The studies herein reported were under taken to answer, if possible, some of the questions regarding the development of chil dren in home management houses. Certain educators have expressed the opinion that the child in the home manage ment house is sure to suffer because of the necessity of adapting himself to so many different people who are only temporarily responsible for his care. The rapidly chang ing personnel has seemed to the critics the most unfortunate feature of the entire situ ation. The critics question the ability of the child to develop the necessary feeling of security under such cricumsta,nces. To de velop this feeling, there must be someone to act permanently as a parent or as a parent substitute to whom the child may appeal for protection and affection. The inference is that the child has difficulty in finding such a person in the home management house. These criticisms have carried sufficient weight to induce the American Vocational Association to appoint a committee to encourage the study of the problem. There follows a brief report of what the Home Economics Division of the Iowa State College has done in response to the sugges tion of this committee. It will be noted that three investigators, Prall, Simpson,and McLauchlin, each working independently, have approached the problem from somewhat differ ent points of view. By the very nature of the situation, the number of cases is drastically limited. When Prall began her study there were only three home management house children on the campus, and there never have been more than four at any one time. The series of studies was un dertaken with the full realization that no inferences could be drawn regarding home management house children in general. It has been the expectation that other colleges or departments of home economics would car ry on similar studies, thus gradually in creasing the number of cases to the point v/here the results would indicate significani trends. Prall studied the three children who were in the home management houses during the school year of 1928-1929. Her investi gations covered a period of approximately eight months. Data regarding the develop ment of the children were secured from the following sources: Diary records were kept by Prall and by the students in the home management houses. Mimeographed daily rec ord sheets were filled out by each child director. A record was made of the appear ance of traits in each of the children on Gesell's (3, 4) summaries supplemented by Fenton's (2) findings. Performance tests were given at intervals of approximately two weeks. Physical examinations by the college physician were given at the begin ning and at the end of the study. Mental tests (Kuhlmann revision of the Stanford Binet test and the Merrill-Palmer test) wer given at the close of the investigation by the child psychologist. The performance tests consisted of the more objective items in the Gesell summaries and the Kuhlmann test, such as, opposes thumb in seizing cube, places cube in cup on command, or builds tower of three blocks. During the year 1929-1930, Simpson com pared the development of the four home man agement house children then on the campus with children of the same age from private homes of different socio-economic status. She checked the development of the children against the same summaries that Prall had