The teaching of drawing was also very incomplete, especially in its
first commencement; but drawing from right-angled prisms with equal
sides, in various lengths, which was one of the exercises required at a
later stage, and drawing other mathematical figures by means of which
the comprehension of the forms of actual objects of every-day life might
be facilitated were much more to my mind. Schmid's method of drawing had
not yet appeared.
In physical geography, the usual school course, with its many-coloured
maps, had been left far behind. Tobler, an active young man, was the
principal teacher in this section. Still, even this branch had far too
much positive instruction[46] for me. Particularly unpleasant to me was
the commencement of the course, which began with an account of the
bottom of the sea, although the pupils could have no conception of
their own as to its nature or dimensions. Nevertheless the teaching
aroused astonishment, and carried one involuntarily along with it
through the impression made by the lightning-quickness of the answers of
the children.
In natural history I heard only the botany. The principal teacher, who
had also prepared the plan of instruction in this subject for all the
school, was Hopf, like the rest an active young man.
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