The intention of this book is largely focused on the psychological rather than the pedagogical aspects of developing children's behavior. It is clear that any evaluation of the pedagogical value of the method must ultimately depend on the validity of the psychological basis. By thinking of it as a reflection of their minds and an observation closer to the level of instinct and spontaneous interests than is usually possible, the actual work with children was, of course, pedagogical; but the records themselves are direct and dispassionate observations, recorded in their entirety as completely as possible under the circumstances and as free from evaluations and interpretations as possible. It has sometimes been suggested that the child psychologist should conceive of his work as an anthropologist among a primitive people, observing, but not entering into the life he observes.