ART EDUCATION. 
AUSTRIA. 
Whoever compared tke results of instruction in drawing in 
the Austrian People’s and Middle Schools, with those attained 
in the schools of a similar category in other countries, was 
forced to admit, that, on the whole, tliis subject is cultivated much 
more carefully and much more successfully in Austria tlian else- 
where. Even in the relatively short time which has elapsed 
since its introduction into the scheine of education, the methods 
of teaching liave very generally shaped themselves in accordance 
with a uniform principle deduced from experience; and it was 
noticeahle, that those schools took the lead, and shone as models 
before all others, which have the advantage of superior teachers, 
who perceive drawing to be an integral part of general education. 
Drawing in the Austrian schools, like every thing that is new, 
had to pass through the phases of childhood, had to become nat- 
uralized among the existing subjects of study, and had to overcome 
prejudices, and to struggle against a number of other difliculties, 
before it succeeded in gaining a solid basis upon which to erect a 
superstructure of well-defined proportions. Art-science, industry, 
and instruction in drawing, have almost kept pace with each other 
in their development in Austria (where Vienna is looked upon as 
a common centre), since about the year 1850. Industry demanded 
forms, art-science pointed them out, and drawing stepped in as a 
bridge, as a connecting link between the two. The reform for 
which taste was prepared by these agents could only be accom- 
plished by the aid of the drawing-classes; and as the industries 
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