I 
40 ART ED U CAT ION. 
the Kingdom of Bavaria” (elaborated by the Consultative Com 
mission, 1870) ; but it was simply a jack-o’-lantern, as the idea 
was not in the least adhered to. The paragraph in question (2) 
runs thus : “ Instruction in drawing, in accordance with the pre- 
vious regulations of the order of study, is admitted into the 
scheme of instruction as an elective subject. In view of the im- 
portance of this study for the development of the feeling for form, 
and for the education of a refined taste, it may be legitimately 
asked, whether it should not be preseribed as a compulsory sub 
ject of study, at least in the classes of the Latin School. But, as 
the Commission has not discussed this point, drawing has been 
treated as an elective subject of study in the ‘ Outlines ’ under eon- 
sideration, in accordance with previous regulations.” 
So the question remains an open one for the present; but from 
day to day it presents itself more urgently to the humanistic edu- 
cational institutions. Art-education knocks loudly at tke doors 
of the Gymnasia; and they will not fully justify their title of 
“Humanistic Educational Institutions” until this unfortunately 
too long neglected study shall have been added as a Supplement to 
those now recognized. 
We shall now turn to the schools in which drawing is practiced 
mainly in the interest of industry, i.e., to the Industrial Improve- 
ment Schools, and to the Industrial and Technical Schools proper. 
Nearly every more important place in Bavaria has its Industrial 
Improvement School, most of them supported by the communes, 
in which partly purely industrial, but sometimes also agricultural 
and commercial interests are cared for. It is the first aim of these 
schools to give to the artisan the elements of general education, 
rather than to prepare him for his special calling, so as to train 
able men in the industrial classes, who shall unite a certain intel- 
lectual maturity with a knowledge of their specialty, and who 
shall be equal to the demands made upon them by the social and 
political life of to-day. 
Nobody will deny that drawing is called upon to play an impor 
tant part in these schools. It must- be employed to exert a purify- 
ing influence upon taste, and must also give that necessary techni- 
cal skill which is so directly applicable to practical life. The 
former can be reached only by means of a systematic course of