THIS IS THE FINAL REPORT OF AN EMPIRICAL INQUIRY INTO THE WHITE, URBAN, ELEMENTARY AND JUNIOR HIGH SCHOOL CHILD'S PATTERNS OF POLITICAL SOCIALIZATION. THE EMPHASIS HAS BEEN ON THOSE COGNITIVE AND ATTITUDINAL ELEMENTS WHICH LATER PRODUCE DIFFUSE SUPPORT FOR THE POLITICAL SYSTEM. THE STUDY IS BASED ON THE RESPONSES OF 12,052 SECOND THROUGH EIGHTH GRADE CHILDREN IN WHITE, URBAN, PUBLIC SCHOOLS TO QUESTIONNAIRES ADMINISTERED DURING 1961 AND 1962. THE RESPONDENTS TO THE QUESTIONNAIRES CAME FROM 8 METROPOLITAN AREAS DISTRIBUTED AMONG 4 REGIONS OF THE UNITED STATES. THE ANALYSIS CONCENTRATED ON THE CHILD'S EARLY RECOGNITION AND EVALUATION OF POLITICAL AUTHORITY REPRESENTED BY "THE GOVERNMENT," THE PRESIDENT, SENATORS, THE SUPREME COURT, AND POLICEMEN. SOME KEY FINDINGS OF THE STUDY ARE (1) THE POLICEMAN AND THE PRESIDENT ARE PARTICULARLY IMPORTANT CONTACT POINTS FOR THE CHILD'S GROWING ACQUAINTANCE WITH GOVERNMENTAL AUTHORITY. (2) THE DISTINCTION BETWEEN PUBLIC AND PRIVATE LIFE IS RECOGNIZED QUITE EARLY. (3) PUBLIC AUTHORITY IS AT FIRST PERSONALIZED, BUT BECOMES MORE INSTITUTIONALIZED BY THE FOURTH AND FIFTH GRADES. (4) INITIALLY, POLITICAL AUTHORITY FIGURES ARE REGARDED AS BENEVOLENT, BUT THIS IDEALIZATION GRADUALLY DECLINES. (5) THERE IS A SLIGHT RELATIONSHIP BETWEEN THE ABOVE EFFECTS AND INDEPENDENT VARIABLES SUCH AS SEX AND SOCIOECONOMIC STATUS. (DR)