the Holt Study. (1) Dear-
born-—Data, longitudinal measures on approximately three hun-
Ored children, covering academic, mental, and physical
measurements over a ten year period. (2) Everett Studies--Com-
plete individual case studies including anecdotal and observ-
ation records on sixty children over a seven year span. (3)
Current Studies [Holt Data] comprehensive objective and
anecdotal records on three hundred children currently under
Observation.

3c. V. Millard, School and Child, 5 Case History (East
Lansing, Michigan: Michigan State College Press, I9547jpassim.

 

Crampton, op. cit., passim.

 

26
previously mentioned is the only study found in the litera—
ture until the Harvard Growth Study of 1922.1

Millarda and his students have made a specific and

definite attempt to relate physical and mental growth by

3

interpreting longitudinal data using the Courtis Technique.

Studies in this area have been made by Millardu, Na11y5,

Kowitzé, and Martin.7

 

l
Dearborn and Rothney, op. cit., Chap. V, pp. 238-288.

2C. V. Millard, Michigan State University, East
Lansing, Michigan.

3S. A. Courtis, "Maturation Units and How to Use
Them," A Manual of Directions for Research Workers in
Biological Scienses (Ann Arbor: Edwards Brothers, 1950),
passim.

4C. V. Millard, "The Nature and Character of Pre-
Adolescent Growth in Reading Achievement," Child Development,
11:2:7l-llu, lguo.

5T. P. F. Nally, ”The Relationship Between Achieved
Growth in Height and the Beginning Growth in Reading" (un-
published Ph. D. thesis, Michigan State University, 1953).

 

0o. T. Kowita, "An Exploration into the Relationship
Of Physical Growth Pattern and Classroom Behavior in Ele-
mentary School Children" (unpublished Ph. D. thesis, Michigan
State University, 1954).

7

‘R. E. Martin, ”The Educational Implications of an
Individual Longitudinal Case Inventory" (unpublished Ph. D.
thesiS, Michigan State University, 1956).

 

 

22 flgglescent Boys (New York: The Macmillan Co., 1951),

'U

27
Dearborn and Rothneyl studied the relationships
between mental and physical growth. They used "maximum
growth age" during a two year period as a criterion for
selecting their early and late maturers. Their conclusions

were:

No consistently significant differences in achieve-
ment were discovered in comparisons of groups of 100
cases each at the extremes of growth in height and
weight during the two-year period.

Another study that attempts to categorize early and
late maturing boys is that of Stolz and Stolz.3 They used
"rate of growth" as a basis for analysis. "Rate of growth"
was calculated from the gain an individual made per tenth of
a year. "Early" and ”late" growers were compared only in
physical characteristics with no attempt at a mental or

scholastic comparison.

Dearborn and Rothney, op. cit., passim.

2Ibid., p. 253.

 

3H. R. Stolz and Lois Meek Stolz, Somatic Development

'SSim.

M

CHAPTER III
DATA AND METHOD

A. The source of data. The data used for this study

 

were taken from the Third1 Harvard Growth Study. The orig-
inal data are now in the custody of Michigan State University.
These records have been used by many students for papers,
master's thesis, and doctorate dissertations. Two extensive
monographs by Shuttleworth2 were written from these data.

At the time of his first publication, 1937, Dr. Shuttleworth
had this to say about this material:

It is the considered Judgment of the writer that
the materials of the Harvard Growth Study represent
easily the finest collection of longitudinal records
available for the study of physical growth during
the adolescent period. Better data, in the sense of
more cases and longer records, will probably never

l"Approximately 3500 children who were entering the
first grade of three cities of the metrOpolitan area of
Boston were examined. In addition to twelve annually re—
peated physical measurements, a battery of mental and scho-
lastic tests were administered annually to these same child-
ren for as long a time as they remained in school. . . ."
W. H. Dearborn and J. w. Rothney, Predicting the Child's De-
.EEEEXEElE (Cambridge, Mass.: Aci-Art Publishers, 19A1):_p73u,

. 2F. K. Shuttleworth, "Sexual Maturation and the Phys-
lcal Growth of Girls Age Six to Nineteen,” Monographs of the
£3: Research in Child Development (Washington, D.C.: Natidnal
Resear'cT “do‘unE‘i'l, 1937)T Vol. II, No. 5, p. 2247; F. K. Shuttle- ‘
WOPth, "The Physical and Mental Growth of Girls and Boys Age L
Six to Nineteen in Relation to Age at Maximum Growth," Mono-
%3§gh§ of the Society for Research in Child Development
Washington, D. C.: National Research Council, 1939)TTV01.
V: NO. 3, p. 291.

29

be available. Better data, in the sense of half as

many cases followed over as long a period together

with either more measurements or more accurate

measurements or more supplementary data, will not

be available for analysis within a period of at

least l5 years.

The original Harvard Growth Study had approximately

3500 cases. However, there were many casualities because
of family movements, illnesses, nd even deaths. As a
result the number of cases was reduced in the Dearborn,
Rothney, Shuttleworth report to 1553 school children of which
747 were boys and 806 girls. For the purposes of this study
data on height for 368 boys of the TA? were examined. The

cases were selected for examination on the basis of maximt

Inmmer of measurements.

B. Selection of cases. A complete perusal of the

 

data of the 7&7 boys in the Harvard Report revealed that a
considerable number had been measured annually for eleven
Or twelve years. It was discovered that 70 boys had been
measured annually for twelve years with the initial measure-
ment between the ages of 5.0 to 5.99 years. From this group

fourteen early maturers and ten late maturers were discovered

by the criterion used.

1 ,
Shuttleworth, op. cit., Vol. II, No. 5, p. o.

._.—.—_

2
See page 39 for description of criterion.

LO
Q

In order to obtain a larger number of cases, the
remaining cases of the original 747 were catalogued on the
basis of eleven annual measurements with the initial measure-
ment taken between the ages of 6.0 to 6.99 years. The re-
sulting selection was 298 cases from which thirty—six early
maturers and forty—five late maturers were found.

The two groups totalled fifty early maturers and
fifty-five late maturers. The cases chosen are shown in

Table I and Table II.

C. Secondary problem and data used. Considerable

 

evidence is available which points out the superiority of
the early maturing child over the late maturing one.1 The
question of the validity of the method used for cataloging
children on the basis of maturity will be determined by the
significance of differences of means of the two groups so
designated on the basis of certain other growths and achieve-
ments. Growths and achievements so selected were:

1. Weight

2. Dental Age

3. Skeletal Age

. Mental Age2

1Douglas M. Moore, "Developmental Concordance and
Discordance During Puberty and Early Adolescence," Society
E33 Research In Child Development, Vol. XVIII, No. 55, 1953,
passim. 'fl—

2Mental ages were averaged when two or more were
PBCOrded for a single year.

 

//

31

  
  

TABLE I

  
   
 

; I-A‘DESCRIPTION OF EACH OF THE EARLY MATURERS
TERMS OF NUMBER OF MEASUREMENTS AND

TIME OF THE INITIAL MEASUREMENT]-

 

 

 

 

 

are numbered as follows:

 
    
   

case number
number of annual measurements
age in months at initial measurement

WNW
II II II

 

//

   
 
     
   
   
   

TABLE II

A DESCRIPTION OF EACH or THE LATE MATURERS
IN TERMS OF NUMBER OF MEASUREMENTS AND
TIME OF THE INITIAL MEASUREMENTl

 

 

 

are numbered as follows:

 
    
   

case number
number of annual measurements
age in months of initial measurement

I'D
II I! ll

33

5. Reading Achievement1

6. Arithmetic Achievement2

The mental ages were measured by many different in-
telligent tests. All the children received at least one
individual Stanford Binet and some received as many as seven.
The following group tests were given to all, and every child
had a mental age measurement every year: Dearborn, Form A.
and C.; Otis Primary, Form A; Otis Self—Administering Test
of Mental Ability, Form A and B; Haggerty Intelligence Tests;
Terman Group Test, Form A and B; Detroit Advanced Intelli-
gence Test, Form V and W; Kuhlman—Anderson Intelligence Test;
Revised Army Alpha Examination, Form V and VII.

Reading achievement was measured in the early grades
by use of the Haggerty Reading Examination, Sigma 1; Ayers
Measurement of Silent Reading—Scale l, 2, 3; Chapman-Cook
Speed of Reading Tests; Chapman Unspeeded Reading-Comprehen—
sion Test. To measure reading achievement in junior and
senior high the Stanford Achievement Tests-—Forms A, V, W;
Iowa Silent Reading Test—-Forms A and B; and the Shank Tests
Of Reading Comprehension were given.

The Progress Tests in Arithmetic-~Primary, Intermedi-
ate, and for Grades Six, Seven, and Eight were given to

measure longitudinal growth in arithmetic. In later years

1Reading and arithmetic scores were not included in

ghe Dearborn Volume III so were taken from the original case
iles.

Ibid.

3A
the New Stanford Arithmetic Test—~Form A and Y; New Stanford
Achievement Test—~Form V and W; and the Schorling-Clark-
Potter Arithmetic Test was given to measure growth.

The data regarding mental development is not as com-
plete as one would desire of longitudinal data. As was pre-
viously mentioned, group mental tests were given every year
but different instruments were used. No attempt was made to
standardize the scores on these tests but instead they were
averaged per year with the thought that the quantity of
scores used would smooth out curves and give a quite accurate
measurement of mental growth.

As scores for the Stanford—Binet Individual Test,
reading tests, and arithmetic tests were not collected every
year, Tables III and IV summarize the number of scores which
were available on these children, per every year of a

thirteen year period.

D. Method. Growth in height appears to follow

 

closely to a straight slant but deviating abruptly on a new
rate at approximately the age of adolescence.1 Because of
this phenomenon it was decided to compute a line of best
fit for the pre-adolescent years in order to determine the
age at which the data eventually departed and thereby to

differentiate the cases into early and late growers.

lStolz and Stola, op. cit., p. 7.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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The equations used for determining the constants in
the equation (commonly known as the regression equation)

y = mx + b were as follows:

néXY -2x£v
r1 2 X2 — £X2

b: 2x2 év -gx£xv
n 2.X2 - €EX2

The graph of this rational and integral equation of
the first degree having two variables is always a straight
line.l’2

This method was efficient in that it depicted mathe—
matically the time of an abrupt deviation in the pattern of
growth.

Appendices A and B contains all the data which were

used to describe the growth patterns of the 105 cases on

Seven different characteristics.

To describe this method reference is made to Figure l.
The solid, straight line represents Case 2668's height
growth if this individual had grown .1925? of an inch every

month. However, that is not his real pattern of growth.

K

 

1Raymond W. Brink, A First Year of College Mathematics
(New York: D. Appleton Century Co., Inc., 1937), passim.

A Handbook of Mathematical Tables

2R. 8. Burlington, ___
Handbook Publishing, Inc.,

and Formulas (Sandusky 0hi5:
19505, passim. ,

  

77 Straight line Growth y = .1925? t + 32.22
_s,,.-..--- Actual Measures

 
   

 

39

His true growth can better be described as cuvilinear. An
analysis now of Table V, column four (height deviation) will
show that the deviations of the true scores from the computed
scores gives the same "picture” only this is described in a
number or quantity manner.

Criteria was now set up for the selection of early
and late maturers.l An early maturer was one who experi-
enced a definite break in his height growth pattern at or
before 150 months of age, while a late maturer was one who
experienced this same break at 170 months or more of age.

A definite break was defined as: "whenever the deviations,
of a minus nature, went consistently from year to year to a
lesser value, within the tolerance of a plus or a minus one-
tenth (.1) of an inch, there would the break be revealed."
This definition, for purposes of this study, was effective,
practical, consistent, and efficient.

To further make this definition clear, reference is
made to Table V, Table VI, and Table VII.

The height deviations in Table V start at zero or
the real score is exactly comparable to the computed score.
At eighty-two months the real score is two-tenths of an
inch above what would be straight-line growth. Following

downward into what could possibly be the puberal growth age,

lCriteria determined by trial and error experimentation
in selecting cases that were significantly different.

     
  
   
   
    
  

TABLE v

AND COMPUTED HEIGHT MEASURES AND THEIR DEVIATIONS
Case No. 2668

 

Height Computed Heighta Height Deviation

 

 

' 45.7 _ 45.7 + .0
_ 82 48.2 148.0 + .2
_. 94 50.5 50.3 +..2 4
:606 52.7 52.6 + .1 Ta
119 54.7 55.1 - - .4 W
.,131 57.0 57.4 - .24
' 142 59.0 59.6 - .6

  
 

  

H

61.8 61.9 - . ' I
65.1 64.4 + .7 H
67.8 66.7 +1.1
69.6 69.0 + .6
70.0

     

   
 

         
   
 
 

 

 

 

aStraight line equation y = .19257 + 32.22

 
 

b

  

Cycle break

TABLE VI
’REAL AND COMPUTED HEIGHT MEASURES AND THEIR DEVIATIONS
Case No. 2528
Height Computed Heighta Height Deviation

42. 43.1
45.
46.
49.
51.
53.
55.
56.
59.
60.

63.
66. 65.5

 

aStraight line equation y = .17366 + 30.51

bCycle break

 

 

- _—_

   

TABLE VII

REAL AND COMPUTED HEIGHT MEASURES
Case No. 2007

 

 

 

 

 

 

 

 

 

Age Height - Computed Heighta
75 39.8 40.3
86 43.1 42.3
98 44.4 44.6

110 46.5 46.8

122 48.3 49.1

134 50.6 51.3

146 53.4 53.6

158 56.8 55.8

170 60.0 58.1

182 61.6 60.3

194 62.4 62.6

62.6 64.8

  

AND THEIR DEVIATIONS

42

 

Height Deviation

+

1________________________________

 

aStraight line equation y =

bCycle break

.18726 + 26.23

 

 

43
one will notice that these deviations go to a minus six-
tenths of an inch. Here at 142 months is the cycle break
and so by our definition, Case 2668 is an early maturer.

An analysis of Table VI will show that Case 2528 is a late
maturer for he experienced this cyclic break at 177 months
of age.

The definition of a "definite break" also included
"within the tolerance of a plus or a minus one-tenth (.l)
of an inch." Table VII gives an example of this part of
the definition. A minus .7 at 134 months indicates a rise
in value and could describe the beginning of the adolescent
cycle. However, because of the dropping of hundredths to
the nearest tenth in the computations,it was the belief of
the writer that this "tolerance of a plus or a minus one-
tenth (.1) of an inch" would better describe the growth
curves. Therefore, Case 2007 is an early maturer by the
reason that he experienced a cyclic break at 134 months.

Appendices A, B, C, and D give this same data on all

of the 105 cases which were studied.

 

 

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BIBLIOGRAPHY

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BIBLIOGRAPHY

Books

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Brink, Raymond W. A First Year of College Mathematics. New
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Burlington, R. S. Handbook of Mathematical Tables and
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Carmichael, Leonard, editor. Manual of Child Psychology.

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Cattell, Psyche. Dentition as a Measure of Maturation.
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Courtis, S. A. Maturation Units and How to Use Them-~A
Manual of Directions for Research Workers in the
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1950, —T

 

The Measurement of Growth. Ann Arbor: Brumfield
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Towards a Science of Education. Ann Arbor:
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Dearborn, Walter F. and J. W. M. Rothney. Predicting the
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Garrison, Karl C. Growth and Development. New York: Long—
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Gesell, Arnold. Infant Development. New York: Harper and
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. The Mental Growth of the Preschool_Chi1d. New

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, Catharine S. Amatrude, Burton M. Castner, Helen
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109

Gesell, Arnold, and Others. The First Five Years of Life.
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, and Helen Thompson. The Psychology of Early
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Hurlock, Elizabeth B. Child Development. New York: McGraw-
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Martin, William E. and Celia Barns Stendler. Child Deve10p—
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Millard, C. V. Child Growth and Development in the Elementary

 

 

School. Boston: D. C. Heath and CompEfiy, 1951.

School and Child, A Case History. East Lansing,
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Monroe, Walter S., editor. Encyclopedia gg Educational
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Olson, Willard C. Child Development. Boston: D. C. Heath
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Pratt, Karl, Amalie Kranshaar Nelson, and Kuo Hua Sun. The
Behavior 23 the Newborn Infant. Columbus: The Ohio
State UniversityTPress, 1930.

Prescott, D. A. Emotion and the Educative Process. Washing-
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Fryer, W. Die Siele des Kindes, The Soul 92 the Child.
Leipzig: Greiben, 1882.

 

 

Stoltz, H. R. and L. M, Stolta. The Somatic Development 9:
Adolescent Boys. New York: The Macmillan Company,

1951.

Sully, James. The Teacher's Handbook 9: Psychology. New
York: D. Appleton and Company, 1914.

 

 

 

 

Terman, Lewis M. The Hygiene 2: the School Child. Boston:
Houghton-Mifflin Company, 1914.

 

 

Todd, T. W., et al, An Atlas of Skeletal Maturation, Part I:

The Ha88._—St.—Eouis: C. V. Mosby Company, 1937.

 

Watson, E. H. and G. H. Lowrey. Growth and Development of
Children. Chicago: The Year Book Publishers, InET,

1951.

 

““2331

—r~

1m:

 

 

110

Periodicals

 

Anderson, J. E. "The Contribution of Child Development to
Psychology," Journal of Consulting Psychology,
6: 128-13fl, May-June, 19h2.

 

Courtis, Stuart A. "Maturation Units for the Measurement of
Growth," School and Society, 20: 683-690, 1929.

 

"What is a Growth Cycle?," Growth, 1:2, 155—174,

 

193i.

Cowden, Dudley J. "Simplified Methods of Fitting Certain
Types of Growth Curves," Journal of American Statis—
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Crampton, C. Ward. "Physiological Age-~A Fundamental Prin-
ciple,” American Physical Education Review, 13:3:111—
151, 1908.

Jones, Harold E. "Skeletal Maturity as Related to Strength,“

Child Development, 17, 1946.

 

Krogman, Wilton M. "Trend in the Study of Physical Growth
in Children," Child Development, 11:3, 279-28u, lguo.

 

McGraw, Myrtle B. "Neural Maturation as Exemplified in the
Changing Reactions of the Infant to Pin Prick," Child
Development, 12: 31-42, March, 1941.

 

Millard, C. V. "The Nature and Character of Pre-Adolescent
Growth in Reading Achievement," Child Development, 2:
2, 71-11u, 19MO.

 

Scammon, R. E. "The First Seriation Study of Human Growth,"
American Journal pg Physical Anthropology, 10:329-3o,
1927.

 

 

Steggerda, Morris. "Physical Development of Negro-White
Hybrids in Jamacia, British West Indies," American
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Publications of Learned Organizations

 

Baldwin, B. T. '"Physical Growth of Children from Birth to
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Bowditch, H. P. '"Growth of Children," Eighth Annual Report,
Massachusetts Board of Health. Boston: 1875.

 

lll

Cattell, P. ”Dentition as a Measure of Maturity," Harvard

Monographs in Education, No. 9. Cambridge: Harvard
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Child Development Abstracts and Bibliography. Vol. I through
Vol. 23, Washington, D. C.: Committee on Child
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Courtis, s. A. "Discipline Under the Growth Conflict,"

Child Growth in an Era of Conflict,ed. C. V. Millard,
Fifteenth Year808k, Department of Elementary School
Principals. Lansing Michigan: Michigan Education
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. "Maturation as a Factor in Diagnosis,“ The
33th Yearbook oi the National Society for the Study
of Education. Bloomington: Public School Publishing

CEmpany, 1935.

 

 

 

 

 

Haldone, J. B. S. "A Discussion on the Measurement of Growth
' and Form: The Accuracy of Growth Curves,“ Proceedings
of the Royal Society of London, Vol. 137. Great

Britain: Cambridge University Press, 1950.

 

 

 

Jensen, Kai. '"Physical Growth," Review 92 Educational
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More, Douglas M. "Developmental Concordance and Discordance
During Puberty and Early Adolescence," Monographs of
the Society For Research In Child Development, IncTT
Vol. XVIII, Serial No. 567‘No. l, 1953.

 

 

 

Shirley; Mary M. Postural and Locomotor Development, Vol. 1;
Intellectual Development, Vol, 2; Personality Mani-
festations, Vol. 3. Minneapolis, Minnesota: The
University of Minnesota Press, 1931, 1932, 1933.

 

 

 

 

Shuttleworth, F. K. '"Sexual Maturation and Physical Growth
of Girls Age Six to Nineteen," Monographs of the
Society For Research inChild Development, V817_2, No.
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. "Sexual Maturation and the Skeletal Growth of
Girls Age Six to Nineteen," Monographs of the Society
For Research in Child Development, Vol.“3, No. 5.
Washington, D.C.: 1938.

 

 

 

 

 

 

 

 

 

__ , gt al, "Harvard Growth Study Data," Monographs
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Shuttleworth, F. K. "The Physical and Mental Growth of Girls
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Maximum Growth," Monographs of the Society for Research
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T939.

. "The Cumulative Influences on Intelligence of
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Children over a Period of Ten Years,” Thirty-Ninth
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‘"The Adolescent Period: A Pictorial Atlas,"
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Simmons, Katharine. ”The Brush Foundation Study of Child
Growth and Development: II Physical Growth and De—
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Stuart, Harold C. and Robert Reed. "Certain Technical Aspects
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Terman, L. M., et.al. ‘"Genetic Studies of Genius,"Mental
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White House Conference on Child Health and Protection.
Addresses and Abstracts of Committee Reports. New
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Part I: General Consideration; Part II, Anatomy and
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1933.

 

 

 

ggpublished Materials

Kowitz, O. T. '"An Exploration into the Relationship of
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Martin,

Nally,

Rusch,

113

R. E. "The Educational Implications of an Individual
Longitudinal Case Inventory." Unpublished Ph. D.
thesis, Michigan State University, East Lansing,
Michigan, 1956.

T. P. F. "The Relationship Between Achieved Growth
in Height and the Beginning Growth in Reading."
Unpublished Ph. D. thesis, Michigan State University,
East Lansing, Michigan, 1956.

R. R. '"The Cyclic Pattern of Height Growth from
Birth to Maturity." Unpublished Ph. D. thesis,
Michigan State University, East Lansing, Michigan,

1956.

"The Relationship Between Growth in Height and

 

Growth in Weight." Unpublished Master's thesis,
Michigan State University, East Lansing, Michigan,
195A.

Udoh, Ekanem (Benson) Akpan. "Relationship of Menarche to

Achieved Growth in Height." Unpublished Ph. D thesis,
Michigan State University, East Lansing, Michigan,

1955-

APPENDICES

 

APPENDIX A

STATISTICAL ANALYSIS OF DATA OF EARLY MATURERS

Index: The following symbols explain the tests that were

used in the study:

Haggerty Intelligence Tests . .
Ayers Measurement of Silent Reading 1, 2, 3.
Chapman Cook Speed of Reading Tests

Chapman Unspeeded Reading- Comprehension Test
Stanford Achievement Tests Forms A, V, W.
Iowa Silent Reading Tests--Forms A and B.
Shank Tests of Reading Comprehension
Schorling-Clark-Potter Arithmetic Test

Progress . . . . . . .

A
Ch-C
Ch

Iowa
Shank

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126

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127

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128

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130

 

 

 

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132

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.gngg comm mwg owg gomoe ogmHmz goHomH>oo ogmHom ogmng mmg
Housmz cepmamxm Umpazpm uzwamm Umpsasoo
npcmEm>mH£o< .Empm
mo .02

 

 

 

HHH Hm Hmz HonH\>\o Hz Oman .oz mmmo

\\ (IK

8
Id.
1

mm.Hm + omonm. n % IICOHomSUm conmmmem

meCH CH memmp
mmNalmH.HH mama I Fm.OH ":OH I ©m.NIIp®CHm ULOMCMPm "dumfi Hmcofipfivfid

xmmun maozom

 

 

 

mmH Hogm
mon mHmm 0 mm w.mmH o.mN N.0N mmH
mmH gmmm
mon wwmm 0 mm m.oma m.m@ 0.0N omH
gmHm
omom 0 mm g.mmH m.oo m.mo on
o I NH H I NH mmmm
m m ome 0 mm H.NHH 2.20 o.mm me
mINH HIoH oon m
m m oqom 0 mm m.mm m.H© m.Hm 33H
oHIg oon
m.wo\gm m ma\mH go ooom 0 mm m.Nm g.mm N.mm mmH
mHIg oomH
m.mH\gH m mH\NH go oon 0 mm m.ow m.om N.om omH
HHIg gNmH
mH\m m ooMH mH m.HN H.3m m.:m NoH
goHH
N\m g oH\oH g ommH mH N.mo m.Hm m.Hm om
g oH
m.m\N m m\mH g mmoH oH g.om m.m: q.mg gm
m.H\m m mom 3 m.mm m.o: m.oq HN
.gngg ommm mmg gomme ogmHmz goHomHNmo ongmg ongmm mmg
Hopcmz Geomamxm UmeSLm oswfimm Umosqeoo
QNCmEm>mHgo< .Empm
oo .02

 

HHH Hm Hmz HNHmH\H\mH Hz mmmm .oz mmmo

149

HN.©m + pNHNmH. IICOHpmSUm cofimmmpwmm

KmUCH 0p memmn
moH I mH.mH IIomgHm onoogmom

"mono ngOHHHoog xmmgg mHoNom

 

 

 

 

oH\oH om gNmm
m ggmgm Hmmm Nmm I w.@NH N.m I H.NN g.mN mom
mN Hon
oon mNHm Nmm o I mm m.HNH w.H I m.gN o.mN mmH
moH gme
«30H mon on o I mm m.moH N. + g.mN H.mN HwH
o I mH HH I gH gmmH
m m omNH mom 0 I mm m.moH m.m + o.ON m.mN moH
o I mH : I gH ommH
m m omNH omH o I mm o.omH m.m + N.No o.HN NmH
oIgH mImH mmmH
m m ooNH mNH o I mm H.mmH m.m + m.mw m.N© qu
mI g omzH
mH\mH go oMmH ooH o I om m.oHH m. + m.mo H.mo mMH
o HH m
mH\mH m N\w go ogmH ogH m I mH o.ooH m. I o.oo 3.00 HmH
m I g ggHH
m.oH\HH m omHH mmH o I mH m.ow m. I m.mm o.mm moH
ggHH
m.ma\m m mH\HH g mmoH ON. 0 I mH g.mN m. I m.mm m.mm No
a HH
o\m m m\mH g NoH g I o m.oN H.H I m.mm :.mm mm
m.m\g o mm o I m N.Ho .q.H I m.Hm m.mg :N
.gngg ommm mmg mmg gumme ongmz gOHomH>mo ongmg ongmm mwg
gongo>mHgo< Hmogmz goomngm omemmm ongmm omPSQEOo
1, mo .02

 

 

 

 

HHH Hm Ho HNHmH\mem Hz Ngmm .oz mmmo

150

©m.©m + pammNH. IICOHomSUm :onmmpwmm

meCH 0p pmmmmp
:mHImm.HH IIooch ogoocmom

"womo ngoHpHoog xmopg 388.m

 

 

 

 

 

mm mm gmmH
goo ggmgm HmmH I :.NmH :.m m.oo H.go mom
Hm 3N HmaH
:om mon wqu o I mm m.HmH N. 2.:o N.m© 30H
3: gowH
mon meH o I mm m.mHH N.H m.m© m.mo mmH
m I 3H OH I mH gONH
m ommH o I mm m.mHH m.m m.oo g.mo ONH
q I HH HH I HH mmmH
m m omgH o I om m.Nm N.H H.mm m.mm mmH
H I HH m I HH mmmH
m m oqu o I Hm N.oN H. o.om m.mm ogH
:I g ommH
om\m m m\m go oggH o I oH m.mo m. m.mm o.mm :mH
m I g omoH
m.oH\N m m\m go ooHH o I mH m.mo m. N.Hm N.Hm mmH
: I g gHHH
m.N\m m oomH m I N o.mm m. 0.0: m.m: oHH
go
m\m g N\g g mmm I g I g m.Hm H. m.Ng :.N: mm
g m
m\m m H\m g mom I m I o o.Hg H. g.mg m.mg ow
m.\m m mom I o I o m.mg m. m.mg H.mg gN
.gngg ommm owg mmg gomoN ongoz goHomH>oo ongog ogmHmm mmg
Hmocmz scummem @meSLm pgmamm Umpsmsoo
QwC®EM>$HCO< .EmcHnm
oo .02

 

> Hm Hmz HNH\mH\m Hz

momm .oz mmmo

151

Om.Om + pmmowa..u %

IIcoHpmsvm Conmmewm
moHI@®.mH IIomch opomcmpm

"mono ngoHoHoog

xmocH 0p pmmmmp

xmmpp maozom

 

 

 

 

 

 

m I mH o I HH gme
m m mmNH o I mm o.ogH m.H m.go o.mo 00H
0 I 3H OH I oH gHoH
m m omgH o I mm o.HmH m. m.mo o.mo NNH
ommH
ommH o I mm m.mHH N.H m.oo o.mo moH
o I NH 2 I HH mNHH
m m ooHH o I mm m.:oH o. H.mm N.mm mmH
w I < m
m.mm\w m m\g go omHH o I om m.mw 0.H o.mm o.mm HgH
omm
m.N\N m m\m go ogoH H I Hm N.mN N. 0.3m m.mm omH
: I g ggHH
m.m\o m ogm m I :H w.wo m. m.Hm m.Hm wHH
g:
m.m\o m Q\o g mom I o I mH m.mo H. N.mg o.mg moH
o.m\H g «mo I H - o mom o. H.NH mNH mm
H\m m mmN I o I o o.Ng H. m.mg m.mg mm
.gngg ommm moo mwg goooo ongog goHowHNmo ogmHog ogmHmm mwg
Hmpcmz Geommem @moQSLm pngmm UmPSQEoo
QPCmEm>mH£o< .Empm
oo .02
>H Hm HHH HoH\oH\N Hz HHom .oz mono

 

(5.»

115051.... .

my mw.mm + onmmH.
1 omHIHo.HH HmHHImm.m MomINmN

z IIcoHumSUm Cofimmmgwmm

omch oucogmom

"mono ngoHoHoog

xmocH ow memm
xmmpm maozom

n

 

 

 

 

w I mH ow gmaH
m ggmgm Hgom w.qu m.H m.HN o.ON mom
:mH HmmH
«30H momm o I mm m.mgH o. o.mm ©.mm HmH
mHH gmmH
mgoH mgmm o I mm m.mgH H.H N.oo m.Nm mNH
m I mH N I mH gmNH
m m oNNH o I mm N.mmH N. 3.30 H.mo NoH
g I mH H I 3H mmNH
m m ogoH o I mm m.oHH H. m.H© m.H© :mH
N I mH H I gH oqNH a
m m oooH o I om m.mm o. o.mm o.mm mgH
mH I g ogoH
m.mg\gm m mfl\mH go ommH o I mH m.Nm :. :.Nm o.Nm HmH
mH I g oNHH
m.oa\m m m\m go ommH o I mH g.mN g. H.mm N.gm mHH
m I g gomH
m.m\m m ooHH m I m N.mo H. o.mm N.mm ooH
gNmH
m.:\m m oH\mH g mom I m I H g.oo m. m.om m.om gm
ggoH
m\m m Q\m m mmm I m I o g.om m. o.mg m.mg mm
m N
m.H\m m I o I o N.mg o. N.m: N.mq ON
.gngg ommm owg mmg gomme ogmHmz gOHomH>oo pngmm ongmg mwg
HmpCmS Cepmflmxm Umungm pzwfimm UmNSQEoo
QHCmEm>mfino< .Empm
oo .02
HHH Hm Hmz HNHmH\H\mH Hz momm .oz mmmo

Vii... v .. 1:,

153

mm.©m + ooquH. IICOHomswm COHmmmemm
mmHImm.mH IIomgHm ogoogmom

Jr”

"quU HmCOHpHUU<

mecH 0p pmwmm
xmmpp wHozom

Q

 

 

 

 

 

 

oHIHH o I mH gNoH
m m wmoH o I No m.ooH N. + m.mm o.ow owH
m I mH N I mH gmNH
m m oomH o I om m.mm m.H + m.Nm g.wm :NH
m I oH H I mH mgmH
m m onH o I.Hm g.ow m. + H.mm m.mm moH
o IHH H I mH mNmH mIIII
m m oqu o I NH m.m© m.H I o.mm 3.Hm omH
oH I g omHH
m.mm\qH m m\m go oomH o I 3H N.Ho N.H I 0.0m N.mg me
owm
m.m\w m m\g go ogmH o I HH m.Nm N. I w.mq H.wg omH
m- g gmmH
m.o\g m omoH m I m m.mm m. I N.og m.og gHH
g oH
m.m\q m mH\mH g moHH m I o m.om m. + o.g: m.g: moH
a} g o\m g mom I H I 3 mo: o. + 9? H? om
m.H\m m mom I o I H N.Hg N. + o.og m.Hg mN
.gngg ommg mwg mmg goome ogmHmz gOHomHNoo ogmHmm ogmHmm om<
Housmz conmem umpqum pzmfimm UmpSQEoo
DpCmEm>®H£o< .Emhm
oo .02
Hm HoH HmH\qm\oH Hz OQNm .oz mmmo

154

XmUcH Op pmmmmn
xmmpn maohom

mm.0m + enmqu. IIcoHpmsvm coammmpmmm

H3HI©©.mH m bImm.mIIumGHm Uhogcmpm "muwc HmCOHpficvd

 

 

 

mImH mm gme
m xcmzm amma H.Nma N.m I m.©© mom

mm HmoH
mon mHmH o I om H.NmH w. I m.No m.mm NmH

m: gmmH
mon meH o I om m.mgH m. + H.mm N.mo mmH

m I :H H I mH gomH
m m ommH o I mm m.:mH m.m + N.m© m.mw mNH

m I MH H I mH mgmH
m m omoH o I mm m.mHH m.m + m.ow N.mo ooH

HH I HH m I HH mmmH
m m oqu o I mm m.mm m. + q.mm m.wm qu

mI < ommH
mm\¢H g m\@ go o omH o I mm m.:@ g. I o.om o.mm omH

oHoH m

mH\m m oooH m I oH g.mN o. I 0.3m g.mm mmH

m- g goHH
m.m\m m owm o I mH N.No o. I m.Hm N.Hm mHH

gmoH
m.N\m m N\oH g mmoH I m I m m.mm o. g.mg g.mg ooH
:\m m mHm I o I o m.qm m. I m.N: o.N: mm
gxm g mHN I o I g o.m: o. I g.mg o.gg mN
.ngp< comm mm< mm< npmme pstmz COHpmH>mQ usmfimm pcmem mw<

HmoCcE cepmmem cmomdpm pzwfimm UmHSQEoo
DPC®E®>®H£O< .Emcfim
oo .02

 

 

HH Hz MPH Hofl\fl\N Hz mmNm .oz mmmo

3N.Hm + EmzamH. IICOHpmsvm coammmpwmm meCH 0p pmwmmn

 

 

 

 

Wm wma I mm.HHIImeHm whomcmpm "wumv HmCOHpH©©< xmmhn machom
I mmm I m.O3H H.m I m.HN m.mo mHm
wImH gmmH
m HomH 3mm I m.omH N. I m.wo m.wo mom
mm HomH
mon m3NH mHm o I mm m.mmH m.H I m.oo m.mo mmH
o I NH oH I HH gon
m m mng How 0 I mm o.mmH 3.m + 0.3o o.No HmH
oH I mH oH I HH gooH
m m oN3H me o I mm m.mmH o.m + 3.mo 3.mo moH
m I mH w I OH mm3H
m m om3H mNH o I mm H.moH m.H + m.oo N.Ho NmH
HH I 3H m I oH oH3H
m m oo3H moH o I om m.3m 0.H + o.wm 0.0m m3H
mI < UHOH w
m\m go om3H mmH o I mH o.mN w. I m.mm H.mm mmH
ooHH
m.oH\oH m m\o go ommH NmH o I mH 3.oo o. I N.mm H.mm HmH
o I 3 g3HH
m.m\HH m oom mmH H I HH o.oo 3. I m.Hm H.Hm moH
gHoH
m.o\N m o\m g 3mm 3HH o I oH w.mm 3. I m.m3 m.m3 Nm
m.H\3 m o\m g «mm HoH m I 3 o.m3 N. I m.N3 m.m3 mm
mwm m m3N mm o I o m.m3 m. I m.m3 3.33 3N
.gngg omog mwg mwg gomoe ogmHmz gOHomH>mo ongom ogmHom mmg
gggm5m>mHgo3 Hmogmz geomngm owwwmmm ogmHom oooso50o
oo .02

 

 

> ”g 3.H MNH\om\m mg mon .02 $8

156

 

 

 

 

©©.mm + HmmmHm. II coapmswm :onmmpmmm mecH ow pmNme
mmH I NH.mH IIomgHm ogoogmom “mono ngoHoHoog gmmgg mHoNom
m3 mm HmNH
com mon mqwa O I mm N.mwa w. I m.mb 3.HN Ema
N I mH HH I mH gHwH
m m wmoH o I mm m.HmH H.H + o.mw N.ON me
H I 3H HH I mH gHmH
m m mmmH o I mm m.03H 3.H + o.N© 3.m© mNH
m I mH H I mH ommH m
m m ommH o I mm m.mHH 3. + 3.30 m.3o HoH
3 I HH HH I HH om3H
m m om3H o I mm m.3oH H.H I m.Ho m.oo m3H
m 3 oNHH
N\HH go o3mH o I mm 3.mm o.H I m.mm m.mm NmH
oHHH
m.oH\oHI m N\m go oomH H I om m.ow N I N.om o.om mmH
oI 3 g3HH
w.N\N m 03m m I 3H 3.HN N. I H.3m 3.mm mHH
gmoH
m.o\3 m oH\m g mmoH o I mH m.oo m. + m.Hm N.Hm HoH
o.o\o g m\@ g mom I m I oH m.oo o. + m.o3 m.m3 mo
m.m\m m gmN I o I oH m.Hm o. + m.o3 m.o3 NN
.gngg ommm mmg mwg gummy ongoz goHomH>ma ogmHmm ongom mmg
Housmz CONmmem GmPQSLM pszmm UmpSQEoo
QpCmEm>mH£o< .Emhm
oo .02

 

HHH Hm Hmz HwH\m\mH H2 NmNm .oz mmmo

 

 

 

 

7
5
1
00.0m + H wmmma. II coprzvm Qonmmpwmm vacH ow pmmmmn
m3H I om.mH IIomgHm ogoocmom "momo ngoHoHoo3 gmmgg mHoNom
N I mH HH I mH gomH
m m mmmH mmH o I mm m.mmH o. m.mo w.mo 33H
mI 3H 3I mH gmNH
m m ommH mmH o I wm m.mmH m.H + o.oo m.Ho mNH
oImH 3ImH m3mH
m m ogmH «NH 0 I mm o.NoH H.H + 3.3m m.mm HoH
oHImH mIHH mmmH
m m o3oH 03H 0 I mm 0.33 N.H I o.mm 3.3m 33H
m I 3 ooHH
m.Hm\om m oH\m go oO3H HMH o I om N.oN 3.H I 3.mm 0.3m NmH
o3oH
m\mHI m o\3 go o33H mHH 3 I mH m.m@ m.H I 0.Hm w.m3 mmH
H I 3 gme
m.N\o o oooH NoH m I m N.om 3. I 3.33 3.33 mHH
gHoH
m.o\m o 3\HH g mooH Ho 0 I o 0.3m m. + 3.33 m.o3 HoH
m.3\o g m\m g moo 3N o I 3 N.o3 o. + o.m3 3.33 mo
w.m\3 m 3NN oo o I o m.H3 N. + 3.H3 H.m3 NN
.gng3 omom 333 333 gomoe ongmz gOHomH>mo ogmHmm ogmHmm 333
Hmpsz COomHoxm Umpmdpm ozmHmm om~3quo
QoCmEm>mH£o< .Empm
oo .02

 

 

HHHHmHoHH©H\mH\mH H2

mowm .oz mmmo

158

 

 

 

 

 

Hm.Hm + u HmmmH. IIcoHpmsum Cofimmmpwmm XmUcH 0p ummmmn
HNHImo.mH HHmHIHm.m IIomgHm ogoogmom “momo ngoHoHoo3 33mgg oHoNom
HH I NH mm gmmm
m 3g3gm Hmmm mmm I m.mmH m.H I 3.0N m.mo mHm
mm HmmH
oon womH mom 0 I mm o.o3H o. H.mo H.wo mmH
mm gmmH
oon HmH o I mm N.N3H 3.H + m.mm m.No NmH
3 I mH HH I mH gmom
m m ome 3NH o I mm o.o3H m.H + N.mo m.mo mNH
oH I mH 3 I 3H m3NH
m m onH H0H o I om m.me m. + m.Hw N.Ho moH
N I 3 o3mH
wm\om m mH\3H go oomH m3H o I mm m.mm 3. I H.Nm N.om mmH
oH H IIII
m.mH\mHI g mH\HH go 033H mMH 3 I 3H H.No.N o. I H.mm n.3m 33H
I 3 gNHH
m.oH\mH m 033H omH o I oH o.NN m. I m.mm m.mm mHH
gNm
m.m\m m HH\o g mom mHH o I mH H.0N m. + o.om m.om moH
m.@\@ m o\o 3 3mm moH H I oH m.mo H. + 3.33 m.w3 Hm
m.3\m 3 wow mm o I N m.Nm m. I 3.33 H.o3 ow
.EpHp3 vmmm mw< mm< summe pgwfimz coHpmH>mQ psmfimm uswfimm mw<
Hmosz Geomamxm UmuQSpm pngmm UmpSQEoo
QPCmEm>mHLo< .Empm
oo .02
HH Hm Ho HoH\mm\m Hz Hmmm .oz mmmo

 

 

 

 

 

 

 

0, mm. :m + 800 qua. Hcofipmsvm Cofimmmpwmm meCH 0p memmn
a, NomI mo. 3H HNmHI IoN .mH HomH
1 IHH. mH HmoHI Hm. m HomIH3.N II ngHm ogoogmom Hmomo ngoHoHoo3 33mpg mHoNom
mIoH mN gNmm
m 3g3gm Hon Now I «.33H m.m m.mm 3.oo HHm
on H303
mon mmHm 3mm 0 I mm m.mmH m.H 3.No m.mo mmH
moH gHom
mon wmmH HHm I o.33H m. 3.m© N.m© NwH
o I oH o I oH gmmH
m Now m ommH mom 0 I mm m.NmH o.m m.mo m.mo 3NH
m I mH o I wH o3mH
m m ooNH mmH o I Nm m.mmH m.m 3.Ho m.m© me
N I 3H m I 3H mNNH
m m o3mH moH o I 3m H.HmH m.m m.mm w.Ho HmH
mH I 3 ommH
m mm\©m m mH\NH go ommH 3mH _o I 0H 3.NoH H. m.Nm m.Nm mmH
o H
mH\HH I m mH\oH go oo3H me H I mH m.mmm H. 3.mm 3.mm NmH
HH 3 gmmH
m.m\oH m oomH 33H 0 I mH m.mN m. m.mm m.mm mHH
gNmH
m.m\oH m mH\3H m mmHH oHH H I oH o.Nm o. N.Hm H.Hm 3oH
m.m\o m mHoH mm 3 I o H.mm m. 0.03 . m.m3 Hm
Q\o g mom mN H I m m.mm 0.H m.N3 m.o3 Hm
.gng3 ommm 333 om3 gomoe HgmHoz gOHHmH>mo ongmm ngHom mw3
Hmosmz COHmmem Umugdpm pgwflmm Umpsgsoo
QpcmEm>mH£o< .Empm
Ho .02

 

 

HHH Hz Hmz HoH\mm\3 Hz 03mm .02 mmmo

160

mm.Hm + bzmeH.

IICOHHmSUm scammmhwmm

xmocH 0p pmmmmn

 

 

 

 

 

 

mNHIm3.mH HomgHm ogoogmpm Hmomo ngoHHHoo3 xmmHg mHoNom
N I mH om gme
m ggmgm H3om Nmm I m.03H m.m I N.N© m.mo on
Hm meH
mon mmmH mHm o I mm m.mmH m. I o.mm 3.mo mmH
om
oon gmNH mmH o I mm 3.3mH m.H + m.m© m.3o omH
m I mH HH I mH gHNH
m m o3mH me o I mm m.©mH H.m + m.Ho ©.mo 3NH
mImH mImH mmmH
m m ogoH on o I 33 m.3oH o.H + 3.mm 3.00 moH
m I 3H HH I 3H moNH
m m oomH NmH o I mH m.Hm o. I m.Nm N.@m omH
m- 3 o33H 3
m.om\wm m HH\mH go oomH 33H 0 I oH o.mN m. I m.mm N.3m mMH
oNHH
m.m\mHI m m\mH go oomH omH H I mH 3.oo m. I H.mm m.mm omH
NI 3 gmmH
m.w\N 3 o3HH 33H 3 I m m.mo m. I o.Hm m.om 3HH
goHH
m.m\N m m\mH g mam HHH o I o m.mm m. I o.m3 N.m3 moH
o\m m o\oH 3 33m mm m I m o.mm m. I m.o3 N.o3 om
m.m\3 3 wow No H I H No3 H. + 3.33 3.33 3N
.gng3 3333 333 333 .gommN HgmHmz goHHmH>mo ongmm Hgmng mm3
Housmz COHmmem Umpazgm pgmamm UmHSQEoo
QHCmEm>mH£o< .Emgm
Ho .02
HHH Hm HH HoH\H\HH Hz Homm .oz mmmo

6

®H.Om + Ewomom.

.onIN0.mH HNmHIwm.HH HmmH

Imm.m HmmH I mN.0 me I 30.N IIomgHm ogoogmom

IIcoHomsvaOHmmmhwmm

Hmpmv HmcoHHH©©<

mecH Op pmmmm

p

xmmpp maozom

 

 

 

0m H033
xgmgm mm0m Now 0 I 0m o.HmH o.m I 3.0N 3.N0 mmH
00H gmmH
mgoH mHmH mmm o I mm N.mmH m.H I 3.00 0.00 00H
NmH g0Hm
mgoH ommm on o I mm H.mHH m. + 0.00 3.00 mNH
N I 0H OH I 0H 00mm
0 o3Hm 30H 0 I mm 0.moH 0.3 + H.m0 0.00 m0H
HI3H 3I0H oHom
m m o3Hm 00H 0 I No m.ooH N.m + 0.00 0.m0 30H
oH I 3 0H0H
mm\mm m 0H\3H go omom HOH o I 03 m.mm 0.H + m.00 0.00 mmH
o33H
0H\0HI.3 3H\3H go ommH m3H 0 I 3H m.mm 3. I 0.00 0.00 03H
HH I 3 gm3H III!
mH\mH m ommH mmH H I mH 3.mN m. I 3.mm 0.m0 0HH
0H H
oH\mH m om\0H m 33mH 00H H I mH 0.30 0. I 3.H0 3.00 3oH
3ooH
0\0 3 0m N0 3 I 0 o.mm m. I 0.03 m.03 Hm
0.3\N 3 00 H I 0 0.N3 0. I N03 3.03 30
.gng3 0303 003 003 gommN ogmHoz gOHHmH>oo ngHmm ngHmm 003
Hmucmz :onmem UmeSLm HQmem UmHSQEoo
QquEm>mH£o< .Emer
oo .02

 

 

H H: Hmz H0H\oH\3 Hz

000m .02 mmmo

162

 

’-

 

 

NN.mm + Hqumfl. IICOapmSUm coammmpwmm xmvcH 03 303039
.3NHI00.HH HmmHImN.oH HmHHImN.NII00gHm 0303g000 H0000 H0goHHHoo3 30030 0H03o0
Hm m3H HoH3
goo mon 0Hm3 o I 03 o.HmH 0.H I m.N0 m.00 03H
03H g0H3
030H 0033 o I 03 3.03H 0. + 3.30 0.00 30H
gmH3
303H 0 I 03 H.0HH 0.H + 0.30 3.30 3NH
m I mH 0 I 3H 0303
3m0H o I 3H N.03 0. + 3.00 N.o0 00H
N I 3H m I 3H 03H3
m m 033H 0 I mH 0.3N H.H I 0.N0 N.0m 03H
mH I 3 03mH
0.m3\0m 3 mH\mH go 030H o I 3H o.HN 0. I 0.00 N.30 0mH
oH I 3 oNHH
3.mH\mHI 3 3\HH mo 0o0H o I 3H 3.00 3. I H.mm N.3m 33H
0 I 3 gmmH
0.0H\3H 3 o0mH 3 I oH 0.30 H. I 0.00 N.om 3HH
go_H
m.N\oH 3 mH\NH m 0NmH I 3 I 0 3.30 o. 3.03 3.03 ooH
gmoH
H30 3 3\3 3 N2 I m I m 3.33 m. + H03 3.03 00
0.H\3 3 00N I o I o 0.33 m. + N.m3 0.33 0N
.ng33 0003 033 033 g000e HgmH03 goH00H>0a ngH03 ngH03 003
H0320: Cepmmem Umpazgm pngmm ©033QEOQ
pCmEm>mHLo< .8303
g 30 .oz

 

 

HHH Hm Hmz HNH\mH\0 Hz 3QO .02 000o

163

mm.mm + Hmhdam.

IIcoprsdm COHmmmpwmm
m3H IHm.mH IIpmch Upomcmpm

H0330 HmcoHuH©U<

vacH Op pmmmmn
x0039 030300

 

 

 

 

33 33 H33H
gom 0203 333H 33H o I 03 H.omH 3. I H.HN 3.0N 33H
3 I 3H 3 I 3H g0NH
m m 333H 03H 0 I 33 m.mHH 0 + 0.00 3.30 me
0 I 3H HH I 3H gmNH
3mNH HNH o I 33 m.mHH 3.H + 0.00 m.N0 HNH
3- 3H 3 I 3H 000H
3N3H NmH o I 33 N.N3 3 + 3.30 3.30 30H
0 I HH 3 I HH 000H 0
m m 003H 33H 0 I 33 m.3N 0.H I 3.00 0.30 N3H
0 I 3 033H
m.33\33 3 0\N go o0mH HmH o I 03 H.3N 0. I 3.30 3.Nm 03H
00HH
3.HH\3 I 3 0\0 mo oomH 0HH m I 03 0.N0 3. I 0.00 3.33 33H
oH I 3 gmmH
0.N\HH 3 omHH 00H 3 I 3H 3.30 3. I H.33 3.30 HHH
0 0H
m.0\0 3 0\N 3 00HH m3 3 I oH H.30 H. I 0.00 3.03 33
0.0\3 3 3\HH 3 0N3 3N 3 I 0 H.om 0. + 3.N3 3.03 N0
3\0 3 033 30 H I 0 3.m3 m. + 0.33 3.33 0N
.gHH33 0003 033 033 go00e ngH03 coHp0H>03 HgmH0m 0ng0m 003
H3320: COpmamxm UmeSpm unwamm Umysqeoo
pCmEm>wH£o< .Empm
0 30 .oz
HHH H3 Hmz HNH\0\3 Hz o0Hm .02 000o

mm.om + BHOQNH. IICOHP0SU0 :030003w0m
.wHHIwm.HH HmHHIw3.oH “0QHm Upomc0uw

164

X0UQH Op p0m0mn

H0000 H0COH3HUU< 30039 030300

 

 

 

 

 

 

 

 

03
3g0g0 H333 H 30H 0.H I N.N0 3.00 303
o I 03 0.00H H. + 0.00 N.00 N3H
m0 g3H3
0on 003H 0 I 03 3.03H 3.H + 3.00 0.30 00H
3 I 0H N I mH gHmH .
0 0 330H 0 I 03 H.03H 0.H + 0.H0 0.30 mNH
0 I 3H 0 I mH 0NNH
m 0 3N0H o I N3 3.moH N. + H.30 0.30 H0H
H I 0H N I 3H 0NNH
0 003H 0 I 33 H.03 0. I o.N0 0.00 33H
NI 3 0HmH IIIII
0.H3\03 3 3H\oH go 00HH o I 3H 3.00 N. I 0.30 H.30 NmH
0 I 3 03oH
m.HH\3HI 3 0\m go ooHH o I 3H 3.NN m. I N.30 3.30 03H
0 I 3 3 I 0 0.30 3. I 0.00 0.00 0HH
3\0 3 0mmm 3 I 3 3.30 o. 3.03 3.03 HoH
o.3\0 3 H\N 3 030 o I 3 3.00 o. 0.03 0.03 30
0u\m 3 0H0 0 I o 0.03 H. + 3.03 0.33 0N
.gHH33 0003 003 003 g000e 0g0H03 g0H00H>0o 0g0H00 0g0H0m 003
H0pc0z :000H0xm 003Q53m pzmfi0m U035QEOQ
QowEm>mH£o< .80L&
30 .oz
Hm H02 HNH\03\0 Hz N030 .02 000o

165

X0©CH Op 3030m

 

 

 

 

 

mo.Hm + BaqomH. IICOHP0SU0 :ofimm0pw0m n
H33HIo3.mH HN3HI03.HH H3HHI33.HHI00gH0 0303g000 H0000 H0g0H0H003 30030 0H03o0
00 N3 gN3H
gom 3:0g0 HHo3 I 0.03H 0.3 I N.30 3.N0 3H3
o I 0H H30H
0 033H 0 I 03 0.03H 3. I 0.N0 H.N0 303
N I 3H 0 I 3H g30H
m 0 0NNH o I 03 0.NmH 3. + 3.00 0.00 03H
3 I HH 0 I 3H gHOH
0 0 300H 0 I N3 0.03H 0.3 + 3.00 N.00 0NH
0 I HH H I HH 030H
0 0 333H 0 I 03 m.0HH o.3 + H.H0 H.00 00H
3 I HH 0 I OH 00HH
0 m 030H 0 I 03 3.03 o. 3.00 3.00 30H
3 I 3 0HHH 0IIII
3\0 3 0\0 go 030H 0 I 03 N.30 3. I N.00 0.00 33H
3 I 3 003
m.3\oHI 3 0\3 go 003H 0 I 0H 0.0N 3. I 0.30 N.00 omH
00HH
>\3 3 030H 3.N0 0. I 3.30 0.H0 0HH
0H3H
0.3\m 3 003H 0 I 0 3.30 H. I 3.00 H.o0 0oH
. 030H
m.3\0 3 H\3 3 003 3 I 0 3.00 H. I H.03 0.03 33
0.H\m 3 000 3 I o N.o0 H. + N.03 0.03 H0
.g0H33 0003 003 003 g0003 Hg0H03 goHH0H>03 0g0H00 0g0H00 003
H0pC0z :030H0xm 00PQ33m pcwfi0m 0003QE00
DwC®E®>mH£o< .Emhm
30 .oz
HHH Hm Hmz H0H\o3\3H Hz NHmm .02 000o

APPENDIX B

STATISTICAL ANALYSIS OF DnTA OF LATE MATURERS

 

 

 

 

mm Nm.om + HN3NH. II 20300300 coamm0uw0m x00cH 00 p0m0mn
1 00HI0m.3H 00gHm 03030000 H0000 H000H0H003 30030 0Ho3o0
0I 0H 33 g0H3
m 300g0 HHm3 03H I 3.03H N. + 0.N0 0.00 HH3
N3 30H H303
000 030H 0NH3 30H 0 I 03 3.33H H.H + N.00 0.00 33H
03 00H gm3H
000 0303 000H 30H 0 I 03 H H3H H. I 0.00 0.00 NOH
m I 0H m I 3H g0NH 0IIII
0 0 300H 00H 0 I 03 3.00H 0.H I 0.H0 0.00 0NH
H I 3H 0 I 0H
m 0 3HNH 33H 0 I 03 N.03 0. I 3.30 0.00 00H
0H I HH 0 I 3H 030H
0 m 030H 33H 0 I 03 0.00 0. I 3.N0 3.00 HOH
3 I 3 030H
m.33\03 3 3H\NH go om3H 0HH 0 I NH N.3N m. I 0.00 0.00 30H
0 HH
m.0\0 I 3 0\NH 0o 033H N0H 0 I 0H H.00 H. I 3.00 H.00 N3H
HHI 3 03HH
0\N 3 000H I 0 I HH 0.30 H. + H.H0 3.H0 0HH
0N0H
0\3 3 3\NH m 000H 30 H I 0 N.30 3. + 0.33 3.33 00H
m.0\0 3 0\3H 3 000H 3N 3 I 3 0.00 m. + 3.03 3.N3 H3
00 3 I 0 3.03 H. + 0.33 3.33 3N
.g0H33 0003 003 003 g000e 000H03 goH00H>00 0g0H00 0g0H00 003
H0020: :000H0xm 000dem uan0m 00033800
QuC0§0>0H£o< .8003
30 .oz

 

>H H3 H32 H0H\3\0H Hz 00H .02 0000

I\

168

.mm.3m + quwm3.

II30330500 3030003m03
.00HIN0.3 H33Im3.0 II00ch 03030000

H0300 3030303003

30033 03 303033
x0039 030300

 

 

 

 

 

HHIHH 00 g3NH
0 3:0g0 HmmH 0.33 3. + 0.00 0.30 003
H00H
033H 0 I N3 H.30 m. I 3.00 0.00 03H
3 I HH 3 I 3H gHNH 0IIII
0 0 000H I 3.30 0. I 3.00 3.30 00H
0I 0H 3 I 3H
0 0 H33H I 0.3N 3. I 0.00 3.00 HNH
3 I HH 3 I HH 000H
0 0 303H 0 I 03 0.00 0. 0.30 0.30 30H
N I 0H 3 I 0H 000H
0 0 000H 0 I H3 0.00 m. + 0.00 H.H0 N3H
0 I 3 003H
0.3H\03 3 N\mH go 003H 0 I 0H 0.00 m. + 3.33 0.33 00H
030H
m.0\m 3 0\3 0o 000H 3 I 3H 3.00 m. + N.N3 0.03 03H
3 I 3 00H
003 0 I 0H H.00 3. + H.03 0.03 HHH
0NHH
0.0\0 3 HH\0 3 000 3 I 0 0.N3 H. + N.33 0.33 00H
0.3\3 3 0N0 0 I 0 0.03 0. I 0.H3 3.H3 NN
.g0H33 0003 003 003 g000e 0g0H03 00H00H>00 000H00 0g0H0m 003
303:0: 303030xm 000353m 030303 00353800
puC080>03£o< .8033
30 .oz
HHH Hz Hmz H0H\0H\0 Hz NN3 .02 000o

H .s. rub-mIoFJI. F. . r

169

$0.0m + HN3333. II30330500 :030003003 30033 00 30303

0
.00HI03.HH H33HIH3.0H IIH0ch 03030000

H0300 30G03p3003 30030 030300

 

 

 

 

0 I 0H 30 g333
m 3:0g0 H033 N.0mH 3.H 0.HN 0.0N 003
30H H033
0303 0003 0 I N3 N.3mH H. 0.30 0.30 33H
33H 00H3 0
0303 00H3 0 I N3 0.0HH 3. 0.N0 3.00 00H
gm3H
30H3 0 I 33 0 00H 3. 3.00 0.30 00H
0 I 03 0 I HH 00H3
0 0 303H 0 I H3 H.30 3. 0.00 0.30 00H
0 I 3H 0 I 0H 0H03
0 m 03NH 0 I 3H 0.30 3. 3.00 N.00 33H
0H 3 030H
m.03\33 3 mH\3H go 00NH 0 I 3H 0.0N 3. N.00 H.30 30H
0H I 3 003H
HH\3 I 3 NH\0H go 033H 0 I 0H 0.00 H. 0.00 N.00 03H
3H I 3 0HmH
0.0\3 3 03HH 3 I 3 3.00 3. 3.30 0.30 00H
03HH
0\0 3 3H\0H m 0M0H I 3 I 3 0.00 3. 3.30 0.30 03
0 0
0.m\3 3 m\0 0 033 I 3 I 0 0.33 3. H.00 0.00 30
0.\m 3 03N I 0 I 0 0.33 m. 0.03 N.N3 3N
.g0H33 0003 003 003 g0003 000H03 00HH0H>00 000H0m 0g0H00 003
303302 30303030 0033:3m 030303 00033800
03:080>03£0< .8033

30 .Oz

 

 

 

 

00 3m.©m+ H\m3N3. IICO330530 3030003w0m X0033 03 3030mm
w“ .NmHI03.3H
mm3HI3N.3 MmHHI30.3 300 I 33.N 00:33 03030000 "0000 H000H03003 30030 0H0300
00 03H3
xcmgm 3mm3 I 3.333 m + o.m© m.m© mom
333H
33H3 0 I 03 3.3HH 3.H + 3.30 m.30 N3H
0 I 3H 3 I 0H 000H
0 0 meH I 3.03 3. + 3.00 0.H0 00H
3 I m3 0 I m3 £®©3 ml!!!
0 m 3N0H 0 I N3 0.NN 3. I 0.00 3.N0 mNH
3 I 3H OH I 3H 03NH
0 m 330H 0 I 33 0.0N 3. I 3.00 3.00 H0H
0 I HH 0 I 3H 0HNH
m m 030H 0 I 33 0.00 0.H I N.30 N.m0 33H
3 I 3 000H
0.03\3 3 0H\mH 00 033H 0 I NH 0.30 0 I N.30 3.30 N3H
U303
®\HHI 3 m\HH 00 033H 0 I mH N.00 H. + 0.00 N.00 03H
0 I 3 03HH
0.m\HH 3 000H 0 I mH H.00 H. I 0.33 0.03 mHH
00HH
m.N\N 3 033 I H.03 3. + N.03 3.03 30H
m.3\m 3 000 3 I 0 3.33 3. + 3.33 0.33 30
0.H\m 3 003. 0 I 0 N.30 0. + 3.33 3.? 3N
.00333 0003 033 033 30009 003303 003003>03 033H03 003303 033
300302 303030xm U0pad3m 33w30m 00353800
33Q0E0>03£0< .8303

30 .02

171

03.3m + a 33H0H.

 

IICO330330 3030003w0m

X0033 03 3030m0

 

 

 

 

30 .OZ

.3mHIHm.HH 333IN0.N II 00033 03030030 "0000 H000303003 30030 0H0300
mI 03 00 0NOH
0 30000 333H I 3.HmH 0.H + N.N0 0.30 003
33 30 333H
000 0303 03NH 0 I 03 0.0HH 3. N000 3.00 33H
00 0HNH 0IIII
0303 3H0H 0 I 03 N.N3 3.H 0.00 0.30 30H
m I 3H N I 0H 000H
0 300H 0 I.03 N.H3 3. 3.H0 0.H0 0NH
0 Ime 0 I 3H 000H .
0 0 300H 0 I 03 N.00 0. 3.30 0.30 00H
0H I HH 0H I OH 003H
0 0 030H 0 I 33 N.0N 3. 0.00 0.N0 03H
0 I 3 0H3H
0.m3\0 3 HH\3H 00 033H 0 I 0H 0.0N 3. H.00 m.00 30H
OH I 3 000H
0.3\3H I 3 03\3H 00 003H 0 I 0H m. H.30 3.30 33H
3I 3 0m3H
0.m\N 3 00HH N I 0 3.30 3. 3.30 0.30 0HH
000H
0.3\0 3 m\HH 3 000 3 I 0 H.30 3. 3.00 0.00 03
0NN
003 3 I 3 3.00 3. 0.03 0.03 00
0.3\3 3 3.33 m. 3.03 H.03 3N
.03333 0003 003 033 03003 000303 003303>003 003300. 300303 033
30330: 303030xm ©03Q33m 303303 003SQEOQ
33:0E0>03£0< .8303

172

Incofipmzdm Coflmmmhmmm

XmUCH Op Lm%®m

 

 

 

 

 

 

33.Hm + e mwomH. 0
.mman®m.ma ”wannm.m 303133.3 unpmcfim Ugomcwpm "3336 Hmcoflpfiuvd 33339 machom
HmmH
33mH 33H 0 I 33 3.3HH 3.H + 3.30 m.30 33H
03 H .
33mH 0 I 33 3.33 m. I 0.H0 3.00 mmH
003H 0 I 03 H.330 m. I 3.33 H.33 03H
m I 3 3 I 3 0H3H
m m 33mH 03H 0 I 33 3.33 3. I H.33 3.03 33H
H I 3 m I 3 030H
m m 033H 33H 0 I 3H 3.H3 3. I 3.33 3.33 33H
0 I 3
3.0H\0 3 3\3 00 030H 33H 0 I 3H H.30 H. I m.mm 3.33 33H
3.3\3 3 H\H 00 3HH m I 3H 3.00 0. + 3.H3 3.H3 33H
03HH
3.m\m 3 o 3 0mm moH H I OH 3.03 3. + 3.33 3.33 HHH
Q
3.3\3 3 o\3 3 0mm 03 o I OH 3.33 m. + 3.33 3.33 33
m\m 3 003 m3 0 I 0 H.33 H. + 0.33 3.33 33
333 3 033 00 o I H 3.m3 m. I 3.33 0.33 33
.00333 0003 033 033 30003 003H03 00H00H>03 033H03 003H03 033
303202 cepmamxm @33353m pgwfimm ampdeou
QpCmE®>mH£U< .Ewhm
30 .02
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3
WM Inseapmjvm £033mm3mmm

03.33 + 3333mH. 30003 00 303030

 

 

 

 

.H3HI3H.3H mmmHI33.HH M33I3H.3 II00033 03030033 "0000 H000333003 30030 0H0300
0HI3H 33 03H3
3 30003 3303 33H 3.HHH m. 3.H3 3.H3 303
30H 333H 0:1-
0303 3333 H3H o I 33 3.33 3. 3.33 0.33 H3H
03 0303
0303 33H3 33H 0 I 33 H.H3 3. 0.33 3.33 33H
3 I 3H 3 I 3H 033H
3 3 3333 33H nvI 33 3.33 33. 3.33 0133 333
0 I 3H H I 3H 033H
3 3 333H 33H 0 I H3 3.33 m. 3.33 0.33 33H
3 I 3H 3 I 3H 033H
3 3 033H 3HH o I 3H 3.33 3. 0.33 3.mm 33H
3 I 3 0m3H
3.3m\33 3 3\3H 00 0MmH 30H 0 I 3H 3.33 3. 3.H3 3.H3 33H
. 0 3H
3.H0\HHI 3 H3\3H 00 0M3H 30H 3 I OH 3.H0 m. 3.33 3.03 03H
0 HH
00\HH 3 HH 3 0moH 33 H I 3 3.33 3. H.33 3.33 30H
0 HH
3.0\3 3 3H\0H 3 00: 33 m I 0 0.33 3. 0.03 3.03 03
3.§\3 3 0303 33 o I m 0.33 3. 3.33 3.33 33
m.3\0 3 033 33 .o I H 3.33 3. 3.33 3.33 33
:03333 0003 033. 033 03003 303303 003303>00 003303 003303 033
3Q3E3>33£o< 333:3: Cowmamxm GWPazpmfl uszmm Umvsgeoo
Q 5333
30 .03

 

 

 

 

 

 

 

 

ww H3.33 + 33333H. Immmw300000 0030003303 30003 00 303030
I.I33.3H M3HHI33.HH M30HI33.3 II00033 03030033 ”0300 H00003H003 30030 0H0300
0H I 3H 33 033H
3 30003 3H03 I 3.33H 3. + 3.33 3.33 3H3
33 H3 333H
003 0303 3033 0 I 33 3.33H 3. + 3.33 3.33 303
33 033H
0303 333H 0 I 33 3.3HH 3. I 3.33 H.33 33H
3 I 3H 0 I 3H 033H mIIII
3 3 3H3H 0 I 33 3.00H 0.H I 3.H3 3.03 03H
H I 3H HH I HH 033H
3 3 333H 0 I 33 3.33 3. I H.33 3.33 33H
3 I 3H 3 I HH 033H
3 3 033H 0 I 33 H.33 3. I 0.33 3.33 33H
3 I 3 03HH
3.3m\03 3 3\3 00 033H 0 I 33 3.33 0. 3.33 3.33 33H
3I 3 030H
3.00\0HI 3 3\3 00 0W3H 0 I 33 3.03 m. + 3.33 H.33 33H
0 0H
3.w\3 3 3 I 3 030H 3 I 3H 3.33 0. 3.03 3.03 03H
033
m.m\3 3 03\3 3 033 m I 3H 3.03 3. + 3.33 H.33 30H
003
3.3\3 3 3\3 3 033 3 I 0H 3.H3 0. 3.33 3.33 33
3.H\3 3 033 3 I 3 3.33 H. + 3.33 3.33 33
.03333 0003 033 033 00003 303303 00H003>00 003H03 003H03 033
ampC0z C030mem 300353m 303303 UmPSQEoo
ppcmEm>33£0< .6033
30 .02
>H Mm 303 m3a\33\0H 3: 303 .03 0@00

5
7
1

 

 

 

 

@H.mm + H mmowa. unsoprdvm :onmmammm mecH 0p memmn
.mwaum:.ma Monauwo.aa Mmmnmm.h nnpmcflm Upomcmpm uwpmv HmcoHpH©U< xmmpn maohom
@ - ma w» :mmfi
m xzmgm Homfi - o.qu N. + o.m© ~.m© mom
mma Hmma
«20H mama o . mm 3.:mH ». + H.m© m.m@ mma
m: wfla gmqa . mull! .
gum mon mqmfi o . mm m.@oH o. - N.Ho @.0@ Had
m I ma m - ma
m m gmaa o - mm m.wm ». - m.mm m.mm mod
m n :H m n ma
m m mwfifi o - mm w.om w. - m.wm p.0m wma
: - ma m u :H mmHH
m m omma o - um m.mm :. - :.mm o.mm mza
m - q uqafi
m.»q\qfl m mH\mH go owed o - mm m.m» o. m.mm m.mm mma
OH 4 umm
m.mfl\afi- m m\qH no omm o - mm m.m» m. + @.Hm m.am HNH
m.m\ofl m w - < 9mm m - 2H m.m@ m. + o.mq m.mq mod
p
m.m\m m mmm m - m 0.0m H. + w.»: w.»: hm
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xmmpn maozom

 

 

 

wuwH am nmmm
m xcmzm HHmm . H.HmH m. ~.mw ©.wm mmH
pmH HmHm
mon mmmw m.zHH m m.:© m.m© mmH
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mon mem 0 pm >.mm w o.mm m.Hm me
gmmH
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8 8 888H 8 I 88 8.88 H. I 8.88 8.88 88H
HH I 8 888H
8.88\88 8 8H\8H 88 88HI888H 8 I 88 8.88 H. I 8.88 8.88 88H
HH I 8 88HH
8.8\8H 8 8\8 88 8HH888H 8 I 8H 8.H8 8. + 8.88 8.88 8HH
8 I 8 888H
8.8\HH 8 888H 8 I 8H 8.88 8. + 8.88 8.88 88H
8H8H
8.8\8 8 8\8 8 888 8 I 8 H.88 8. + H.88 8.88 88
8.H\8 8 888 H I 8 8.88 8. 8.88 8.88 88
.88888 .8888 888 888 88889 888883 Co8888>8o 888883 pngmm 888
888:8: 20888888 UmpaSLm pcwfimm 88858800
Qpc8Em>8H£8< .8888
88 .oz
88 882 88H\H\8H 88 H888 .oz 8888

.41.! .

221

 

 

 

 

Om.mm + H mmwma. II 20888388 2088888888 xmucH 08 pmmmmp
M887888788888 88888888 "8888 H888888888 88888 8H8888
8 I 8H 88 888H
8 88888 H88H I 8.88H 8. + 8.88 8.88 88H
88 888H 8|III
8388 888H 8 I 88 8.88 8. I 8.88 8.88 88H
H I 8H 8 I 8H 888H
888H 8 I 88 8.88 8. .. 8.88 8.88 88H
8 I 8H 8 I 88 .8H8H
888H 8 I 88 8.88 8. I 8.88 8.88 88H
8 I 8H 8 I 8H 888H
8 8 888H 8 I H8 8.88 H. I 8.88 8.88 H8H
8 I 8H 8 I HH 8H8H
8 8 888H 8 I 8H 8.88 H. + 8.H8 8.H8 88H
. 8 I 8 88HI88HH
8.88\8 8 8\8 88 888H 8 I 88 8.88 H. + 8.88 8.88 88H
8 I 8 8H8H
8.8\8 8 8\8 88 888H 8 I 8H 8.88 8. + 8.88 8.88 8HH
8 I 8 888
8.8\H 8 88m 8 I 8 8.88 H. + 8.88 8.88 88H
88
8\8 8 8\8 8 88M 8 I 8 8.88 H. I 8.88 8.88 H8
. 88
8.H\8 8 8\8 8 888 8 I 8 8.88 H. + H.88 8.88 88
8.\8 8 8H8 8 I 8 8.88 H. I 8.H8 8.H8 88
.88H88 .8888 888 888 88888 888H83 88888H>88 888H88 888H88 888
888:8: 20888888 vmpmSLM pgwamm 88838808
QpCmEm>mޣo< .Emhm
88 .oz

 

 

 

88 888 88H8H\88\8 88 8888 .82 8888

 

 

APPENDIX C

GRAPHIC ANALYSIS OF EARLY MATURERS

74—4»

7 24L

70?

Height in Inches

—t kfl U1 81 81 U1 01
on C) m t‘ O\ 03 Q
I T I

 

Case — A;

y = .18846 t + 32.52

Straight line Growth ‘
Actual Measures

' 160

l
150

 

 

 

 

 

I I '1
65—“—“"86’*' 100

120

Age in Months

223

 

180

7a _.
72-

I

I

70‘
68.8

 

 

 

66-.

6AI_

 

I

621

6b L

 

Height in Inches
U1
(1)
I

50 ._
48‘ 8

A6 +

 

 

AA T

he -.

38 8

 

36'“

 

Case - 150

Straight line Growth

------ Actual Measures

 

 

 

 

ab 1 120
Age in Months

I
1A0

y = .18783 T + 29.A6

l

165_"'

224

 

I
180

l
200

| I

 

 

7A‘r
72L

70.—

o\ o\
01 a)
i i

0\ cm
8 —t
I I

O\
C)
i

Height in Inches
81 U1 81 81 81
o Io I: ox a)
‘ I I i

4:
OD

 

 

AA
A2.

A0‘

1

38

 

225

Case - 380 y = .169OA t + 32.62

Straight line Growth

--- Actual Measures

86' 160 150* 1A0 1'60 180 2630

   

 

 

 

 

 

 

 

 

 

 

Age in Months

lb

 

Height in Inches

7n —
72 —
70.4
68 _.
66 -.
6A _.
62 4,
6o _.
58 A»
56 -6

SA'+

50 --
1+8 -.
A6 1»
42+ _.

u2 4-

uo —.

 

Case - 53A

y = .1891A t

Straight line Growth

----- Actual Measures

+ 29.68

226

1
200

 

Li__,
180

 

60 80

ioo

. l
120 1A0
Age in Months

160“—

mm
P“ 1

U1
4:—
4,

He ight in Inchecgt1
t— .t \fl on
ox a) C) m
l_ ! l l

4:—
4;-
l

L‘
O
AiL

LA)
CD
I

 

4:-
R)
i

Case — 606

y = .18953 5 + 32.96

227

Straight line Growth
Actual Measures

 

l I '1 !

 

320 1E0 £60 180 200

Age in Months

Height in Inches

74

 

Case - 6A5 y =

.18969 t + 29.61

Straight line Growth

——————— Actual Measures

- I l !

6o 80 100

1 L

i2o lAO 160

Age in Months

180

228

 

200

Height in Inches

7244

 

Case — 762 y = .18364 I + 28.69 229

Straight line Growth

—————— Actual Measures

80 100 120 1A0 160 180
Age in Months

I l l l

8f—

 

200

Height in Inches

71: —»

66 l
6A -t

58 ~-

56 ~~
SA ‘1
52 ~-
50 A
48 A

46 .6

Al

A2 J ”y

no—

384

 

Case - 763

60

80

100

y = .17679 t + 3A.02

Straight line Growth
Actual Measures

12o 1A0
Age in Months

I
160

180

230

200

Height in Inches

231

Case — 89A y = .18089 t + 31.7

A Straight line Growth
7 7 ------ Actual Measures

664

6A-

 

54-4» 7’

52‘

50‘

A6—

MAT

A2—

 

40—

38A

 

‘ ‘ ‘ t i i i :
6b 8b ioo ieo 140 160 180 200
Age in Months

 

”(A—I

72-.

U7
SE

Height in Inches
t— \n on U1
03 0 I6 .5
4~ 4 . 4-

J:
3"

AA»

u2—_

uo—I

 

Case - 968

y = .18938 t + 31.20

Straight line Growth

----- Actual Measures

!
lOO

! !
120 lAO
Age in Months

I
160

I
180

232

200

Height in Inches

68l

14A_.

 

Case - 1093

y = .1683? t + 30.11

Straight line Growth

III!
‘

6o 80

Actual Measures

20 1A0 160 180
Age in Months

I—‘-

233

200

68-6
66-
6a..

62-_

OW
(.3
l

Height in Inches
\n U1 01 01 \n
.0 “3 F .0 90
l I l l l

J:
90
I

AAA

42“

A0...

0)
CD
I

 

Case "" 1127 y :

Straight line Growth
------ Actual Measures

146/.

.20788 t + 3A.39

23A

 

 

6o 80 100 120

lA0 160 180

Age in Months

200

 

‘In

[III

I

1

.I’fillt

, .

I

Height in Inches

78—
72m

525r

 

235

Case - 1159 y = .20127 t + 31.A6

 

Straight line Growth
Actual Measures _ /

 

 

 

I I . I

 

1h-

60

I E l I
80 100 120 1A0 160
‘Age in Months

I 180 200

Height in Inches

Case

74+

721

I

70.

r

666
6A4.

62I
60.-
5&-
56-

511-4-

48?

r’ I,
A 5’
6.- h- /

..-/

 

Straight line Growth
Actual Measures

I l ' l

80 100 120 1A0
Age in Months

- 1197 y = .17036 + 35.95

160

236

180

200

Height in Inches

724--
72-.

70-.

AA—

A2—

AO—/'

38—

 

Case

60

~ 1215
Straight line Growth

Actual Measures

I I '
80 100 120

y

= .20066 t + 31.30

1A0 16o

\ Age in Months

237

Height in Inches

"744»

72..

62*

WWO
880$

Aa.

 

no“ ~
38/

Case

—

----- Actual Measures

60

- 1239

y + .19022 t + 29.45

Straight line Growth

I
80

l
100

120 1A0
Age in Months

I
160

I
180

238

200

Height in Inches

744
72g
70—
68-
66—

64A

t8???

U1
m
l

42-
4o—

38—

 

Case - l2A8 y = .18915 t + 32.A8

Straight line Growth

 

----- Actual Measures

 

239

 

 

 

6o 80 100 120 140 160

Age in Months

180

200

Height in Inches

72+

U1
Q
l
I

AA-.
42-~
A04.

384

 

Case -l27O

2A0

y : .185u8 t + 33.45

Straight line Growth
Actual Measures f/

1 l
l I

160 180

“I"

£20 iuo 200

Age in Months

100

Height in Inches

Case - 1315 y = .17828 t + 33.73

Straight line Growth
----- Actual Measures

7A4

‘—

72+
70+

66“ /

6AI ' /
l / /
62-- V
1
664. '
/
_ /
58 I /
/
56“ ///:’
/
54+ "/
52'” /7
50-. //
48_. /
A6~I /;
44—»
A2-I
40*

384

 

l I I l

60 80 100 120 1A0 160
Age in Months

I!—
-

68‘? / ///x

180

2A1

200

Height in Inches

2A2

Case - 1382 y = .20181 t + 32.86

Straight line Growth ,’
74- ----- Actual Measures

72%
704 /'/ /

684- / /
/./

668 /

I
\\\
\
\

58v //9
56“ 4{’

A8- /

A6“

44-.

404

 

I I l 1 I I I l

60 80 100 120 1A0 160 180 200
Age in Months

Height in Inches

74..

72--

70-4

667
6A”

52—-

484.
46--
44—
42—

40.—

 

6O 80 100

Case - 1616 y =

Straight line Growth
————— Actual Measures

1 I
120 1A0
Age in Months

I I l

160

.1A9A1 t + 38.82

180

2A3

2OO

Height in Inches

7A~
72.

708
68a

667

62m

60—.

58+
56+
BA—I
524

50-»
48..

46-

42...
40...

38-.

 

AA—t///

Case — 19A8 y =

2AA
-l9373 t + 33.67

Straight line Growth I,/'
Actual Measures ' x

I
/,
_ x

I

I I I I I I

100 120 1A0 160 I80 200
Age in Months_

......H .~— .‘.H_I\—._._—

 

 

 

 

Height in Inches

74.-

"(OIL
68..

66.
6A2

60“

58+

.2'
O
l
I

 

2A5

Case - 2007 y = .18726 t + 26.23

Straight line Growth

——————— Actual Measures

 

l

 

 

60

80

I00 I20 1A0 160 180 200
Age in Months

Height in Inches

74.
72+
705
68..
66+

6A—~

607
58-.
56-
544

52-.

504

A2?

38L

 

Straight line Growth

----- Actual Measures

120 1A0
Age in Months

-I
d—

-lOO

.20036 t + 30.38

I
I

160

180

2A6

1-

200

Height in Inches

T—

721

70-.

66.-
6A..-

62--

 

60.r
58»
56.
54»
52»
504
48-.
A6—I
44...
424

40*

 

Case - 2098

y = .17023 t + 32.71

Straight line Growth

——————— Actual Measures

I l

2A7

r

 

‘-

60 80

1+-

100

120 1A0
Age in Months

160

180

200

Height in Inches

7A”

72A
70”

50+
48T
A6“
14A4-
A2-
A04

388

 

 

Case - 2202 .19551 t + 27.58

y:

Straight line Growth
Actual Measures

afi—

 

l I
80 100 120 140 160 180
Age in Months

84-

200

Height in Inches

74
72‘

70.
68.

64
62
60
58
56
5A

52

48.
46
44
42.

A0

38.

I

I

 

Case - 2301

y = .15643 t + 38.02

Straight line Growth

————— Actual Measures

 

60 80 100

120 1A0
Age in Months

160

180

200

Height in Inches

Case - 2376

1

y = .20861 t + 29.61
Straight line Growth

7A7 ------ Acutal Measures

725
70“
68?
66-
6A-
62+
60.-
58?
56~

544
52-

50

48- 2’

l
I

250

 

 

 

 

 

 

 

100 120 1A0
Age in Months

160

£80

200

Height in Inches

 

52-7-
50--
48-.

 

Case - 2396 y = .173A7 t + 3A.27

Straight line Growth

------ Actual Measures

I -
100 120 1A0
Age in Months

—
._

I

160

V

180

251

200

Height in Inches

74-.

72-7

 

70+
684
664
6A—-
62-.
601
58-.
5 6—-

5111*

50—,
48—.
A6~
44—.

42-

A0-

38—

 

Case

60

- 2A00

y = .2073A t + 3A.27

Straight line Growth

80

----- Actual Measures

100

120 1A0
Age in Months

160

180

200

Height in Inches

74..

7 2—1.

70-

66m

6A1

 

60-.
58.
56.
54...
52-
50-.
48-.
46-

AA"

424

 

Case - 2A06

 

60

y:

Straight line Growth
Actual Measures

I2______1.__._.J———-———i—f————«Lf
80

100 120

.17555 t + 32.77

1A0 160

Age in Months

180

253

200

Height in Inches

741.

721»

46—1

44-
42—
404

38-

 

Case - 2A56 y = .1985A t + 30.97

Straight line Growth

----- Actual Measures

' £00 £20 1A0
Age in Months

8-..
CI)
0

160

180

25A

200

Height in Inches

74.

72m

52-

501

A8-~

A6-

AA-

42—

A0w

38-

- 2539 y =
Straight line Growth

Case

----- Actual Measures

 

 

100 120

.21062 t + 31.55

m-
I

140 160 £80

Age in Months

200

Height in Inches

74—»

72”

621
604-
58*
56..
5A”
522-

501

48

46..
44..

424-

40—

38s

 

Case - 25A7 y =

Straight line Growth
----- Actual Measures

l l
I I I . .

60 80 100 120 140
Age in Months

.19717 t + 36.71

I l
‘ I

160 180

256

200

Height in Inches

741
72-.
70--
681
66..

6A”

602

SA”
5 2'”-

50*

14A«-

42-5

404

 

Case - 2569

257

y = .17531 t + 30.36

Straight line Growth
----- Actual Measures

1
I

100

1 I
I I

120 1A0
Age in Months

41-

160

dp

180

“‘1'

200

Height in Inches

74-

70-
68-
661
64-
62
604
58
56
54-
52‘
5o“
48-
46

AA~

40

387

I

I

I

 

Case

- 2611 y =

Straight line Growth
Actual Measures

I
60 80

l
I

120 140
Age in Months

. i
I
100 160

.18069 T + 30.50

7
180

i
200

Heightin Inches

72.-

70-

 

66.-
64.-
62-
60.-
58.-
56..
5A—
52--
50--
48--
46-~
4441

A25

I

40--

38--

 

Case - 2668 y = .19257 t + 32.22

Straight line Growth

- Actual Measures

259

‘—

 

 

60

80 100 120 1A0
Age in Months

160

180

200

Height in Inches

741

52"
50‘-
484
46-

AA—r

A0--

38-

 

Case — 2700 y = .17440 t + 26.83

Straight line Growth
----- Actual Measures

 

. I '

260

 

 

 

J— 1 I
60 80 100 120 . 1A0 160 180
Age in Months

200

Height in Inches

U1
‘7

4:"
7’

46-

42—
40—

38—1

U1 \3
f 51‘

U1
3)

 

Case - 2723 Y

Straight line Growth

Actual Measures

I I I I

120

.17824 t + 29.23

I l
140 160

Age in Months

180

261

200

7AA
72-
70-
68-

66-

6A-

01
'13

“C?

U1 U7
1:

Height in Inches
U1
n)
I

484’

42-
40—-

38.1..

W
9“?

U1
0
I

 

Case - 2728

*—

----- Actual Measures

di-

80

 

i
100

y

Straight line Growth

I
120

i
140

Age in Months

.15891 t'+ 33.5A

i
180

262

200

Height in Inches

I

7A1

52“
50«

A8-.

AA“

42—-

381

 

LLO-I/

Case - 2738 y =

Straight line Growth
----- Actual Measures

./9

263

.18A2A T + 30.98

 

‘
‘—
.F

L I
120 1A0
Age in Months

60 80 100

160

180

200

7AA

721

O\\1
7’ ?

01 cm
f’ ‘7

U1 U1 01 O\
9‘ q) ‘? P
1 fl I T

Height in Inches
U1 U1
P 1F

I

50J

A8“

46-

 

 

Case - 27A1
Straight line Growth

----- Actual Measures

26A

.13822 t + 30.45

-II-

 

53 Eb 100 120

, i
140 160 180

Age in Months

Height in Inches

74—
72—

702

8; 83 59 ‘fi
1 I ! 3’

J:—
7’

A6“

AAm

42—'

40—.

38—-

 

 

Case - 2762 y :

Strai

Actua

ght line Growth
Measures

.181A3 t + 31.74

265

 

 

 

Age in Months

/' I I, I
4'/-
/ ,3,
,/
. /
"'/
/
/
/ /'
7”
. /
/'//
/
I/ 1/
1/1/
,/// x
,6?
/,,
/
/7'
/9
///>
, /
///
.//
//
////
' . I I I I I
60 80 100 120 140 160 180 200

Height in Inches

71

72T

70-

664
6A-

503

485

I

b

 

2 6
Case - 2787 y = .21589 t + 29.69 6

Straight line Growth

————— Actual Measures

1
I l 160 180

80 100 120 1A0
Age in Months

200

Height in Inches

U1

.1:
l
I

U1
m
t

1:
CD
1%

J‘:
9‘
T

W
(II)
I

 

Case — 2805

y = .19928 t + 26.09

Straight line Growth

_ ..... Actual Measures

1 l l .l

267

 

 

60 80 100

120 140 160 180
Age in Months

200

Height in Inches

744

664
6A-

62...
601
58-.
564
541
52—1
50—-
484-
46—-
44-;

42A

38”

 

Case

60

- 2811

y = .1598A t + 32.1A

Straight line Growth

Actual Measures

80 100

! !
120 1A0
Age in Months

I

160

180

268

200

741

72+

681
664

Height in Inches

 

269
Case - 2831 y :.18221 t + 31.81

Straight line Growth
----- Actual Measures

1 v 1 v v
60 80 100 120 140 160 180 200

Age in Months

7A4
72“

70"

r

668
6A--

62*

Height in Inches

50--
487

A61

T

A2"/' I
A0...

38-

 

Case - 28A0 y

Straight line Growth

----- Actual Measures

I I l l '

.16A66 t + 3A.59

270

 

60 80 100 120 1A0
Age in Months

160

180

200

74—
72—

70-

O\
(1)0

\fi
4;:

Height in Inches
U1 \fi
Q\

U1
83

I

1

I

 

Case - 2868

y = .17796 t + 32.6A
Straight line Growth

Actual Measures

 

 

- I g ’l '4
80 100 120 140 160
Age in Months

'1
180

271

200

Height in Inches

2
Case - 2961 y = .1736A t + 31.25 72

741 _____ Straight line Growth
----- Actual Measures

70-5

68-1»

664

641 / ,, ,

6244 [I ./

6017 / ./"'

58-1- ' ,7

56—-

52-- 2
50-- '/'

484 7

AA“

42‘-

”015/

38_

 

 

 

 

 

 

 

 

 

 

 

’ 80 100 120 1I 40 160 180 200
Age in Months

Height in Inches

Case - 3039 y = .19641 t + 28.77 273

Straight line Growth
7A- '

------ Actual Measures

58.... ///

56* ////
’ /

\\

52”
50-- /

48-~ /

L1 6'" 43.”

/

40-.

385»

 

 

 

 

 

 

. 1 {no 160 180 200

Height in Inches

7A4
724
701
684
66-

U1 U1 U1 U1
ID J: (P (I)
l i - I

U1
(1’

487*
464
44—
42—

40—

 

Case - 3060

60

y:
Straight line Growth

Actual Measures

I l '
I 160

80 100 120 1A0
Age in Months

.20206 t + 30.18

180

27A

200

Height in Inches

U1
$>
l

l

711-
7a
7o._
681L
66_
64+

0\
ml
1

0\
9
I

U1
ED
r

U1 U1
f‘ C?
1 l

K}-1
m
4

I

42‘
q)
1

 

Case - 3091

60

80

Actual Measures

100

y

Straight line Growth

1
120

I
140

Age in Months

.15225 t + 33.29

1
160

1
180

275

200

Height in Inches
U1
Q‘

216-
2w

42-

 

AO*////

38»

276

 

 

 

 

Case - 3160 y = .2lu76 t + 29.23
Straight line Growth
----- Actual Measures ,;
1,, I
/ I, "
/ .1"
I
l
/ ,v
/ ,/
/ ,«"
/,"
r
,/
r‘",
,I' 4 / I
will /
o" /
/'/
it /
I I, /
//
x}
//
.-'/
r/
.V
./
)7
I
I
l.’
K,
/,r"
4
4.
A
1 . i f
' ' i i ' ' o 180 200
50 $0 100 120 140 16

Age in Months

Case - 3189 y = .l67u7 t + 31.67 277

Straight line Growth

74F ------ Actual Measures
72-

70-

l
‘I
3'
1
.r

I
\

/ x
61*0— if,

\n
g)
r
\
\

I!
’/

in Inches
U1 \n
g- cm
I 1
\
\
\

Height
U1
A)
l
‘\
§

50“ /

44“ ////

38"

 

l
1 l 1

. I 1
60 80 1'00 1'20 1'40 160 180 zoo
Age in Months

Height in Inches

74»
72.
7e
68—
66

U1 \n
Q‘

46
44.
424
404

38-

Case

- 3237

y = .17901 t + 30.32

 

Straight line Growth

------ Actual Measures

L l '
80 100 120

1
140 160 180

Age in Months

278

7A-
~-_ 724

Height in Inches
:: U1 U1 U1 \n U1
31_ 9’ M t’ Q‘ (F

4:-
01

444

 

Case - 3272

y = .16568 t + 32.09

Straight line Growth

----- Actual Measures

 

 

 

 

O\— 1-—-
O

0"

£00

120 140
Age in Months

/ '/
(,”
.f?
/'/
I
1;.
. . I
£60 180 260

Height in Inche

Case - 3279 y .16092 t + 32.67

‘1'

7A 1 Straight line Growth

72 + ----- Actual Measures
70 4
68.4

66 + 5"
64 1

S
U‘l \J‘l U1 8 o\
J: O\ (I) R)
4# 1 14 1 +4
\\
\\
\
\
\
\
\
\
\

U1
R)
L

\
\

\5'1
O
u,
§
\
\

J:-
(I)
4
\.

44 T /////

42 ”

40 w

!

38

 

I 1 1 1 1 1 .
6o 80 100 120 140 160 180 200
'Age in Months

Ul
(D

U1
C\

\J'l
4;—

U1
h.)

Height in Inches
3‘ \fi
6i 3) o

4:-
J-‘.—‘

 

281
Case- 3291 y = .18139 t + 31.01

Straight line Growth

#

 

 

 

 

 

 

----- Actual Measures
/
/ .'
/,
/ ’-
/ ft,
1.,-
W
J
‘r' /
/
f/O /
" /
."l /
If, /
"v.3 /
/
/
1' /
, /
'13,
- /
-‘/
. '/
7 ,7
,V
,/
/,'
x"
/,
4
4'.
4 s
I
/."
/ /
/ "
,.
4/
o”
I
I
3/
r- "/
.’/
/..‘
fl/
. . i
l I I
' ‘ ‘ 200
‘ ' ' ‘ 40 160 180
‘ o 120 1
6o .00 10

Age in Months

Height in Inches

WWWWW
tat???

J‘:
‘E’

116%
44—-

42-

4o—

38—-

 

Case - 3317 y = .18049 t + 31.09

Straight line Growth
----- Actual Measures

1 l l '
6o 80 100 120 140
Age in Months

160

l
180

282

I
200

74—

I

72
70
68_

I

66—

Height in Inches
U1 \n U1 U1 U1 0\ ox
Q 71> t O\ QC O R)
I I I l I I l

J:
Q)
I

46

42'

46/
38'

 

Case - 3332

y = .13883 t + 32.30

Straight line Growth

#

----- Actual Measures

1_ l ‘

 

l I ' l
60 80 100

120 140 160

Age in Months

180

200

APPENDIX D

GRAPHIC ANALYSIS OF LATE MATUPERS

285
Case - 166 y = .1747t + 30.97

7u+ Straight line Growth

----- Actual Measures
72w .

70-4

6141. a /

6241-

i8

WW
2?

W
W)
\

Height in Inches
U1
.{2‘
\

U1
0
+

\

J:—
(E)
\

J:—
‘1‘
\\

11117 f/

L1 2"“ ///

40—1/

38w

 

1 1
l l l l l
60 80 100 120 140 160 180 200

Age in Months

Height in Inches

286
Case - 277 y = .128011 t + 31.93

7&7 Straight line Growth
----- Actual Measures

60“

584- ’I

514.. /
52“ . / /

50-. /

ALL-n-

42..

110--

3&/ .-

1
J I I l l
60 80 100 120 140 1 60 180 200

Age in Months

 

Height in Inches

287
Case - 328 y = .17917 t + 35.08

74‘ Straight line Growth

#

----- Actual Measures - /
72— ”

70a /
68—, ,/ '7
664, /

O\
J:—
l
\
\

0\
n)
1

\

1 1 '3 f- ‘P 9) 1
\
\
\

1:-

O\
i

\.

144-1/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

' ' ‘ ' i i I
60 85 100 120 140 160 180 200
Age in Months

Height in Inches

74 L
72.1

704

112‘
110w

38.

 

Case - 393
Straight line Growth

----- Actual Measures

I 1 I ' '
6o 80 100 120 1&0
Age in Months

y = .17121 t + 29.21

160

288

180

200

289
Case - A28 y = .16142 t + 34.43

74* Straight line Growth

---- Actual Measures

U1
(I)
1

\
\

g U1
1 ‘1
\
\
\
\\
\

Height in Inches
£3 *: 2; :8 U“
111.11?
\
\
\
\
A

42—////
4o—

38—

 

I
l I | I
60 80 100 120 140 160 180
Age in Months

200

7wr

722

I

70.
&3_

6041.

Height in Inches

J—‘UWU'!
390?“?

x— .t
I: ‘1‘

P

424

40—
38—1

 

Case - 479 y = .16075 t + 31.57

Straight line Growth

Actual Measures

1 l !
120
Age in Months

.1
*1 I T

100

180

290

200

291
Case - 488 y 2 ,13738 t + 34.4

744 ._____ Straight line Growth

729 ----- Actual Measures

70—

661
642

62 I/
— / ['-

58. . c /
56a ,/’

544 [5:

521 {/{x‘

501 3

Height in Inches

48— 2,/
464 ////’

44~ I/;/"

42_ .//// /

40_////

38-

 

 

 

. . . . . I.
80 100 120 1'40 I60 180 200
Age in Months

81-

 

 

 

 

Height in Inches

741
724
70-

68—
664

J: thkfikfiwm U1
{:6 1% jE_ E3 'P -? <1 58

42'
[U
#1_

40-

381

1

 

Case - 508

Straight line Growth

Actual Measures

1 l L
80 100 120

y = .17428 t + 29.81

I
140

Age in Months

160

180

292

200

Height in Inches

74
72..
70-,

6ELI

64+
624
60-1
584

56*
54-1

524

50-1.

48»

44»

4 2—11

38w

 

Case - 616 y = .16029 t + 32.16

Straight line Growth

---- Actual Measures

404/

I
I I ' ' '
60 80 100 120 140 160
Age in Months

‘ 180

200

Height in Inches

74

72-

701—.

661-

6%e

62'1-

584

56*

52“

38+-

 

Case - 635 y = .17269 t + 32.33

Straight line Growth
Actual Measures

 

 

I l l
100 120 140
Age in Months

1

160

180

294

200

742

701-

Height in Inches
U1 U1 \n U1 8;
0 F’ CD LP -
I 1 I I I

W
Q
l

b
$90

4 6t
444
42*
40+
381.

 

Case - 648 y = .14960 t + 34.15

Straight line Growth

---- Actual Measures

.\\

4 l l

60 80 100 120 140
Age in Months

-II-
41-

4

160

180

295

200

Height in Inches

74.

72*"

68+
664

64-

I.

62¢
601

1

58+

561

52-1
50"
484
46»

444»

“Eff //

u04r

381

 

Case

xi

80

- 661

Straight line Growth

Actual Measures

l l
100 120

y

.16092 t + 33.88

4/

\

l I
140 160

Age in Months

180

296

200

741

_ 72--

I

70-

66. .

64._
62F

60%

U1 U1 \fl
F’ O\ Q)
r I I

U1
M,

Height in Inches
U1
<2
I

.1:-
Q3
j

46~

44r

 

Case - 664

42://////
40

y:

Straight line Growth

Actual Measures

\\\|

I l l
120 140 160

Age in Months

.17812 t + 32.46

180

297

200

747
724
704
68+
664
64—+

62‘"

in Inches

564
54-1

Height

504
48-
461
444
425
40..

38—

58—»

 

Case -

W32 y :.15054 t + 31.05

Straight line Growth
Actual Measures

. 1 I
80 100 120 140 160
Age in Months

I

T

180

298

200

:y-zwnatf‘u ' {I-

1177. we“! '

HGight in Inches

case ‘ 708 y = .16718 t + 29.78 299

74- Straight line Growth
----- Actual Measures
724

701
68—
66.
64._
62..
60.7

58—

 

564 .V /

54— ,

50—
48— /
46—
44— /"
42—

40—

381/////

l

l l :

60 80 100 I20 140 160 180 200
Age in Months

 

 

74._
72*
707-
681—

66“"

01 cm
8 “13

U1
93"

W \D
4.: O?
I 1

Height in Inches

\N W
0 ID
I i

481

I

38t///,

 

Case

-739 Y=

Straight line Growth

Actual Measures

l l
I

60 80 100 120
Age in Months

.15054 t + 31.05

I
I I

140 160

l
I

180

300

qr—

200

74—7
72_
70-
68.4
66.

64-

W U1 U1 O\ O\
J: (I) 0 ID
I 8‘ I I I

Height in Inches

U1 \fi
OR)
1 _L

J:
(I)
L

46—
442
42-

402

38-1

 

Case

- 755 y =
Straight line Growth
Actual Measures

.17738 t + 29.50

301

 

67>

80

100 120

Age in Months

140

Height in Inches
I: U1 U1

92 9

I l

722

70

68—
66_
64_
62_

U1 \fi U1 ox
P’ (b 93 (P
I I I I

W
I

 

Case - 804 y = 15973 t + 27.63

._____ Straight line Growth

----- Actual Measures

‘-
-

120 140 160
Age in Months

I80

302

200

Height in Inches

303
Case - 865 y = .15628 t + 29.78

74_.
Straight line Growth

P—

724 ----- Actual Measures

66..

6441

6017 ,/>
.//
58.1 //

56‘" ' I;
/
52-41- ///

48-- /

4 6.- 2

42* ///3/

40._

I

38-

nib-I

l

60 80 100 120 I40 150
Age in Months

 

200

H-—
(I)
O

.—
«u-
d

Height in Inches

74-
72-
704
68.
66

641

62

5'8“
56
54
52
50-
48
46
44
42
40

$3

I

I

T

I

 

Case - 893

y .15167 t + 29.95

Straight line Growth

----- Actual Measures

 

304

 

I I I
60 80 100

120 140 160
Age in Months

180

200

ox
'9

Height in Inches
U1 \fi \fl U1 U1 01
919. 1:90:10.

.5:

CI)
1
I

J:
91

42“

40‘-/

38——

 

Case - 897

y = .18265 t + 31.15

Straight line Growth

#

----- Actual Measures

80

100

120 140
Age in Months

160

180

305

200

\.
\\

Heightin Inches

I

74

72-

O\
Q\
I

U1
93
r

U1
7‘

1:—
I

42—

40+

 

Case

 

- 1030

Straight line Growth

ActualMeasures

80 100

y :.17103 t + 27.36

140

Age in months

160 180

200

Height in Inches

74‘
72-

68‘
66—
64-

62-

58-
56-

54-

52-1

50—1

48—-

46--

44-

42—

40-.

38—-

 

 

Case - 1045

y = .16631 t + 34.19

Straight line Growth

I
100

_____ Actual Measures

120 140
Age in Months

160

180

307

200

Height in Inches

Case — 1091 y = .15854 t + 31.10 308

4 Straight line Growth
7 -- w
----- Actual Measures

\flU‘IU‘IU'I
94212-6
III]
\
\
\
\
\

.I:‘
q)
I
\\
\\

42“ .2

40- //

38/

 

 

‘ ' 160 1 0 200

'60 80 100 120 140
Age in Months

Height in Inches

71L.

72--

70.1.

66“

62"

60-.

58—

r

56‘

I

5M:

50-

1

 

as.
146-—

an”

381

 

£10-- /

Case

#

- 1180

y = .14048 t + 32.55

Straight line Growth

----- Actual Measures

309

 

100

g .
120 1&0
Age in Months

160

180

é00

..._r

 

Height in Inches

N
Q_,
l

 

Case

- 1186 y = .18197 t + 28.79

Straight line Growth

Actual Measures

1 1 ' l
80 100 120 140
Age in Months

310

Height in Inches

74»
r72ir

70-4;

64“

WWO\0\
0???

\N
F
l

U7
I'91—

as

All?
#2..

110--

38.-

 

Case - 1216

y = .164u7 t + 33.38

Straight line Growth

——

60

----- Actual Measures

80

100

120 luO
Age in Months

I
l

160

180

311

"f‘

200

741

70-..

66+
64.-

Height in Inches
5' \fl U1 U1 U1 U1 ox
0.0 <1 112 s 9 <90 <2
I l I T 1 I I

J:
c;

1.121

38».

 

Case

1K%7///

- 1224

Straight line Growth

Actual Measures

I I '
100 120

y

.17715 t + 31.90

| |
140 160

Age in Months

180

312

200

711-

72fl

684
661

6A1

62-1

Height in Inches

50+
118-1
2101
11111
112-
110..

38+

 

Case

- 12AM

y = .17815 t + 33.03

Straight line Growth

,//"

Actual Measures

l L

313

 

g
100

120 1u0
Age in Months

Height in Inches

741—

7Q_

66
64‘1-

I

62w

601’-

I

56

52*

50‘

1

4&-
46¢

44*

40a-

38”

 

L12../

Case l303 y ‘

Straight line Growth

------ Actual Measures

1 l I I

41-

Age in Months

60 80 100 120 140

160

— .16797 t + 33.74

180

200

Height in Inches

7L1-L

70--
68.-
661
611%
62T

601—-

 

1
Case — l650 y = .1590? t + 3l.66 3 5

Straight line Growth

------ Actual Measures

 

I I
1 1 1 I I
80 100 120 1A0 160 180 200

Age in Months

Height in Inches

70*
68a
664

614—-

42.
MO-

38-

- 1686

Case

Straight

I

I
x.\

 

l 5

80

y:

line Growth

Actual Measures

1
i l .

120 140
Age in Months

100

.16042 t + 30.09

d—

160

316

180

200

Height in Inches

U1 0\ O\ ox O\ Ox -4 «a -4
Q” Q) w £7 01 Q) S3 N A:
I l I T r r I I I

U1
‘9‘

11114-

42w-

 

Case

lKr;//////

- 1777 y = .13257 t + 32.51

Straight line Growth

-- Actual Measures

1' '
..//

/
/ /

I l ' '
80 100 120 140
Age in Months

160 180

317

200

Height in Inches

Case - 1874 y =.16377 f + 30.u1 318

74+ Straight line Growth

------ Actual Measures

 

116*- //

42‘

40.. .
///

I

\.

 

-u-
«r-
‘

1
I

60 80 .100

d
.J-

- I
150 1A0 160 180 200
Age in Months

 

in Months

U1
‘1‘

Height

62%
70-.
681
661

611+

ON
'32

O\
F)

U1
q)

UTU'IU"
$1.31.:

:-
CD
I

1161

AQt/x

110--

 

Case

60

- 2062

y:

Straight line GrOWth

Actual Measures

80

100

! L
120 140
Age in Months

!
160

.17026 t + 33.

53

I
180

319

200

I

711-
72..
70 --

684»

I

611 ~
62 -1

O\
O
l
I

\N
03
Ir

8
U1 \fl
L‘O‘x
i %

U1 U1
R)
1
r

Height in Inche
?

£—
90

Jr:
0\
4

1111-.
112-.
140-

38w

 

Case - 2102

y = .16879 t + 32.62

Straight line Growth

Actual Measures

!

80

l

100

! !
120 140
Age in Months

160

I
180

320

200

Height in Inches

71A.
72—
70_
68-
66..

611_

62 I-
60 ._

58..

56 _
sin—
52.—

50._

u8.—
46L

MAL

424L—

401

 

38/

1

Case - 2lu9 y = .16846 t + 30.71

Straight line Growth
------ Actual Measures

1
1 l I I
I

60 80 100 120 140 160

Age in Months

180

321

JI—

200

Height in Inches

71--

72 -

70-

68 4

661

6111

62 1

U1 U1 U7 \7‘ W 8
O R) J: O\ (I)
L 1 I J 1_ 1

J:
(I)
l

46 ‘

242%
110-

38 -

 

Case - 2234

y = .16584 t +3l.91

Straight line Growth

----- Actual Measures

60 80

100

I I '
120 1M0 160
Age in Months

180

200

Height in Inches

Case - 2282 y = .17294 t + 35.35 323

Straight line Growth
------ Actual Measures //,

81838

W
J:

50‘
A8.

46‘
2111-

 

110 -—

.4!-
-

 

l I
i I '

I l
I

60 80 100 1 20 1110 1 60 180 200
Age in Months

I“—

 

Height in Inches

66
624.

621

O\
9)

U1
q)

56‘

t‘ 4: th U1 U1
9‘ q) Q) “E ‘F

44‘

42-

110--
381

i

I

 

 

Case - 2465 Y

Straight line Growth
----- Actual Measures

 

I l l 1

60 80 100 120

.16401 t + 34.75

I l
140 160

Age in Months

180

324

200

Height in Inches

74—
72-J
70—
68—
66—
611—
62-
60-
58-
56.

52—
50—
118—
46—
1111—
112—
40—

38;

 

Case - 2472 y = .14803 t + 31.96

Straight line Growth

---- Actual Measures

 

 

Age in Months

/ A
./‘ ’
//'/
. /
I I I /
’ /
/
./’
g3
’2
4”
, ,
/ I
,1 .
/‘,
///
4r”
.4/
,fl
4 _
//
//
//
I
//
l I l
‘60 I30 100 1 éo 1110 1'60 180 200

Height in Inches

326

Case - 2525 y = .17724 + 28.33

\1
E
I

Straight line Growth
72“ ----- Actual Measures

70*

I

681,

G\ 01
F 9“
I

O\
W
\\\

ox
C.D
r

U1
g)
T
\\.
\

U7
L?
fl
\
\
\

U7
3'
J

I
\\
\

U1 \fl
9'}?
Q\

4:"
<10
11

46" 43
. / .
44* 4//

42* /

I
\\

404

38+

60 so 100 120 1&0 160 180
Age in Months

 

-
.-
‘F

Height in Inches

327
Case - 2528 y = .17366 t + 30.61

LI-
7 4 Straight line Growth

----- Actual Measures

72~

I

70~

66~~ ’
64+ I

62+ /

. 111161 ,/

40—- //

391/

1 I

60 80 100 120 1A0 160 180 200
Age in Months

 

.J—

Height in Inches

W W U1
R.)
L
\

328

74 Case - 269l y = .15583 t + 31.71

Straight line Growth
72-

r

----- Actual Measures

I

701

66+
6u—H- / ’

621 /

U1

01‘

\
\

I:
i
\

Cf
\

 

<10

42'
ON
1

44‘

42‘

38s

 

I I
L I I I I I
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Age in Months

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Demco-293

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