GERMAN Y. 
39 
week, must eviclently be of but little importance. In the Bavarian 
Real-Gymnasia, three to four hours are devoted to geometrj- in tlie 
three first classes, and six hours to drawing throughout, tbe Order 
of studies, according to the Programme laid down by the Govern 
ment, being as follows: Construction in the plane, projection, 
shadows, and perspective. 
The Real-Gymnasium at Munich, following the “ Manual for In 
struction in Linear Drawing,” by L. Edelmann, Munich, 1871 (the 
author is a teacher engaged in the Institution), exhibited very 
praiseworthy specimens, which fulfilled all the requirements of the 
plan of instruction. The same cannot be said of most of the 
otlier institutions. The beginning is generally made with projec 
tion at the outset, and building and architectural drawing are 
practiced almost exclusively; here and there constructive per 
spective is also practiced, bnt without a definite, uniform plan of 
instruction. The first Orders of columns play the principal part 
in linear drawing, here as well as elsewhere in the Bavarian 
schools. 
The Real-Gymnasium at Ratisbon stood next to the Institution in 
Munich, as regards good freehand drawing; but bad copies for 
figures neutralized the good effeet produced by Herdtle in Orna 
ment. Perfect outrages were also to be found among the figures 
in the portfolios of the institutions of Nuremberg and Würzburg, 
whole academical studies having been executed with the pen. At 
the latter school, good work is, however, done with the pencil from 
casts from Ornaments. 
Drawing in the other Latin Schools in Bavaria, as well as else 
where, occupies father an isolated position, and will continue to 
occupy it as long as a bridge is not thrown out from both sides, 
— the real as well as the humanistic branches. The revised regu- 
lations for the Latin Schools and the Gymnasia in the kingdom of 
Bavaria, of the 3’ear 1863, tolerate drawing as an elective subject, 
and leave it to the ‘ ‘ zeal of the rectorates and teachers by ade- 
quate instruction to awaken a lively interest for it in the pupils.” 
It will easily be seen that this regulation had no eflfect whatever, 
without necessarily blaming the rectorates and teachers concerned. 
A presentiment of the necessity of drawing again made itself feit 
in the ‘ ‘ Outlines of a Regulation for Learned Middle Scho'- 1 -