GERM AN Y. 
73 
consequently plays a more important part throughout the Indus 
trial Schools of the country as it becomes a necessity whereyer 
special branohes are to be successfully eultivated. The education 
usually received in the People’s Schools is accepted as a preparation 
by most of these institutions ; the courses extend through three 
years (in winter only), the pupil continuing to work at Ins trade in 
the mean time. This is the case, for example, in the Building Trades 
Schools of Chemnitz, Leipsic, Plauen, Zittau, and Dresden. Sax- 
ony also possesses a considerable number of Weaving Schools, 
among which those at Chemnitz, Glauchau, Frankenberg, Oederna, 
Werdau, Gross-Schönau, Hainichen, Limbach, and Mittweida are 
the most prominent. The wooden-ware and toy manufactories of 
the Saxonian Ore-Mountains liave also received some attention of 
late, and drawing and painting sehools have been opened in Seiffeh 
and Grünhainichen for their benefit. 
As previously remarked, there was little to be ceen of speci- 
mens by the pupils, only the Technical High Schools at Dresden 
and at Frankenberg having made a display of any extent. Draw- 
ing-copies, models, and other aids for instruction, made up the rest 
of the exhibition. 
Bj' the People’s School law of 1873, drawing has also been made 
compulsory in the lower sehools, in some of which, however, it 
had already been carefully practiced before. The drawing-copies 
of H. Schmidt and W. Zimmermann (teachers in the Middle 
Schools of Zwickau) mast here be mentioned before all others as 
very superior aids for teaching in the first stages of instruction. 
According to Schmidt’s method, the simplest geometrical ground- 
forms are drawn upon the blackboard by the teacher, to give to 
the pupils an insight into the formation of the figures; at a 
later period, the more complicated forms, together with their 
guiding-lines, which are given in red, are copied freehand from 
examples. The lines of shadow must be found by the pupil him- 
self, the teacher having previousty explained them, after which the 
back-ground and intermediate planes are filled in with flat tints. 
Zimmermann’s copies pursue the same method on the wliole. 
The forms are marked in strong black outlines, and relieved by 
colored tints, which adds measurably to their distinetness at a dis- 
tance. The guiding-lines, which the pupil must erase after he has 
sketched his drawing, are given in red dots.