Because of the intensity factors involved in school tasks, and the importance of schooling in determining the child's future in this complex civilization, the energy organizations and physical limits of the classroom are probably the most significant of all the factors encountered in shaping the child's ultimate social form. Very little is known about the energy aspects of the thermal environment as it affects learning performance. Three basic points on this matter can be identified here--(1) the biochemical make-up of the developing child necessitates a different set of standards for controlling the thermal school environment from those used for adults, (2) because organic function is modified through stress, and action which is induced by any energy organization, the school thermal environment requires more careful control (temperature, air movement, and humidity) to assure promotion of optimum learning, and (3) full rapport in problem-solving situations depends on shifts in internal body temperature and close maintenance of certain body temperature levels: this fact necessitates rigid control to assure optimum learning outcomes. Considerable work is needed to establish the norms of these temperature levels for children, together with their tolerance for variations while engaging in school activities. (KK)