14. Card-playing and all other playing for money is forbidden.

15. The pupils are expected to use their spare time not only in careful preparation of their school work, but also as far as possible in general self-improvement.

in

16. The pupils are to take care to conduct themselves in public with propriety, and to endeavour every way to do credit to the school.

17. Non-attendance, unpunctuality, late return at the end of the vacation, misconduct, idleness, inattention, and disorder will be severally punished.

18. The various punishments consist of admonition, reprimand, entries in the class-book, detention on free afternoons, censure by the director, complaint by the director to the relatives, and finally expulsion from the school.

19. The director has power to exempt at his discretion certain pupils, according to their age and capacity, during a part or the whole of their school career, from the strict observance of the regulations contained in the foregoing paragraphs.

APPENDIX II.
FRANCE.

The execution of the law of July

tary teaching of

OFFICIAL EXPLANATION OF THE LAW RELATING TO THE ORGANISATION AND MANAGEMENT OF PRACTICAL
SCHOOLS OF AGRICULTURE AND FARM SCHOOLS IN FRANCE.

To the Director of the Farm School of

Sir, Paris, 12th August, 1875. A law of the 30th of July, 1875, has just reorganised the practical elementary teaching of 30th, 1875, on the agriculture. While establishing schools of an intermediate grade between State schools and farm schools, practical elemen- the law has permitted these latter schools to remain, and has even given them a new departure. agriculture. Whatever may have been the opinion which has been formed respecting the utility of the instruction they provided, such of the schools as have withstood the tests to which they have been submitted have exercised a real influence for good upon agricultural progress, and we have cause to be thankful to them for the services which they have rendered, not only by the example they have furnished of a model system of cultivation, but also for the instruction given by them to their pupils. But inasmuch as the old farm-school had no raison d'être in districts which were, from an agricultural point of view, most advanced, this type of school ought also to cease to be carried on under its original organisation in certain departments in which its work has been accomplished, and where it has prepared the way for an intermediate system of instruction which the legislation of 1875 was especially designed to provide.

Farm schools are recruited in a great measure from among the rural workmen, and this should be the case; for, on the one hand, the apprentices execute all the laborious work of cultivation which would otherwise have to be done by hired labour, and, on the other hand, the instruction does not there rise beyond the most elementary. The resources of these schools under this head are insufficient for young persons prepared to receive a more advanced education, such as the sons of farmers in easy circumstances, and of the small proprietors who are so numerous in our country. But while the farm schools cannot offer them what they have the right to demand, the state schools of agriculture are difficult of access, and too costly for a large number of people. Thus professional agricultural instruction of the high scientific character which is imparted in the state schools, and that having the exclusively practical direction which is maintained in the farm schools, are equally wide of the middle degree of education which would suit a large class of cultivators; precisely that class, in fact, which can contribute most powerfully to stimulate agricultural progress. The principal object of the law of the 30th of July, 1875, was to fill this gap.

The schools created in pursuance of the 1st Article of that law will, however, preserve a practical

character.

The time in them will be divided into two nearly equal parts; the one devoted to a superior primary instruction, to which natural sciences and special courses will be added; the other being assigned to working on the farm. The teaching will not, however, be regulated in accordance with any uniform programme. On the contrary, the endeavour will be to render it appropriate to the cultural conditions of the different districts, and to make it, so to say, reflect the particular features of each. The same variety is also to be introduced in the programmes of the farm schools.

There can be no doubt that an instruction thus constituted must have a considerable influence in perfecting the methods employed in the cultivation of the soil; and it is much to be wished, also, that the sons of small cultivators, once provided with a good primary instruction, may have the desire to acquire such knowledge as is indispensable to an intelligent and reasonable practice of the profession which they will one day exercise.

If you consider, sir, that the time has arrived when you can advantageously transform your farm school into a practical school of agriculture, such as is defined by the law, my department will lose no time in considering the question, and will gladly give you its support, under these circumstances, before the general council of your department. Allow me to add that I earnestly look forward to the moment when this change may be effected, for I shall see therein the proof that progress has been realised in your neighbourhood.'

In the meantime the farm schools will continue to be administered by the law of 3rd October, 1848, with the exception of some modifications which I am about to bring under your notice.

A committee of supervision will be instituted over each farm school. This committee will be composed of: The inspector-general of the district as president, of a professor of science attached to an establishment for public instruction of the department, of three members of the general council elected yearly by that body, and lastly of two members chosen from among the principal agriculturists of the department. The member belonging to the teaching staff will fulfil the duties of secretary.

The functions of the committee are defined in the 9th Article of the law. Its duties will consist chiefly in considering the programme of instruction, and the attainments to be required from the candidates.

The

1

The immunity accorded by Article 11 to those holding the certificate of apprenticeship is such as to make it more sought after, and perhaps this will have the effect of attracting a larger number of young people to the farm-schools. The same Article 11 (s. 2) ordains that, in the case of apprentices entered after the promulgation of the law, the premium on departure (prime de sortie) should be withheld if they do not obtain the certificate for completion of studies. This provision is intended to extend the privilege which existed under the old state of things to the apprentices entered up to this date, notwithstanding the ministerial circular of the 23rd of February last.

The action of the committee of supervision will naturally take place on the occasion of the visits which they will make to the establishment for the various examinations. It is at this time especially that they will be able to ascertain if the programmes have been faithfully followed; if the results obtained show a good method, and testify to the solicitude of the masters on behalf of the pupils. It will also be possible for them to assure themselves, by the bearing of the young men, whether, by a firm yet paternal hand, the necessary discipline is maintained, and a wholesome moral influence is exerted over the farm school. But the committee will not interfere in the farming operations. The directors of the farmschools conduct the farming at their own risk and cost; having the personal responsibility of their management, and it is essential that they should exercise their unbiassed judgment. If I should think it right to advise you further on this point, it will be to your interest to consider the same.

In order to preserve unity in the management, I should recommend the committee to show themselves very circumspect in offering direct opinions in their relations with you. They will record their remarks and criticisms, if there be any occasion for them, in an official report of their meetings, which will be transmitted to the authorities.

The pupils of the farm schools had not formerly the right to one year's voluntary service. This privilege is now acquired by those who obtain the certificate of apprenticeship. Nevertheless, this favour has not been accorded without conditions. Military exercises will be instituted in each farm school (Art. 7), and an officer of the army deputed by the minister of war will attend the final examinations. I shall have to consult with my honorable colleague on this subject, and I will forward to you special instructions as soon as I shall have decided upon the practical means of realising the prescriptions of the law.

It is part of the programme of farm schools to improve the primary instruction of apprentices. The 10th Article will permit them to have good masters whom they may borrow from the public instruction department without breaking their engagement with respect to military service. Several of your colleagues have expressed regret at different times that this power did not exist; you will now be able in future to entrust to a teacher the functions of a responsible superintendent.

Such are, sir, the explanations into which it has appeared necessary that I should enter to show precisely the spirit of the law of 30th July, 1875. The wise and benevolent provisions which it promulgates will, I hope, mark the beginning of a new era of prosperity in professional agricultural instruction.

I shall be obliged to you if you will be good enough to acknowledge the receipt of this letter.
Receive, sir, the assurance of my distinguished consideration.

The Minister of Agriculture and Commerce,

C. DE MEAUX.

For dispatch,
The Director of Agriculture.

LAW RELATIVE TO THE DEPARTMENTAL AND COMMUNAL INSTRUCTION IN AGRICULTURE IN FRANCE. The Senate and the Chamber of Deputies having adopted, the President of the Republic promulgates the law of which the text follows.

Article 1.

Within a period of six years following the promulgation of the present law, a chair of agriculture shall be established, in accordance with the following rules, in the department not already possessing this institution.

The programme of instruction shall include all branches of agricultural industry, and more specially the study of the methods of cultivation of the region.

Article 2.

The departmental professors of agriculture will be chosen by competition, and upon the report of a jury selected by the Minister of Agriculture, and constituted in the following manner:

1. The inspector general of agriculture, president;

2. The inspector of the academy;

3. A professor of chemistry or physics;

4. A professor of natural sciences;

These two last examiners will be chosen from the teaching staff of the agricultural institute or of any agricultural school, and, in their default or absence, they must belong to the State university.

5. A professor of the veterinary college or of the nearest school of medicine, or a certificated veterinary surgeon.

6. Three agriculturists, chosen by the departmental commission from amongst the members of the agricultural associations of the department, who are nominated by each of these associations. 7. A councillor general, designated by his colleagues.

The professors of agriculture will be appointed by an order concerted between the Minister of Agriculture and the Minister of Public Instruction.

Article 3.

The competition will take place at the chief town of the department; the examination will turn upon the general principles of agriculture, vine-growing, arboriculture, and horticulture, and on the sciences in their application to the situation, the productions, and the climate of the department. 17-2 H

Article

Article 4.

The programme of the competition will be decided upon by the ministers of agriculture and public instruction, in accordance with the advice of the agricultural associations and the general council of the department.

Article 5.

The candidates must (in order to be admitted to the competition) be Frenchmen, and be at least twenty-five years of age. If they can produce the diploma of bachelor of science, or that of the agricultural institute, or of any agricultural school, a certain number of marks fixed by the minister of agriculture will be allowed to them.

Article 6.

The professors of agriculture must give lessons at the normal primary school (near to which they ought to reside, if this is possible), also at other establishments of public instruction where they are required, and they must give agricultural lectures in the different communes of the department to the teachers and agriculturists of the region.

Article 7.

The salary of the departmental professor of agriculture will be paid from the funds of the budget of the ministry of agriculture and from those of the budget of the ministry of public instruction. The expenses of the journeys will be chargeable to the department.

Article 8.

The functions, as also the dismissal, of the departmental professors of agriculture will be determined by public administrative enactment.

The order in question will determine the salary of the departmental professors.

It will also fix the minimum expenses of the journeys of the professors of agriculture with reference to each department, in accordance with the advice of the general council.

Article 9.

The professors of agriculture already actually employed, whether they have been nominated after competition or not, will not have to undergo the test of a new competition.

Article 10.

Three years after the complete organisation of agricultural instruction in normal primary schools, elementary instruction in agriculture will be included in the obligatory subjects of primary education.

In those departments, however, in which instruction in agriculture has already been organised at the normal primary school for more than three years, the departmental council of public instruction may decide whether this same instruction shall be compulsory in all the primary schools of the department. The programmes of this instruction in each department will be drawn up after consultation with the departmental council of public instruction.

The present law, deliberated upon and adopted by the Senate and the Chamber of Deputies, will be executed as a law of the State.

Given at Paris, June 16th, 1879.

JULES GRÉVY,
President of the Republic.
The Minister of Agriculture and Commerce,
P. TIRARD.

APPENDIX I.

MR. PEARCE'S REPORT on the System of Art Teaching in the "Kunstgewerbe Museum und Schule" and "Kunst Schule." Plates XVII, XVIII, XIX, XX, and XXI.

BERLIN.
KÖNIGGRATZER-STRASSE.

THE Kunstgewerbe Museum and School in Berlin are in a large handsome building, the materials of which are brick and terra-cotta, in the style known as the "Hellenic Renaissance." It stands free, and has uninterrupted light on all sides. Plates XVII, XVIII, and XIX.

It contains a large Industrial Art Museum, and possesses school accommodation for 800 students.
The Museum is specially arranged to suit the trade requirements of Berlin.

The school is divided into day and night classes, but, as with us, most of the students attend both.

The students attending the night classes only do work of an elementary character.

The professors, masters, and teachers are forty in number, twenty for the day and twenty for the evening classes. They are appointed specially on account of their capabilities as teachers and their high attainments in the various departments of technical art they represent.

The whole system of instruction is under the superintendence of a director, whose word is absolute law, who is never interfered with in his professional work, and is responsible to the Minister only for the success of the school. The director of this school is also director for the schools which train the art masters and mistresses known as the Kunstschulen.

The school year is divided into two sessions, summer and winter. The fees for attending all classes during these sessions would be 72 marks, or £3 12s., for the summer session, and 36 marks, or £1 16s., for the winter session.

The school year consists of nine months, the remaining three months being spent by the pupils in working at their various trades.

The school and Museum, too, are largely supported by substantial yearly grants of money from the State.

The director can spend the money granted to the school in any manner he thinks suitable; generally it must go to the working expenses and in granting scholarships to deserving pupils.

Every advantage is given to the pupils of the school to study in either the Museum or the library of the Museum. The Museum is under a director and two assistant directors. The school is essentially a Trade Art School, no pupils being allowed to study in it unless they are preparing to become trade designers.

Male and female students may attend the classes.

In the ordinary school classes the male and female pupils work together a great advantage to both-the men work harder and play less, and the women talk less and profit by observing the stronger work of their associates. Owing to the number of drawings exacted from each pupil in a given time by the teacher, idle gossipping, loitering, &c., are avoided. Order and discipline are perfect in all the rooms from the fact of the great interest taken by the teachers in the work of their pupils.

In the studios of the professors men only work, except the one devoted to textiles, where the students are mostly women.

The hours of study are from 80 in the morning to 9:30 in the evening on all days of the week excepting Sundays, when the school closes at 12 o'clock noon.

All pupils on entering the schools work from Jacobsthal's copies. These are arranged in a most systematic manner, so as to allow of a gradual development of the student's power. The broad divisions are frets, mouldings, including the volutes of the Greek and Roman Ionic orders of architecture,-anthemions, scrolls, Renaissance ornament-principally Italian, and naturalistic foliage. These, again, are subdivided into frets,-single, double, and triple; mouldings, painted and sculptured; anthemions, of the single unit; then a combination, as on the hypotrachelium of the columns of the Erectheum; and then flat combinations of several forming a design; Roman scrolls; Renaissance intarsia patterns, some copied from Meurer's examples of the choir stalls of the church of St. Maria in Orcagna, in Verona,-care being taken by the teacher to explain thoroughly the treatment of the acanthus foliation and the contrast between the work of this period and that of the Greek and Roman; then the more ornate style, where animal and figure forms are introduced; naturalistic foliage; flat treatment of such plants and shrubs as the acanthus and laurel; then sculptured treatments of the same.

After the second copy of Greek frets has been made, the pupil must do at home either a memory study of one of them, or a design combining the principles already learnt. Thus, at an early period, his future as a designer is kept in view. Prizes to a small amount are offered for the best drawings. Tinting, too, especially if the student intends to be a decorator or lithographer, is also insisted upon, and here could be seen a great advantage in commencing with the fret. The tint has to be laid on with one stroke of the brush, the various changes of direction of line enabling students to combat the difficulties of flat washing, and no retouching or stippling is allowed.

The intelligent pupil was not permitted to remain long in merely copying what was before him, but soon had to translate and adapt. Thus, the start of the ornament may be a shield, as at figure A, plate XX-the student is required to put a leaf or boss instead, as at A*; the shape of the panel may be rectilineal, as at B,-the pupil is required to adapt the ornament to fill such a shape, as at B*. The tinting, too, had to be done differently, and the harmony brought about by succession instead of contrast, -a subject previously explained by the teacher.

In this elementary room there were several pupils learning lettering, and, as they were lithographers or writing engravers, this study would be extremely useful to them.

The next step was to draw from simple casts, mostly of Renaissance details and special forms of ornament designed by the teacher, in a firm and vigorous outline, some using the brush, others the charcoal and chalk point. Large casts, like the Madeleine and Louis XII. pilasters, were not allowed to be copied. All drawings had to be larger or smaller than the example. The student had to supply any defect in the cast, and could introduce slight shading if it assisted in giving the expression. Throughout the whole system of the work pupils were told to try and make the drawings "look nice," and for this reason good examples done by the teacher, or published under the direction of the director, treating the same on, similar casts, were shown them.

Designs had to be done at home introducing the details learnt in the class, and the pupils were expected to show excellent technique, as well as judicious adaptation.

The work done in this department corresponded to our stage 3b, and was certainly nothing like so good in neatness of finish, excepting when done by special handicraftsmen, for instance,-lithographers or engravers.

Shading from simple forms, such as prism and casts ot high relief ornament, came next, corresponding to our stages 8a and 56. These forms had been designed by the director and modelled and cast in the schools. Figs. 1, 2, 3, 4, and 5, plate XXI, represent some of the shapes and the order in which the pupil had to study them.

The shading throughout every department in the school is done on grey paper, the colour of the paper being used as the half-tone, the broad shades drawn with the stump, the dark shadows and high lights being then touched in with the chalk point and white chalk or Chinese white. The reason for using the tinted paper in preference to the white is this:-Tempera painting is largely done, the method adopted being,-1st, an uniform flat tint, equal in depth to the prevailing half-tone, is put over the whole drawing, the shades being then added, the deepest parts of the shadows and the brightest lights coming last.

If students are accustomed from the beginning to shade in this manner they are better able to overcome the difficulties in the more advanced work.

As will be seen from the illustrations, the objects and casts were simple in character, and great care was taken by the teacher to explain the broad planes of light and shade to the pupil, e.g., the cylinder must be first studied as an object of many sides, where the gradations of tint are easily seen, and in shading even from the perfect sphere or cylinder the forms of such gradations are drawn first. This system was carried to a very advanced stage in all departments,-life, antique, and still-life painting.

There is no kind of work in the schools corresponding to our stages 6 and 7,* which are with us practically obsolete.

Stage 8, with the necessary accompaniment of stage 9, forms the longest and most important period of study, all pupils, excepting the architectural, being compelled to pass through this course. The times of practice in these stages were so arranged as not to interfere with the daily work in the ateliers of the Professors,

*Stage 6. Drawing the human figure, and animals' orms, from flat examples.
Svage 7. Drawing flowers, foliage, and objects of natural history, from flat examples.

Professora, thus the primary object of the "Kunstgewerbe Schule" was not lost sight of. Continuous daily or weekly study in either an antique or life room would not be allowed. The times of study were

on four days in the week, the fifth being devoted to anatomy-both lecture and practice.

In the atelier for figure decoration, a living model, generally female, would be posed, and rapid time sketches made to be afterwards adapted to a design; but this was the only exception to the general rule forbidding figure drawing between the regular working hours of 8 to 4.

In stage 86' the model of the cast, in planes only, was placed by the side of the finished example, so that the student could comprehend the largeness of surface, a useful plan for decorators who do not carry on figure study to an advanced point. The shading, as before stated, was done on grey paper. The general result obtained from most of the drawings by the pupils is an exact imitation of plane and firm outline, but at the same time a general character of conventionality.

From the life model-always male-in the general class room the highest credit was given for the study treated in a large manner and best expressing the action and pose. When the drawing was unusually good, the teacher suggested an adaptation of the figure to a design, the study being placed side by side with the adaptation when submitted to the director. Some of the students worked in outline only, in the style of Dürer, others on grey paper.

Before pupils began their drawings the teacher gave a capital lesson upon the proportion, pose, and character of the model, illustrating his remarks on the blackboard. Where the long bones of the limbs were subcutaneous, special reference would be made to the form in these parts.

The accommodation in this life-room was excellent, more than 40 students being able to get a good view of the model, and as the seats and stands were fixed, no time was lost-as with us-in the unnecessary arranging of places every time there is a different model.

The model sat for four nights only. The poses were excellent. A cast of a figure from the life, excepting the head, is sometimes placed in a position for pupils to draw instead of the living model.

One day in each week, after 4 o'clock, is devoted to the study of anatomy. The room used was the same as that devoted to study from the life. Lectures were given, and in this order, bones, ligaments, muscles, and tendons, surface forms,-their causes, &c. Between the lectures pupils are obliged to prepare a series of drawings to submit them upon the evening of the lecture to the teacher.

Life-size drawings with the lengths of the principal long bones of the extremities and groups of bones marked, were drawn in oil colour upon a blackboard in three positions, front, side, and back. The teacher explained from these drawings and the skeleton, pupils making notes especially of the character of the bones, from an artistic point of view, and their subcutaneous parts. All the drawings are done life size from actual measurement of the bones.

In teaching the muscles the pupils had to come with drawings inked in similar to those upon the blackboard, and to a proportionate scale. The teacher explained the origin, insertion, and use of muscle, then made a drawing of it upon the blackboard in red chalk over the bones previously drawn there, the pupil carefully following upon his own drawing. This seems to be an excellent method, and the students greatly profited by it as their life studies testified.

Studies, full size, from casts of muscles and large diagrams designed by Professor Ewald had to be made in the intervals of the lectures, most of the men devoting Sunday mornings to this purpose.

Lectures on advanced perspective (most of the pupils, if not all, learn the elementary principles of perspective in the "Fortbildung" schools) were given, the method adopted being similar to the one used by architects.

All students must attend this course either before or after, generally before, the anatomical, but must not do the two together.

Architects, furniture designers, iron workers, figure decorators were expected to enter upon this course most thoroughly, and no objection was raised to the ordinary day-work being given over in the atelier, and this taking its place, so important was it considered.

The course consisted of some twenty lectures, and large objects and subjects, sideboards, bookcases, interior of a room, flight of steps, arches, &c., were drawn in perspective, our small objects being strongly condemned as being unpractical. The drawings were always done to scale, and the advanced students often made measurement drawings of suitable subjects selected by the professor, thus the student comprehended the actual shape and the appearance of the object at the same time. Surprise was expressed at our adopting a method that could never be applied to a large subject, and which made prisms, cylinders, cones, &c., 12 feet long and 10 feet diameter, dimensions of a gigantic character, and never seen in reality.

Sciography formed a portion of this course, and was most excellently taught. Modellers and applied relief designers, decorators and architects made very elaborate studies in this department. The tinting is done in a series of flat washes, commencing with the lightest, no softening with a water brush being allowed. The gradation of rounded forms is expressed by a series of flat washes, the greatest care being taken by the teacher to explain the true shape of the most subtle tint either on a sphere or vase. Excellent models afforded pupils every possible chance of thoroughly understanding this subject.

If pupils had not determined their trade before entering the schools they were permitted to study for two years, at the end of that time were compelled to inform the director as to their choice. No pupil is allowed to remain longer than this period without making known his or her decision. Should the pupil wish to be trained as an artist or sculptor instead of a designer for trade purposes after this preliminary course of study, he or she was at once requested to leave and join the Academy Schools. The line of demarcation between a school of fine or painting art and a school to train designers was always firmly marked. In addition to the subjects already mentioned, these pupils necessarily younger than those in the ateliers painted in sepia and made studies from groups of still-life. These studies, especially the sepia, were of large size, and painted in a manner suitable for decorative purposes. The still-life groups

were arranged as compositions in colour, but on purely decorative principles, e.g., in festoons from one and two points of support, and were most useful for means of reference to the student in his or her subsequent career. Some painted in oil, but the greatest number used water-colour, and a few, especially clever pupils, tempera. Directness of aim and precision of touch were the primary considerations in the technique, and no retouching or stippling was allowed. All the studies in this, as with the other depart

ments, were timed.