SCIENCE TEACHING IN ADULT EDUCATION 355 
JII.—SuGGESTIONS AND RECOMMENDATIONS. 
The Committee has not found it possible, during the current year, to deal 
with all the problems covered by its terms of reference. ‘They have there- 
fore decided to report in the first place on the ‘ position of science in Adult 
Education,’ reserving for subsequent discussion the problems dealing with 
the improvement of the position of science, with the various modes of 
approach, with types of syllabuses, with the function of lecture courses, and 
of tutorial classes, and with other matters affecting the steps that ought to be 
taken for making science, not only a popular study, but a valuable and 
indispensable part of the education of an adult. 
Suggestions to that end have been submitted to the committee by various 
correspondents, and several of these have already been quoted. 
From the statements made to the Committee, it would appear then that, 
in general— 
(1) The demand for science teaching among adults varies at present 
directly with the supply of competent teachers. 
(2) The man is more important than the subject, and the subject than 
elaborate or expensive equipment. 
(3) Apart altogether from systematic vocational training (which is outside 
the scope of this inquiry) the approach must be from popular everyday 
applications of scientific method on practical occasions and common 
experience, to the discovery of principles, and from such discoveries, 
in detail, to the formulation of a systematic body of knowledge. It 
is the scientific outlook, not a multiplicity of scientific experiences, 
that is to be achieved: as it has been expressed to the Committee 
* you are not making science students ; you are preaching a gospel’ ; 
and providing what has also been described as ‘a useful adjunct to 
philosophy.’ 
(4) This difference of aim and procedure, between science teaching for 
adults, and systematic science-teaching in Universities, or even in 
schools, goes far to explain the dearth of teachers qualified to conduct 
this sort of course. For here the teacher’s own systematic knowledge 
can only be applied effectively by reversing academic procedure, and 
guiding (or provoking) the process of rediscovery, and of generalisa- 
tion from facts actually observed by the pupil or the class in some 
episode of daily life. 
(5) While the historical approach to scientific problems provides, through 
its foundation in such experiences the most direct approach for adult 
classes, the prevalent neglect of the history of discovery among 
professional teachers of science is an important reason why teachers 
competent to teach science to adults are so rare. 
(6) Much adult science, which hardly goes even so far as such rediscovery 
and generalisation, has nevertheless its value as a conscious contribu- 
tion to learning, through regional observation, and is capable of 
enhancement, and refinement of technique, especially when it is 
pursued as team work, in conjunction with other workers. 
(7) Here is the proper field of what was formerly called ‘ Natural History,’ 
as an outdoor occupation primarily, though it presumes the leisured 
oe revision and comparison of the notes and collections of field workers, 
under the guidance of an experienced naturalist, who need not have 
academic or tutorial qualifications at all. 
