EDUCATION
as the
Training of Personality.
The last twenty years have witnessed a great development of interest in the scientific aspect of education, a development which bids fair to revolutionise our whole educational procedure. And in the promotion of this interest in the science of education no other English University has, I believe, played so large a part as has the University of Manchester. Its three professors of education have all been, and two of them happily still are, leaders in the work. Professor Withers, whose untimely death we still deplore, was one of the most far-sighted pioneers. Professor Sadler is our great example of the philosopher-king in education, for to an unique experience of educational administration he has added an unrivalled knowledge of modern educational history and a profound comprehension of contemporary problems. Professor Findlay has not only enlarged our knowledge of scientific teaching methods, but has shown us how closely education is connected with the other functions of the body politic, and has pointed out new lines of advance both in his writings and by his personal example. Each of these men in his own fashion illustrates that
