Being Contributions to the Study ot Education from the Department
of Education in the University of Manchester. By J. J. Findlay,
M.A., Ph.D. Saratr Fielden Professor of Education. Demy 8vo,
pp. viii. 126. Is. 6d. net. (Publication No 32, 1908.)

" Professor Findlay and his skilled ai\d 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 Athenmuvi.
"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.
33, Soho Square, London, W.
SHERKATT & HUGHES



MANCHESTER UNIVERSITY PUBLICATIONS.
EDUCATIONAL SERIES.
No. III.. THE TEACHING OF HISTORY IN GIRLS' SCHOOLS
IN NORTH AND CENTRAL GERMANY. A Report by Eva
Dodge, M. A., Gilchrist Student. Demy 8vo, pp. x. 149. Is. 6d. net.
(Publication No. 34, 1908.)
"We cordially recominbnd this most workmanlike, and extremely
valuable addition to pedagpgic 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 Herdd.
