ABSTRACT
Progress towards a more exact diagnosis of children's difficulties became possible with the development of better techniques of intelligence and scholastic testing. Many of the children drafted into the huge classes of those days must have found the position baffling. If they failed, the teacher's initial reaction was to ascribe this to incapacity or idleness or both. A movement towards a real understanding of the complexities of the learning situation, however, began in this country with Galton and his anthropomorphic laboratory in 1884, and was much strengthened and popularized by Sully. F. J. Schonell's studies of educationally backward pupils were geared to his methods of teaching the three Rs. He was also keenly interested in the relationship of maladjustment to school progress. However, new impetus returned with the Education Act of 1944 and under the influence of post-war idealism fresh efforts were made.
