Experiments in the use of correspondence courses in both the initial and further education of teachers have attracted a great deal of attention. J.L. Ewing, in Correspondence Courses in the Training of Teachers: a Survey of Current Practice in the Commonwealth (26)7 writes: “In a number of countries where training facilities are insufficient to cope with the demand for teachers, and where expenditure must be limited, correspondence tuition is proving a workable and economic adjunct to conventional training”; the author cites examples of such activity and refers to the apparent prerequisites of success. Another overview is provided by the appropriate section of E.A. Pires' A Study of the In-Service Training of Primary School Teachers in Asia (77).