SCIENCE TEACHING IN ADULT EDUCATION 341 
3d. Difficulties in obtaining Supply of Suitable Teachers. 
The Board of Education Report (1927), p. 29, noted that ‘ the greatest 
difficulty which is likely to beset the adult education movement in this 
situation, is that of finding teachers of wide knowledge who are capable of 
inspiring interest in Natural Science as a study of the conditions of human 
action.’ 
The late Dr. Harold Wager pointed out that ‘the success of science 
classes for adult students depends in a special degree on the character of the 
teaching and the personality of the teacher. It is more difficult to secure 
the right sort of teaching for adult students in science than in such a subject 
as Economics.’ 
From London, Mr. G. H. Gater (L.C.C.) writes : 
* As regards teachers of science, it is found that, as is the case with teachers 
of any subject, some of them appeal more strongly than others to adult 
classes. ‘The good teachers become known and their services are largely in 
demand. Others, through inexperience of the special problems, do not at 
first gain their audience, but under the guidance from the inspectors and 
heads eventually succeed. Others again have not the right appeal, quickly 
lose their students, and themselves drop out of the work.’ 
This difficulty of securing a sufficient supply of suitable teachers is shown 
by the evidence received by this Committee to be still a considerable factor 
in holding up the desired advance in science teaching. 
The Secretary of the Oxford Delegacy for Extra-mural Studies writes : 
‘ We could advance more quickly and more securely if we could get a better 
supply of really suitable tutors and lecturers for adult classes.’ 
Similarly the Secretary of the Cambridge Board (Mr. G. F. Hickson) 
writes: ‘In adult education demand does depend to some extent on supply 
(of teachers). It might be very well increased if there were more lecturers 
and tutors capable of dealing with scientific subjects in a suitable fashion for 
this purpose,’ but ‘ no special steps have been taken by the Extra-mural 
Board to attract and secure the services of suitable teachers.’ 
The Registrar for the London Extra-mural Department says : 
“The supply of lecturers available for, and capable of, giving science 
courses intended for adult students for non-vocational purposes is 
undoubtedly limited, and this in its turn reacts on the demand. . . . Most 
science teachers of sufficiently high standing to attract the general public are 
too specialised in their work to be prepared to offer a course of the kind 
required.’ 
Prof. Peers (Nottingham U.C.) lays stress on the comparative scarcity 
of suitable teachers for adult science classes. ‘Science teachers in 
Universities are usually extreme specialists with little interest outside 
their own subjects. In particular they usually lack human interests, and 
the teaching, therefore, is apt to appear arid and meaningless to groups 
of adult students whose interests are mainly social. Not only that, 
but their lack of outside interests and contacts makes it difficult for them 
to acquire the right technique of teaching. They are often less skilful 
as lecturers than those who have to depend mainly on the spoken word 
for the presentation of their subject. On the other hand, the possibility 
of using experiments and demonstrations undoubtedly gives them an 
advantage.’ 
Mr. G. C. Robson, British Museum (Natural History), ascribes the 
decline of popular interest in science to : 
(x) ‘ Lack of good lecturers, due (a) to increased specialisation, and (8) to 
