348 REPORTS ON THE STATE OF SCIENCE, ETC. 
is common to organisers, lecturers and members of classes’ (City Literary 
Institute). 
‘Students are attracted to science classes by many different interests, 
and any generalisation about motives is likely to be more or less false. For 
instance, some come to biology classes because they are interested in the 
theory of evolution, probably from a philosophical angle ; some want.to 
know something about plant or animal life ; others are chiefly interested in 
personal hygiene. In every case, however, what the students need is 
a grounding in scientific method’ (R. J. Howrie, Loughborough T.C.). 
‘ Biology is by far the most attractive of scientific studies to members of 
Tutorial Classes, and, this being so, we have sought to find out why. We 
are of opinion that the particular attraction which Biology has for the adult 
student is due to the fact that it deals with matters within the student’s own 
experience and observation, and have a close bearing on his daily life’ 
(W.E.A. Science Report, 1932). 
Animportant aspect of biological study is noted by Mr.S. Myers (Deptford 
Men’s Institute) : ‘ Interest in, and the growing practice of, contraception 
has given rise to a keen interest in generation and pre-natal development, in 
inheritance and in allied matters. Other causes may contribute to this 
result. I am not concerned with the ethical aspect of birth control, but 
I am definitely of opinion that married men need some expert guidance in 
what may be called the hygiene of married life, and that this should take the 
form of courses of lectures on biology conducted on lines much less oblique 
in relation to sex matters than the courses generally available under. this 
name, i.e. biology. ‘The working-class wife and mother probably suffers 
more from ignorance—her own and her husband’s—than has yet been 
realised. We have left the most sacred things in human life, as far as they 
concern our poorer neighbours, to the academy of the gutter whose pro- 
fessors do their work tragically well.’ 
7. Propaganda and Publicity. 
The problem of stimulating the demand for science studies in Adult Classes 
is a matter for those who realise the importance of the subject to the com- 
munity generally and understand the serious danger to social stability that 
accompanies ignorance of the facts of science, or of scientific method. It 
is for those to suggest means for awakening interest in these studies and put 
them in operation. Several witnesses bear testimony that behind the 
apparent indifference to science suggested by the comparatively small number 
of classes, men and women are keen to learn when given the opportunity, 
and when they see that what is offered has practical bearing on the problems 
of life. 
Since 1921 there has been very little active propaganda on behalf of 
science. Most organisers of Adult Education are concerned with providing 
what is asked for, and can hold no brief for any one subject. Such bodies 
as the Local Education Authorities, and the Boards of Studies of the 
Universities, naturally act for the most part, on the principle that, if and 
when demand for science courses arise, they will do their best to meet it, 
and will provide the necessary facilities. 
“It has been the policy of the Council to meet the demand on the part of 
students for classes in any suitable subject. For some unknown cause 
science is, relatively speaking, not popular at present and, therefore, there 
has not been the same demand for science classes as for some other subjects. 
It is thought that an increased demand can only arise as the effect of science 
teaching in secondary and other schools becomes more marked and as 
