The rapid expansion of adult education activities during the 1920's and 1930's introduced many people into a new kind of professional leadership position. These new adult educators desired professional training both for themselves and their staffs. Initially, requests for professional training were met by the establishment of in-service type programs, workshops, conferences, and seminars, usually held during the summer months. Such study opportunities were developed by many adult education operating agencies-often in cooperation with university extension divisions and university departments of education.These early in-service training programs provided a stimulus to the development in schools of education of professional curricula leading to advanced degrees. In addition, university extension divisions improved and expanded opportunities for in-service training for the professional adult educator. Thus, universities through their schools of education and extension divisions came to provide leadership in training adult educators and developing content materials which are used by operating adult education agencies as well as by the universities.The purpose of this study was, first, to identify institutions of higher learning whose departments or schools of education provide opportunities for professional study in adult education and, second, to analyze those *This article is adapted from the introductory and concluding portions of Mr. Svenson's doctoral thesis, &dquo;A Study of Professional Preparation Programs for Leaders in Adult Education Offered

ANUMBER of experimental film forums which were conducted by different library centers between 1941 and 1944 were reported by various authors (20,25,55,56,71,86) to be definitely worthwhile. The results realized by these forums support the conclusion that films draw people, impart knowledge, and serve as a good springboard for discussion. Film forums did not result in a significant increase in book circulation. The Library Film Forum Project report on audience reaction (3) confirmed the above conclusions and indicated the value of good discussion leaders. Film forums were reported to be valuable as good public-relations activities.Ress (58) reported recurring statements from previous studies that nontheatrical 16 mm films were not designed to provide stimulus for discussion; the quality of discussion is closely related to the skill of the leader; discussion, to be good, must have a focus. The study attempted to determine whether film forums are really film forums or whether they are movie showings with some incidental value as a source of information. The conclusions supported those of previous studies which showed that there is a need for better films and more and better leadership.Canadian experience with film forums, as reported by Parker (52), Kidd (35), and Rands (57), indicated that film forums are effective, that they bring people out, and that they stimulate discussion. Also pointed out was a main trend toward the increasing integration of films into community programs of education and action.On the basis of several experiments Bingham (7) reported that as a rule films present problems and issues clearly and dramatically; that participation in discussion is usually more general when films are used; and that the setting and advance planning are extremely important. Miller (47) concluded that the film provides an emotional impact and that the educational value of the discussion depends on skill in using the film. Treash (73) added that such topics as labor management, city government, and race relations have greater appeal than do those pertaining to United Nations, world security, and housing. He also indicated that resource packets and selected reading materials are valuable aids to discussion.

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