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upon physical exercises as an obligatory part of education in the higher schools. But the physical exercises thus introduced, though salutary in themselves, were divorced from the artistic influences of the Greek gymnastic. Humboldt's chief aim had been forgotten. His system of organization had rooted itself, but his educational ideal, to which he attached far greater importance than to administrative regulation, was ignored. In later years, though such Neo-Hellenism as Humboldt's had long gone out of fashion, the weakness of the higher schools on the side of artistic training was recognized. But a corrective for this was sought in instruction about art, not (except so far as a little teaching of drawing went) in the practice of an art. An attempt was made to cultivate aesthetic appreciation by lessons which imparted knowledge but did not attempt to train the power of artistic production--an aim which was regarded as unrealizable, except in vocal music, and of course through literary composition, in a secondary school. Thus Humboldt's original purpose has been almost wholly unachieved. The schools, admirably organized on the intellectual side and, within certain limits, increasingly efficient in their physical training, are, as a rule, lacking in the influence of art, as indeed in most cases are the corresponding schools in other countries. The spring of artistic training has not been touched. The divorce between intellectual discipline and artistic influence (except indeed so far as the latter is operative through the study of literature, through a little drawing, and through vocal music) is complete. This defect is felt even more keenly in Germany than in England, because in the German schools the intellectual pressure is more severe, and the schools do less for the cultivation of those interests which lie outside the limits of regular class-room work. Wilhelm von Humboldt gave little direct attention to the work of the elementary schools. His chief concern was with higher education. But in the elementary schools also, except in so far as they gave much care to vocal music, the course of training failed to make use of the educative power of art. A conviction that there is an error has led in Germany, as in England and America, to an increased attention to drawing and to attempts to interest children in good pictures. But there is still (except in the case of vocal music and a little drawing) an unbridged gap betwe
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