and felt the burden of all. He was far from being a despotic ruler in any of his possessions. Every one of them had its local privileges which he was obliged to respect. In Germany the Emperor had long lost all practical power, and Luther's movement, which began with Charles' reign, only made affairs more confused, and gave a further opportunity to the princes to make themselves independent of their sovereign. Externally, too, Charles inherited nothing but difficulties. To say nothing of the permanent hostility of France, which manifested itself in intermittent war, the Turk was an aggressive enemy in the Mediterranean, in Hungary, and even as far as Vienna. While Charles was fighting in Germany at the same time for unity in State and Church, and doing his best to maintain the papal power, he was obliged to oppose the Pope in Italy in his capacity as King of Naples and Duke of Milan, because the Pope was bent on attaining "temporal power." All these various duties Charles was too conscientious to refuse and not great enough to solve. After nearly forty years of ceaseless toil he gave up the conflict, gradually stripped himself of all his dignities and possessions, and retired to the monastery of Juste, not to lose interest in the world he had quitted, but to lay the burden on younger shoulders. At the end of two years' retirement he died, worn out, at the age of 58, and the course of history departed far from his ideals.

THE MOST NOTABLE SCHOOL BOOKS OF 1902.

So many school books are published during the course of a year that it is difficult for most teachers to acquaint themselves with even the most important of them. To assist teachers in making a selection of books in the chief subjects of the school curriculum published during 1902, we have obtained the help of competent authorities in these subjects who have each had a large experience of the needs of classes of all kinds and are at present engaged in teaching. Teachers who examine the books named below will at least have the satisfaction of knowing they are familiar with the contents of most of the best school books published during 1902. In making their lists the gentlemen whose aid we have secured have not confined their attention to those books which have been reviewed in our columns during the last twelve months. In cases where the title of a book is not a sufficient guide as to its contents, a few helpful remarks by the teachers who have compiled the lists have been added.

It is a melancholy fact that, amongst the host of school-books in classics published during the year, very few indeed are worthy of special mention. But there is one which may be said to mark a new epoch in the teaching of Latin, and this must have the place of honour.

"A First Latin Course." By E. H. Scott, B.A., and F. Jones, B.A. (Blackie.) is. 6d.

Its distinctive features are these: (1) It does not attempt too much. Both vocabulary and grammar are limited, and everything is driven home by constant reiteration in slightly differing forms. (2) The matter of each exercise is used for retranslation. (3) The method is oral, and the result is a quickness and readiness which is unattainable under the usual methods. This is quite the best book hitherto published for beginners, and we venture to prophesy that this, or others written on the same principle, will supersede all existing manuals.

"Ora Maritima: a Latin Story for Beginners." By E. A. Sonnenschein, Litt. D. (Swan Sonnenschein.) 2s. With Grammar and Exercises.

This book, although written without reference to No. 1, suits admirably for the next stage as being more of a Reader. Here, also, the fact is kept in view that Latin was a spoken language; narrative and conversation are both used, vocabularies and exercises being compiled on the same principle as in the "new method" of teaching modern languages. The story is that of the invasion of Britain. Like No. 1, this book aims at teaching a little thoroughly, and it succeeds.

"Puerorum Liber Aureus: a First Latin Translation book." By T. S. Foster, B.A. (Black.) Is. 6d.

The subject of this book is the invasion of Britain in the year 43 after Christ, together with sketches of a boy's life, and conversations. It is very good, if not quite so good as No. 2. "The Latin Period." By C. A. Wells, M. A. (Blackie.) IS. An admirable exercise book, which builds up the period from its beginnings. We know of no other book which attempts this. There is nothing for Greek anything like so good as these three books. For a much more advanced stage, we would recommend :

"Greek Prose Composition." By S. O. Andrew, M.A. (Macmillan.) 35. 6d.

This book combines a sketch of the principles of Greek composition more complete and systematic than Sidgwick's, and it has the great advantage over Sidgwick's that the pieces are not “doctored ” to imitate Greek idiom. Sidgwick's book will still hold its own for beginners, but this is excellent for a sixth form. It contains also models of different kinds of style, and specimen versions. The key is generally good, but some of the Greek is questionable.

Of annotated editions, we would mention :

"The Third Georgic of Virgil." By S. E. Winbolt, M.A. (Blackie.) 1s. 6d.

"M. Tulli Ciceronis Orationes in Catilinam Quattuor." By J. C. Nicol, M.A. (Pitt Press Series.)

"C. Sallusti Crispi Iugurtha." By W. C. Summers, M.A. Reviewed in the present number. (Pitt Press Series.)

For the highest forms or for teachers :—

"The Republic of Plato." Edited, with critical notes, commentary, and appendices, by James Adam, M.A. (Cambridge University Press.) Two vols. 15s. and 18s. "The Comedies of Aristophanes." Edited, translated and explained by B. B. Rogers. The Frogs, Ecclesiazneae.

15s.

(Bell.)

An admirable verse translation, with a commentary sound in scholarship and taste, and often original.

In History :

"A History of Rome, for the Middle and Upper Forms of Schools." By J. L. Myres, M.A. (Rivingtons.) 5s. In Fine Letters:

"Demetrius on Style." Edited, with translation, &c., by W. Rhys Roberts, Litt. D. (Cambridge University Press.) 9s. net. For literary purposes this is the book of the year. The Greek is not classical, but all intelligent persons, whether teachers or learners, will find it both useful and inspiring.

English Grammar and Composition.

"Lessons in the Use of English." Hyde. (Heath.) 2s. Excellent book: illustrations, poetry, exercises. "Applied English Grammar.” Lewis. (Macmillan.) 25. Illustrations; abundance of exercises, oral and written. "English Grammar." Bryant. (Dent.) Is. 4d. A large number of exercises.

"A First Course in Analysis and Grammar." Wilson. (Arnold.) Is.

"Practical English Grammar." Ritchie. (Longmans.) 2s. 6d. One of the most satisfactory text-books published.

"Words and Sentences." (Blackwood.) Part I., 6d. Part II., 8d.

An excellent text-book for young children.

"Essentials of English Composition." Tarbell. (Ginn.) 3s. "Elements of English Composition." Gardiner, Kittredge and Arnold. (Ginn.) 4s. 6d.

Composition and Rhetoric."

Lockwood and Emerson.

Baldwin. (Longmans.)

"World Pictures." By J. B. Reynolds. Second Edition. (Black.) 1s. 6d.

A collection of full-page illustrations with explanatory letterpress.

"Man and his Work." By A. J. and F. D. Herbertson. Second Edition. (Black.) Is. 6d.

"Central and South America with the West Indies." Series of "Descriptive Geographies" by A. J. and F. D. Herbertson. (Black.) 25.

Stories and descriptions from original sources told in the words of the original.

"Geography of Egypt and the Anglo-Egyptian Sudan." By H. W. Mardon, of the Tewfikeh Training College, Cairo. (Blackie.) 2s.

"The Teacher's Manual of Object Lessons in Geography." By V. T. Murché. (Macmillan.) 3s. 6d.

4s. 6d.

Numbers 11 and 12 are two American publications, both of great merit.

6s.

"Grammar-school Geography." By A. E. Frye. (Ginn.)

"Britain and the British Seas." By H. J. Mackinder. (Heinemann.) 7s. 6d.

Mathematics.

"An Arithmetic for Schools." By J. P. Kirkman and A. E. Field. (Edward Arnold.) 35. 6d.

"The Tutorial Arithmetic." By W. P. Workman. The University Tutorial Series. 3s. 6d.

“Examples in Algebra." By C. O. Tuckey. (Bell). 3s. This book carries out the recommendations of the committee on the teaching of elementary mathematics, appointed by the Mathematical Association.

Algebraical Examples." By H. S. Hall. (Macmillan.) 25. Elementary Geometry." By W. C. Fletcher. (Edward Arnold.) Is. 6d.

A very elementary book, but as it proceeds on the newly adopted plan of emancipating geometrical teaching from the order and formalism of Euclid, it may be found useful beyond the limits of primary schools.

"Primer of Geometry." By H. W. Croome Smith. (Macmillan.) 25.

Another protest against the order of Euclid.

"Elementary Geometry." By W. M. Baker and A. A. Bourne. (Bell.) 2s. 6d.

This book follows strictly the lines laid down by the Committee of the Mathematical Association.

"Easy Mathematical Problem Papers." By Charles Davison. (Blackie.) 2s. 6d.

This book contains a series of questions in arithmetic, algebra, geometry, and trigonometry, with answers in all cases.

"Spherical Trigonometry." By the late I. Todhunter. Revised by J. G. Leathem. (Macmillan). 7s. 6d.

Practically a new book, and a great improvement on the original Todhunter.

"An Elementary Treatise on the Calculus, with illustrations from Geometry, Mechanics, and Physics." By George A. Gibson. (Macmillan.) 7s. 6d.

A work most thoroughgoing in its logical method.

"Differential Calculus for Beginners." By Alfred Lodge. (Bell.) 4s. 6d.

This is a work which a high-class schoolboy should find no difficulty in mastering.

"Applied Mechanics for Beginners." By J. Duncan. (Macmillan.) 2s. 6d.

A most useful variation of the ordinary mathematical treatises, and an excellent companion for them. The illustrations are elaborate and good; the subject matter always interesting.

Useful for Teachers.

"The Elements of Inorganic Chemistry." By W. A. Shenstone. (Arnold.) 4s. 6d.

"Text-Book of Physics for Secondary-Schools." By F. Slate. (Macmillan.) 6s.

"Elementary Inorganic Chemistry." By James Walker. (Bell.) 3s. 6d.

"Light for Students." By Edwin Edser. (Macmillan). 6s.

Natural History.

Zoology.

"Comparative Anatomy of Animals," an Introduction to the Study of. Vol. II. Gilbert C. Bourne. (Bell.) 4s. 6d. "Animal Forms: a Second Book of Zoology." By David S. Jordan and Prof. Harold Heath. (Hirshfeld.) 6s. "Spiderland." By Rose Haig Thomas. (Grant Richards.) 5s. Suitable for small children.

"Injurious and Useful Insects": an Introduction to the Study of Economic Entomology. By Prof. L. C. Miall, F.R.S. (Bell.) 3s. 6d.

CAMBRIDGE LOCAL EXAMINATIONS. SET SUBJECTS FOR 1903.

Preliminary.

Religious Knowledge.-(a) St. Luke i.-xiv., () II. Samuel,

V.-XX.

English Author.-Scott, "Lord of the Isles," Cantos ii. and vi.; Kingsley, "The Heroes."

English History.—Outlines, 1215-1509. A.D.
Geography.-Great Britain.

Elementary Latin.-Cæsar, De Bello Gallico, II. ; or, Nepos, "Lives of Lysander, Alcibiades, Thrasybulus, Conon, Iphicrates, Chabrias."

Elementary French. - Perrault, "Fairy Tales." Elementary German.-Grimm, "Der Wolf und die sieben jungen Geisslein, Die drei Männlein im Walde, Hänsel und Gretel, Die weisse Schlange, Das tapfere Schneiderlein."

Junior.

Religious Knowledge.-(a) II. Samuel; (6) St. Luke; (c) Acts of the Apostles i. xvi.

English.-Shakespeare, "Julius Cæsar "; Scott, "Lord of the Isles."

English History. 1215-1509 A.D.

History of British Empire.—1763-1878 a.D.

Roman History.-133 B.C.-27 B.C.

Geography.-Great Britain and Ireland, North America and West Indies.

Latin.-One of- Cæsar, De Bello Gallico, II., III.; or, Virgil, Æneid X.

Greek.-Xenophon, Anabasis, II.; or, Aeschylus, Prometheus Vinctus.

French.-About, "Le Roi des Montagnes," chaps. 1-5; or, Sandeau, "Mademoiselle de la Seiglière" (Comédie). German." Twenty Stories from Grimm," omitting "Aschenputtel" and "Der goldene Vogel"; or, Schiller, "Wilhelm Tell."

Animal Life. At this time of the year the different kinds of wild fowl hanging up in the poulterers' shops should be observed, and their names learnt.

Many species of bird congregate, as Finches, Larks and Woodpigeons. The Chaffinch sexes keep in separate flocks, whence its name Coelebs. Brambling, or Mountain Finch, seen in flocks in hard weather. Missel Thrush frequents gardens for berries; Stone-chat, a resident, seen on heaths and commons; Nuthatches may be seen, the only bird that can run down a bough head downwards. The Hawfinch often visits shrubberies in small flocks. The Great Grey Shrike may occasionally be seen. Bats re-appear at end of month. Feed wild birds in hard weather, hanging up a large bone for the Titmice.

The birds that commence to sing are the Redbreast, Wren, Thrush, Missel Thrush, Hedge Sparrow, Greater Titmouse, and at the end of the month, the Lark and Chaffinch. Identify and distinguish them by their song.

The Peacock Butterfly and Small Tortoiseshell have been found, as well as the Winter Moth and the Herald.

Senior.

Religious Knowledge.-(a) II. Samuel; (b) St. Luke; (c) II. Corinthians.

English History.—1215.1509 A.D.

Greek History.-510 B.C.-429 B.C,

History of the British Empire.-1763-1878 A.D.

Geography.-Great Britain and Ireland, North America and

West Indies.

Shakespeare.—“Julius Caesar.”
Pope." Essay on Criticism."
Milton." Paradise Lost," v., vi.

Latin.-Virgil, Æneid, X.; Horace, Odes, III.; Livy, V., 1-40; Cicero, Pro Sulla.

Greek.-Homer, Odyssey, IX.; Aeschylus, Prometheus Vinctus;

Herodotus, VIII., 1-90; Thucydides, VII., 50-end. (Students must select one verse and one prose subject in Latin and Greek.)

French.-About, "Le Roi des Montagnes," chaps. i.-v., and Sandeau, "Mademoiselle de la Seiglière" (Comédie). German.-Schiller, "Wilhelm Tell" and "Goethe's Boyhood."

NATURE NOTES FOR JANUARY.

By the REV. CANON STEWARD, M.A.(Oxon.) Principal of Salisbury Training College.

Indoor Work.-The winter months afford opportunity for preparing and setting up the skeletons-and especially the skulls -of animals, as of the smaller carnivora, graminivora, and rodents, and of birds.

Geologists can replenish their cabinets, cut down so as best to display the fossil in its matrix of chalk or other soft formation, and work at mineralogy.

The long evenings may be employed in re-arranging the school museum-rejecting worthless specimens-naming, labelling, and classifying. Place fresh camphor in cabinets. Look over herbarium; mount specimens; and complete the naming and full classification. Microscopists may make and mount sections, botanical and biological objects, in sufficient quantity for the use of their classes. Enlarged diagrams for the illustra tion of lectures may now be drawn, and slides for lantern illus. trations may be prepared.

A PLEA FOR A PARTITION OF THE YEAR OF TRAINING BETWEEN (1) STUDENT-TEACHERSHIP AT A RECOGNISED SCHOOL, AND (2) a Course OF TRAINING AT A UNIVERSITY OR A NON-UNIVERSITY TRAining College.

THE Board of Education by its "Order in Council," dated March 6th, 1902, has, in Appendix A, ordered that in future persons desiring to be teachers in secondary schools must (among other conditions) either:

(a) Undergo a course of training for one year at a university or training college, or

(6) Spend at least one year as a student-teacher.

The object of this paper is to urge that the Board of Education should be asked so to modify its order that candidates may be allowed to divide the year between these two methods of training.

It is commonly said that at the present time men of ability are less disposed than heretofore to enter the teaching profession, which seems to offer to them fewer attractions than other careers. The stipulation that intending teachers shall devote a year to training will not add to its attractiveness, and it is most desirable to make the conditions as little uninviting as is possible.

Moreover, some headmasters and many assistant-masters regard schemes for the training of teachers with lukewarmness, scepticism, or even hostility: if such conditions are laid down as will seem to them helpful and practical, such critics or opponents may be conciliated. Otherwise they may stand aloof from a register which imposes training on future teachers. By thus throwing contempt on it, they might wreck the whole scheme, or force the central authority to make registration compulsory instead of voluntary.

Accordingly I shall endeavour to show that the proposed partition of the year is likely to commend itself to existing

1 A paper read at the Conference on the Training of Teachers in Secondary Schools for Boys at the University of Cambridge, November, 1902.

schoolmasters as being a practical and helpful arrangement. I believe also that candidates would find it more attractive and less burdensome.

(1) The volumes of the Report of the Secondary Education Commission show that many capable experts agree that some preliminary experience of actual school work would be the bes way of preparing a man to accept and profit by the teaching and system of a training college or course.

(2) Such experience coming after the long strain of work for a degree would be more attractive and stimulating than the immediate entrance on a new spell of lectures, reading, &c., at a training college.

(3) Without such experience a solid year in a training college might tend to develop the priggishness and pedantry which are sometimes imputed to trained teachers, or it might fail to reveal some of the chief difficulties of actual school-work. These may be smoothed away by the artificial ease of prepared lessons delivered in presence of a training master and fellow-students. But a man who has satisfactorily passed the tests of criticism lessons may find himself quite unable to maintain discipline when confronted by twenty or twenty-five lively boys in his isolated class-room. While they are ingeniously driving him to despair, the headmaster may pay a surprise visit. The hubbub subsides. The return of conditions similar to those of the training class restores the novice's confidence, and he may impress his chief for the moment by the method and form of his teaching; but chaos returns when he is again left to himself. Thus technical training has not unfrequently proved abortive because the candidate has not previously been forced to recognise his own needs and deficiencies.

(4) Again, it may be supposed that each candidate is preparing for work in some particular type of secondary school. There is a wide variety of such types, both in boarding schools and day schools. If a man without any previous experience enters on a training course and continues it for a solid year, it is more than probable that when he begins school work he will find himself amid circumstances with which he has not prepared himself to

deal. Whereas a short experience of these circumstances would prompt him to discover in his training course by elective affinity such helps, aids, expedients and suggestions as would hereafter be suitable for his particular work.

So far reasons have been given for a period of studentteachership as a preliminary to a training-course. On the other hand, if the whole year were spent in student-teachership such arrangements as are feasible for technical instruction, supervision, &c., amid the turmoil of school work, would fall far short of the requisite definite teaching of the essential subjects of a training college.

Again, unless adequate safeguards are provided, studentteachers may be exposed to risks similar to those which have beset apprenticeship in nearly every kind of training for crafts and professions. They may be exploited by employers who desire cheap labour, and yet are not willing or not competent to ensure its efficiency. And the profession may suffer by introducing into it men who have been encouraged to cram or prac tise other faulty devices.

Moreover, even the better sort of headmasters and assistantmasters are rarely competent to give effective training, nor can they spare sufficient time from their manifold duties; while if help is given to the student-teacher by a master of method, it must be somewhat casual and intermittent.

Again, there is much ground for desiring reform in the preva lent methods of teaching some important subjects, e.g., modern languages, including the mother tongue, mathematics, and natural science. A student-teacher who spent his whole year in a school might simply be inured to defective methods and prejudiced in favour of them; whereas the transfer to a training

college might open his eyes to the need and the means of improvement.

Such risks and shortcomings of practical work at a school might be avoided or compensated if the larger part of the year were devoted to a course of systematic training. Assuming, then, that there is advantage in such a partition of the year between the two systems, I pass on to consider some details. If the year is divided, there are strong reasons for assigning the first term of it, and no more, to student-teachership.

(1) Its inherent limitations and imperfections. The analogy of apprenticeship in other professions, and in crafts, has been much insisted on; but it is very misleading. The medical practitioner who takes a pupil has been through a long course of training in the theory and practice of his profession on wellestablished lines; something similar may be said of the craftsman who takes an apprentice.

But, with few exceptions, even the more experienced teachers in our secondary schools, however successful in their individual class-rooms, have not so far formulated their own theory and practice as to be able to impart it clearly and expeditiously; while a novice who heard their teaching, and watched the management of their forms, would of course pick up useful hints; but his own lack of experience might make him incapable of so analysing many elements of their efficiency as to appropriate them for his own use. And perhaps, in passing from one class-room to another, his untrained judgment might be bewildered by a diversity of methods and devices born sometimes of originality, sometimes of eccentricity or routine.

(2) A single term for the training course would manifestly be inadequate.

(3) The preliminary year is to be followed (according to the provisions of the Order) by a solid year of probation in a recognised school. This is the time when the young probationer, while still under some supervision and guidance, will be best able to make a fruitful combination of theory and practice in work more independent than has hitherto been entrusted to him.

(4) Not all schouls would be capable of giving effective help and instruction to student-teachers; it would therefore be an advantage to reduce the number of student-teachers who would apply for admission in any given term, and this would be the effect of this proposal.

(5) Though the conditions of their work have been discussed at the former session of the Conference, a further word about them may be allowed.

The headmaster will doubtless undertake to give such supervision as in his power: but his attention will be demanded for many other duties: it is desirable that he should select a member of his staff to act as adviser and tutor of the studentteacher under fixed conditions.

If the student-teachers come only for one term, any recognised school with over 100 boys might be able to receive more than one during the year-in a large school four or five might be admitted each year if distributed among the several departments. In each case a member of the staff would be appointed to give guidance and supervision for classical, or mathematical, or modern, or scientific work.

But for reasons given before and confirmed by experience, it must be recognised that such internal supervision by the local staff has not been, and cannot be, adequate. The supposed tutors lack both the technical knowledge and the leisure necessary for effective training.

It would be a great advantage if external systematic help could be given by a master of method, or an inspector, who should prescribe and test a course of reading: he should look over and criticise the candidate's notes for lessons, and reports of progress, which notes and reports should be sent to him at