can be seen. Yet by suitable intervention either in the first two years of primary school or in the first two years of secondary school - we believe these to be critical growth periods - much can be achieved to change this gloomy picture. This work describes how children's general ability to process information - their "intelligence" - can be significantly improved by appropriate cognitive acceleration methods. It shows how teachers have mastered the art of cognitive acceleration in a variety of contexts, from Year 1 to Year 9 and in science, mathematics, and arts subjects. Each chapter draws on research or development experience to describe effects of cognitive acceleration programmes, their nature, and some of the qualitative differences between stimulating and unstimulating classrooms. Also studied is the psychological theory that underlies cognitive acceleration.

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