AMERICAN PREFACE. 
XXXV 
should be thoroughly rational, — should accord with tbose rec- 
ognized educational principles which can never be safely violated, 
whatever the subject taught. If drawing and art liave no ele- 
ments which can be treated in a rational manner, as all other 
studies have, then they cannot be taught at all. Wkat is acquired 
simply by imitation, or as a matter of mere vague feeling, is 
never learned in any true sense,—is never understood. This 
Austrian report treats instruction in drawing and art as a matter 
which can be subjected to reason, and treated according to true 
pedagogical principles. Hence it is believed, tkat, while it will 
tend to give a juster view of the scope and importance of art- 
industrial education, it will also afford knowledge that will prove 
of special service to the teacher. There are points in the report 
which will be condemned by some who are good authorities on art- 
education, — points which future experience and investigation may 
show to be incorrect. But the fact remains, that the report is per- 
vaded b\ r a rational educational spirit, and so must command 
respect for the principles which it lays down for the guidance of 
art instruction. Some of these principles are here enumerated : — 
1. All instruction in drawing should have for its basis, 
geometry. 
2. Conventional forms, which are regulär, should be drawn 
before natural forms, which are irregulär. 
3. Ornament should be based upon a study of nature, especial- 
ly of plant forms. This does not mean that the drawing of the 
latter should precede the drawing of the former. 
4. When a design for an object is made, the form should be 
adapted to the ose, and the Ornament should be subordinate to the 
object. The decoration should not count for every thing. 
5. Much attention should be given to the drawing of historical 
forms illustrative of different styles. The drawing-copies should 
have a pronounced character. 
6. When natural forms are drawn, they should be first referred 
to the general geometrical forms upon which they are based. 
Then the historical treatment of similar forms should be carefully 
studied. 
7. Knowledge should precede execution. Nothing is more 
deadening to the intellect of the pupil tkan to copy a drawing