350 REPORTS ON THE STATE OF SCIENCE, ETC. 
at present, but the experiment must be made slowly, and when a demand 
has once been established, an increased supply of suitable teachers may be 
expected. 
‘ Pioneer work in the form of lectures, either single or in the form of 
a series, by the right kind of tutor, always attracts a number of potential 
students. And having got their interest, never let it flag. 'The subject- 
matter dealt with in these lectures must be of the right kind and be of imme- 
diate interest in relation to everyday things. "The method of presentation 
must be simple, but scientific (not popular) and calculated to whet the 
appetite for more’ (Dr. A. J. Grove, London). 
‘ More propaganda among voluntary organisations engaged in some form 
of adult education would encourage the development of scientific teaching. 
For instance, the study of the drama has been fostered by the Rural 
Community Council. There seems to be no reason why this and similar 
organisations might not foster the study of scientific subjects. ‘This observa- 
tion also applies to the special interest in social subjects on the part of the 
W.E.A.’ (R. J. Howrie, Loughborough T.C.). 
‘ There is need for expository lectures of a non-technical type as a means 
of propaganda for more intensive work ’ (Bristol). 
‘ A demand can perhaps more easily be stimulated in the first instance for 
such a subject as Nature Study than for a more specialised branch of science. 
In the University staff the specialisation necessary on the part of those 
engaged in science teaching makes it somewhat difficult to get tutors who 
will deal satisfactorily with this subject, but tutors may probably be obtained 
from other institutions where a more generalised treatment of science is 
combined with requirement of a suitably high standard of attainment. Like 
Nature Study, Astronomy is a subject likely to prove suitable for introduction 
in a centre where a demand for science classes for adults has not yet revealed 
itself. 
Broadcasting, journals, and other media of propaganda have also a part 
to play in extending interest in the study of science. So also have contacts, 
largely of an informal type, e.g. in outings, with various organisations which 
are interested in younger adults. Mechanical aids may be of considerable 
value in making a lecture more attractive, a point of particular importance 
in a pioneering lecture. But the enthusiasm of a competent lecturer is, in 
pioneer work, an asset for which no adequate substitute can be found. Full 
publicity must, however, be given to any lectures intended to stimulate 
interest in science, and contacts with all existing groups likely to be interested 
should be established. The part which local societies may play in sustain- 
ing interest is to be noted. Both in propaganda lectures and in classes, 
demonstration experiments—which should, however, not be too numerous 
—have proved really useful features ’ (D. M. Stewart, Glasgow). 
Mr. G. C. Robson, British Museum (Natural History), believes there is 
not enough local publicity, and recommends that ‘ Local institutions and 
secretaries might do far more in the way of advertising courses and stimulat- 
ing local societies to support them.’ He further suggests that ‘ in view of 
the keen interest evident in the social implications of Biology, it might be 
fostered and developed if the potential teachers and lecturers (University 
graduates) were made aware of this demand. It is, perhaps, not sufficiently 
made apparent to a man during his University training that biology has 
a humanistic side. ‘The acute specialisation must have the effect of with- 
drawing the average graduate from contact with popular needs and 
interests.’ 
