rules and the explanations, as well as the text, were in Latin. The boy who began to study the book was compelled to translate the words and rules before he knew the simplest elements of the language. The difficulty of the task will be understood if we imagine an American boy beginning the study of German, not with a German grammar in which the explanations are in English, but with the grammar that is now used in the schools of Germany. We find no trace of any other school-book in the form of a block-book. There was no other book of equal popularity. To the scholar of the middle ages there was no science that could be compared with Latin; there was no knowledge like that of the words of the dead language. Words were held of more value than facts. The teachers of the fifteenth century clung to this obsolete book, and compelled their pupils to go through the same barren course of study that had been used in the fifth century. In this fixed purpose we see something more than the force of habit: there was a general unwillingness to make the acquisition of knowledge in any way attractive.
The limitations of xylography are plainly set forth in this review of the more famous block-books. During the first half of the fifteenth century, labor was cheap, skill in engraving was not rare, paper was in abundant supply, the art of block-printing was known all over civilized Europe, and there was a growing demand for printed work, but this rude art of block-printing was limited to the production of pictures. It was never applied to the production of books of size or merit. The Wonders of Rome, with its text of one hundred and sixty-eight pages, is its most ambitious attempt; but large as this work may seem when it is put in contrast with other block-books, it is really insignificant when compared with the works of the first typographers.
