One thing, however, she must make sure of—that is, whether the dull child is such because he is subnormal, or because of some physical defect, or because of poor health. Poor food may cause a child to be dull. Bad ventilation is often the cause of dullness in the school-room. The teacher is responsible for keeping his room well ventilated. If the dullness is due to ill-health, the coöperation of the parents must be sought. If the child is dull because he is subnormal, the teacher must do the best he can, and that is very little indeed. One thing he must not do—he must not worry. It is not his fault. The situation will be made easier if the teacher will secure the superintendent’s or a director’s permission to let the dull child drop some of the school work. The teacher should give the child the same attention he gives the others; then his full duty has been done. Never should a teacher intimate to any one of the pupils or to the child himself, that he thinks him dull. Many times such a pupil can be very mischievous. Whenever that is the case the teacher should apply the devices and methods used upon other children for particular annoyances. But just here is where the greatest difficulty presents itself, for the fundamental element in all methods is interest, and the dull child can not be interested. Many times he can be interested in manual work of some kind when he can not be made to care for the more abstract work which other children do with ease. No attempt will be made to discuss further the abnormal child. The author feels that it is only protecting the other children and the teacher both to have abnormal children, as well as children dull because of ill-health and mental defect, removed from the school and placed in institutions established for such pupils. Such a course may cause parents to become indignant, but better that than to worry the teacher overmuch and make him less efficient for the other pupils, when he can not help the child in any way. Nor has he been schooled to teach such children. They should be handed over to specialists who are free to adopt such methods as are best for the individual child, but not necessarily so for the whole school.