SCIENCE TEACHING IN ADULT EDUCATION 349 
science is popularised by wireless talks, press articles, and so on. It will be 
realised that the present call for economy in public expenditure renders it 
necessary to go slowly as regards enlarging the scope of the Institutes, but 
the Council never refuses to provide classes where students in sufficient 
numbers present themselves’ (G. H. Gater, L.C.C.). 
‘ Apart from the usual discussion of subjects with Extension Centres and 
prospective classes, no special propaganda has been undertaken in favour of 
scientific studies ’ (Cambridge University Extra-mural Board). 
§ We have no definite scheme for extending scientific work in Adult Classes. 
As the demand arises we endeavour to secure teachers in the subjects asked 
for’ (W.E.A., Western District). 
‘ Advertisements of special courses are issued and notices are sent out and 
meetings held, and groups likely to be interested are specially interviewed in 
the various centres with a view to the formation of classes and the organisation 
of courses of lectures ’ (Manchester University). 
Success in promoting Adult Education in science in the region served by 
a University depends much less on formal organisation than on the mis- 
sionary efforts of individuals. In many parts of the country, especially in 
the North, successful classes in literary subjects have been built up, and 
a connection with the University thus established, so that means are avail- 
able for introducing science into a community where the habit of study has 
already become familiar. In one instance a lecturer in the English Depart- 
ment of a University had been remarably successful in his efforts to establish 
classes under the W.E.A. over a large area, attended mainly by coal miners 
and metallurgical workers. He had a great personal influence on these 
groups, and at his suggestion colleagues from the scientific departments of 
the University were from time to time invited to lecture on their own 
subjects and always found large and attentive audiences. From these 
occasional lectures there has grown a more systematic scheme of scientific 
lecture courses, although practical work by the students has not yet been 
attempted. 
Lectures on the history of local industries make an appeal to audiences in 
such districts. A group of miners will listen to and appreciate an account 
(illustrated by lantern slides and specimens) of the development of mining 
since ancient times, whilst steel workers can be similarly interested in the 
history of metallurgy. If care be taken to show the connection between the 
progress of an art and social conditions, the interest of industrial audiences, 
which usually leans towards the side of economics, can be aroused, and 
a bridge is thus provided leading to the teaching of science proper. It is 
possible that the social history of agriculture might be used similarly in some 
districts as an approach to biology. Compare what has been quoted above 
(p. 347) from Dr. Charles Singer as to the historical approach to science 
generally. 
A teacher imbued with the missionary spirit, and having an influence on 
the extra-mural students in his region, can enlist the help of his university 
colleagues in the teaching of science. It is best that the first steps should be 
entirely informal. The panel of lecturers should be chosen by a few who 
know the region, and not by a committee or a public authority. The 
W.E.A. scheme is elastic, and the extra-mural side of the universities is not 
usually greatly hampered by redtape. The teachers selected must, however, 
have a real evangelical fervour, if they are to succeed. Sometimes it may 
be a senior man who has become impressed in the course of his experience 
by the urgent need of more scientific knowledge on the part of the public ; 
sometimes it may be an enthusiastic junior lecturer who has the gift of 
popular exposition, who will best fill the place. Such men are not common 
