"An exhilarating spectacle of greatness discovering its powers." - New Republic "Funny and wise enough to charm the gravity from a rainbow...All five of the pieces have unusual narrative vigor and inventiveness." - New York Times Compiling five short stories originally written between 1959 and 1964, Slow Learner showcases Thomas Pynchon’s writing before the publication of his first novel V. The stories compiled here are “The Small Rain,” “Low-lands,” “Entropy,” “Under the Rose,” and “The Secret Integration,” along with an introduction by Pynchon himself that Time magazine calls his "first public gesture toward autobiography."

Contents: Concept of Slow Learners, Identifying Slow Learners, Intellectual Development of Slow Learners, Emotional Development of Slow Learners, Educational Programmes for Slow Learners, Teaching Language to Slow Learners, Teaching Mathematics to Slow Learners, Teaching of Vocational Education and Physical Education to Slow Learners, Developing Creativity and Social Competence in Slow Learners, Research on Slow Learners.

First published in 1974. This book defines the slow learner, identifies the size of the problem presented by them, and outlines the responsibility of the ordinary school for their education. Then, successfully, characteristics of slow learners are reviewed and re-stated in a way relevant to their education; research on the post-school experience of slow learners is summarized and related to the curriculum; and general curriculum literature is reviewed in presenting a plan for the continuous development of curricula for slow learners, consistent with the modern approach to curriculum development.

First published in 1978. Reading for Slow Learners is a practical guide for teachers, defining the objectives of the reading curriculum, identifying important aspects of teaching method and suggesting various approaches. This title will also be of interest to parents of children with learning difficulties.

First published in 1974. This book defines the slow learner, identifies the size of the problem presented by them, and outlines the responsibility of the ordinary school for their education. Then, successfully, characteristics of slow learners are reviewed and re-stated in a way relevant to their education; research on the post-school experience of slow learners is summarized and related to the curriculum; and general curriculum literature is reviewed in presenting a plan for the continuous development of curricula for slow learners, consistent with the modern approach to curriculum development.