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 computa- 
tion. 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 un- 
fortunatel}' 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.