AMERICAN PREFACE. 
ix 
but there liave been similar provisions, oftentimes quite ample, in 
many of tlie amaller towns, — even in towns of one or two tliou- 
sand inhabitants. Now comes a fresh impulse, and things old 
are taking on a new face. The late war taught France a valuable 
lesson ; and from France, defeated and prostrate, yet promptly 
paying her forfeited milliards, Prnssia also learned a lesson, and 
means to profit by it, — tlie lesson that art-industrial education 
contributes to tlie prosperity and grandeur of nations. “ Imine- 
diately after tlie war witli France,” as Prof. Langl says, “tlie 
authorities of tlie various industrial towns of Prussia were called 
upon, in a circular issned by tlie Ministry of Commerce and Indus- 
try, tofollow the example of France in tlie organization of Drawing 
and Industrial Schools; and their attention was directed to tlie 
industrial importance of these schools, and to tlie fact that they 
form tlie true basis of tlie wealtli of France. Regulations in 
regard to teachers of freehand drawing and modelling in tlie 
industrial schools were prepared at the same time.” As Germany 
is divided into different States, witli different educational au 
thorities more or less independent, the rcform in art-education 
■will not make the same uniform progress everywhere ; neverthe- 
less, one may rest assured that the reform from the primary i 
school • to the university, both in its practical and in its culture 
aspects, will be speedily effected, and with the habitual German 
thoroughness. 
ART-INDUSTRIAL EDUCATION IN AUSTRIA. 
The movement in favor of art-industrial education has not only 
extended to Austria, but is more marked tlian anywherc eise. 
Indeed, Austria is the most thorough educational reformer in 
Europe to-day. Silice her defeat by the Prussian at Sadowa, in 
1866, she has devoted herseif to the education of her people, fully 
resolved to win back, by tlie achievements of her edueated indus- 
try, all she lost on the Held of battle. Iler schools for the educa 
tion of the great body of the people, wliieh were pronouneed by 
Horace Mann to be among the very poorest in Europe tliirty years 
ago, are to-day pronouneed by excellent educational authority 
(John D. Philbrick) to be tlie best,—best in their organization, 
best in their course of study, and best in the character of their