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 dominated by the new state of affairs. What is now taught in the art schools is not how to surmount technical difficulties, but what to consider beautiful and therefore what subjects to treat. "Academic" education becomes permeated with the classical spirit.

Much has been said about this academical classicism. There is no doubt that the so-called "David" theories are responsible for a great deal of formalism and coldness, yet it would hardly be just to allow oneself to be blinded by hate of formal æsthetics to such a degree as to overlook its good sides. Classicism killed gracefulness and life, but together with these it also killed mannerism. To its credit is that thorough artistic education, on which grew up Ingres, and on which Dégas, Ingres' greatest admirer, was brought up. In Russia, too, classicism had rather beneficent effects. We cannot expect excellent results of a system which undertook to form artists out of men, many of whom were completely lacking in natural endowments. At any rate, this rigid education gave several masters an opportunity to become prominent. Although devoid of temperament, they accumulated at the Academy a great deal of well-digested knowledge, which they were able to transmit to their more gifted pupils.

Losenko was the first of these art teachers, who inaugurated and cultivated strict artistic schooling in