This monograph was created to stimulate more thorough study of the history of school psychology. In the first section, "Mapping the Territory for Historical Study of School Psychology," by Liam K. Grimley, some fundamental questions are raised about what should be studied in the history of school psychology, how that study might be approached, and how the study of history has relevance to the current practice of school psychology. The second section, "Documentary Evidence," by Thomas K. Fagan and Frances J. Delugach, emphasizes the need for careful scrutiny of documentary evidence and discusses the literary origins of school psychology. The third section contains papers from a symposium on the history of school psychology. The introductory paper by, Jack I. Bardon, focuses on the relevance of state events and individuals to the development of school psychology at the national level. Persons who have made significant contributions to school psychology nationally are cited in this discussion. Personal perspective papers are included on the history of school psychology in Pennsylvania (by Joseph L. French), New Jersey (by Virginia Bennett), and New York (by Gilbert M. Trachtman). The final section, by Edna L. Harrison, reviews the history of state associations of school psychologists and documents the history of the Kansas Association for School Psychologists over the past 10 years. An appendix contains a paper by Thomas K. Fagan describing the background, purpose, activities, structure, and facilities of the Center for the History of School Psychology. (NRB)