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64 ART EDUCATION. 
In the “General Regulations of Oct. 15, 1872,” two honrs per 
week in drawing, and two hours in the “ Science of space,” which 
mnst no doubt be understood as the Science of form, are allotted 
to the higher classes of the Citizens’ Schools (§ 13). In the fur- 
ther elaboration of this point (§ 30), the regulations go on to say: 
“ In drawing, all children are to be employed sirnultaneously and 
uniformly ; and, by continual practice of the ej-e and the hand, they 
are to be enabled to copy given flgures on a reduced or an enlarged 
scale, with the aid of ruler, measure, and compasses, as well as to 
give geometrical views of objects of siifiple form, such as Utensils, 
garden-plats, dwelling-houses, churches, and other bodies offering 
straight edges and large planes. Where this aim has been reached, 
children of especial talent may be given an opportunity to draw 
from copies.” 
Domschke’s method, which had before been in use for a number 
of years in all the Berlin Communal Schools, has therfefore been 
recommended for the first stage. The reporter is far from desiring 
to pass judgment upon this method, as he has had no opportunity 
to gain an insight into the results obtained by it, nor does he 
wish to doubt that speedier results may periiaps be obtainable by 
it in the Science of form proper. But it seems questionable, 
whether the pupils, bj - imitating forms with mechanical aids, will 
attain to the same degree of clear comprehension which will be 
imparted to them by tiie independent reproduction of that which 
they see. Until now, drawing was practiced in the Communal 
Schools of Berlin aecording to the methods of Domschkc and of 
Dupuis; and it was intended that Domschke’s “Guide” should 
prepare the way for drawing from nature by Dupuis’ method. 
The figures werc drawn upon the blackboard on a large scale by 
the teacher, aecording to the “Atlas,” and were copied simul- 
taneously by the pupils, 113'the aid of compasses, rulers, measnring- 
papers, &c. But the report above referred to states, that “ the 
facilitics olfered by the use of these aids from the very beginning 
prevented the pupils from attaining to a direct and clear compre 
hension, and hindered the untrammelled development of dexterity 
in drawing, which, for Dupuis’ method especially, is so very neces- 
sary.” Wliile it is generally questionable, therefore, whether by 
the method alluded to the aim can be reached which has been set