A PHILOSOPHY OF ADULT EDUCATION MUST RECOGNIZE LEARNING AS ESSENTIAL FOR SURVIVAL AND CONSIDER THE NATURE OF THE ADULT STUDENT, THE TEACHER'S SKILLS AND ABILITIES, AND THE SPECIFIC SUBJECT TO BE TAUGHT. THE ENGLISH TEACHER OF ADULTS AT THE SECONDARY LEVEL IS PLAGUED BY A LACK OF APPROPRIATE MATERIALS AND AN UNAVAILABILITY OF LIBRARY FACILITIES, AND MUST RELY LARGELY UPON HIS OWN RESOURCES IN DESIGNING A COURSE OF STUDY. HE SHOULD GIVE CAREFUL CONSIDERATION TO A COMMUNICATIONS-CENTERED PROGRAM OF READING, WRITING, LISTENING, AND SPEAKING IN WHICH (1) READING IS CONSIDERED BASIC TO ADULTS' WEAKNESSES IN LEARNING OTHER COMMUNICATION SKILLS, (2) BASIC SKILLS ARE EMPHASIZED IN AN INTEGRATED PROGRAM OF GRAMMAR, COMPOSITION, LITERATURE, AND SPEECH, (3) EXTENSIVE STUDENT INVOLVEMENT IN THE CLASSROOM PROCEDURE IS ENCOURAGED, AND (4) SMALL INSTRUCTIONAL UNITS ARE USED WITH A VARIETY OF TEACHING TECHNIQUES. TO HELP TEACHERS MEET STUDENTS' NEEDS, A SURVEY TO DETERMINE HOW ENGLISH IS CURRENTLY BEING TAUGHT TO ADULTS SHOULD BE CONDUCTED, ENGLISH INSTRUCTIONAL MATERIALS FOR ADULTS SHOULD BE PREPARED, AND THE PUBLIC SCHOOL ENGLISH DEPARTMENT SHOULD CONSIDER ADULT COURSES PART OF THE TOTAL ENGLISH PROGRAM, PROVIDING INSTRUCTIONAL MATERIALS, AUDIO-VISUAL AIDS, CLASSROOMS, AND IN-SERVICE TRAINING TO TEACHERS OF ADULT EVENING CLASSES. (THIS ARTICLE APPEARED IN THE "ILLINOIS ENGLISH BULLETIN," VOLUME 55, NUMBER 1, OCTOBER 1967.) (RD)