The blindness of the age.

How many thousands never heard the name

Of Sidney, or of Spenser, or their books?
And yet brave fellows, and presume of Fame,
And seem to bear down all the world with looks?
What then shall they expect of meaner frame,
On whose endeavours few or none scarce looks?
Do you not see these Pamphlets, Libels, Rimes,
These strange confused tumults of the mind,
Are grown to be the sickness of these times,
The great disease inflicted on mankind?

The infinitude of knowledge.

Daniel suggests that if the learned obtained a better reward for their labors:

Then would they [the Academies] onely labour to extend
Their now unsearching spirit beyond these bounds

Of others' powers

* *

Discoursing daily more and more about,

In that immense and boundless Ocean a
Of Nature's riches; never yet found out,
Nor fore-clos'd, with the wit of any man.

In praise of the English language.

Whenas our accents equal to the best,

Is able greater wonders to bring forth:

When all that ever hotter spirits exprest,

Comes bettered by the patience of the North.

And who, in time, knows whither we may vent

The treasure of our tongue, to what strange shores

This gain of our best glory shall be sent,

Tinrich unknowing Nations with our stores?
What worlds in th' yet unformed Occident

May come refin'd with th' accents that are ours?
Or, who can tell for what great work in hand
The greatness of our style is now ordain'd?
What powers it shall bring in, what spirits command,
What thoughts let out, what humours keep restrain'd,
What mischief it may powerfully withstand,

And what fair ends may thereby be attain'd.

It may appear to be straying from the subject of writers on education to include especially this last quotation from Samuel Daniel, but to anyone studying the history of English education the direct call to the consideration and study of English writers, especially in the earlier stages, is a point of great importance; first, directly in itself, and, secondly, indirectly in the competitive position of the vernacular toward the displacement of the classics as the be-all and end-all of the subjects of educational discipline. The direct reference to the "unformed Occident," and the importance of the preservation of the integ rity of English and honor for it, because of its indefinitely greater influence there, makes the passage one which should be better known than it is in both England and America.

1603.

MICHAEL DE MONTAIGNE (JOHN FLORIO, Translator).

The Essaycs or Morall, Politike, and Millitarie Discourses of Lo: Michaell de Montaigne, Knight. Of the noble Order of St. Michaell, and one of

a Cf. Sir Isaac Newton: "I seem to have been only a boy playing on the sea-shore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me."

the Gentlemen in Ordinary of the French King, Henry the third his
Chamber. First written by him in French. And now done into English
by *
John Florio. Lond. 1603. folio.

London, 1886 (1885). 8vo. G. Routledge & Sons. Edited by Henry Morley.
London, 1889, 1890. 32mo. The Stott Library.

London, 1891.

8vo.

Sir John Lubbock's Hundred Books.

London, 1892-1893.

Svo.

Translations."

Edited by George Saintsbury in "The Tudor

London, 1897. 8vo. The Temple Classics.

In the International Education Series, volume 46, Dr. L. E. Rector has put together the chapters in Montaigne which deal with education. translations:

Of the education of children, Book I, Chapter XXV.

Of pedantry, Book I, Chapter XXIV.

Of the affection of fathers to their children, Book II, Chapter VIII.

Of liars, Book I, Chapter IX.

Of habit, Book I, Chapter XXII.

Book II, Chapter XVIII.

Of presumption, Book II, Chapter XVII.

Of physiognomy, Book III, Chapter VIII.

Of anger, Book II, Chapter XXXI.

Of the art of conversation, Book III, Chapter VIII.

Of idleness, Book I, Chapter VIII.

Of experience, Book III, Chapter XIII.

History, Book II, Chapter X; Bock I, Chapter XVI; Book I, Chapter XX.

These include

Dr. W. T. Harris says in the preface: "Montaigne stands for very much more as a literary man than as an educational reformer." And again, taigne is a tonic or a sort of corrective against pedantry."

66 Mon

The first French edition of Montaigne's Essays was published 1580-1588, John Florio's translation into English in 1603.

See also Prof. S. G. Laurie's Montaigne as an Educationalist, in his Training of Teachers and other Educational Papers, page 231.

OTHER WORKS OF JOHN FLORIO.

A Worlde of Wordes; a most copious and exact Dictionaric in Italian and English, Collected by John Florio. Lond. 1598.

66

And in 1611 the 2d edition, entitled: Queen Anna's New World of Words." The 3d edition was revised by Giovanni Torriano and published in 1659 as Vocabolario Italiano e Inglese. Florio published also books of Proverbs:

First Fruites, which yeelde familiar speech, merie proverbes, wittie sentences, and golden sayings, also a perfect Introduction to the Italian and English tongues. T. Dawson, London, 1578. 4to.

Second frutes to be gathered of twelve Trees of divers but delightsome tastes to the tongues of Italian and Englishmen. To which is annexed his Gardine of Recreation, yeelding six thousand Italian Proverbs. Ital, and Eng. Printed for T. Woodcock, London, 1591. 4to.

WORKS FOR INSTRUCTION IN ITALIAN.

The following are amongst the books up to 1660 for instruction in Italian. Thomas (William).

Principal Rules of the Italian Grammar, with a Dictionarie for the better under standynge of Boccace, Petrarcha and Dante Newly corrected and im. First ed. 1550.

*

*

printed.-B. L.

Grantham (Henry).

La Grammatica di M. Scipio Lentulo da lui, in Latina Lingua Scritta et hora nella Italiana et Inglese tradotta da Henry Grantham, i. e., an Italian Grammar, written in Latin by Scipio Lentulo, a Neapolitan, and turned into English. Lond. 1575. 8vo. 1587. 16mo.

Rowland (David).

A comfortable ayde for Schollers, full of variety of sentences, gathered out of [the work of an Italian author (intituled in that tongue, Specchio de la lingua Latina) by D. Rowland. T. Marshe, London, 1578. Svo.

Hollyband (Claudius).

Campo di fior; or else, The Flowrie Field of four Languages of M. Claudius Desainliens, alias Holiband; for the furtherance of the learners of the Latine, Frenche, English, but chiefly of the Italian tongue. Lond. 1583. 16mo.

Merbury (C).

Italian Proverbs. 1585.

Maraffi (Bartolommeo).

A fine Tuscan historic called Ernalti & Lucinda, Engl. and It.

The Italian Schoolemaister etc. (C. Desainliens) 1597. 8vo. Also 1608. Torriano (Giovanni).

* Italian grammar

The Italian Tutor or a new to which is annexed A display of the Monasillable Particles of the language, by way of alphabet. As also, certaine dialogues made up of Italianismes or Niceties of the Language with the English to them. 2 pts. T. Paine, London, 1640. 4to. Torriano (Giovanni).

Select Italian Proverbs: The most significant, very usefull for Travellers, and such as desire that Language. The same newly made to speak English, and the obscurest places with Notes illustrated, useful for such as happily aim not at the Language, yet would see the genius of the Nation. By Gio. Torriano 1649. 8vo. Torriano (Giovanni).

Della Lingua Toscana-Romana.

*

taining such grounds as are most immediately useful, and necessary for the speedy and casic attaining of the same Lond. 1657. 8vo. (Mentioned by W. C.

Hazlitt.)

CHAPTER IX.

JUVENILE CRIMINALITY IN GERMANY."

[By EDGAR LOENING, in Jahrbüher für National-Oekonomie und Statistik, Jena, 1901.] Since the year 1882 the statistical bureau of the Empire has published successive statements and reports on the criminality of juvenile persons over 12 but under 18 years of age. These do not give information on all important conditions necessary for forming an opinion, but they are sufficiently complete to show the increase of crime among youth. They contain a serious warning to the State and to society. It must be remembered that according to the German criminal code (par. 55) persons who commit a punishable act before the completion of their twelfth year of age can not be legally prosecuted for it, and that according to paragraph 56 persons who commit a punishable act before the completion of their eighteenth but after their twelfth year of age can be sentenced to punishment only if the court decides that upon commission of the act they possessed a full knowledge of their culpability. The imperial criminal statistics take into account only the sentencing of juvenile persons on account of crimes and transgressions against imperial laws. All violations of and punishable offenses against local laws are omitted in the summaries. Furthermore, the following statements, taken from the imperial criminal statistics, do not include sentences pronounced for violation of military duty and transgressions against industrial laws which are not taken into question in the judging of juvenile criminals.

Statistics show that since 1882 the number of juvenile persons convicted has increased not only very considerably, but even in greater proportion than the number of convicted adults. It has also increased in greater proportion than the number of children 12 to 18 years has increased. The following table for the years 1882 to 1896, inclusive, furnishes the proof for this assertion:

• Articles on similar subjects published in previous Reports of the Commissioner of Education:

Education of neglected and depraved children. An. Rep. of 1889-90, p. 295.
Reform schools in the Grand Duchy of Baden, An. Rep. of 1895-96, p. 158.
Illiteracy in Europe, An. Rep. of 1897-98, p. 236.

Children's claim upon childhood, An. Rep. of 1899-1900, p. 810.