| Book Review | The American Historical Review, 112.1

You have not been recognized as a subscriber to the AHR online. About 275 words from this article are provided below; about 504 words remain.

If you are a individual member of the American Historical Association, you may:: • login here if you have already registered for online access.; • Or if you're already logged in register your subscription.
• Set up your online account for the first time. AHA members can go to the AHA individual membership section to locate their member numbers.
If you are not a member of the American Historical Association, you can:: • Join the AHA and receive many member benefits including print and electronic issues of the American Historical Review.
• Purchase a research pass to gain two hour access to the entire History Cooperative web site. You will have full access to current issues of the American Historical Review (104.3-present). Note: the Research Pass does not provide access to JSTOR's holdings of the American Historical Review.
Instititutions can:: • Subscribe to this journal and receive print and electronic issues.
• Activate your existing subscription so that we recognize your IP number ranges.

| Book Review | The American Historical Review, 112.1 | The History Cooperative

Book Review

Canada and the United States

Alice Boardman Smuts. Science in the Service of Children, 1893–1935. New Haven: Yale University Press. 2006. Pp. xiv, 381. $55.00.

During the late nineteenth and early twentieth centuries, human science and social reform discovered the child. The result was the creation of a reform-oriented child science devoted to researching the cognitive, psychological, emotional, and social development of children with the aim of applying the knowledge gained to improving children's lives and thus improving society. Alice Boardman Smuts attempts to illuminate the origin and institutionalization of this child science in the United States by exploring how human scientists, female reformers, and philanthropists acted independently and jointly to establish government agencies and to fund private organizations devoted to researching American children and their lives. In particular, Smuts examines the origins and evolution of what she sees as the three major models of child research that developed during the first decades of the century. The first of these was clinical research into children with emotional and behavioral problems, research that was at the center of the child guidance movement and provided a wellspring for child psychology. The second was the sociological and aggregate statistical research of children's social condition that was pursued by the U.S. Children's Bureau. And the third was the research into the physical, mental, and emotional development of normal children that had it origins in the late nineteenth-century child study of G. Stanley Hall and his followers but achieved institutional and scientific maturity in the founding of child development institutes like the Yale Clinic of Child Development (1911) and the Iowa Child Research Station (1917).

. . .

There are about 504 more words in this article. Please log in (or, if you are not yet an authorized user, please go to the User Setup page) to gain full access rights. Or if you're already logged in register your subscription.