SWEDEN AND NORWAY. 
Whoever visited tlic pleasant rooms of the Swedish schoolhouse 
at the Exhibition must have observed that very great attention is 
paid to object-teaching in Sweden. There were to be seen picto- 
l’ial representations for natural history, characteristic landscapes 
for geography, models forgeometry, &c. ; in short) each subject had 
its objects for illustration, as far as possibility would permit. The 
value of these means of instruction being correctly appreciated, 
drawing, by wliich the eye must be taught to see, has also been 
carefully attended to ; and the effort to carry out a practical System 
in the teaching of this subject was apparent even in the wall- 
charts wliich had been hung up in the schoolroom in question. 
The comparatively poor and thinly settled country possesses no 
special branches of industry in wliich form plajs an impoitant 
part. With the exceptton of the old faience and porcelain manu- 
factories (represented at the Exhibition by Gustavsberg and bj 
Börstrand), the industries are mainly occupied in providing for the 
necessities. of the country itself, wliich, as far as articles of luxury 
are concerned, have kept within such moderate bounds, that up 
to the present a national eharactör in forms could not develop 
itself. But the efforts of the government to elevate the education 
of the people by means of schools, even in the reinotest districts, 
are very commendable ; and a clear picture of the present condition 
of the People’s and Middle Schools was given in two reports, wliich 
had been written expressly for the Exhibition. It must also be 
mentioned with praise, that the government had taken care to sup- 
ply all the necessary verbal Information, while it was unfortunately 
iuipossible for the reporter to- obtain such Information from otlier, 
even very important stätes, in spite of persistent efforts. 
Geometry and linear drawing begin in the People’s School; but