Only in the past two centuries has the field of adult education acquired definite organization. Its relatively recent development results from numerous social trends—the general spread of public education, the intensification of economic competition with a resulting premium on skills, the complexities of national and international politics demanding constant study, the stimulating effects of urbanization, the opportunity offered by increased leisure time, and increased interest in educational activities on the part of many older men and women. Modern and formal adult education probably originated in European political groups and, after the Industrial Revolution, in vocational classes for workers. Continuation schools for workers in Germany and Switzerland were common. The folk high school in Denmark, founded by Bishop Grundtvig, stressed intellectual studies, and the Adult Schools of the Society of Friends in England (1845) fostered the education of the poor.
The earliest American forms of adult education were the public lectures given in the lyceum (1826)(学术讲演的会堂) and the Lowell Institute of Boston endowed by John Lowell (1836). In 1873 the Chautauqua movement introduced the discussion group and modified lecture system. Free public lectures supported by the Dept. of Education of New York City were inaugurated in 1904. In 1926 the Carnegie Corporation organized the American Association for Adult Education, which later became the Adult Education Association of the U.S.A. In 1982 it merged with the National Association for Public Continuing Adult Education to form. the American Association for Adult and Continuing Education. This group, through its research and publications, works not only to promote education as a lifelong learning process but also to systematize the methods and philosophy of the field.
Federal funding and support for adult education have been provided through the Vocational Education Act (1963), the Economic Opportunity Act (1964), the Manpower Act (1965), the Adult Education Act (1966, a mended 1970), the Comprehensive Employment and Training Act (1973), the Lifelong Learning Act (1976), and for a broader spectrum of learners by the Carl D. Perkins Vocational and Applied Technology Act (1984). The Office of Vocational and Adult Education, under the U. S. Dept. of Education, administers grant, contract, and technical assistance programs for adult education, literacy, and occupational training. Most federal funding for these programs is administered through the states, counties, and individual communities. Other major federal providers of adult education are the Dept. of Agriculture and the Dept. of Defense.
Adult education develops fast recently partly because ______.

A. people think it necessary to get diploma in order to find better jobs
B. people regard it as a good way to kill time since they have more leisure time
C. the easily changeable world politics requires fast update of knowledge
D. learning activities attract people to take further education