Abstract
THE DOMINANT feature of adult education in this country for purposes of this discussion is the multiple character of its manifestations. This multidimensionality stems from two conditions: (a) the fact that adult education is the task of many agencies, and (b) the fact that it is only one of several tasks in which the agencies are engaged. Adult education, then, is not an institutional exclusive. It is not the function of one organization exclusively, nor is it usually the exclusive job of the organization to which it belongs. Adult education takes place in a shared program of part-time activities operating in a variety of forms. This fact places its stamp on every proposal for the organization and administration of adult education that this reviewer has been able to examine.
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