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What is temperament? And what is its relation, if any, to intelligence and school progress? These questions open up a very wide problem - a problem which has been attacked by surprisingly few psychologists. Some make no reference to it at all, others speak vaguely about it, while a few have made some serious attempt to clarify the position. For this reason, before embarking upon a practical investigation of the problem, it was deemed advisable to make a fairly extensive survey of the literature available. The present work is thus in two parts: Part 1. containing the attempt to set out the present psychological position of temperament, and Part 2 dealing with the investigation proper.

An investigation of the relation of temperament to intelligence and scholastic ability