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This article focuses on the need for establishing voluntary responsible bodies for adult education in Great Britain. Several recent articles and research papers have advised that consideration should be given to the question whether voluntary organizations should continue to be allowed to exercise the powers of Responsible Bodies under the Further Education Grant Regulations of the Ministry of Education. The term "Responsible Body" came into general use in relation to adult education after the publication of the "Adult Education Regulations of the Board of Education" in 1924. Those Regulations governed the payment of grants to bodies, not being Local Education Authorities, in aid of the liberal education of adults. They prescribed that each course must be under the control and direction of a Responsible Body, which will be held responsible by the British Board of Education for the efficiency of the instruction given in the course and for the observance of the regulations applicable to it. Responsible Bodies might, suggestively, be of two types: first, universities and university colleges for courses under Chapter 2 of the Regulations, which related to Preparatory, Three-Year, and Advanced Tutorial Classes, Tutorial Class Vacation Courses and University Extension Courses; and second, "Approved Associations" for courses under Chapter 3, which dealt with Terminal and One Year Courses, and Vacation Courses for selected students organized in connection with such classes.

The article presents information on some published sources for the study of contemporary British further education. It is first necessary to define the term British further education. British means concerning Great Britain, that is England, Wales and Scotland, but not Northern Ireland, the Isle of Man nor the Channel Islands. In one sense further education could mean any education undergone by someone who had left school, or was over a certain age, or both; but such a broad usage would cover activities conducted in a heterogeneous lot of establishments or in none at all. Because of this it is more useful to limit the term to a specifically-defined part of the statutory education system. In this article British further education is therefore defined as the education intended primarily for persons who have left school, through provision secured either by the British Minister of Education, by the Secretary of State for Education and Science acting in the capacity of the former Minister of Education, by the Secretary of State for Scotland or by local education authorities in accordance with appropriate Schemes or Plans approved by one of these ministers. Besides, the word sources is used loosely here; it means mainly government publications, reports of committees and conferences, and studies by individuals in published form.

The article focuses on the pattern of further education in West Germany. It is a combination of full-time and part-time study. Both further and vocation education have always been held to be of great importance, particularly in the craft field which has its origins in the medieval guild system. Fachoberschule is one particular form of further education institution. The fields they cover are commerce/economics, technical subjects, domestic science and social work. The basic entry qualification to the Fachoberschule is the intermediate secondary leaving certificate. The structure of the Fachoberschule, the subjects that the students learn, length of courses and the interplay of practical training and study at college are summarized.

This article focuses on the social conditions of miners in Cornwall and their initiatives in adult education. The miner's poor living and working conditions were a source of concern, and he often found his only outlets in debauchery and drunkenness. His earnings, varied from pitch to pitch in the same mine, but they climbed appreciably in the early nineteenth century. The author observes that the roots of the miner's social improvement might be sought in the late eighteenth century, when Wesleyan Methodism promoted a moral reformation, and inculcated a desire to succeed, besides supplying some inexpensive literature. Much remained to be done, however, before the working miner could benefit directly from an education related to his trade, or indeed, before there was a broad consensus of opinion accepting the value of such an education. The institutions that were to make some contribution to its development, a number were to be involved in wider aspects of adult education, rather than being specific mining schools, and the education they dispensed was more general than properly scientific or technical.

The article critically appraises the literary work of educator Martin Buber. Buber's main educational activities, both in Germany and later in Israel, were largely connected with the essentially practical task of organizing and developing adult education. It is therefore somewhat ironic that he should be remembered today among students of education principally as an exponent of a somewhat abstruse theory of education, the core of which was an emphasis upon the importance of developing a particular type of personal relationship between the teacher and individual pupils. Perhaps Buber was himself partly to blame for this. The English edition of his collected essays entitled "Between Man and Man," which appeared in 1947 included the two most important of his essays on education. In the Foreword Buber encourages his readers to regard these two essays as attempts to apply his celebrated dialogical principle to educational thought and practice. While this may be an accurate description of the second of the two essays, called "The Education of Character," it is only partly true of "The Address on Education."

This article presents information on the study and teaching of science in the Extra-Mural Departments of British Universities in the twentieth century. The twentieth century has brought a change of emphasis with science provision declining dramatically amongst the British University Extra-Mural Departments. There are reputed to be fashions in adult education demand. In University non-vocational provision in particular, science in the 1960s has only modest importance. To some people this is an indication that Extra-Mural Departments have in this area abandoned their responsibilities as community leaders within the field of adult education. The easier route has been taken whereby our limited resources are used to fulfil, in fair abundance, known and safe public demands. If only because of the obligation to establish a well-balanced programme there is a need for Extra-Mural Departments to provide more comprehensively in the area of science courses. Science provision could be greater if more courage was shown, and if initially such courses were given some priority until the education of public taste had begun to catch up with such innovation. The failure to provide more adequately in the sciences is surprising. In an age of scientific and technological revolution a person is increasingly seeing the future in terms of investment in science and technology.

This article presents information on adult education in German universities. In Germany ,the development of the university into a State institution was an historical necessity. They did not spring up spontaneously but were founded by the governments. Later, however, in the same work when they entered upon the paths of scientific research under the leadership of a long line of celebrated men, the universities gradually ceased to be mere State institutions for the training of officials and grew further and further away from bureaucratic control. On the whole, academic liberty was never greater, least of all in the days of the medieval corporations of scholars when the pressures to which the thought of the time was subjected by the church was still further increased by the jealousy of the corporative bodies. Most other authorities also seemed to consider that on the whole, the German universities, despite their official links with the State, have exercised a very considerable degree of independence.

The article focuses on the concept of education for underprivileged people. It has become fashionable to contend in an affluent society, within which it is possible for mine workers and for semi skilled operatives in the car industry to earn not much less than professional workers, that there are now no sections of the community to whom the term under privileged can be applied. But, it is not the reality. Whilst it is true that the children of manual workers do now enjoy slightly more opportunities to take advantage of grammar school and university education, in many other respects the inequalities between manual and non-manual workers have diminished hardly at all. Indeed the provision of further education facilities for the already educationally favoured groups makes it all the more difficult for the industrial manual worker to gain promotion within the firm to which he is attached. On the one hand, life is being made more exciting and more stimulating for certain specialist groups of workers and for them further education and industrial training is seen as a challenge and a means to attain a higher status in the industrial organization. But for the mass of workers in an economically advanced community, there are signs that their absorption in the process of automation is leading to a corroding of their sensitivities.

This article focuses on the concepts and contributions of English novelist Charles Dickens related to the field of adult education. Adult education is a minority-pursuit which has not received much attention from English novelists. But, Henry James, author of the book "Dickens as an Educator," claimed that Dickens was England's greatest educational reformer and that he had a definite purpose in mind when dealing with every one of the twenty-eight schools that are described in his writings. Litterateurs interpret that Dickens's description of ill-conducted temple of good intentions makes an energetic and sensible protest against some errors, common at the time, in the elementary teaching given at some adult schools and such-like. Dickens coined the word "Kayshuttleworry" to describe oppressive associations of "Boredom and Red Tape" which the word "education" then possessed for the general public. According to the article author, it is not the least of Dickens's merits as a moralist, and as a commentator on adult education, that he insisted on the place in the scheme of things of simple fun and frivolity.

The article focuses on the Royal Military Academy, Chelsea, the pioneer of army education. The Royal Military Asylum at Chelsea opened its doors in 1803 to one hundred and twenty-three orphans. The foundation and growth of this establishment provided training during the year 1812 to some hundred and twenty Serjeant Schoolmasters for the Army. In its early days, the Royal Military Academy catered for all ranks, and the subjects it considered essential to a military education still form the basis of the educational curriculum of the soldier. In attempting any general estimate, it is doubtful whether it could lay claim to eminence as an educational pioneer. In one respect, however, the Royal Military Asylum made an altogether unexpected contribution to the field of adult education. The Royal Duke's well-known ability as an army administrator led him to see the possibility of using the orphanage as a training ground for the Serjeants selected to act as teachers in the regimental schools of 1812. These schools were to spring up all over the world and provided the foundations on which the first Inspector General of Military Schools was to build a quarter of a century later.

Presents various issues concerning speech and communication as of February 1960. Schedules of several speech conventions in the U.S.; Details of a program being offered by the Fund for Adult Education to invite speech teachers to a public forum; Estimated amount of grant received by the University of Pittsburgh from the Office of Vocational Rehabilitation.

Provides an overview of the interest and activity in adult speech training in the United States, using data collected in a national survey of industry, business, labor, and government, and of higher education institutions in the 1940s. Scope and nature of the survey; Need for speech and related training; Types of training that are being conducted; Data from other surveys and studies; Challenge to the speech profession.