SCIENCE TEACHING IN ADULT EDUCATION 333 
Bibliography of science teaching in adult education. 
Details of any interchange and comparison of field work and other observa- 
tions conducted by adult classes, especially in regional studies and in 
co-operation with existing Field Clubs and Philosophical Societies. 
The replies were accompanied by many valuable memoranda, and in 
addition the Committee have had access to two important surveys recently 
completed : 
(a) On Adult Education in London, undertaken by the London County 
Council in response to a questionnaire from the Board of Education in 
I93I and now incorporated in Paper No 11 of the Adult Education 
Committee of the Board. 
(b) On the Study of Science in Adult Classes, by a special Committee of the 
W.E.A., published in 1932. 
The Committee feel, therefore, they are in possession of the latest data 
available, a digest of which is given below. They gratefully acknowledge 
the valuable assistance they have received from many who have readily and 
ungrudgingly responded to their requests for information. A complete list 
of those from whom memoranda and letters have been received will be 
found in the Appendix. 
II. ABSTRACTS FROM REPLIES TO THE COMMITTEE’S QUESTIONNAIRE. 
The replies to the questionnaire may be most conveniently dealt with 
under the following headings : 
1. The general organisation and control of adult education (p. 333). 
2. The present position of science teaching in adult education (p. 335). 
(a) The extent of the demand for science subjects. 
(b) Explanation of the present small demand. 
3. Conditions adversely affecting the adoption of science subjects (p. 337). 
(a) The apparent remoteness of the exact sciences from everyday 
experience (p. 338). 
(5) The general absence of any real knowledge of science in the average 
adult (p. 339). 
(c) The difficulties of providing adequate accommodation and equip- 
ment for practical work (p. 339). 
(d) The difficulties of obtaining an adequate supply of suitable lecturers 
and tutors (p. 341). 
4. Teachers—lecturers and tutors. 
Qualifications and characteristics desirable and methods of securing an 
adequate supply (p. 342). 
. Aims and purpose of science teaching in adult education (p. 344). 
. Aims and motives of students attending adult science classes (p- 347). 
. Propaganda and publicity (p. 348). 
. The supply of (a) science books, (b) apparatus and material (pp. 351-2). 
. Inter-comm»nal co-operation in the science work of adult classes (p. 353). 
. Assistance from Local Scientific Societies (p. 353). 
oMO ON DUN 
Lal 
1. The General Organisation and Control of Adult Education in 
Great Britain and Northern Ireland. 
_. The agencies through which Adult Education in this country is carried 
on form a complex organisation, and vary remarkably in different districts. 
