SCIENCE TEACHING IN ADULT EDUCATION 345 
the Board’s Regulations, ‘ designed for the liberal education of adults.’ 
Such education must be something more than the imparting of information 
about particular topics, and in the case of science teaching, as distinguished 
from the teaching in literature and art, the purpose seems to be primarily 
to cultivate systematic, accurate and impartial study of natural phenomena. 
The teaching of science is concerned with the application of scientific 
method to the explanation of a particular group of phenomena, but the 
scientific attitude of mind is valuable in all studies, and the influence of 
science teaching extends beyond the limits of formal classes in science’ 
(R. J. Howrie, Loughborough T.C.). 
‘The aim which I feel should guide science courses of this type is to 
arouse an interest in scientific outlook and method, to show what the 
application of science has done to afford a better understanding of the world, 
and a change in the conditions of human life, and to explain the function of 
the scientist in modern society ’ (Dr. A. W. Chapman, Sheffield). 
‘ Regarding the purpose of the science teaching in these classes, I do not 
find that there is any marked divergence in the views of the organisers, 
tutors, lecturers and members of the classes. In some instances, however, 
an aim is implicit rather than explicit and a student who originally enters 
a class with one purpose in view becomes interested as his study proceeds 
in some other purpose which it serves. There is, too, a varying emphasis 
on the different aims as between one tutor and another, and as between 
different individuals within the class. The various purposes served by 
study in these classes are: 
‘(1) the provision of knowledge likely to be of interest throughout life, 
either through equipping the student for a leisure-time occupation, or by 
giving a wider meaning to the student’s own vocation, e.g. where a golf- 
green keeper or park gardener studies general botany. 
‘(z) the apprehension of science as a great co-operative enterprise of 
mankind, the interest in science being part of the interest in human activity 
leading to the satisfaction both of the curiosity and of the gregarious 
characteristic of human nature. The study of science from this motive is 
likely to promote social solidarity, giving to each a sense of unity with his 
fellow. 
*(3) through the study of scientific method to reveal thought processes 
and the need for and method of exercise of powers of observation, criticism 
and diagnosis. The achievement of this purpose is manifestly of great 
importance enhancing the value of the student both individually and 
socially. 
*(4) to develop intellectual activity and to establish true self-confidence. 
*(5) to trace the part which science and scientific achievement and 
method have played and may play in moulding human society of to-day. 
*(6) to furnish experience which each individual may correlate with his 
whole experience to form his philosophy of life. 
*(7) to form a bond breaking down barriers between different sections 
of society and different ages. Parents frequently take these classes to 
enable them the better to understand matters in which their children are, or 
may become, interested. 
*(8) in some cases to promote efficiency in vocation. 
“This last aim, while not the primary purpose of these classes, is quite 
justifiable, but it must occupy a subordinate place in adult education, and 
should not be allowed to determine the course to the detriment of the other 
purposes of such education. In this there may be a divergence in purpose 
between tutor and organiser and some members of the classes. Mention 
should be made of the equipment of students to play more efficiently their 
