This booklet contains six papers which focus on the affective or internalized part of the curriculum--alterations in attitudes, motives, values, and other psychological states related to the experience a child has in the classroom. "The Consequences of Schooling" by Philip W. Jackson deals with such nonacademic consequences as evaluative orientations and a student's awareness of his collective competencies. "The Curriculum as Educational Process: The Middle Class Against Itself" by Edgar Z. Friedenberg describes the school as an instrument of the middle class as a source of alienation. "The Impact of School Philosophy and Practice on Child Development" by Barbara Biber and Patricia Minuchin reports a research study that assessed the impact of traditional and modern styles of education on the psychological development of children. "Teacher Expectations and Pupil Learning" by Robert Rosenthal examines the proposition that a teacher's expectations about his pupils' performance can come to serve as a significant determinant of the performance. "Schooling and Authority: Comments on the Unstudied Curriculum" by Robert Dreeben is a theoretical discussion of the relevance of schooling to the development of capacities that enable people to participate in relationships of authority as adults. "The Moral Atmosphere of the School" by Lawrence Kohlberg discusses the hidden curriculum and moral education including the growth of moral character. (JS)