ABSTRACT
This chapter examines the notion of quality of learning in its practical application to classroom life. It investigates the distinction between "intelligent" ways of learning, suitable for children of high I.Q., and "unintelligent" or mechanical ways of learning, suitable for duller children. To do this, the chapter proceeds indirectly by recounting the stories of certain experiments made by investigators who were primarily concerned with studying the learning behaviour of various animals: Thorndike's Cats, Kohler's apes, Wertheimer's hen. It discusses the Gestalt theory which suggests a useful way of looking at the problem of the education of the dull child.
