der? more just than Aristides? more abstinent than Diogenes? more patient than Socrates? more humane than Vespasian? more industrious than Apelles and Demosthenes?" Platitudes these, doubtless; but they are platitudes which serve many as the ripe maxims of maturity. They give us a notion of the boy being somewhat" old-fashioned," and they show great progress in culture. His progress in Greek was remarkable, as may be seen from his published exercises. Italian he learned by listening to his father teaching Cornelia. He pretended to be occupied with his own lesson, and caught up all that was said. French, too, he learned, as the exercises testify; and thus before he is eight, we find him writing German, French, Italian, Latin, and Greek.

He was, in fact, a precocious child. This will probably startle many readers, especially if they have adopted the current notion that precocity is a sign of disease, and that marvellous children are necessarily evanescent fruits which never ripen, early blossoms which wither early. Observatum fere est celerius occidere festinatam maturitatem, says Quintilian, in the mournful passage which records the loss of his darling son; and many a proud parent has seen his hopes frustrated by early death, or by matured mediocrity following the brilliant promise. It may help to do away with some confusion on this subject, if we bear in mind that men distinguish themselves by receptive capacity and by productive capacity; they learn, and they invent. In men of the highest class these two qualities are united. Shakespeare and Goethe are not less remarkable for the variety of their knowledge, than for the activity of their invention. But as we call the child clever who learns his lessons rapidly, and the child clever who shows wit, sagacity, and invention, this ambiguity of phrase has led to surprise when the child who was "so clever" at school, turns out a mediocre man; or,

conversely, when the child who was a dunce at school, turns out a man of genius.

Goethe's precocity was nothing abnormal. It was the activity of a native disposition at once greatly receptive and readily productive. Through life he manifested the same eager desire for knowledge, and was not in the least alarmed by that bugbear of "knowledge stifling originality," which alarms some men of questionable genius and unquestionable ignorance. He knew that if abundant fuel stifles miserable fires, it makes the great fire blaze.

“Ein Quidam sagt: Ich bin von keiner Schule;
Kein Meister lebt mit dem ich buhle;

Auch bin ich weit davon entfernt
Dass ich von Todten was gelernt.'

Das heisst, wenn ich ihn recht verstand:
Ich bin ein Narr auf eigne Hand!'"1

In the summer of 1754 the old house was entirely rebuilt, Wolfgang officiating at the ceremony of laying the foundation, dressed as a little bricklayer. The quick, observant boy found much in this rebuilding of the paternal house to interest him; he chatted with the workmen, learning their domestic circumstances, and learning something of the builder's art, which in after years so often occupied him. This event, moreover, led to his being sent to a friend during the restoration of the upper part of the house - for the family inhabited the house during its reconstruction, which was made story by story from the ground

1 An epigram, which may be rendered thus:

An author boasting said: "I follow none;
I owe my wisdom to myself alone;
To neither ancient nor to modern sage
Am I indebted for a single page."

To place this boasting in its proper light:
This author is a Fool in his own Right!

upwards and the event also led to his being sent to school.

Viehoff thinks that Germany would have had quite another Goethe had the child been kept at a public school till he went to the university; and quotes Gervinus to the effect that Goethe's home education prevented his ever thoroughly appreciating history, and the struggles of the masses. Not accepting the doctrine that character is formed by circumstances, I cannot accept the notion of school life affecting the poet to this extent. We have only to reflect how many men are educated at public schools without their developing a love of history or much sympathy with the masses, to see that Goethe's peculiarities must have had some other source than home education. That source lay in his character. Moreover, it is extremely questionable whether Goethe could have learned to sympathise with the masses in a school of one of the German imperial towns, where there could be no "masses," but only close corporations, ruled and ruling according to narrow and somewhat sordid ideas. From intercourse with the sons of Frankfort citizens, no patriotism, certainly no republicanism, was to be learned. Nor was the public teaching, especially the historical teaching, likely to counteract this influence, or to inspire the youth with great national sympathies. Those ideas had not penetrated schools and universities. History, as taught by Schiller and Heeren, was undreamed of. "When I entered at Tübingen in 1826," writes Mr. Demmler to me, "the university of Paulus, Schelling, Hegel and, in days of yore, of Melanchthon, Reuchlin, and Kepler, traditions were still surviving of the lectures of Rösler, professor of history. In one of them, as I was told by a fellow of the college who had heard it, the old cynical skeptic said, 'As regards the Maid of Orleans, I conclude she was a cow girl, and was, moreover, on a very friendly footing with the

young officers.' Another time he said, Homer was a blind schoolmaster and wandering minstrel, and I cannot comprehend the fuss that is made about his poems.'' If this was the man who instructed Schelling and Hegel (1790-94), we may form some estimate of what Goethe would have heard forty years earlier.

One thing, however, he did learn at school, and that was disgust at schools. He, carefully trained at home, morally as well as physically, had to mingle with schoolboys who were what most schoolboys are,dirty, rebellious, cruel, low in their tastes and habits. The contrast was very painful to him, and he was glad when the completion of his father's house once more enabled him to receive instruction at home.

One school anecdote he relates which well illustrates his power of self-command. Fighting during schooltime was severely punished. One day the teacher did not arrive at the appointed time. The boys played together till the hour was nearly over, and then three of them, left alone with Wolfgang, resolved to drive him away. They cut up a broom, and reappeared with the switches. "I saw their design, but I at once resolved not to resist them till the clock struck. They began pitilessly lashing my legs. I did not stir, although the pain made the minutes terribly long. My wrath deepened with my endurance, and on the first stroke of the hour I grasped one of my assailants by the hair and hurled him to the ground, pressing my knee on his back; I drew the head of the second, who attacked me behind, under my arm and nearly throttled him; with a dexterous twist I threw the third flat on the ground. They bit, scratched, and kicked. But my soul was swelling with one feeling of revenge, and I knocked their heads together without mercy. A shout of murder brought the household round us. switches and my bleeding legs bore story."

But the scattered

witness to my

CHAPTER III.

EARLY EXPERIENCES.

Ir is profoundly false to say that "Character is formed by Circumstance," unless the phrase, with unphilosophic equivocation, include the whole complexity of circumstances, from Creation downwards. Character is to outward Circumstance what the Organism is to the outward world: living in it, but not specially determined by it. A wondrous variety of vegetable and animal organisms live and flourish under circumstances which furnish the means of living, but do not determine the specific forms of each organism. In the same way various characters live under identical circumstances, nourished by them, not formed by them. Each character assimilates, from surrounding circumstance, that which is by it assimilable, rejecting the rest; just as from the earth and air the plant draws those elements which will serve it as food, rejecting the rest. Every biologist knows that circumstance has a modifying influence; but he also knows that modifications are only possible within certain limits. Abundance of food and peculiar treatment will modify the ferocity of a wild beast; but it will not make the lion. a lamb. I have known a cat, living at a mill, from abundance of fish food take spontaneously to the water; but the cat was distinctively a cat, and not an otter, although she had lost her dread of water. Goethe truly says that if Raphael were to paint peasants at an inn he could not help making them look like Apostles, whereas Teniers would make his Apos