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 Copy 1 
 
 Reprinted from the 
 
 tCATIONAL REVIEW 
 New York, April, 1896 
 
 EDUCATIONAL MUSEUMS AND 
 LIBRARIES OF EUROPE 
 
 ^'-^/' 
 
 BY 
 
 WILL S. MONROE 
 
■Ml 
 
VI 
 
 EDUCATIONAL MUSEUMS AND LIBRARIES OF 
 
 EUROPE 
 
 Probably the first formulated statement of the need and 
 character of a distinctively educational museum appeared in a 
 monograph' by School Inspector General Jullien of France in 
 1817. Jullien was indoctrinated with the educational theories 
 of Pestalozzi and desirous of their adoption in his own 
 country. He maintained that an important step in education 
 would be taken if there could be opened at Paris a permanent 
 exhibit of the teaching appliances used by Pestalozzi, together 
 with sets of those in use in other countries, and a library con- 
 taining the writings of standard pedagogical authors, Jullien's 
 well-directed suggestions, however, seem to have borne no 
 immediate fruit. 
 
 From the beginning of the present century, and in connec- 
 tion with various industrial and trades' expositions in Europe, 
 there had been exhibits of pupils' work and teaching appli- 
 ances; but the purpose was the temporary display of local 
 conditions rather than a permanent representation of edu- 
 cational progress. Perhaps the first permanent exhibit of 
 teaching appliances was that opened at Stuttgart in 185 1. It 
 was in no sense a special educational museum, but merely one 
 section of the Wurtemburg industrial museum. 
 
 What will surprise most readers is the fact that the first dis- 
 tinctively educational museum was organized in America — the 
 Educational Museum at Toronto, Canada, founded in 1853. 
 Four years later, 1857, as an outgrowth of the educational 
 congress and exhibit held at St. Maryn's Hall, London, the 
 Educational Division of the South Kensington Museum was 
 
 ' Jullien, Esquisse et vue pr^iminaire d'un ouvrage sur V Education compar/e 
 (Paris ; 1817). 
 
 374 
 
Museums a?id libraries of Europe 375 
 
 formed. The next one organized was at St. Petersburg in 
 1864. A year later one was organized at Leipzig, which, after 
 six years of struggle, was merged into the Comenius-Stiftung. 
 The Bureau of Education at Washington was estabHshed 
 in 1867. Three years later the national teachers' association 
 of Holland formed an educational museum at Amsterdam. 
 During the decade from 1870 to 1880, no less than a dozen 
 similar institutions were organized in Europe. 
 
 Some of these museums, as, for instance, at St. Petersburg, 
 Paris, Brussels, and London (Educational Division of the 
 South Kensington Museum), have been established and are 
 wholly maintained by the national governments, and are con- 
 sidered an integral part of the general system of education. 
 Several — at Munich, Budapest, and Neuchatel — are maintained 
 by state or cantonal governments. Berlin (the city museum), 
 Hamburg, Hanover, and Lisbon are the creations of city 
 governments. Others, as Amsterdam, Berlin (the German 
 museum), Hildesheim, Jena, Brunswick, Stockholm, and Lon- 
 don (Teachers' Guild) have been organized and are supported 
 by teachers' associations. A number of these educational 
 museums have been started as memorials to great educators, 
 as that in Leipzig to Comenius, that in Zurich to Pestalozzi, 
 and that in Fribourg to Girard. 
 
 There are in all thirty-five educational museums in Europe 
 in active operation and two — Vienna and Rome — that are 
 temporarily closed. A few have only the school museum, and 
 two or three only the pedagogical library. The general aim 
 of all is to bring to the attention of the teachers of their own 
 city, state, or country, the best methods and aids in teaching, 
 the steps of educational progress, the writings of great edu- 
 cators, and the condition of schools and education in the 
 different countries of the world. Several of the most impor- 
 tant educational museums described in this article were visited 
 by the writer. For accounts of the others he has relied upon 
 the excellent monograph" by Julius Beeger, and the reports, 
 
 ' Beeger, Die Pddagogischen Bibliotheken, Schulmuseen und stdndigen Lehrmittel- 
 ausstellungen der Welt (Leipzig, 1892). 
 
2y'j^ Educational Review [April 
 
 catalogues, and personal information furnished him by the 
 directors of these different institutions. 
 
 England — There are two educational museums in England — 
 the Educational Division of the South Kensington Museum 
 and the Teachers' Guild of Great Britain and Ireland. The 
 former, as already noted, grew out of the educational exhibit 
 and congress held in London in 1854, although it was not for- 
 mally opened until 1857. Its object, as set forth in a prelimi- 
 nary announcement, was to "aid all classes of the public, and 
 especially those engaged in teaching, by bringing together all 
 that is new and worthy of attention relating to education, both 
 in its primary and secondary branches, whether of home or 
 foreign production." 
 
 Although organized and controlled by the state, the growth 
 of the museum was due largely to the assistance given by the 
 producers of educational books and apparatus. Each object 
 was labeled with its name and use, the retail price, and the 
 name and address of the donor or exhibitor. The school 
 exhibit had eight departments: (i) school furniture and fit- 
 tings, models of buildings, etc. ; (2) cabinets and apparatus 
 for object lessons, toys, doll houses, etc. ; (3) drawing models 
 and materials; (4) musical instruments, especially such as 
 illustrate acoustics; (5) collections illustrating household and 
 social economy; (6) apparatus for elementary geography and 
 astronomy; (7) appliances for teaching the blind; (8) hy- 
 giene and means of physical training. In 1879 ^^^ museum 
 was called upon to vacate the rooms occupied by the school 
 furniture and the non-scientific apparatus, and these were 
 crowded into a wooden building and unsuitable corridors. 
 Nine years later these portions of the museum were dispersed 
 — the loan collections returned to the owners; and such as 
 belonged to the museum packed and stored. In the official 
 report for that year, it is stated that want of space rendered 
 this necessary. 
 
 The library, however, has continued to grow from the first. 
 Its aim has been to afford teachers and others interested in 
 education opportunities for examining and comparing the 
 
1 896 J Museums and libraries of Europe 377 
 
 various publications used in schools, together with such books 
 as bear on the history and progress of education at home and 
 abroad. Many of the books have been gifts; and one notes a 
 disproportion which is inevitable in a collection so largely 
 made up of donations. 
 
 In its original plan, the library included fourteen depart- 
 ments: (i) English language and literature; (2) classical lan- 
 guage and literature; (3) modern language and literature; (4) 
 biography and history ; (5) theology and church history ; (6) 
 works on pedagogy, reports, examination papers, etc. ; (7) polit- 
 ical, domestic, and social economy; (8) drawing and writing; 
 (9) music; (10) mathematics; (i i) geography and astronomy;. 
 (12) geology and mineralogy; (13) botany and general natural 
 history; (14) chemistry, general physics, and mechanics. Since 
 1883 no books have been added to the first five departments. 
 The present aim is to make it strictly an education and science 
 library. The library numbers 77,000 volumes, 10,500 of which 
 are works on pedagogy, reports, examination papers, etc. 
 The first catalogue was printed in 1857, and nine subsequent 
 additions have appeared. A new catalogue, containing all the 
 books on education, was published in 1893. 
 
 The Teachers' Guild of Great Britain and Ireland was organ- 
 ize in 1885, but it succeeded an earlier organization — the 
 Educational Society. Robert Hebert Quick, so well known 
 in this country and the sense of whose loss is so fresh upon 
 us, was one of the chief promoters of the Guild, Its aims are 
 threefold: (i) to form a society which shall be thoroughly 
 representative of all grades of teachers, and which shall be 
 able to speak with knowledge and authority on all matters of 
 education ; (2) to obtain for the whole body of teachers the 
 status of a learned profession; (3) to enable teachers, by union 
 and co-operation, to make better provision for sickness and old 
 age, and by the same means to do all such other lawful things as 
 may conduce to their own welfare and the benefit of the public. 
 
 The central office of the Teachers' Guild is in London (74 
 Gower Street), with thirty branches in different parts of Great 
 Britain and Ireland and the English possessions in Asia, Africa^ 
 
37^ Educational Review [April 
 
 and Australia. The scheme for the school museum includes 
 (i) a collection of school documents (curricula, time-tables, 
 syllabuses of lessons, examination papers, etc.); (2) school 
 class books of all kinds; (3) apparatus for history teaching; 
 (4) apparatus for geography teaching; (5) classical and anti- 
 quarian section (models of ancient dress, plans of cities, 
 temples, battlefields, etc); (6) school plant and apparatus; 
 (7) anthropometry; (8) music and drawing. Only a beginning 
 has yet been made in the museum. 
 
 The library of the Guild aims to supply teachers with the 
 books necessary for their professional training. So far it num- 
 bers but six thousand volumes, twenty-seven hundred of which 
 are strictly pedagogical. Nine hundred of these were pre- 
 sented to the Guild by Mrs. Quick after the death of her 
 husband, and two hundred of the rarer books used by Mr. 
 Quick in the preparation of his Educational reformers she has 
 loaned to the library. One hundred volumes from the library 
 of the late Mr. W. H. Widgery, one of the early promoters of 
 the Guild, have been presented as a Widgery memorial. The 
 library of the Teachers' Guild is the best small collection of 
 pedagogical books that has come to the writer's attention in 
 his European studies; and connected with no educational 
 museum or library has he found a more zealous band of edu- 
 cational workers — men like Watson, Storr, Russell, Garrod, 
 and Mitchell, most of whom are known in America through 
 their writings. 
 
 France — The Mus6e P^dagogique at Paris is the creation of 
 the French government. It was organized in 1879 — J^st after 
 the great exposition — largely through the efforts of M. Ferdi- 
 nand Buisson, the present director of elementary instruction. 
 It occupies a large three-story building of thirty rooms in the 
 Latin quarter of the city (41 Rue Gay-Lussac) and is unques- 
 tionably the best equipped and best supported educational 
 museum in the world. The most considerable accessions to 
 the museum have come through the expositions of 1878 and 
 1889, although the government has spared no expense to 
 make it first-class in every department. 
 
1896] Museums and libraries of Europe 2>79' 
 
 Manual training in all its varied forms of expression is fully 
 represented. The physical and chemical laboratories are most 
 complete. There is a splendid collection of objects in clay, 
 wax, and glass, representing every department of natural his- 
 tory. In the hall filled with beautiful marbles, casts, photo- 
 graphs, and other reproductions to illustrate art education,, 
 there is such an artistic representation of masterpieces as only 
 France could bring together. Perhaps there is nowhere a 
 fuller collection of the appliances to be used in the teaching 
 of geography — globes, maps, charts, pictures, diagrams — than 
 herCo Schoolhouses in miniature, school furniture, heating 
 and ventilating appliances, plans and photographs of school 
 buildings, and all the conceivable illustrative aids to be used 
 in teaching, bring the number of objects up to something over 
 six thousand and fill a dozen rooms. But with this superb 
 collection — costing vast sums of money and including about 
 everything that is best in the way of teaching appliances — 
 there is a want of organization and a failure to keep the 
 objects in proper condition which render it less helpful to the 
 student of education than the much smaller, but better organ- 
 ized and better kept, museum at Brussels. 
 
 The library of the Musee Pedagogique numbers fifty thou- 
 sand volumes, and these have been secured almost entirely by 
 purchase. The result is a much better selection than one 
 finds in the large pedagogical libraries at Leipzig, Zurich, and 
 London, where accessions have been made so largely through 
 gifts. Every department of education — the history, theory, 
 practice, method, growth of institutions and school systems, 
 treatment of defectives — is here represented by the best books 
 in the leading modern languages. The periodical, reference, 
 and reading rooms are admirably equipped for the accommo- 
 dation of students and readers. One finds here every educa- 
 tional journal of worth — in whatever language — that is printed 
 in the world to-day. The library occupies sixteen rooms. 
 
 Through the circulating department of the library, students 
 and teachers are reached in every part of the republic. All 
 such books are forwarded and returned, postage free, as 
 
3 So Educational Review [April 
 
 government matter. Books may be kept for two months. 
 The circulating department of the library has three sections: 
 (i) letters, including works on the French language and liter- 
 ature, history, geography, and political economy; (2) science, 
 including mathematics, physics, chemistry, natural history, 
 agriculture, horticulture, and hygiene; (3) pedagogy, includ- 
 ing general works on education, history of pedagogy, philoso- 
 phy, psychology, ethics, civics, school legislation, and the 
 theory, practice, and history of the fine arts. 
 
 Connected with the Mus^e Pedagogique are several confer- 
 ences on different educational topics. One of these is the 
 Franco-English Guild, under the direction of Mile. Williams, 
 professor of English language and literature in the Ecole 
 Normale at Fouteney-aux-Roses, and devoted to the interests 
 of modern languages. It has its own special library, lectures, 
 conferences, and classes, and publishes a journal in English for 
 the French teachers of this language. 
 
 Much of the best modern French literature on education has 
 emanated from the Mus^e Pedagogique. Besides the monthly 
 journal. Revue Pedagogique, devoted to elementary education, 
 which has been printed since 1882, and the monographs" which 
 it published in 1889, it has been publishing a series of 
 memoirs* since 1884 on every phase of educational activity, 
 more than 125 of which have already appeared. The printed 
 catalogue' of the library, prepared by Profesor Bonet-Maury 
 of the University of Paris, is the best bibliography of educa- 
 tion ever published in any language. It should be noted, in 
 passing, that probably no professional library anywhere is more 
 used than this at Paris. And its readers include not only 
 Frenchmen, but also Englishmen, Russians, Americans, 
 Italians, Bulgarians, Belgians, and Spaniards. The French 
 government, with characteristic generosity, freely admits the 
 pedagogues of all nationalities to its use; and those who know 
 
 3 Monographies p/dagogiques publi/es A l' occasion de V Exposition Universelle de 
 1889, 6 vols. (Paris, 1889). 
 < Af /moires et documents scolaires publi/s par le Mus/e P/dagogique. 
 "Bonet-Maury, Catalogue des ouvr ages et documents, 3 Tome (Paris, 1891). 
 
1896] Museums and libraries of Europe 381 
 
 it best, pay it highest tribute. A German educator, in describ- 
 ing it, remarked : "There is only one such collection of peda- 
 gogical books in the world." 
 
 Germany — But Germany is the country of educational 
 museums. It has in all seventeen, or nearly half the number 
 in all Europe. With a few exceptions, however, these are 
 small exhibits of school work and teaching appliances or 
 inconsiderable pedagogical libraries. The pedagogical library 
 (Padagogische Centralbibliothek) at Leipzig, and formerly 
 known as the Comenius-Stiftung, is a notable exception. To 
 except a small exhibit which it inherited from an earlier 
 organization, it dates its beginning from 1871 — the two hun- 
 dredth anniversary of the death of Comenius. Its concep- 
 tion and remarkable growth have been almost entirely due to 
 the efforts of one man — Julius Beeger, an enthusiastic student 
 of the writings of Comenius, and until lately the director of 
 the library. He began by issuing appeals to teachers, pastors, 
 and friends of education generally; soliciting gifts in books and 
 money. At the end of the first year the library numbered 
 2642 volumes, all but one of which had been acquired as gifts. 
 At the end of ten years the library numbered 30,919 volumes, 
 only 45 1 1 of which had been bought directly out of the 
 library's funds. It now numbers 66,604 volumes — probably the 
 largest collection of pedagogical books in the world, although 
 in no sense so select a library as the one at Paris. 
 
 The first volume of the catalogue* has been printed, and 
 other volumes are to follow. The library is subdivided into 
 fifty-six departments, only a few of which can here be noted : 
 Encyclopedias of pedagogy, 12 different works; collections of 
 standard pedagogical writers, 72; number of different educa- 
 tional journals — in German, 296; in Danish and Swedish, 4; 
 in English, 27; in French, 8; in Hollandish, 6; in Italian, 6; 
 in Portuguese and Spanish, 5; in Slavic, 6; sources of the 
 history of pedagogy, no volumes; general works on the 
 history of pedagogy, 29; history of distinct periods in educa- 
 
 * Beeger, Katalog der Pddagogischen Centralbibliothek {Comenius Stiftung), Zu 
 Leipzig, I Bande, II. Auflage (Leipzig, 1892). 
 
382 Educational Review [April 
 
 tion, 150; histories of education in different countries, 339; 
 •educational biographies, 472; histories of individual educa- 
 tional institutions, 3044; systematic pedagogy, 106; physical 
 •education, 205, etc. It covers in fact every possible depart- 
 ment of educational thought, and is especially strong in the 
 literature relating to the common {Bilrger) schools of Germany. 
 
 Students of education are always welcomed and are given 
 every possible assistance by the library management. It is 
 under the control of the Leipzig teachers' association, and is 
 sustained in part by the association and in part by appropria- 
 tions from the city of Leipzig and the kingdom of Saxony. 
 The library publishes a weekly journal for teachers, the Leip- 
 ziger Lehrerzeitung. 
 
 Berlin has two educational museums — the city (Stadtische 
 Schulmuseum) and the German (Deutsche Schulmuseum) 
 school museums. The former was organized in 1875, and is 
 under the control of the city authorities and receives an annual 
 appropriation of about $1000. It has a considerable collection 
 of illustrative apparatus and a library of 14,500 volumes. The 
 German school museum was organized in 1876 by the Berlin 
 teachers' association. It has a library of 16,000 volumes, and 
 has aimed to make complete collections of the writings by and 
 about Pestalozzi, Diesterweg, and Herbart. 
 
 The Thuringen school museum was opened at Jena in 1889. 
 It is controlled by the Thuringen teachers' association, but its 
 growth has been largely due to the enterprise of Ernst Piltz, 
 the director. The collection of school furniture, teaching 
 appliances, maps, charts, and text-books is good, although the 
 library of strictly pedagogical books is not large. There is, 
 however, at Jena, in connection with Professor Rein's peda- 
 gogical seminary, a professional library of about a thousand 
 volumes. 
 
 Bavaria has two educational museums — one at Donauworth, 
 organized in 1875, and under the control of the Bavarian 
 Society for Catholic Education, with a library of 40,000 
 volumes, and the other founded at Munich the same year and 
 controlled by the government. The latter has a permanent 
 
1896] Museums a7id libraries of Europe 383 
 
 school exhibit of some importance and a library largely com- 
 posed of text-books. 
 
 The Mecklenburg school museum, located at Rostock, was 
 organized 1887, and has a library of 2246 volumes. The 
 teachers' association of the Province of Saxony organized a 
 permanent school exhibit at Magdeburg in 1881. The educa- 
 tional museums at Kiel and Konigsberg were both organized 
 by local teachers' associations; the former in 1890, and the 
 latter in 1879. That at Konigsberg has a library of 5000 
 volumes. The educational library at Hanover was organized 
 by the city; and that at Hildesheim in 1889 by the local 
 teachers and has a library of 1000 volumes. At Hamburg, 
 since 1891, the local government has set apart the educa- 
 tional books in the city library in a room especially fitted up 
 for the use of the teachers. At Stuttgart, as before noted, 
 the educational museum is one section of a permanent indus- 
 trial exhibit. In addition, there are in Germany small school 
 museums at Augsburg, Brunswick, and Dresden. 
 
 Russia — The largest exhibit made by any educational 
 museum at the Chicago exposition, with the possible excep- 
 tion of the Bureau of Education of this country, was that of 
 Russia. Although under the administration of the depart- 
 ment of war, the Mus6e P6dagogique of Russia is conducted 
 in the interests of general education. It was organized as 
 early as 1864, at which time the Russian government bought 
 of Germany, France, England, and Italy large collections of 
 school apparatus which were displayed, in a building set aside 
 for an educational museum, at St. Petersburg. At the time 
 no suitable apparatus was manufactured in Russia. It was 
 soon discovered, however, that the imported material was too 
 expensive and not entirely suited for general use. It was 
 accordingly decided that the museum should manufacture cer- 
 tain pieces of school apparatus at government expense and 
 sell the same to the schools at nominal cost. The movement 
 succeeded even better than was anticipated, and after a short 
 time cheap workshops for the manufacture of physical appa- 
 ratus were organized at various centers. The museum has con- 
 
384 Educational Review [April 
 
 tinued to make collections of the best teaching appliances 
 used at home and abroad, until at the present time it numbers 
 16,500 pieces — probably the largest in the world. 
 
 The library numbers 15,000 volumes besides the publication 
 by the museum of certain text-books for the use of the young — 
 165,000 copies of one text for reading and writing having been 
 printed. During the winter months, when the library is most 
 used, from 70,000 to 100,000 books are drawn. The museum 
 edits a pedagogical journal, and at different times has printed 
 courses of study and suggestions to teachers. It also pro- 
 vides schools with collections for scientific instruction, and 
 gives them the temporary use of magic lanterns, slides, etc. 
 During the past twenty-five years, it has provided 122 1 public 
 lectures, 1182 readings for the people, 190 musical concerts, 
 and provided the apparatus for 163,187 lessons. The mu- 
 seum's aim, as formulated by the director, is (i) to be useful 
 to the educated and uneducated classes of the metropolis, 
 as well as to all who may seek its counsels and assistance- 
 (2) to look upon the collection of school apparatus not as a 
 final aim, but as a means of present improvement; (3) to keep 
 its operations not only open to the government, but also to 
 public control. 
 
 The museum organizes special conferences for the discus- 
 sion of educational questions ; and all persons having the cer- 
 tificate to teach in middle or higher schools, teachers of the 
 Holy Scripture, medical men, and persons connected with the 
 administration of the schools are eligible to active membership 
 in these conferences. At the present time there are eight 
 such conferences organized in connection with the museum, as 
 follows: (i) general pedagogical section; (2) section for the 
 study of the Russian language and literature; (3) mathe- 
 matics; (4) physics, chemistry, and cosmography; (5) geog- 
 raphy and natural history; (6) foreign languages (French and 
 German) ; (7) parents' circle, including teachers, physicians, and 
 parents interested in the physical and mental development of 
 young children ; (8) section for the discussion of questions 
 relating to the delivery of public lectures. 
 
1896] Museums and libraries of Europe 385 
 
 The operations of the Russian educational museum have 
 twice been exhibited in this country by large and creditable 
 displays — at Philadelphia in 1876, and again at Chicago in 1893. 
 It had similar exhibits at Paris in 1878 and 1889 and at Brus- 
 sels in 1880. Special exhibits were also made in connection 
 with the international geographical congress at Paris in 1875 
 and the international hygienic congress at Brussels in 1876. 
 It exhibited its workings to the Russian people at St. Peters- 
 burg in 1870, in connection with the manufacturers' exposi- 
 tion, with a display of foreign school appliances and its own 
 reproduction of the same. Two years later it participated in 
 the polytechnic exhibition at Moscow; and in 1890 it organ- 
 ized and conducted at St. Petersburg the first Russian exhibi- 
 tion of children's toys, games, and occupations. 
 
 Switzerland — The Swiss people have always been inter- 
 ested in education; and this interest is manifested not only 
 in the character of their elementary schools and higher institu- 
 tions of learning, but also in the establishment and mainte- 
 nance of other educational agencies, including school museums 
 and pedagogical libraries. There are four well-organized edu- 
 cational museums in Switzerland. The most important of 
 these is the Pestalozzianum at Zurich, organized 1875. The 
 others are at Fribourg, Berne, and Neuchatel. The Pesta- 
 lozzianum has four departments: (i) public collections, includ- 
 ing apparatus illustrating the present workings of the Swiss 
 schools, an exhibit illustrating educational practices in other 
 countries, a Pestalozzi memorial room, archives for the history 
 and statistics of education in Switzerland, and a library of 
 pedagogical literature ; (2) a bureau which shall organize educa- 
 tional conferences; (3) public lectures; (4) publication of 
 educational literature. 
 
 The museum contains very complete lines of work done in 
 the Swiss schools, samples of teaching apparatus used, as well 
 as appliances illustrative of the teaching aids in foreign coun- 
 tries. The exhibit is especially complete in the subjects of 
 drawing and manual training. One room — the holy of holies — 
 has been set aside as a memorial to Pestalozzi. Besides 1000 
 
386 Educational Review [April 
 
 Pestalozzian manuscripts and 1350 books and pamphlets relat- 
 ing to the great Swiss educator, it has the cradle in which he 
 was rocked, and other personal mementoes, together with a 
 fine collection of photographs of the different scenes of his 
 labors, and a full series of his portraits in paintings and 
 engravings. 
 
 The library contains 17,100 volumes, and the catalogue^ 
 just printed shows a wide range of educational thought. From 
 the first it has been under the direction of Professor Hunziker 
 of the University of Zurich; and although aiming primarily , to 
 promote the interests of the elementary schools, it has always 
 been an organic part of the university instruction in pedagogy. 
 Since 1880, it has published the Pestalozzibldtter , a high-grade 
 monthly journal devoted to the interests of education. The 
 Pestalozzianum derives its revenues from a number of sources — 
 the Pestalozzi Society, the city and canton of Zurich, and the 
 Swiss government. 
 
 The Musee Pedagogique at Fribourg was organized in 1884, 
 chiefly through the efforts of M. Leon Genoud, who repre- 
 sented the Swiss government at the educational congresses 
 held at Chicago in 1893. The museum has four departments: 
 (i) collections of teaching appliances; (2) pedagogical library; 
 (3) works by Pere Girard, and books relating to him ; (4) docu- 
 ments relating to the history of education, school legislation, 
 and statistics. The museum contains 9733 objects, and the 
 library 4643 volumes. It is especially strong on educational 
 works in the French and German languages. It publishes a 
 journal for teachers — the Bulletin Pedagogique. 
 
 The educational museum (Sweizerische permanante Schul- 
 ausstellung) at Berne was founded 1 879, although there had been 
 before that date a permanent school exhibit in connection with 
 the industrial exposition, on the plan of the one at Stuttgart. 
 It is managed by a teachers' association, and the city and 
 canton of Berne contribute toward its support. It includes (i) 
 appliances illustrating Swiss education ; (2) models of school- 
 houses, furniture, etc., used in foreign countries; (3) objects 
 "' Hunziker, Katalog der Bibliothek des Pestalozzianums (Zurich, 1894). 
 
1896] Museums and libraries of Europe 387 
 
 and materials illustrating the history of education ; and 
 (4) a pedagogical library. The museum has 1506 pieces, and 
 the library 8000 volumes. A monthly journal, the Pionier, is 
 published by the museum management. 
 
 In 1887 the educational museum (rExposition Scolaire Per- 
 manente) of Neuchatel was formed by the educational depart- 
 ment of the canton government. It aims to illustrate by 
 pupils' work, text-books, and teaching appliances the subjects 
 taught in the elementary schools. 
 
 Austria-Hungary — When preparations were being made for 
 the great international exposition of 1873 at Vienna, it was 
 decided to organize a permanent educational museum (Per- 
 manente Lehrmittel Ausstellung). A government regulation 
 provided that all new and valuable teaching appliances intended 
 for elementary schools should be procured and exhibited here. 
 The museum was well equipped by the accessions which came 
 to it through the exposition. It continued to grow, in spite 
 of insufficient funds, until it included 19,000 objects. But 
 financial difficulties finally compelled it to close. How long it 
 will remain closed, no one with whom the writer communicated 
 seemed to know; but it does not seem probable that a great 
 city like Vienna will be long without this educational institu- 
 tion. A recent monograph' by Professor Stejskal shows that 
 the Austrian schoolmen are agitating its reopening with con- 
 siderable vigor. 
 
 At Bozen a permanent school exhibit was opened in 1889, 
 and the same year the teachers' association of Tyrol organized 
 an educational museum at Innsbruck. The educational mu- 
 seum at Graz was opened in 1881. It occupies seven rooms 
 and has both a museum and library. The former includes 
 ■6840 objects, and the latter contains 2000 volumes. 
 
 Hungary has shown a larger interest in her educational 
 museum than Austria. From the first it has been a state insti- 
 tution and has received liberal support. The Hungarian edu- 
 cational museum (Orszagos tanszer-miiseum fo-feliigyelosege) 
 
 ^Stejskal, Die Errichtung eines k. k., osterreichischen Museums fur ErziC' 
 hung und Unterricht (Wien, 1894). 
 
o 
 
 88 Educational Review [April 
 
 was opened at Budapest in 1877. It has fifteen sections, 
 including plans and models of schoolhouses and furniture, 
 kindergarten supplies, apparatus for teaching the blind, outfits 
 for physical and chemical laboratories, globes, tellurians, maps, 
 and other geographical appliances, musical instruments, draw- 
 ing models and casts, and sets of tools used in the manual- 
 training schools. It numbers about 5000 pieces, and the library 
 contains 1200 volumes. A number of educational conferences 
 are organized in connection with the museum. 
 
 Belgiwn — The educational museum (Musee Scolaire 
 National) at Brussels is conceded by all familiar with such 
 institutions to be one of the best in the world — ranking in size 
 and excellence with St. Petersburg and Paris. The writer 
 found the museum portion more helpful than the one at Paris, 
 because of superior organization and greater care of the articles 
 displayed. The library bears no comparison with that at Paris, 
 or a half dozen others in Europe. This museum was the out- 
 growth of the international exposition held at Brussels in 
 1880, one of the exposition buildings (Palais du Cinquantenaire) 
 having been set aside for its use. It derives its support wholly 
 from the government, and this from the first has been liberal — 
 $3000 to $4000 a year. 
 
 In arrangement and display of work, the museum at Brussels 
 is a model. It has nineteen departments, and an excellent 
 catalogue* aids materially in the study of each. The first 
 section is devoted to legislation, organization, and statistics of 
 the schools of Belgium. By means of charts and diagrams, the 
 visitor gets at the outset a schematic view of the school 
 system of the country, and the relation which the different 
 types of school bears to the general system of education. 
 Section two is devoted to the earliest period of school life — 
 helps for the use of mothers — and a fully equipped kinder- 
 garten. Section three begins with the primary school ; and 
 here again is a model room entirely fitted up with furniture, 
 pictures, books, charts, and all the auxiliaries of such a school. 
 
 ^ Germain, Mus/e scholaire national : Catalogue provisoire des collections 
 (Bruxelles, 1892). 
 
1896] Museums and libraries of Eiirope. 389 
 
 Section four is devoted to the subject of agriculture as taught 
 in the primary, secondary, and normal schools. Methods of 
 teaching the blind occupy the fifth section. Domestic 
 economy and housewifery, with all the appurtenances of a 
 laundry and cooking school, form the sixth section. 
 
 Manual training, as taught in the elementary and normal 
 schools, is the basis of the seventh section. The courses of 
 study, drawings, models, and specimens of work done by the 
 Belgian children are exhibited, together with similar lines of 
 work from Sweden, France, and Germany. The eighth section 
 is devoted to geography. It contains 347 pieces, including 
 text-books, wall and relief maps, globes, atlases, products, 
 pictures, photographs, and models. It contains not only the 
 geographical aids used in the schools of Belgium, but also 
 good collections in use in other countries, including the 
 United States. The ninth section is devoted to the geography 
 of the Congo— a remarkably interesting collection, illustrating 
 the geography of that part of Africa by means of books of 
 travel, maps, pictures, photographs, natural products, imple- 
 ments used by the natives, etc. The tenth section is devoted 
 to the teaching of history and the Bible: the eleventh to 
 gymnastics and physical training; the twelfth to the organiza- 
 tion of normal schools; the thirteenth to the teaching of the 
 natural and physical sciences; the fourteenth to drawing and 
 historical art; the fifteenth to children's societies, savings 
 banks, and the effects of alcohol ; the sixteenth to school 
 organizations, supervision, and management; the seventeenth 
 to school hygiene ; the eighteenth to a temporary display of 
 the work done by the pupils in the elementary and normal 
 schools; and the nineteenth section is the pedagogical library. 
 The museum contains more than 5000 different objects, and 
 the library has 6500 books and 3000 pamphlets and reports. 
 
 Sweden — An educational library (Pedagogiska Biblioteket) 
 was opened at Stockholm in 1885 by the Swedish teachers* 
 association. It began with 2855 volumes, not including jour- 
 nals, reports, and catalogues, and now numbers more than 
 13,000 volumes. According to the first volume of the cata- 
 
390 Educational Review [April 
 
 loguc,"'the library is classified as follows: (i) journals, reports, 
 and proceedings; (2) encyclopedias and collections of standard 
 educational writings; (3) education and instruction in general; 
 (4) methods of teaching special subjects — religion, history, 
 geography, language, manual training, etc.; (5) university 
 education; (6) school hygiene and architecture; (7) history of 
 education; (8) school systems in other countries. The library 
 is open to the free use of teachers and school officers, as well 
 as to writers of text-books and pedagogical treatises. It is 
 supported by a teachers' association, and aided by appropria- 
 tions from the school board of Stockholm and the department 
 of public instruction for Sweden. 
 
 Spain — The educational museum (Museo Pedagogico) of 
 Spain was founded at Madrid in 1882, and intended rather for 
 the education of teachers than for the investigations of scholars. 
 It has a good collection of teaching appliances, and is most 
 used by the normal-school students. As in France and Bel- 
 gium, one notes special collections to illustrate the teaching of 
 historical art. Regular courses of lectures are organized by 
 the museum for the normal-school students and the teachers 
 in the vicinity of Madrid. Like the national museums in 
 France and the United States, the Spanish organization prints 
 many pedagogical documents which are distributed to the 
 teachers of the country. The printed catalogue" shows that 
 the library contains several thousand well-selected pedagogical 
 books. 
 
 Italy — The Italian educational museum (Museo d'lnstruzzi- 
 one e d'Educazione) was established at Rome in 1874, during 
 the ministry of Sgr, Bonghi, on the plan of the museum at 
 Vienna. It enjoyed great prosperity during its early history, 
 but has lately been compelled to close for want of financial 
 support. 
 
 Holland — The Netherlandish educational museum was 
 founded at Amsterdam in 1870 by a national association of 
 teachers. The museum contains school books, plans of school- 
 
 •" Lagerstedt, Katalog ofver Pedagogiska Biblioteket (Stockholm, 1891). 
 " Cossio, Catdlogo general del Museo Pedagifgico (Madrid, 1889). 
 
1896] Museums and libraries of Europe 391 
 
 houses, specimens of furniture and apparatus, portraits of dis- 
 tinguished educators, and work from pupils of the intermediate 
 schools. The library includes works on general pedagogy, the 
 history of education, methodology, school systems of Holland, 
 Austria, France, Great Britain, United States, Belgium, Sax- 
 ony, and Switzerland, besides many educational journals and 
 pamphlets. 
 
 Denmark and Portugal — Of the Danish educational museum 
 at Copenhagen, the writer was unable to obtain any ofificial 
 information. Through a private correspondent there, how- 
 ever, he learned that its chief characteristic w^as its inactivity. 
 The Portuguese educational museum (Museu Pedagogic© 
 Municipal) was opened at Lisbon in 1882. It is maintained by 
 the city government ; but the writer failed to receive replies 
 to his letters of inquiry regarding its development and present 
 workings. 
 
 W. S. Monroe 
 
 State Normal School, 
 
 California, Pa. 
 
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