EDUCATIONAL SERIES.
No. I. CONTINUATION SCHOOLS IN ENGLAND & ELSEWHERE. Their place in the Educational System of an Industrial and Commercial State. By Michael E. Sadler, M.A., LL.D., Professor of the History and Administration of Education. Demy 8vo, pp. xxvi. 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 University 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.
"Professor Sadler has produced an admirable survey of the past history and present condition of the problem of further education of the people ... but apart from his own contributions, the bulk of the work, and its most valuable portion, consists of material furnished by teachers and by organisers of schools in various parts of England and Scotland, by officials of the Board of Education and the Board of Trade, and by local education authorities."—Manchester Guardian.
"This is a book which counts. It is a worthy treatment of an all-important subject, and he who wishes his country well must pray that it may be read widely.... I should be glad to think that I have said enough to send many readers post-haste to buy this invaluable treatise."—L. J. Chiozza Money, M.P., in the Daily News.
"This book will for many years remain the standard authority upon its subject."—The Guardian.
"It is indeed a remarkable compilation, and we hope that its circulation and its usefulness may be commensurable with its conspicuous merits."—The Schoolmaster.
"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."—Contemporary Review.
"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 Athenæum.
"The volume represents an immense service to English education, and to the future welfare and efficiency of the nation."—Educational Times.
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 Professor J. J. Findlay. 1s. 6d. net.(Publication No. 32, 1908.)
"This volume marks a new departure in English Educational literature.... Some very interesting work is being done and the most valuable part of the book is the account of the detailed methods which have been employed both in the regular teaching in the schools and in the efforts to foster the corporate interests of the children and their parents. These methods are often exceedingly suggestive, and may be studied with advantage by these who do not accept all the theories upon which they are based."—School.
"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 instruction."—The Athenæum.
"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.
No. III. THE TEACHING OF HISTORY IN GIRLS' SCHOOLS IN NORTH AND CENTRAL GERMANY. A Report by Eva Dodge, M.A. Gilchrist Student. Pp. x. 149. 1s. 6d. net.(Publication No. 34, 1908.)
"We cordially recommend this most workmanlike, and extremely valuable addition to pedagogic literature."—Education.
"Miss Dodge has much of interest to say on the limitations and defects of history-teaching in girls' schools, but the real contribution of this book is its revelation of how the history lesson can be made a living thing."—Glasgow Herald.
"Gives a clear and detailed account of two well-organised schemes of historical teaching in Germany."—School World.