146

ART  ED  ü  CAT  ION.

very  naturally  the  subject  cannot  be  introduced  everywhere,  since,
among  the  7,528  educational  institutions,  there  are  1,145  travelling
schools,  which  change  their  locality  from  two  to  four  times  a  3-ear,
so  as  to  provide  the  children  of  the  poorer  districts  of  the  North
with  at  least  the  most  important  parts  of  elementary  education  ;  in
the  stationary  schools  the  subject  is  frequently  well  taken  care  of.
Conformably  to  the  age  of  the  pupils,  geometry  is  limited  to  the
properties  of  geometrieal  figures,  their  measurement  and  computation.
  Freehand  drawing,  which  was  introduced  only  quite  lately
into  the  more  prominent  institutions,  is  mostly  practieed  from  the
wall-charts  by  G-.  Salomann,  or  those  by  Sandberg.  Tliey  offer
simple  geometrieal  forms,  which  are  quite  practical.  In  some  of
the  schools  (and  this  is  true  more  especially  of  Stockholm),  where
drawing  had  probably  been  practieed  before,  this  good  method  unfortunatel}'
  has  not  yct  been  introduced,  and  “  pictures  ”  were
again  to  be  seen  among  the  specimens,  copied  from  Berlin  and  bad
Parisian  examples,  which  may  amuse  the  amateur,  but  which  are
absolutely  to  be  condemned  for  rational  instruction  in  drawing.
Very  good  specimens  were  exhibited  by  the  St.  Claras  School
(Stockholm)  ;  the  St.  Nicolai  School  also  exhibited  large  drawings
of  good  Ornaments  outlined  with  the  brush  ;  but  the  figure-drawing
fiom  wall-charts  was  again  fatal,  nor  can  we  agree  with  linear
drawing  as  practieed  at  this  institution.  The  schools  St.  Maria,
St.  Nicolai,  and  St.  Katharina  furthermore  exhibited  wall-charts
foi  instruction  in  natural  philosophy  and  natural  history,  executed
ln  the  scholars,  which  may  be  very  practical  for  these  subjects,  but
must  certainly  be  anj -  thing  but  advantageous  to  drawing.  Very
satisfactory  results  in  Ornament  and  in  geometry  were  shown  by
the  Deaf-Mute  Institution  (Manilla-Institute)  of  Stockholm.
In  the  Swedish  Middle  Schools,  which  are  divided  into  real  and
humanistic,  drawing  is  compulsory  in  the  real,  and  in  the  four
Ion  er  elasses  of  the  humanistic  di  vision;  in  the  upper  classes
it  is  elective.  So  far,  only  two  hours  each  week  are  set  apart
foi  diawing  by  the  plan  of  instruction,  which  would  appear  to  be
insufficient,  at  least  in  the  real  division.  Instruction  in  drawing  is
given  bj  special  teachers,  but  tliey  are  still  classed  among  what
are  called  “  practice  teachers,”  and  are  subordinated  in  position
to  the  lectors,  adjuncts,  and  fellows.