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iv. education and . mental culture.
sköna och dess lagar" (The Beautiful and its Laws), perfect in style, but
unfortunately not published until after his death.
The flood of positivist ideas which invaded Sweden in the eighties brought
with it a new realistic conception of art and poetry. In opposition to the
previous, somewhat diluted aesthetic idealism, a demand arose for truth and
naturalness in art. The eighties of last century yielded no theoretical
contributions of any importance to aesthetic literature. Soon enough a reaction set in
against one-sided naturalism. Ola Hansson (b. 1860) combated it in his
"Materialismen i skönlitteraturen" (Materialism in Polite Literature), and Verner
von-Heidenstam (b. 1859) polemised against it. The latter formulated his aesthetic
creed in the essay "Inbillningens logik" (Logic of the Imagination), which forms
part of his work "Tankar och teckningar" (Thoughts and Sketches).
Professor Hans Larsson (b. 1862) has elucidated the fundamental ideas of
aesthetics from the standpoint of his philosophy of intuition in his work
"Poesiens logik" (The Logic of Poetry), and professor Evert Wrangel (b. 1863)
has published the first modern Swedish system of poetics and has discussed
numerous artistic problems in his "Estetiska studier" (Aesthetic Studies). Ellen
Key (b. 1849) has in various works emphasized the social significance of art,
and Richard Bergh (b. 1858) has with artistic delicacy interpreted the biological
significance of art or, broadly speaking, art as life. E. Petrini (b. 1856), lecturer
in theoretical philosophy at Uppsala, has written an Exposition and Criticism of
Zimmermann’s doctrine regarding general aesthetic forms, and J. A. Nilsson
(b. 1878), lecturer in aesthetics at the University of Lund, has published a
critical exposition of Guyau’s aesthetics and a study on Tegnér’s Philosophical
and Aesthetic Views.
Pedagogics.
When the Reformation had gained a firm footing in Sweden, a very warm
interest in pedagogics gradually began to make itself felt. More especially Bishop
L. Paulinus (Oothus) (1565—1646) was full of zeal for the education of the
young as well as for popular instruction. He published several works connected
with these subjects: speeches, catechetical writings, etc. Like the tutor of
Gustavus II Adolphus, J. Skytte (1577—1645), who also gained renown as an
author of educational essays, Paulinus was an adherent of the pedagogical ideas
of the Frenchman P. Ramus. An opponent to these men was the ardent
champion of the Neo-Aristotelianism, the versatile J. Rudbeckius (1581—1646), the
greatest Swedish pedagogue of the 17th century. He was most active as
educator and teacher at the University, and still more so as Bishop in Västerås, where
he founded the first Swedish gymnasium. Classical languages and theology had,
up to this time, been almost the exclusive subjects of instruction. Rudbeckius
introduced the study of several other subjects, amongst them natural sciences.
— Here falls also to be mentioned a Code for the higher schools, very excellent
for that time, issued in 1649. A complete system of pedagogics for the
schools is there given under the title of "detailed hints for the teachers". It is
chiefly the ideas of the pedagogues Vives and Comenius that this Code has tried
to express. — During the latter part of the 17th century many of the most
eminent churchmen worked with great zeal in propagating the knowledge of
reading among the peasantry. Thus, J. G. Gezelius, sen. (1615—90), compiled
complete schemes of instruction for country and other schools.
Sweden’s glorious scientific period, the so-called "Period of Liberty", was
conspicuous for the lively interest shown in pedagogics, practical education being
more the aim than previously. E. Eklund (1712—66) then published an extensive
"Manual of Education", and J. Browallius (1707—55) issued several pedagogical
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