ABSTRACT
We began this book with an imaginary visit to a class of dull children. We saw the children busily at work, interested in acquiring skills valued by society. We suggested that from the educationist’s standpoint this was not enough and we have discussed the importance of the quality of the learning-experience and the dull child’s need of opportunities for learning by the active use of his intelligence rather than by the brute force of repetition. It is now time for us to go back to the classroom with this point of view and see how it can be made to work with dull children and how the effort needed to make it work is justified by the results.
