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ART ED üCATION.
Not much of the modern current was to be seen in the drawings
exhibited by the School of the Working-men at Amsterdam, already
alluded to. The ornamental objects were generally executed
understandingly, Frencli and German models having been used
for the purpose. Pen-drawings frorn vessels and decorative mo-
tives deserve to be specially mentioned ; the flgure-studies (after
Julien) were weaker. Linear drawing, on the contrary, was rep-
resented in all its branches by very praiseworthy specimens, which
exhibited a practical understanding of the subject throughout.
The models of plaster and of wood which were exhibited did not
rise to very complicated forms, but nevertheless gave evidence
of good tendencies.
Of the works having reference to drawing and art-education, we
mustmention, “The Little Draughtsman” (forslate exercises), by
J. Groeneveld, a systematic school for the first stages, the begiu-
ning of which is good, while the more advanced copies go bej^ond
the executive ability of children; also “ Studies from the Liv-
ing Model,” by J. H. Egenberger, in two crayons, among which
the outlines are preferable to the shaded drawings ; the same au-
thor’s “ Minerva’s Drawing Lessons,” copies for figure-drawing,
leave much to be desired in point of execution. Berghm’s
“ Drawing Examples for School and House ” are boldly drawn,
but heads of animals are out of place in such a work.
In architecture the excellent works of the “ Society for the
Propagation of Architecture at Amsterdam ” were exhibited, and
in engineering the proceedings of the “ Royal Institute of Engi
neers.” Th. M. M. v. Pricken’s “ Civil Architecture,” very
beautifully gotten up, must also be noticed here.
Of the exhibition of the Asiatic colonies of the Netherlands,
the grand work on the monuments of Boro-Boudour, in the island
of Java, published by Order of the minister of the colonies, de-
serves to be mentioned more especially.
Bei.gium. — Belgium was represented in Group XXYI. almost
as scantily as the Netherlands. The government had sent only
plans and views of the more important school-buildings, charts
relating to educational matters, some pedagogical books, and
official reports, laws, &c., these latter in closed cases. 1
1 It was impossible for tlie reporter to gain access to them.
