Government.—Malta is a crown colony, within the jurisdiction of a high commissioner and a commander-in-chief, to whom important questions of policy are reserved; in other matters the administration is under a military governor (£3000), assisted by a civil lieutenant-governor or chief secretary. There is an executive council, now comprising eleven members with the governor as president. The legislative council, under letters patent of the 3rd of June 1903, is composed of the governor (president), ten official members, and eight elected members. There are eight electoral districts with a total of about 10,000 electors. A voter is qualified on an income from property of £6, or by paying rent to the same amount, or having the qualifications required to serve as a common juror. There are no municipal institutions. Letters patent, orders in council, and local ordinances have the force of law. The laws of Justinian are still the basis of the common law, the Code of Rohan is not altogether abrogated, and considerable weight is still given to the Roman Canon Law. The principal provisions of the Napoleonic Code and some English enactments have been copied in a series of ordinances forming the Statute Law. Latin was the language of the courts till 1784, and was not completely supplanted by Italian till 1815. The partial use of English (with illogical limitations to the detriment of the Maltese-born British subjects who speak English) was introduced by local ordinances and orders in council at the end of the 19th century. The Maltese, of whom 86% cannot understand Italian, are still liable to be tried, even for their lives, in Italian, to them a foreign language. The endeavour to restrict juries to those who understand Italian reveals glaring incongruities.
Education.—There were, in 1906, 98 elementary day schools, and 33 night schools. The attendance on the 1st of September 1905 was 16,530, the percentage on those enrolled 84.6; the total enrolment was 18,719. The average cost per pupil in these schools was 35s. 11d. a year on daily attendance. There is a secondary school for girls in Valletta, and one for boys in Gozo. A lyceum in Malta had an average attendance of 464. The number of students at the university was about 150. The average cost per student in the lyceum was £8, 0s. 11d.; in the university £26, 10s. 1d. The fees in these institutions are almost nominal, the middle-classes are thus educated at the expense of the masses. In the 18th century the government of the Knights and of the Inquisition did not favour the education of the people, after 1800 British governors were slow to make any substantial change. About the middle of the 19th century it began to be recognized that the education of the people was more conducive to the safety of the fortress than to leave in ignorance congested masses of southern race liable to be swayed spasmodically by prejudice. At first an attempt was made to make Maltese a literary language by adapting the Arabic characters to record it in print. This failed for several reasons, the foremost being that the language was not Arabic but Phoenician, and because professors and teachers, whose personal ascendancy was based on the official prominence of Italian, did not realize that educational institutions existed for the rising generation rather than to provide salaries for alien teachers and men behind the times. Various educational schemes were proposed, but they were easier to propose than to carry into effect: no one, except Mr Savona, had the ability to urge English as the basis of instruction, and he agitated and was installed as director of education and made a member of the Executive. The obstruction which he encountered alarmed him, and he compromised by adopting a mixed system of both English and Italian, pari passu, as the basis of Maltese education; he resigned after a brief effort. Mr Savona’s attempt to teach the Maltese children simultaneously two foreign languages (of which they were quite ignorant, and their teachers only partially conversant) without first teaching how to read and write the native Maltese systematically was continued for some years under an eminent archaeologist, Dr A. A. Caruana, who became Director of Education. He began to give some preference to English indirectly. On his resignation Sir G. Strickland established a new system of education based on the principle of beginning from the bottom, by teaching to read and write in Maltese as the medium for assimilating, at a further stage, either English or Italian, one at a time, and aiming at imparting general knowledge in colloquial English. A series of school books, in the Maltese language printed in Roman characters, with translations in English interlined in different type, was produced at the government printing office and sold at cost price. The parents and guardians were called upon to select whether each child should learn English or Italian next after learning reading, writing and arithmetic in Maltese. About 89% recorded their preference in favour of English at the outset; then, as a result of violent political agitation, this percentage was considerably lowered, but soon crept up again. Teachers and professors who were weak in English, lawyers, newspaper men and others, combined to deprive these reforms of their legitimate consequence, viz. that after a number of years English should be the language of the courts as well as of education, and to protect those belonging to the old order of knowledge from the competition of young Maltese better educated than themselves, whose rapid rise everywhere would be assured by knowing English thoroughly. An order in council was enacted in 1899 providing that no Maltese (except students of theology) should thenceforth suffer any detriment through inability to pass examinations in Italian, in either the schools or university, but the fraction of the Maltese who claim to speak Italian (13.24%) still command sufficient influence to hamper the full enjoyment of this emancipation by the majority. In the university most of the textbooks used are English, nevertheless many of the lectures are still delivered in Italian—for the convenience of some professors or to please the politicians, rather than for the benefit of the students. The number of students who enter the university without passing any examination in Italian is rapidly increasing; the longer the period of transition, the greater the detriment to the rising generation.
History and Antiquities.—The earliest inhabitants of Malta (Melita) and Gozo (Gaulos) belonged to a culture-circle which included the whole of the western Mediterranean, and to a race which perhaps originated from North Africa; and it is they, and not the Phoenicians, who were the builders of the remarkable megalithic monuments which these islands contain, the Gigantia in Gozo, Hagiar Kim and Mnaidra near Crendi, the rock-cut hypogeum of Halsaflieni,[1] and the megalithic buildings on the hill of Corradino in Malta, being the most noteworthy. The contemporaneity of these structures has been demonstrated by the identity of the pottery and other objects discovered in them, including some remarkable steatopygic figures in stone, and it is clear that they belong to the neolithic period, numerous flints, but no metal, having been found. Those that have been mentioned seem to have been sanctuaries (some of them in part dwelling-places), but Halsaflieni was an enormous ossuary, of which others may have existed in other parts of the island; for the numerous rock-cut tombs which are everywhere to be seen belong to the Phoenician and Roman periods. In these buildings there is a great preference for apsidal terminations to the internal chambers, and the façades are as a rule slightly curved. The numerous niches, generally containing sacrificial (?) tables,[2] are often approached by window-like openings hewn out of one of the flat slabs by which they are enclosed. The surface of the stones in the interior is often pitted, as a form of ornamentation. Even the barren islet of Comino, between Malta and Gozo, was inhabited in prehistoric times.
To the Phoenician period, besides the tombs already mentioned, belong some remains of houses and cisterns, and (probably) a few round towers which are scattered about the island, while the important Roman house at Cittavecchia is the finest monument of this period in the islands.
The Carthaginians came to Malta in the 6th century B.C., not as conquerors, but as friends of a sister Phoenician colony (Freeman, Hist. Sicily, i. 255): Carthage in her struggle with Rome was at last driven to levy oppressive tribute, whereupon the Maltese gave up the Punic garrison to Titus Sempronius under circumstances described by Livy (xxi. 51). The Romans did not treat the Maltese as conquered enemies, and at once gave them the privileges of a municipium; Cicero (in Verrem) refers to the Maltese as “Socii.” Nothing was to be gained by displacing the Phoenician inhabitants in a country from which any race less thrifty would find life impossible by agriculture. On the strength of a monument bearing his name, it has been surmised that Hannibal was born in Malta, while his father was governor-general of Sicily; he certainly did not die in Malta. There is evidence from Cicero (in Verrem) that a very high stage of manufacturing and commercial prosperity, attained in
- ↑ See T. Zammit, The Halsaflieni prehistoric hypogeum at Casal Paula, Malta (Malta, 1910).
- ↑ Sometimes the pillar which represents the baetylus, which seems to have been the object of worship (see A. J. Evans in Journal of Hellenic Studies, xxi., 1901) stands free sometimes it serves as support to the table stone which covers the niche, and sometimes again monolithic tables occur. Conical stones (possibly themselves baetyli) are also found.
