THE secondary schools today are faced with the problem of providing adequately for the slow-learning child. Research shows that, in the junior and senior high schools, the 20 per cent of the total school population who are classed as slow learners are, in many cases, required to conform to the curricular pattern which has been established for the normal child (I8). No attempt is being made here to discount the efforts of individual teachers to adapt the curriculum to the needs of the child. However, full recognition must be given to the essentiality of overcoming the professional inertia and shortsightedness of many teachers in failing to provide for the individual differences of the slow learner. There is an obvious need for