94 
ART F. DU CAT ION. 
exhibitecl, all of which, however, moved in the same track, i.e., 
after tlie general part, aimed immediately at practical application. 
Here, again, the most prominent work was the excellent “ Cours de 
Dessin Geometrique et Industriel,” by the Frere Victoris, which 
was already favorably known from the Exhibition of 1807. With 
it there were also exhibited the models (of plaster and of tin) be- 
longing to it. Mention must also be made of the “ Dessin Line- 
aire Industriel applique ä la Mechaniquc et a la Construction,” by 
M. S. Petit. Of geometrical models there are still to be noted 
the practically arranged collections of Rives, Delagrave, A. 
Julien, and others. They offered nothing new, however. Hach- 
ette & Co. exhibited wooden models for descriptive geometry 
and stone constructions, and small models of machinery. The 
“ flcole Professionelle ” at Evreux had sent a variety of models 
for locksmiths, joiners, machinists, &e. 
Having given a general idea of the tendencies to be observed in 
the eopies, &c., lately published, we will now turn to the schools, 
i.e., to drawing-instruction ltself, and, in reviewing the drawiugs 
by the pupils, we will likewise consider the methods, arrange- 
ments, aims, &c. 
It is well known that educational matters in France, even to- 
day, leave mucli to be desired, and that, in spite of the efforts of 
the government, the communes, and of humanitarian soeieties, 
they are still in a very defective state. Compulsion has not been 
carried through ; and thus it happens, that even in the metropolis, 
in Paris, it is a rarity if children of the poorer classes attend the 
elementary schools for a longer period than three years. Accord- 
ing to the figures given in a report of the Chamber of Commerce 
of Paris in 1867, twenty-five thousand children still of the school- 
age were at that time drawn away from scliool by the Parisian 
manufactories and other establishments. But this number has 
increased eonsiderably sincc. 1 
That drawing does not play a prominent part in the People’s 
Schools, will therefore be readily understood. Still the subject is 
1 According to a report of the “Socie'te pour 1’Instruction Eleinentaire,” of 
the year 1870, there are two luillions of children in France who receive no 
instruction whatever, aud fourteen millions of adults who can neither read 
nor write.