70 
ART EDUCATION. 
not tally at all with tliose shown upon paper. As a part of math- 
ematics, it is especially intencled to accustom the pupils to spon- 
taneity in severe logical thinking in space, and at tke same time 
to habituate tliem to exact and careful work. Too often, how- 
ever, the last point only is attended to, and brilliant technieal 
dexterity is all tliat is attempted. The various problems, vvhich 
the pupil ought to develop, and to solve for himself from the 
demonstrations by the teacher, are simply copied from examples, 
and thus the subject is deprived of its peculiar aim. Tkere is 
nothing more deadening to the intellect of the pupil, than the 
eopying of a drawing which he does not understand, and in which 
he only finds the various constructive guiding-lines, by proionging 
them to the edge of the paper, and then transferring these points 
to his board like a scale. 
Very naturally the subject is treated differently in ,the special 
sehools, where the practical application is directly connected with 
the theory. It was regretted by many visitors, that the high 
sehools proper, such as the Royal Industrial Academy and the 
Royal Building Academj’, had sent no specimens of their work to 
the Exhibition, as tliey are botk wont to gather an abundance of 
laureis on occasions like tliis. 
The first of these institutions was called into life by Beuth in 
1831, and at that time had only 13 pupils; in 1869 the number 
had risen to 608, but in 1871 it feil to 281 in consequence of the 
war. Since then it has again rapidly increased. The school 
exhibited only two glass cases, containing its excellent collection 
of models of parts of machines for the study of mechanics, which 
were the subject of marked attention on the part of specialists. 
The pupils of the Royal Building Academy exhibited the wall- 
charts for art-historical instruction in use in the Institution, and 
the “ Examples and Studies ” executed from the designs of Prof. 
C . Bötticher, a magnificent collection for the illustration of art- 
historical lectures as well as for studies in eopying. We may men- 
tion also, that the “ Grammar of Ornament,” edited by E. 
Jacobsthal, according to the prihciples of C. Bötticher’s “ Tec- 
tonics of the Greeks,” was exhibited as an aid for teaching in 
higher architectural sehools. The students likewise exhibited the 
autographed drawings made by them, as studies of architectural