10 
ART EDUCATION. 
demancled tliis reform on the one side, while art-science cndeavorcd 
to carry it through on the other, drawing necessarily became the 
central point of the theoretical, as well as of the practical elements 
of art-education. With the international eombats which took 
place at short intervals in the arenas of the World’s Fairs, between 
the products of art, of industry, and of education, the factors 
from whose co-operation true progress can alone be expected, 
approached nearer and nearer to each other, and the current in- 
creased in rapiditj’. What Austria inostly stood in need of was a 
common centre for the reformatory movement. England secured 
such a centre in its South Kensington Museum, with the Art-School 
attached to it; the principal cities of France and of Germany are 
struggling to attain the same end; Russia reached it when she 
established her Museums and Art-Schools at Moscow and at St. 
Petersburg; and Austria has also seen her wishes realized by 
the establishment of the “Museum of Art and Industry” at 
Vienna. 
With the improvement of educational matters in general, which 
has been effected in Austria within the last ton years, drawing in the 
sehools for general education has gradually been brought nearer to 
its real destination; and in tliis respect Austria had the advantage 
of other States, as the subject had always been compulsory in her 
Real-Schools. 1 For, although these sehools had formerly aimed 
principally at teclmical education, drawing had obtained a sound 
basis in them, and the methods of teaching had had time to deflne 
themselves in the course of a number of years. On the part of 
art-science, the higher importance of instruction in drawing was 
also urged with constantly increasing emphasis. It was contended, 
that it must not only serve teclmical and industrial interests, 
but that it has a greater mission, the education, namely, o'f our 
younger generation to the understanding of the language of form 
in general; the unlocking of their eyes to the beautiful in art and 
in nature ; and, as a consequence, the cultivation of the intellect, 
and the purification of taste. The establishment of the Real- 
1 Real-Schools are so called because tliey are intended to teach the “ Reali 
ties,” i.e., practical Science and modern languages, which enter into the real 
nses of practical life. The “Gymnasia,” on the contrary, are principally 
devoted to classical philology, and are sirnply preparatory sehools for the 
universities. — Transl.