no results—and once, by accident, I opened the collection of Ruibnikof, and the poetic demand of the pupils found full satisfaction, a satisfaction which, when I calmly, and without prejudice, compared the first song I came to with Pushkin's last production, I could not help finding legitimate. I had the same experience also in regard to music, concerning which I shall not have to speak.
I will try to sum up all that I have said. To the question, Are the arts—les beaux arts—necessary to the people? pedagogues generally hesitate and grow perplexed; only Plato decides this question boldly in the negative. They say: it is necessary, but with certain restrictions. To give all men the possibility of becoming artists would be harmful to the social organization. They say: certain arts and their degree can exist only in a certain class in society. They say: the arts must have their exclusive servants, devoted to one task. They say: great talents must have the possibility of coming forth from the midst of the people and devoting themselves exclusively to art. This is the greatest concession which pedagogy makes to the right of each person to be what he wishes. To the attainment of these ends all the efforts of the pedagogues are directed, as far as art is concerned. I consider this unjust. I suppose that the demand for the enjoyment of art and the service of art exists in every human being, to whatever class and environment he may belong, and that this demand is legitimate and must be satisfied.
Taking this position as an axiom, I say that if inconveniences and incongruities are presented by each person having an enjoyment of art and its reproduction, the cause of these inconveniences lies not in the method of its transference, nor in the diffusion or concentration of the arts among many or few, but in the character and tendency of the art, in which we must be dubious so as not to put what is false on the young generation, as well as to give this young generation the opportunity for working out something new both in form and in content.
I present an account of the teaching of drawing in
