GERMAN F. 
61 
foothold in the People’s and the Middle Schools of Prussia, 
although more slowly than in the South of Germany. Tlie Normal 
Plan of Instruction of the year 1863 made it apparent already, 
that tliis subject was favorably looked upon, and tliat especial 
attention was to be devoted to its cultivation in the Intermediate 
Schools. The plans of instruction forming tlie basis of the Real- 
Schools and of the Gymnasia, were elaborated at the time by a 
Commission of artists and schoolmen, and certainly left nothing to 
be desired, except the time necessary to carry them out to their 
full extent. In these plans the subject was conceived of as a 
vehicle of general education, and was therefore considered as an 
integral part of the educational System of all the higher schools. 
Accordingly, drawing in the Real-Schools must be a preparation 
for technical and artistic pursuits; must endeavor to reduce 
graphic delineation to its primary geometrical operations ; and by 
practical cxercise of projection, by perspective based upon mathe- 
matics, as well as by continued practice in drawing from casts, 
must develop the comprehcnsion of space and of form. In the 
Gymnasia, in which the sesthetical, rather than the technical 
phase of drawing must be brought into prominence, instruction is 
divided into four, in the Real-Schools into five, courses or stages, 
which are independent of the progress of the pupils in the general 
classes, and are organized according to the abilities of the pupils, 
and their progross in this subject itself. It is further dircctcd, that 
toaching shall commence in the first stage witli the general knowl- 
edge of form, from wall-charts or blackboard-drawings ; this is to 
be followed up in the second course by drawing from geometrical 
models, as well as from copies, botli Ornament and figure , and to be 
succeeded in the third and fourth courses by the drawing of Orna 
ments from casts, the practice of figure-drawing being continued. 
In the choice of the copies and models, special attention is to be 
paid to the education and refinement of taste. The teacher is left 
perfectly free within these limits in regard to choice of method, it 
being remarked very correctly, that many teachers may be able to 
reach good rcsults according to the method by which tliey tliem- 
selves were instructed, while tliey might fail under the constiaint 
of another, although perhaps in itself a better method, with which 
they arc not familiär from the start.