SHERRATT & HUGHES MANCHESTER UNIVERSITY PUBLICATIONS. EDUCATIONAL SERIES. No. I. CONTINUATION SCHOOLS IN ENGLAND & ELSEWHERE. Their place in the Educational System of an Industrial and Com- mercial State. By Michael E. Sadlgb, M.A., LL.D., Professor of the History and Administration of Education. Demy 8vo, pp. xzvi. 779. 8s. 6d. net. (Publication No. 29, 1907.) This work is largely based on an enquiry made by past and present Students of the Educational Department of the UniTersity of Manchester. Chapters on Continuation Schools in the German Empire, Switzerland, Denmark, and France, have been contributed by other writers. " gives a record of what the principal nations are doing in the prolongation of school work. It is invaluable as a corpus of material from which to estimate the present position of the world — so far as its analogies touch Britain — ^in 'further education,' as the phrase is." —The Outlook. "The most comprehensive book on continuation schools that has yet been issued in this country " — Scottish Review. " The whole question is discussed with an elaboration, an insistence on detail, and a wisdom that mark this volume as the most important contribution to educational effort that has yet been made." — Conttm/porary Seview. "The subject of the work is one that goes to the very heart of national education, and the treatise itself lays bare with a scientific but humane hand the evils that beset our educational system, the waste of life and national energy which that system has been unable in any sufficient degree to check." — The Spectator. " It is a treasure of facts and judicious opinions in the domain of the history and administration of education." — The Athenceum. No. II. THE DEMONSTRATION SCHOOLS RECORD. No. I. Being Contributions to the Study of Education from the Department of Education in the University of Manchester. By J. J. Findlas, M.A., Ph.D. Sarah Fielden Professor of Education. Demy 8vo, pp. viii. 126. Is. 6d. net. (Publication No 32, 1908j) " Professor Findlay and his skilled and experienced collaborators give an interesting account of the uses of the demonstration classes, the nature and scope of the work done in them, and the methods adopted (as well as the underlying principles) in some of the courses of instruc- tion." — The Athenceum. "The book gives an instructive account of the attempts made to correlate the subjects of school instruction, not only with each other, but also with the children's pursuits out of school hours. . . . The problem Professor Findlay has set himself to work out in the Demonstration School is, How far is it possible by working with the children through successive culture epochs of the human race to form within their minds not only a truer conception of human history, but also eventually a deeper comprehension of the underlying purpose and oneness of all human activities?" — Morning Post. , Cross Street, Manchester
