336 REPORTS ON THE STATE OF SCIENCE, ETC. 
2A. But while this may be true for a large number of districts, it is not 
true of all. An Extension Lecturer of long experience believes that there is 
everywhere a real demand for science, properly handled, and attributes the 
falling off in attendance at University Extension Lectures since the war 
largely to the financial stringency of the times. Other memoranda point to 
a distinct awakening of interest in science studies. From Loughborough 
College the report is optimistic : 
‘ Statistics show there is a real demand for science classes and that it is 
growing. Moreover, the comparatively high standard of attendance and 
work attained by science classes is a marked feature of adult education in 
Leicestershire. The study of science in our villages is likely to increase 
considerably during the next few years, and every effort will be made to 
provide the right kind of tutor.’ 
Mr. S. Myers, Head of the Deptford Men’s Institute, writes equally 
emphatically : 
‘I have thirteen years’ experience with further education amongst 
working men in London following a year or two with similar groups of 
working men in Lancashire behind my opinion that there is no lack of 
interest in natural science. On the contrary, I have observed—particularly 
since about 1920—a swing away from social, economic and political interests 
towards scientific interests.’ 
A steady increase in the number of science classes is reported from the 
Western districts of the W.E.A. organisation, of which the Universities of 
Bristol and Glasgow are the respective centres, although relatively to other 
subjects the numbers for science are still small. The Extra-mural Depart- 
ment of Queen’s University, Belfast, also reports a steady and an increasing 
demand. 
‘ There is at present a substantial demand in the West of Scotland for 
adult classes in natural and physical science, the only subject group in which 
there is a markedly larger demand being English language and Literature ’ 
(Glasgow). 
‘It is difficult to measure the exact extent of the demand for science 
studies.’ In most classes, however, ‘ there are students who are interested 
in such studies even where there are not a sufficient number of students to 
justify the forming of a class. The demand (in Dorset) for science courses 
of an elementary and general type exists quite definitely, and is probably 
growing ’ (Bristol). 
In the Y.M.C.A. organisation there is said to be a considerable demand 
for presentation of scientific subjects in a non-technical and popular form. 
‘This demand is being met mainly by popular lectures, either in short 
courses or series, or in a programme of miscellaneous, popular lectures.’ 
Our general impression is that the actual demand for science teaching is 
small in most districts, almost non-existent in some, but growing and 
becoming quite considerable in several, especially in parts of the Midlands 
and in the Western districts of England and Scotland. 
2B. Many experienced observers record the opinion that a much larger 
latent demand exists, but that there are limiting and inhibiting conditions, 
not easily removed. In the W.E.A. Science Report (1932) it is suggested 
that ‘ the lack of interest may be more apparent than real owing to the fact 
that Courses in Natural Science have seldom appeared in the lists of possible 
subjects, with the consequence that any potential interest in such subjects 
has not been cultivated.’ 
A reason for this is given by other writers : 
‘ The initiative in arranging classes is taken by one or two educated people 
