20 



CARL SCHIØTZ. M.-N. Kl. 



which of course must be compared with the starting point value of the 

 individual. Hereby will furthermore be possible to get trustworthy 

 comparisons between the different ages, the different sexes, even between 

 different races, yes animal species, as well as trustworthy comparisons 

 between increase in height and weight (NB. growth-coefficient, — an 

 abstract number). 



The increase oscillates for the public school niaterial between almost 

 3% and almost 4% through these seven year classes. The 7 — 14 yearsr 

 material shows us the following difference between girls and boys: — 

 The girls' curve (fig. 7) runs almost without an exception on a higher 

 plane. The energy of growth of the girls at these ages is stronger than 

 that of the boys. The girls' curve has two slight waves, one top about 9 

 and one about 12. The most conspicuous thing at the boys' curve is 

 that a rising ascent at 10 is followed by a long descent — a period of 

 slow develop}iient — from 10 to 11, 12, and Jj, consequently through 

 3 years. After 13 we again notice a rising tendency. 



The higher schools: — We again recognize from the just mentioned 

 public school material, how the boys have a weak period of growth from 

 10 to 7 J and an increase after this time till 14, but anything corresponding 

 to the relatively stronger growth of the public school pupils from 9 to 10 

 we do not find ^''. The girls show here, as with the public schools, the 

 strongest groivth about 12. A collective impression of the ages 9, 10 to 14 

 is the stronger oscillation and a larger difference of the sexes in the 

 higher school curves. Cf. the top at 12 with the girls; extension of the 

 curves 2.6 to 4.5%, at the public school only 2.9 to 3.9. 



The public school curve had to be stopped at 14. The material of 

 the higher schools will therefore be of special value by the opportunity 

 it gives for study of the following years. The analogies of the two boys- 

 curves' incline after 13, the girls-curves' decline from 12 to 14, increase 

 the value of the higher schools' material as object for study of growth, 

 although we naturally cannot construct details for the further continu- 

 ation of the public school curve 



We then see how the mentioned incline of grozvth after year 7j 

 with boys continue through ? years until 16, when a strong decline takes 

 place. After year 17 the yearly increase is below 2%, after 19 below %%. 

 The plateau at 14 — 16 with boys stands in distinct contrast to the pointed 

 top at 12 years tvith girls. The energy of growth diminishes strongly 

 with the years after 12, while we yet have to remark, that it still until 14 

 is relatively strong, only slightly weaker than with boys of the same 

 year class. After year 15 the increase is below 2%, after 17 below %%. 



Earlier investigations (13) as well as general experiences concerning the peculiari- 

 ties of the higher schools' material justify the supposition that the continuation 

 of the curve towards the left would have given a top from 8 to 9. 



