SCIENCE TEACHING IN ADULT EDUCATION 339 
by experiments or, when these are not possible, by plenty of specimens and 
lantern slides. I am certain that the experimental illustrations are some of 
the most important parts of the lecture, and the results obtained from them 
fully compensate for the time spent in collecting the necessary materials, 
for the difficulties of transporting everything required for the demonstration, 
and of carrying out experiments without gas, electric light, or a water supply. 
In districts where there is a considerable demand for science classes, and 
where courses are standardised, it would be possible for sets of apparatus 
and materials to be sent to each centre for the lecturer’s use throughout 
the course, but this would not be worth while until the demand increased ’ 
(Dr. A. W. Chapman, Sheffield). 
To remove the inhibiting effects of those conditions referred to in (a) and 
(b) above, lecturers and tutors need to approach their task in a very different 
manner from that adopted for the ordinary student of the university or 
technical college. 
3b. Lack of Elementary Knowledge. 
There is often lack of previous preparation of the students. ‘Inadequate 
or unsuitable previous education is a difficulty in the case of some subjects, 
especially those requiring mathematics. This difficulty rules out Physics, 
Astronomy, etc., except as subjects for popular classes. It is impossible to 
have Tutorial classes in those subjects, since the work cannot be carried to 
a sufficiently advanced stage. ‘The result is a tendency to concentrate on 
two main groups of subjects—Biology and Evolution; and Chemistry, 
Health and Hygiene, etc. A good deal might, however, be done to develop 
the study of subjects such as Geology, Geography and Nature Study’ 
(Prof. Peers, Nottingham U.C.). 
3c. Inadequate Accommodation and Equipment. 
Many correspondents refer to the difficulties under which science labours 
through inadequate accommodation and equipment. This was mentioned in 
the British Institute’s Conference (pp. 332, 356),.as ‘ prejudicial to the growth 
of the Adult Education Movement generally and to the increase in the 
number of science classes particularly.’ The difficulty of securing satisfac- 
tory accommodation is still a serious obstacle. ‘The want of suitable 
accommodation is often an adverse factor in the arrangement of science 
courses which require experimental illustration. Most courses and classes 
are held on premises not intended nor suitable for science work, and there 
are usually no facilities for the use or safe keeping of apparatus ’ (London). 
Classes held in the L.C.C. Men’s Evening Institutes are almost exclusively 
held in the evening, in premises occupied during the day, as a rule, by 
elementary schools. The limitations due to lack of equipment and accom- 
modation wiil be obvious. At best, there is a ‘ practical room,’ furnished 
with tables and chairs instead of the more usual classroom desks, and 
designed, not for science teaching, but for practical, or handwork of various 
kinds. Assuming, therefore, that there were a demand for serious science 
studies of a non-vocational type, this initial handicap would make it impos- 
sible to satisfy it under present conditions. 
This difficulty specially applies in country districts, with few exceptions. 
It is only on University premises and in a few technical and secondary 
schools that any provision is made. In London, for example, with its 
Literary Institutes and well-equipped secondary schools under the L.C.C., 
the demand for facilities for science courses could easily be met for some 
