Modern art education, its practical and aesthetic character educationally considered : being part of the Austrian official report on the Vienna world's fair of 1873

Langl, Josef

Bibliographische Daten

Monographie

Persistenter Identifier:: AC71

Titel:: Grands magasins du Louvre - Catalogue général de literie et couvertures

Erscheinungsort:: Paris

Herausgeber:: Österreichisches Museum für angewandte Kunst / Gegenwartskunst, Wien

Dokumenttyp:: Monographie

Bestand:: Publikationen anderer Bugholzfabrikanten

Erscheinungsjahr:: 1909

Ausgabenbezeichnung:: [Electronic ed.]

Sprache:: Französisch

Katalogverzeichnis

Titel:: TABLES ET BERCEUSES BOIS COURBÉ

Dokumenttyp:: Monographie

Strukturtyp:: Katalogverzeichnis

10 ART EDUCATION. demancled tliis reform on the one side, while art-science cndeavorcd to carry it through on the other, drawing necessarily became the central point of the theoretical, as well as of the practical elements of art-education. With the international eombats which took place at short intervals in the arenas of the World’s Fairs, between the products of art, of industry, and of education, the factors from whose co-operation true progress can alone be expected, approached nearer and nearer to each other, and the current in- creased in rapiditj’. What Austria inostly stood in need of was a common centre for the reformatory movement. England secured such a centre in its South Kensington Museum, with the Art-School attached to it; the principal cities of France and of Germany are struggling to attain the same end; Russia reached it when she established her Museums and Art-Schools at Moscow and at St. Petersburg; and Austria has also seen her wishes realized by the establishment of the “Museum of Art and Industry” at Vienna. With the improvement of educational matters in general, which has been effected in Austria within the last ton years, drawing in the sehools for general education has gradually been brought nearer to its real destination; and in tliis respect Austria had the advantage of other States, as the subject had always been compulsory in her Real-Schools. 1 For, although these sehools had formerly aimed principally at teclmical education, drawing had obtained a sound basis in them, and the methods of teaching had had time to deflne themselves in the course of a number of years. On the part of art-science, the higher importance of instruction in drawing was also urged with constantly increasing emphasis. It was contended, that it must not only serve teclmical and industrial interests, but that it has a greater mission, the education, namely, o'f our younger generation to the understanding of the language of form in general; the unlocking of their eyes to the beautiful in art and in nature ; and, as a consequence, the cultivation of the intellect, and the purification of taste. The establishment of the Real- 1 Real-Schools are so called because tliey are intended to teach the “ Reali ties,” i.e., practical Science and modern languages, which enter into the real nses of practical life. The “Gymnasia,” on the contrary, are principally devoted to classical philology, and are sirnply preparatory sehools for the universities. — Transl.

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