L 801 .P6 Copy 1 MUSEUMS OF EDUCATION THEIR HISTORY AND USE By BENJAMIN R. ANDREWS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIRE- MENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY, IN THE FACULTY OF PHILOSOPHY, COLUMBIA UNIVER- SITY [Reprinted from Teachers College Record, Volume 9, Number 4, September, 1908, pp. 195-291. New York, 1908.] Qass_ Book_:i MUSEUMS OF EDUCATION THEIR HISTORY AND USE ^ 6 f \% By BENJAMIN R. ANDREWS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIRE- MENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY, IN THE FACULTY OF PHILOSOPHY, COLUMBIA UNIVER- SITY. [Reprinted from Teachers College Record, Volume 9, Number 4, September, 1908, pp. 195-291. New York, 1908.] CONTENTS CHAPTER PAGE I. Introduction i 1. The Modern Museum 2. The Museum of Education 3. Outline of Problem II. Educational Museums in the United States 6 1. Museum of United States Bureau of Education 2. State Educational Museums 3. City Educational Museums 4. Educational Museums of Universities Museum of Teachers College, Columbia University 5- Miscellaneous Educational Museums of the United States III. The Educational Museums of the World outside of the United States 33 1. Purposes of the Museums 2. The Museums and their Organization 3. Their Collections: Objects and Books 4. Activities of the Museums IV. Museums of Education: Their Organization and Worth to American Education 72 1. The Utility of Educational Museums 2. Administrative Principles for Educational Museums 3. In Conclusion Bibliography 95 iN EXCHAt;. TEACHERS COLLEGE RECORD Vol. IX SEPTEMBER, 1908 No. 4 MUSEUMS OF EDUCATION CHAPTER I INTRODUCTION I. The Modern Museum We are finding it increasingly useful to collect in permanent storehouses ^nd exhibition halls objects of significance in human affairs. The art museum was the first modern expression of this idea ; natural science collections have multiplied in recent decades ; and the objective materials of industry, commerce, and the various fields of thought and activity are now often brought together for useful ends. The object aimed at is to bring to a focus these significant things, as books are brought together in libraries, and accelerate the transfer of general experience and knowledge to the individual. Library and museum, indeed, serve one purpose and it is accident, or at most, convenience, that has made them separate institutions, the one conserving the bulky material things of knowledge and the other protecting the con- venient symbolic records in book form. The obvious work of the museum is to provide objects for public inspection; but since it deals with objects which as knowledge are often ambiguous and on a lower level of elaboration than printed books, its staff must include scientists able to put meanings upon objects, ar- range them in orderly system for observation, and write system- atic accounts of them ; hence, the association of laboratories with museums, and the latters' encouragement of original studies both by their staff and by outside scholars. In other words, museum 195] I 2 Teachers College Record [196 economy involves not only exhibition, but scientific research and study ; and for this double purpose, the modern museum, the- oretically at least, administers "study collections" and "exhibit collections." The "study" division includes material still unclas- sified, but refers especially to the long series of systematic col- lections, of interest only to the scholar for reference and so best arranged in compact form with working space at hand; the exhibit collections are those arranged for popular inspection and they vary from systematic collections and special groups showing historical and scientific relationships, which prove thought-pro- voking to the "educated visitor," to striking unit-presentations of one sort or another, which are attractive and intelligible to the "average visitor" who is impelled by curiosity and is simply seek- ing mental recreation. The final justification of museum collections goes back to the utility of objects versus symbols-of-objects in knowledge, and that cannot be determined here. Certain utilities of objects, however, obviously cannot be served by the second-hand symbol- ism of books. On the one hand, in gaining nev; knowledge, objects are absolutely necessary at the sources of our ideas of the material world; and science often requires that objects so studied be preserved as a record of results and to permit a repe- tition of the investigation. On the other hand, in transmitting knowledge, objects are often useful in adding clearness to ideas, as illustrated by the use of the objective in children's education, or by the adult's recourse to the object in place of a verbal or pictorial description; the objective also adds an appeal to the feelings and so possesses a dynamic power for action — for example, contrast the force of an argument for schoolroom decoration with the efifect of an inspection of materials for such decoration, in securing action from a school committee. At any rate, objects must always underly books as the guarantee of knowledge which concerns the material world ; and in trans- mitting knowledge, despite the convenience of books, recourse will often be had to the object for illustration and efifect. The collections of a museum are specialized according to its particular aim. Objects of a common significance, as related to the fine arts, to natural science or some division of it, to anthro- pology, to industry, to medicine or some other art, are brought 197] Museums of Education 3 together and form a museum illustrating the special field con- cerned. Within the museum, systematic classification — scientific, historical, or otherwise — proceeds further and makes the objects available for the purpose set, whether of inspection or of research. This general statement may serve to emphasize the fact that the museum is not as it was once, a confused array of objects brought together as fancy or curiosity dictated, but that it is coming into new efficiency by a limitation of the field of the individual museum, and by attention on the one hand to its unique scientific purpose of organizing -knowledge which has not yet reached the level of the compiled book, and on the other to the arrangement of exhibits specially designed for popular instruction and enjoy- ment. II. The Museum of Education The educational museum, or museum of education, of which this study treats, is one of these specialized museums, which includes collections solely of objects related to education and which is administered primarily to be of service to persons engaged in education. Such museums first appeared about half a century ago, and probably a hundred or more of them have been organized in various parts of the world. Recently, renewed interest has been shown in the educational museum in this coun- try, as, for example, in the movement to establish such museums in the cities of St. Louis and New York, and in certain states, and in the tendency to form collections of similar material in certain American universities. An attempt to bring together experience regarding these museums seems therefore timely. We may define the educational museum as an institution that contains objective collections which have an illustrative, com- parative, or critical relation to the schools and to school work, or which are concerned with education as a profession, a science, or a social institution. The mention of two confusions in the use of the term "educational museum," will make its proper significance more clear. A common statement is that some great public museum, like the Victoria and Albert Museum in South Kensington, is an "educational museum"; the reference in such a case is plainly to the general educational aim of the museum, not to its contents, which are in no way directly connected with 4 Teachers College Record [198 education. In the sense that it is exerting an educational influ- ence, any museum might be called "educational." Clearness is therefore served by keeping the name "educational museum" for specialized collections of objects related to education and by remembering that it is sometimes used as a descriptive term, but not accurately as a title, for general museums of science, of art, and for other museums which are educational in purpose. The other confusion in terms is more serious. Museums located in a school or organized as an adjunct to a system of schools, and aiming to aid school instruction directly and imme- diately, are sometimes called "educational museums." Their contents are certainly "objects related to education"; but since their collections are designed as a supplementary agency in actual work, they may better be called "school museums." They can be sharply distinguished from the "educational museum" of which this study treats: the school museum is itself didactic, it exists for the pupil directly ; it includes only the means of teaching, that is, the apparatus, appliances, and materials of teaching brought together for use in actual instruction. Distinguished from the school museum is the type of museum which is related to education as an institution, a profession, or a science, rather than to actual teaching; which exists not for the pupil but for the teacher, the person interested in school administration, the student of education, and the general public ; the collections of which illustrate not only the means and appliances of education (and these not to be used in teaching but to be studied and con- sidered for themselves) but in addition, it may be, the methods of education, its results, its organization and administration, its housing and equipment, its history, and whatever other phases of education may find suitable expression in objective exhibits. This then is a museum of education or an educational museum : a collection of objects systematically arranged according to museum methods, which are intended to advance education, whether in the training of teachers and their professional improve- ment, or by aiding those charged with the administration of schools, or by assisting in the researches of the scholar or by enlightening the public. Its service is epitomized in this: an educational museum educates regarding education. This study deals with educational museums, and more than once it will be 199] Museums of Education 5 necessary to recur to the distinction pointedout between the school museum, containing collections for actual use in teaching, and the educational museum, representing education in its institutional, professional, and scientific aspects. III. Outline of Problem This study presents, first, brief references to the educational museums and permanent exhibitions of the United States (includ- ing one Canadian museum), together with a particular sketch of one such museum with which the writer has been connected. This first section is based on detailed data regarding American museums of education which form a separate study as yet unpub- lished. The second part of the present study is a survey by tabulated information of the chief educational museums of the world, outside of the United States. Its third and concluding section is a discussion of the educational museum, and a sug- gested program for its development.^ * Acknowledgment should be made at the outset of the writer's debt in the second part of the study to the monographs by Rektor Hubner, Director of the Breslau Educational Museum, on the German and the non-German educational museums (see bibliography). The writer began to collect information from printed sources and by correspondence in 1904, intending to write historical accounts of educational museums at home and abroad. The work was considerably advanced when Hiibner's studies appeared. It was then determined to utilize Hiibner's data and that gathered by the writer in sketching the educational museum move- ment as a whole. This forms part two of this study. CHAPTER II EDUCATIONAL MUSEUMS IN THE UNITED STATES A brief statement will be made in turn of (i) the educational museum in connection with the United States Bureau of Educa- tion; (2) state educational museums of the United States and the Provincial Educational Museum at Toronto; (3) city educational museums of the United States; (4) university educational museums, with a statement at length of the museum of Teachers College, Columbia University, New York City; and (5) miscel- laneous educational museums. I. Museum of United States Bureau of Education In the discussion preliminary to the establishment of the United States Bureau of Education at Washington, a museum was suggested as one feature;^ "a. library and cabinet of educa- tion" was proposed by the first commissioner, Henry Barnard;^ the second commissioner. General Eaton, established the library and repeatedly sought special government support for the pro- jected museum which he conceived of as related to a possible chain of other educational museums in the capital cities and large centers of the country;^ the exhibits, domestic and foreign, received after the Centennial Exposition of 1876, began the museum, and through similar and other accessions it had grown to several thousand items from which some 2500 objects and series were culled for exhibit at the Bureau's building in 1886;* additional accessions soon crowded the rooms beyond resem- blance to a museum, and in 1906 the objects were all put into storage to await suitable quarters and sufficient funds for organ- izing a museum proper to the Bureau. Judged by fugitive data, ^ National Teachers Association, Proceedings, etc., 1865, Barnard, Hartford, 1865, p. 299 ff., especially p. 307. * Barnard's American Journal of Education, XVIII, 1869, p. 192. ' Report of Commissioner of Education, Washington, 1870, p. 7. Other reports of Commissioner Eaton, e. g., his last: Report 1884-85, pp. cccxii- cccxvii. * Report, 1886-87, PP- 11-12. 6 [200 201 ] Museums of Education 7 the collections were unsystematic; appliances for instruction were more prominent than samples of pupils' work; secondary- education was represented more than elementary, and especially numerous was the apparatus for the teaching of chemistry and physics. The Bureau has made significant exhibits at many inter- national expositions; but these have not been put on permanent display at Washington. The educational library of the Bureau numbers about 60,000 volumes, including 40,000 books on educa- tion, and is now growing into new importance.^ II. State Educational Museums A state exhibit of the schools and their work has been estab- lished at the capitals of at least ten of the American states, although there is at present no state educational museum in the sense of a separate institution carrying on aggressive work. New Jersey, Pennsylvania and Louisiana have included an exhibit of the state's educational resources as an integral part of the state museum of arts and sciences which has been established at many of the American state capitals; and of these the New Jersey educational exhibit dates from 1895 ^"^ i^ P^''^ goes back to 1876; Massachusetts, from 1894 to 1899 had as a separate insti- tution a state educational museum, but it seems to have failed from lack of funds, quarters and wise plans ; the New York State Education Department has a state educational exhibit in the capitol corridors at Albany, and the South Dakota Historical Society has a similar exhibit at Pierre ; there are also small exhib- its in connection with the office of the State Superintendent of Education at Charleston, West Virginia ; Columbia, Missouri ; Bismark, North Dakota ; and Salem, Oregon. The Education Department of Arkansas has planned such an exhibit ; and Maine has a statute provision by which a collection of educational objects and books may be made if at no expense, and this has resulted in a text-book collection. All these exhibits arose through an attempt to make permanent the state's educational exhibit dis- played at some exposition — four following the Chicago Exposi- tion of 1893; one, the Buffalo Exposition of 1901 ; and five, the St. Louis Exposition of 1904. In general, these exhibits consist 'Letter, from Commissioner Harris, May 10, 1906; and personal information, from Bureau, March 1907. 8 Teachers College Record [202 of samples of pupils' work, especially written material, art and manual training samples; photographs of school buildings, inte- riors, and school groups; statistical charts; and in some cases, collections of apparatus and appliances for teaching, although this latter class of exhibits is less prominent than in museums abroad. Nineteen of twenty-eight states answering report, in addition to the state collections just mentioned, more or less extensive educational exhibits of a permanent nature in one or more normal schools or colleges in the state, formed apparently to aid in the professional training of teachers. Of forty states answering, thirty-six report that temporary educational exhibits of pupils' work are held at teachers' institutes, association meet- ings, and on other similar occasions, thus evidencing a sort of temporary museum activity. Twelve states report educational libraries : in five, as part of the state library — Massachusetts, New York, Pennsylvania, North Dakota, and Washington ; in seven, at the office of the superintendent of public instruction — Maine, Rhode Island, West Virginia, Ohio, Illinois, Wisconsin and Utah. The New York state educational library is the largest, with about 10,000 volumes, and those of Illinois and Rhode Island are noteworthy. The Educational Museum at the Ontario Provincial Education Department, Toronto, must be credited as the first educational museum of the world. Its beginning dates from 1845 when Edgerton Ryerson, Provincial Superintendent of Education, then in Europe, was granted iioo to purchase samples of "school models," copies of which he had seen in American schools and which he thought Canadian manufacturers could duplicate.^ The collection of school aids grew and became the basis of the "De- pository" or government sales-bureau of school requisites, text- books and library books, established in 1850, and which continued until 1881.^ Meantime, in 1853, the "Canadian Museum" was authorized and the educational collection seems to have become one of its sections when it was opened in 1856 f indeed, this pro- vincial museum of arts and sciences was long known in its entirety ' Documentary History of Education in Upper Canada, Toronto, V, 237-249, especially 241. 'Ibid., X, 190-201. ^ Ibid., XII, 97-99 and 100-137; XIII, 191-192; X, 169. 203] Museums of Education 9 as the "Educational Museum," until 1897, when the name 'Tro- vincial Museum" was assumed. At about the latter date, the last purely educational exhibits were retired from the museum. The educational collections at Toronto realized certain important resuhs: they distinctly improved the teaching equipment of the schools of the province both through force of example and by the direct agency of the government in selling to the schools duplicates of the exhibits shown; they led, within ten years, to Canadian manufacture of teaching materials, school desks, and other requisites, so that the "depository" and sales-bureau of the government could later be dispensed with ; they influenced Amer- ican schools through the visits of various American teachers, especially through the stimulus given Principal Sheldon of the Oswego Normal School who inspected the Toronto collections about i860 and as a consequence initiated the "Oswego move- ment," so-called, in American education.^ Whenever educational museums are mentioned, the museum at Toronto and the wisdom of Edgerton Ryerson who conceived this first educational museum may well be held in honor. III. City Educational Museums St. Louis organized a combined educational and school museum after the Exposition in 1904, which while making rapid progress as a central loaning bureau and exhibit room for nu- merous and varied collections of illustrative material for use in teaching, has also maintained exhibits of local education and of foreign schools for the professional benefit of the city's teachers.- New York City projected an educational museum in 1905 and later plans were drawn up which included a permanent exhibit of the work of local schools, a display of schoolroom equipment *U. S. Bureau of Education, Circular No. 8, 1891, p. 63; "Historical Sketches Referring to the first Quarter Century of the State Normal and Training School at Oswego, New York," Oswego, 1888, pp. 3, 138; Bar- nard's American Journal of Education, XII, 642. 'Public School Messenger (Official Publication of the Department of Instruction), St. Louis, Sept. 28 and Dec. 29, 1905; Jan. 18, 1907. Circu- lar, "Department of Instruction, Educational Museum, St. Louis, April, 1906." Fifty-first Annual Report of Board of Education, St. Louis, 1905, St. Louis, 1906, p. 256. lo Teachers College Record [204 and illustrative apparatus and material, an historical exhibit, selected work from schools of other cities, selected seasonal exhibits to illustrate parts of the course of study in the city schools — all lines for the professional betterment of teachers — and col- lections of slides, stereoscopic views and pictures for loan. The exhibit of local education is ready at hand in the St. Louis Expo- sition exhibit, and a beginning with the slide collection has been made, but further progress awaits the securing of suitable rooms. In two other cities, New Haven, Conn,, and Reading, Pa., some beginnings toward a museum of local education have been made and in Louisville, Ky., one has been considered. In some twenty-five other cities (of the 130 cities over 10,000 in popula- tion from which information was secured) there seem to have been in existence in 1906 less extensive permanent exhibitions of local education, and in seventeen other cities there has been man- ifested some evidence of interest in such a permanent exhibit. Returned material from the St. Louis or Portland Exposition was influential toward the permanent local exhibition in twenty- seven of the forty-seven cities referred to. These local exhibi- tions seem to be composed almost exclusively of samples of pupils' work from local schools, and these represent present con- ditions only ; in the case of New York and St. Louis, historical sequences and comparative exhibits from outside are contemplated. The New York museum is to be located in the Board of Edu- cation building; the St. Louis museum has quarters in two school buildings ; of the other city exhibitions, nine are in school build- ings ; thirteen, in the office of the superintendent of schools ; three, in the rooms of the board of education ; two in the public library ; two, in the city museum ; one, in the department of school supplies ; and in the remaining cases the location is not yet deter- mied upon, or was not learned. Of 125 cities answering, 105 report that temporary exhibits of local school work are held each year; and in several cases, notably Syracuse, Kansas City and Grand Rapids, by virtue of its general character and central loca- tion, this annual exhibit approaches in significance to permanent museum work. Of 126 cities replying, eighty-eight (69.8%) report the local public library as making an effort to provide an educational library, or at least educational books, for teachers; in seventy- 205] Mnscunis of Education 11 nine cities (63.2%) there is some soft of an educational library at the office of the superintendent of schools or in connection with the public schools ; putting both items together, of the cities reporting, all but fourteen (89%) report at least the nucleus of an educational library either as part of the public library or in connection with the schools. Data about the latter only was secured : of seventy-four, eleven contain less than 100 volumes ; twenty-eight have from 100 to 500 volumes ; fifteen from 500 to 1000 volumes; only 20 (or 26%) have over 1000 volumes. The largest is the notable Philadelphia Pedagogical Library, of 8300 volumes, IV. Educational Museums of Universities The departments of education in several American universi- ties have considered collections representing education as neces- sary, along with educational libraries, in furnishing illustrations of fact and theory for courses of instruction and objective source material for graduate research study. Six universities may be mentioned particularly: California, Clark, Harvard, Illinois, Indiana and Teachers College, Columbia University. 1. The University of California (Berkeley) has a collection based on the state educational exhibit at the St. Louis Exposition which includes samples of pupils' work, teaching equipment, and illustrations of school architecture. 2. The Clark University collection (Worcester, Mass.) in- cludes samples of teaching equipment and exhibits of school hygiene and school architecture, secured to illustrate courses of instruction. More recent additions have been: "(a) things made by children spontaneously in wood, paper, iron, tin and what not; (h) children's drawings; and (c) far more important, illustrative material in the form of diagrams and charts, of which our collection is pretty large." Of these (a) and (&) are records of educational investigations. It should be added that the col- lections are not organized as an exhibit.^ 3. Harvard University (Cambridge, Mass.), while not main- taining a museum, possesses "exhibits prepared by Massachusetts towns for expositions," and in addition "a considerable collection ' Clark University, Third Report of the President, April, 1893, pp. 136- 140. Letter from G. Stanley Hall, President, April 13, 1907. 12 Teachers College Record [206 of pupils' work from individual schools which supplies illustrative material for the use of our students. This material is renewed from time to time ; as fast as it becomes historical it is our inten- tion to remove it to the historical section such as it is."^ 4. The University of Illinois (Champaign) , about 1900, began plans for a "pedagogical museum and library," and by 1906 the museum included : ( i ) apparatus and requisites for the teaching of drawing, nature study, object lessons, manual training and physics; (2) samples of pupils' work in manual training, draw- ing, writing, language work, arithmetic and geography; (3) plans and photographs of school buildings; (4) blanks and administra- tive forms from 100 city school systems; (5) other miscellan- eous exhibits. The following statement regarding the purpose of such a museum is significant : "One great need of the prospec- tive teacher is to become familiar with the furniture of his pro- fession. In his preparation he has used apparatus more elaborate and expensive than he can hope to secure for his school use, and he is unfamiliar with any other. In the case of text-books and general supplies, he is ignorant of much that is good. By such a collection these defects in preparation could be remedied."^ 5. Indiana University (Bloomington), in 1895-6, started a "pedagogical museum" which was designed "to include text- books, children's literature, all kinds of teaching apparatus, samples of school work, records of pedagogical investigations, charts exhibiting facts in the history of education and compara- tive pedagogy, school furniture, building plans and building materials and instruments for anthropometric and school hygienic tests. It was to be international. We have made beginnings in all these lines but our collection is not extensive. The project has been at a standstill as far as the collection is concerned for three years." The director of the department of education writes further : "As far as courses of instruction are concerned, the use of this material is something like that of a reference book, occasionally very valuable. It is not so important as the library or the practice or model school, which might be regarded as the ^Letter from Professor Hanus, Harvard University, April 17, 1907. "Letters from Edv^^in G. Dexter, Head of Department of Education, University of Illinois, 1906 and 1907. Circular letter dated "Urbana, Illinois, March 5, 1902." Register, University of Illinois, 1905-6. 207] Museums of Education 13 best part of the museum ; but it is a valuable supplement. It sup- plies a real need and should be established by both university departments and normal schools as soon as the library and practice school are practically efficient."^ In all these universities there are, besides educational libraries, collections of printed educational material, as courses of study, catalogues, and text-books, which may be regarded as proper museum material, whether located in a museum or library. Still other universities, among them Cornell University, University of Alabama, University of Iowa, University of Utah, and University of Idaho, have made some beginnings toward museums of edu- cation. There remains the description at length of the museum at Teachers College, Columbia University, and following this a brief section on miscellaneous educational museums of the United States. 6. Teachers College, Columbia University The Educational Museum of Teachers College dates from the ^'Children's Industrial Exhibition" which was held in 1886 by the "Industrial Education Association," an organization for pro- moting manual and industrial education, the forerunner of the New York College for Training Teachers (1888), which in 1891 became Teachers College. The Children's Industrial Exhibition of 1886 had two purposes : to call attention to the whole subject of manual training, and to ascertain the kind of manual instruction already being given. Exhibits were assembled from seventy different cities and institutions, including ten large city systems. There were seven thousand visitors ; excursions of superinten- dents and teachers came from nearby cities; several foreign educators studied it ; and the metropolitan press showed keen in- terest — illustrated articles were printed, and there was extensive editorial comment commending the exhibition and inquiring why manual work had not yet been introduced into the New York schools. The New York Sun said editorially a few days later : "The society (Industrial Education Association) did more for the accomplishment of its purpose by its recent exhibition of the practical fruits of manual training than it can hope to do by any * Letter from Indiana University, Department of Education, February, 1906, and letter from Professor John A. Bergstrom, April 12, 1907. Indiana University Bulletin, May, 1004, p. 134. 14 Teachers College Record [208 amount of talking." The exhibition committee notes other specific results : "The association has been asked to train teachers of manual training ... a wholesome reflex influence is reported in the cities which sent exhibits" ; and "a permanent museum of articles illustrating the range and methods of industrial education is also projected." The exhibition cost $2,488.53, which was met partly by admission fees and partly by subscriptions.^ From the Children's Industrial Exhibition until the present time, the museum idea has not lapsed at Teachers College. Its history divides naturally into two parts: before 1899, the year when the first curator was appointed, and since 1899. I. The Museum, 1886-1899. During this first period we will treat of the museum under four topics : A. The first museum room and its contents; B. Portable exhibits; C. Annual exhibi- tions ; D. Special exhibitions. A. — The First Museum Room : The Industrial Education Association in occupying its first building, 9 University Place, New York, in the fall of 1886, set aside a large room on the second floor for the projected museum. Here certain exhibits from the Children's Exhibition were placed, including twelve separate exhibits of drawing, together with specimens of carpen- try, joinery, lathe and forge work, representing the work of four city systems, and five additional institutions. Other exhibits were secured from time to time. From 1888 to 1891 the annual cir- cular of the college describes the museum as containing "educa- tional materials from manual training and normal schools," and, together with the growing library, as being at the disposal of college students. The value of the museum to the educational public must have been considerable. The college at that time was constantly visited by teachers and school superintendents, and by foreign educators, all interested in the "new education." The young institution, with its needs outstripping its resources, * "Second Annual Report of Industrial Education Association," for 1886, New York, p. 19. "Catalogue, Children's Industrial Exhibition, under the auspices of Industrial Education Association, March 31st — April 6th, 1886, Cosmopolitan Hall, Broadway and 41st St., New York City." [It is noteworthy that of 54 exhibits from near New York, only two were of public schools ; of the remaining 52, 32 were charitable insti- tutions. For meritorious work exhibited, there were awarded nine first- class medals, 25 second class, 49 third class, and 86 fourth class.] 209] Museums of Education 15 could not long assign one of its best rooms to museum purposes ; the "museum room" was almost at once demanded for manual training instruction, and was later divided into three class rooms. Still the "museum" persisted. Exhibits were placed about the walls of various class rooms and corridors, and in a limited num- ber of display cases. Its systematic development was hampered by the lack of a curator, and, indeed, by any central responsi- bility. On the other hand, decentralized efforts resulted in many museums, rather than one museum : each of several departments of Teachers College — manual training, art, domestic science, domestic art, and natural science — gradually collected objective materials to illustrate college courses, samples of pupils' work from schools, types of equipment for teaching, etc. These depart- mental collections, if gathered together in one place, would, at any time, have made an impressive "museum of education." From 1886 to 1899, ^"*^ indeed to the present, they represent in good part the museum idea at Teachers College. However, the plan of a central museum room had not been given up. In 1893 exhibits were obtained at the Chicago Exposition as "the nucleus for a museum ;"^ and it was planned to have a special museum room when the new college buildings on Morningside Heights should be occupied, in 1894. Unexpected growth in other depart- ments, however, postponed the provision of a special room until 1901. In summary of the museum itself down to 1899, we may note that a special museum room with growing collections, largely of manual training, was opened in 1886 ; that while a distinctive room was not long maintained, the collections were kept up ; further, that each of several departments developed specialized collections ; and, finally, that the plan of a centralized museum of education in the college was simply in abeyance. We will now turn to other features of museum work in this period. B. — Portable Exhibits : Small exhibits illustrating types of manual and other school work were frequently taken from place to place by professors of the college when called upon to address Boards of Education and public meetings. At one time a small but representative exhibit was arranged in a specially con- structed trunk, for ease in carrying. Another form of portable exhibit is illustrated by a display of art work from the Teachers ^Japanese and French school exhibits in particular were obtained. i6 Teachers College Record [210 College shown at the convention of the New York State Teachers Association at Saratoga, in 1891, and afterward on request exhibited at Toronto, at Chicago before the Board of Education, and in a large number of other cities.^ It is to be regarded as a type of many exhibits displayed by Teachers College in its early years at teachers' associations and on other public occasions. Such portable exhibits might be called museum extension work.- C. — Annual Exhibitions : An annual exhibition of Teachers College and its schools, dating almost from the first year and con- tinuing to the present, is held for one or more days at the end of the school year in May or June.^ During these days all depart- ments and schoolrooms are open to public view ; displays of pupils' work are arranged ; demonstrations of actual teaching are sometimes given ; and teachers and professors are on hand to explain the exhibits, the courses of study, and other matters to the visitors, who usually number several thousand. For the exhibition days the whole college might be termed an "educational museum."* D. — Special Exhibitions : Under this head are included edu- cational exhibitions arranged for a brief time and representing a limited topic. The first special exhibition was the Children's Industrial Exhibition of 1886, already described. It brought together for comparison exhibits of manual work from different ^ New York College for the Training of Teachers, Report 1891, p. 6. The particular exhibit represented the relation of manual training and art instruction. ^The writer is indebted to John F. Woodhull, Professor of Physical Science at Teachers College since 1888, for information on this and many- other points regarding the early history of the museum. With the portable exhibits might be mentioned the exhibits sent to expositions : that at Chicago, 1893; Paris, 1900; Buffalo, Pan-American Exposition, 1901 ; St. Louis, 1904; and Jamestown, 1907. To Chicago, Teachers College also sent a collection of "home-made physical apparatus," included in the New York State exhibit; after the exposition this exhibit and certain others of Teachers College were placed with other exhibits in the capitol at Albany, New York, as the beginning of the educational exhibit of the New York State Department of Education. ' The first documentary reference is to the exhibition of June 10, 1891, in the President's report for that year. The writer is informed that the annual exhibition goes back earlier. * These annual exhibitions are a feature of many American schools, as noted elsewhere. 21 1 ] Museums of Education 17 cities and schools, and it exerted a wide influence for the intro- duction of manual training into other schools. Nine years later another comparative exhibition was arranged, to accompany a conference on manual training. May 18, 1895. Nine schools besides those of Teachers College contributed exhibits which represented school work from kindergarten through high school. An illustrated report of the conference and exhibition was printed.^ In 1897 an "Exhibition of Sewing" was held in New York, which brought together exhibits from twelve foreign countries and a large number of American schools. Teachers College was a member of the association which organized the exhibition ; it made an exhibit of its work in common with a large number of other schools ; it loaned certain foreign exhibits ; and at the close of the exhibition it received many foreign exhibits as permanent accessions to its collections.^ Since 1901 the museum of Teach- ers College has held many special exhibitions which are described in a later section. II. The Museum Since 1899. In 1898 Teachers College entered into an educational alliance with Columbia University and its development since as an advanced professional school of education has been noteworthy, not least so with regard to the museum and the library. The report of the Dean of Teachers College for 1899 made specific recommendations regarding systematic museum work. In October, 1899, the first curator of the museum was appointed ; desk room alone at first could be provided, but in 1901 the museum was assigned its present exhi- bition room and office. Since 1899, and especially since 1901, the museum has been actively developed. With regard to this period we shall treat the following topics: A. — The collections, as regards (i) their nature, (2) their growth, and (3) methods of cataloguing; B. — The functions of the museum, (i) loans, (2) special exhibits, (3) bureau of information, and (4) publi- cations; C. — Management of the museum, as regards (i) staflF, ' Teachers College Bulletin, No. 6, March, 1896, pp. 1-39. " Exhibition of Sewing under the Auspices of the New York Associa- tion of Sewing Schools at the American Art Galleries, New York, March 24-27, 1897, New York, 1897, 68 pp. Also, Annual Report of New York Association of Sewing Schools, 1897. New York, 1897. The foreign exhibits were afterwards shown in other cities. i8 Teachers College Record [212 (2) finances, and (3) rooms. There will follow a brief section on the future of the museum, and a general summary; with an appended paragraph on the educational librar}^ of Teachers Col- lege. A. — Collections of the Museum: i. — Their Nature: The museum's contents reflect its peculiar situation. Teachers Col- lege possesses a complete system of schools : two kindergartens, two elementary schools, and a high school ; and is itself an undergraduate and graduate professional school. Under such circumstances a museum might have been developed either as a school museum for these schools, or as a museum of education for the college.^ So far the museum has attempted to be both. It would be possible in a way to distinguish among the contents of the museum, those of general illustrative significance which belong to a library of objective illustration for the use of teachers from kindergarten up, i.e. a "school museum" ; and those of professionally educational interest which form a museum of education. But, were such a division made, the same object would often have to be classed, now in the school museum, now with the museum of education ; e.g., certain geography charts of the museum purchased for instruction in the schools of the college are equally available for the professional instruction in methods of teaching in the college, and vice versa. We shall, therefore, disregard this distinction and consider the collections under three heads : photographs, lantern slides, and the remaining collections which are termed "objective collections." The collection of ' These two lines of museum work were recognized in the original recommendation of Dean Russell in 1899 (Report of Dean of Teachers College for 1899, New York, 1899, p. 16) : "It has long been felt that some systematic way of collecting illustrative materials for supplementing the work of the various departments of the college and the Horace Mann school was a necessity. . . The problem of selecting the right illustrative materials for class use and of making such materials useful has never been satisfactorily solved." This quotation refers to the school museum features of the work. "An educational museum in connection with Teachers College can also render special service in the training of teachers. . . I refer particularly to the exhibition of materials instructive in the history of education, in the organization and administration of foreign school systems and in the theory and practice of teaching in other countries." This quotation refers to the work of the museum as a museum of education. 213] Museums of Education 19 photographs includes, in addition to photographs, illustrations cut from magazines, and more expensive carbons, platinums, color prints, etc. ; the number on June 30, 1907, was 7596. Of lantern slides there were on the same date, 6195. The objective collec- tions cannot be stated numerically with completeness. The following tabulation gives a view of the most significant collections classified into groups ; the list includes material dis- tributed in the various departments of the college as well as the collections centralized in the museum : 1. Curriculum and methods of elementary and secondary education: Illustrated by typical exhibits of children's work in the Horace Mann schools of Teachers College, which are displayed in the corridor, fifth floor, of school building, which provides 130 square m. of wall space. This exhibit represents current work. Similar exhibit of manual work (school and college) in Department of Manual Training, Teachers College. Lantern slides and photographs representing pupils at work (in museum). Collection of text-books: 3000 in library, and 1500 new text-books in museum. Courses of study and catalogues of elementary, secondary and normal schools in library. 2. Educational administration : Administrative and report blanks from 50 American cities. Reports of American school systems and foreign schools in department and in library. 3. School buildings and equipment : Photographs and slides of school architecture. Set of blue print plans of heating and ventilating system. Blackboards and accessories, 16 items. School desks and chairs, 11 sam- ples. Paper-cutter. Catalogues of school supplies : 200 American, and 200 German, English and French. Samples of school stationery. 4. History of education : Lantern slides, prints. Original daguerreo- type of Horace Mann; school desk from Horace Mann's normal school, West Newton, Mass. In library: old school text-books and original editions of educational classics. 5. Foreign school systems: Chinese teacher's equipment, 18 items. German schools : pupils' work, 27 exhibits, 304 items ; in addition many maps, charts, etc., listed elsewhere. Japanese schools : 60 exhibits, pupils' work in public schools ; technical and art education, 50 exhibits, 243 items ; many additional technical exhibits (see Manual Training below) ; three albums of photos. University of Tokyo and typical schools; thirty framed photographs of schools. English: pictures of school buildings, sewing work. Russian : sewing work. Sweden : Sloyd exhibit from Naas. French : photographs of elementary schools ; manual work ; sewing. In library, archive of reports and catalogues of foreign schools and foreign school systems. 6. Art: Albums of Cosmos pictures (10); Perry (11). Phoenician glass from Palestine, 50 items. Chinese wood carvings, 98 items. Medallic representations of sculpture, in plaster, 12 cases. 416 items. 20 Teachers College Record [214 Japanese art and architecture, 17 albums. Photographs and slides of painting, sculpture and architecture (in museum) ; framed pictures in corridors of buildings. Model of Taj Mahal in alabaster. Ten architec- ture models, details of Alhambra, etc. Fine art textiles, 300 items, in Fine Arts Department. Department has also large teaching collection of plaster casts, still-life models, etc. 7. Biology and Nature Study : In the museum : photographs and slides; mounted birds, 15; charts, 6; herbarium press. In the Department of Biology, the following: microscopic slides; bird skins, 70; charts, 21 on physiology, 50 on zoology, and 180 on botany; physiological models, 4; preparations, botanical (ca. 100) and zoological (ca. no) ; skeletons of animals, 17; apparatus for laboratory, including about 100 large and small microscopes, lantern slides on bacteria and physiology. 8. Domestic art: In departmental museum: primitive devices for carding, spinning and weaving, preparation of cloth, progressive steps shown in Navajo weaving. Representative textiles, in various materials, and from different countries. Domestic handwork, primitive and modern, of various kinds : rugs, lace, embroidery, tapestry, basketry, applique, etc. Special collections of national costume (illustrated by dolls), headwear, footwear. Exhibits of pupils' work from trade schools of Italy, Switzer- land, France, Belgium, England, and America. 9. Domestic Science : In museum : beef charts, 3 ; photographs and lantern slides. Domestic Science Department has a collection illustrating cooking utensils and their manufacture; food — sources, kinds, relative value; fuels, etc. Also, teaching collection of charts, floor plans, photo- graphs and slides of cooking laboratories. 10. Geography : Museum has large collection of slides, illustrating travel and geography; 54 maps; 3 relief maps; 47 charts; 13 globes. Samples of pupils' outline and relief maps. Stereoscopes (2) and stereo- graphs. Japanese life, 14 items. Syrian life, 67 items. Philippine life, photographs and lantern slides. Railroad maps, pamphlets, etc., ca. 50a items. The Department of Geo'^raphy also includes meteorological instru- ments, wall maps (ca. 75), reliefs and models (15), charts, small maps, collection of geological specimens, and 1000 slides illustrating physiography. 11. History: Anthropological exhibit, loaned by American Museum of Natural History, New York. Casts of prehistoric implements, gift of U. S. National Museum, 71 items. Charts, Greek, Roman, and Medie- val history, about 100. Models of knights in armor, 2. Relief map of Battle of Gettysburg. Hensell's models, Greek and Roman life, 25. Maps of Ancient, European and American history, 50. Charts illustratmg^ presidential elections. Photographs and slides. 12. Kindergarten education: Japanese kindergarten (1893). 2 charts. New York public schools, 32 charts. New York Kindergarten Association^ 2 items. Pratt Institute, Brooklyn, 2 items. Huntington Kitchen Garden materials, 24 items. Milton Bradley Co., 88 items. E. Steiger & Co., 49 items. Japanese toys, 31. American educational card games (some advanced), 19. 215] Museums of Education 21 13. Language and literature : German phonic charts for language instruction, 41. Map of scenes in Schiller's Wilhelm Tell. Hensell's models for Greek and Latin instruction, 25. Portraits of authors. 14. Mathematics : Museum has samples of Japanese and German pupils' work; a few mathematical models; and 150 lantern slides of history of mathematics, mathematical games. The Department of Mathematics has a remarkable mathematical museum in rooms 211, 212, Teachers Col- lege. Its collections include American and foreign models, apparatus and materials for mathematical instruction in kindergarten, elementary and high schools. In addition the private collections of Professor David Eugene Smith are displayed in room 212, and are at the disposal of students. These include 1600 portraits, 2000 autographs, and 150 medals of mathematicians ; exhibits showing the development of mechanical mathematics from earliest forms to modern reckoning machines ; mathe- matical manuscripts of the last 200 years ; 500 mathematical books of earlier date than i8co; and a mathematical library of 7000 volumes and 5000 pamphlets. These private collections, together with the collection of apparatus, lantern slides, etc., form a unique museum of the history and teaching of mathematics. 15. Manual Training and Industrial Arts : In museum : wood carv- ings, Chinese, Japanese, German, Egyptian. Japanese work in lacquer, beaten and cast metal. Printing, 25 items. Commercial products {e.g. cocoa manufacture), 5. Pottery (some, fine art; some, archeological), 14 specimens ; others in departmental collections, including exhibit of processes in Pueblo pottery. Photographs and slides of industries, applied art, and school work. In Manual Training Department : samples of woods, natural color and finished (also photographs and slides) ; samples of gums, resins, etc., 22. Models for form and mechanical drawing. Samples of work in various handicrafts, pottery, basketry, weaving, metal work, wood carving. School work : Sloyd from Naas, Sweden, 6 sets of models. Technical school and art school, Tokyo, Japan, 7 sets of samples of work in wood (ca., 200 items) ; i, in metal. London public school, 2 sets of work in wood. Boston public schools, 2 sets, work in wood. French elementary schools, 3 sets, work in wood ; i set, iron. Photographs (200) of manual §chool work, largely Teachers College and its schools. Exhibit of current work in College and its schools. 16. Natural Science : Department of Physics and Chemistry, in addi- tion to its regular laboratory equipment and apparatus has collection of mechanical toy* and home-made apparatus. Lantern slides. 17. Physical education and anatomy: 27 charts. 18. Religious education : Maps of Palestine, Paul's journeys, etc., 12. Relief maps, 2. Syrian life, 67 items. Models of common things, well, sheepfold, etc., 12. Plaster model of temple. Stereograms, 6 sets, 36 in set. Photographs of Palestine, 2>7- Photographs of mission stations, 140. Lantern slides of Palestine and Life of Christ. ig. Framed pictures and sculptural casts, over 1000 in number, in Teachers College and its schools; catalogued and administered by museum. 22 Teachers College Record [216 2. Growth of these Collections : When a room was assigned the museum in 1901, there were placed in it various collections of photographs, lantern slides, and objects already owned by Teach- ers College. These collections have been increased each year by purchase and by gifts. The latter have come from individuals, business houses, and schools, and often at the close of exhibi- tions. A noteworthy gift is the collection of new school text- books, which is being continually added to by publishers. The nature of the purchases has been determined by demands — the museum has secured those materials for which there was urgent need. This has not permitted systematic development; on the other hand, the present condition of collections is some index of past needs. The accessions have been as follows : 1903-4 1904-5 190S-6 1906-7 Photographs 240 372 313 Prints from magazines 525 1193 350 561 Lantern slides 410 228 279 334 Objective collections 300 125 The record of objective accessions is not complete; depart- mental accessions of objects are not included and only important ones in the museum. 3. — Cataloguing: The lantern slides and photographs are cat- alogued according to the "Dewey numerical classification," which assigns a definite decimal subdivision to each topic ; e.g., 914. represents "geography and travel," and its decimal subdivisions, 914. 1, 914.2, etc., represent subtopics, as geography of Africa, of Asia, etc. The Dewey group number is written on each slide or photograph, and in addition a "Cutter" alphabetic number ; the first brings to any one group all items representing that topic, the second arranges in an alphabetical order the items within each group. The slides and photographs are kept in groups arranged according to the sequence of numbers, the slides in small boxes on shelves, the photographs in filing drawers. In each case guide cards with an index number and name on the tab divide the groups. There is thus a "direct reference" to any photograph or slide by its topical location, without the use of a card catalog ; "cross references" will be supplied in time by a card catalogue. The objective collections are numbered consecutively as obtained, and a record of each item is entered in an accession book opposite 217] Museums of Education 23 its number;^ this number is written on the object. No classifica- tion numbers have yet been used with the objective collection; no satisfactory classification exists, so far as the writer knows, but the Dewey system could be modified to serve the purpose. With increase of collections, classification numbers will probably be added. There is a card catalogue for the objective collections, arranged topically; on the cards, a cipher reference — e.g., "A," "B 21," etc. — tells the storage cupboard or drawer in which the particular object is located. The other museum card catalogues are : one of 500 cards giving reference to the collection of rail- road pamphlets, maps, etc. ; one of 2000 cards, to the framed pictures on the walls of Teachers College and its schools ; and the catalogue of the text-book collections. B. — Functions of the Museum: There will be presented suc- cessively data on (i) the use of collections, (2) special exhibi- tions, (3) bureau of information, and (4) publications. 1. Use of Collections: During 1904-5, 6851 visitors were recorded as coming to the museum ; the actual number consider- ably exceeded this. Data for other years is not available. The majority came to inspect temporary exhibitions ; and there were included many parties of school children "who came with their teachers. The museum is open daily from 9:00 to 12:30 and I :30 to 5 :oo o'clock, except Sundays. Saturdays it is open till 12 :30 o'clock. The number of separate objects loaned is indicated by the following table: 1901-2 1902-3 1903-4 1904-5 1905-6 1906-7 Photographs 522 749 1052 2615 3696 3778 Lantern slides 632 2878 4323 6233 4209 4993 Miscellaneous 103 479 233 571 434 662 Total by years 1257 4106 5608 9419 8339' 9433 2. Special Exhibitions : The museum has maintained special temporary exhibitions since 1900, of which a nearly complete record follows (complete from 1903-4 on), grouped by years. ^ The ruled columns in the accession book bear these headings : Acces- sion Number, Date, Nature of Accession, Location, Number of Speci- mens, How acquired, Cost, Condition, Remarks. " The falling-off is in the use of lantern slides, which had been reduced by a loan collection of 1305 slides returned to its owner. 24 Teachers College Record [218 Nature of Temporary Exhibit Remarks Attend- 1900- 1 ance Nov. 19-24 300 pictures for school decoration Catalogue printed .... Dec. 1-5 Pictures for school decoration Catalogue printed .... 1901-2 Feb. 18- Mar. I 250 photos, N. Y. City schools Mar. 5-19 Rembrandt etching (71) Loaned by Felix M. Warburg • • • • Mar. 13 Demonstration, weaving Navajo blanket Arranged by Museum of Nat. Hist. May Pictures for school decoration and instruction, arranged by mu- seum, but shown in Baltimore .... 1902-3 Feb. 24- Mar. 9 Japanese color prints, 470 Loaned by Sogo Mat- sumoto .... Mar. 5 Demonstration, Indian weaving and silver beating .... Mary L. Stone, Home Economics Exhibit A traveling exhibit .... 1903-4 Nov. 9-14 Casts of prehistoric implements Gift, U. S. Museum Nov. 23- Dec. 5 Mathematical appliances and texts. History of mathematics Occasion of meeting of Math. Ass'ns Dec. 8-19 Japanese color prints, 400 Loan, Sogo Matsu- moto 1200 Feb. 9-16 Illustrative material for teaching (From museum col- lections) .... Feb. 19- Mar. 19 Japanese geography and life Three lectures accom- panying 3000 May 4-14 Kindergarten education Lecture .... May 24-26 Domestic Science education .... I 904-5 Oct. 24- Nov. 26 Religious education Two conferences 2000 January National costumes, illustrated by dolls Dom. Art Dept. February Text books, French and German .... March Japanese craft work, toys, prints, and art work .... 219] Museums of Education 25 1904-5 May 12- June 14 Art book bindings Lecture accompanying May 15- English, German and Japanese June 10 educational exhibits From St. Louis Ex- position .... June 10- Oct. 15 Pupils' work, Horace Mann and Speyer schools of Teachers College .... 1905-6 Nov. 1-18 Wall pictures for school instruc- tion Wachsmuth of Leipsic 674 Jan. 15- Feb. 13 Teaching of design in N. Y. City schools 829 Feb. 12- Mar. 6 School architecture .... Feb. 26- Mar. 26 Glaciers : photos, maps, specimens For teaching purposes Mar. 6-20 Book binding Loaned by Newark, N. J., Library 678 Mar. 26- Apr. 12 Geography teaching: text-books, readers, maps, apparatus 778 Apr. 23- May 10 Prevention of tuberculosis Loan by Charity Or- ganization Society 5716 May 14- June 13 Children's literature Bibliography pub- lished 1907 1301 June I- Oct. 15 Pupils' work, Horace Mann schools of Teachers College 1906-7 November Philippine Islands Jan. 8- Feb. 21 Education in Europe (books, re- ports, text-books, charts) Mar. 1-30 Text-books on history For meeting of His- tory Ass'n. Apr. 4-27 Book Plate exhibit Loans Apr. 30- Mayii Kindergarten education (from museum collection) For meeting of Kin- dergarten Ass'n. 26 Teachers College Record [220 1906-7 May 13-23 Japanese prints Loaned by Arthur W. Dow .... May 24-25 Rare books on history of educa- tion; old text-books Loaned by Paul Mon- roe .... June 17- Pupils' work, Horace Mann schools Oct. I of Teachers College Of the forty temporary exhibitions listed, twenty-four were strictly germane to the purposes of a museum of education, and among these the following topics were included : School decora- tion, 3 exhibitions ; pupils' work in schools of Teachers College, 3 ; school architecture, 2 ; foreign schools, 2 ; kindergarten, 2 ; illustrative material for teaching, 2 ; and one exhibition each of the following subjects — the teaching of geography, mathematics, history, domestic science, home economics, design, and the French and German languages ; and old educational books, reli- gious education, and children's literature. Of the sixteen other special exhibitions, five were on art, five on geography and travel, three on anthropology, one of book plates, an exhibit on tuber- cular hygiene, and a teaching exhibit on glaciers. The materials for exhibits were often secured as loans from firms and indivi- duals, and in many such cases the exhibits became permanent accessions through the generosity of exhibitors ; in several in- stances collections of the museum ordinarily in storage were placed on public display. The exhibits lasted from one day to four months ; but two weeks may be taken as an average duration. The attendance is given for only nine exhibitions ; it varies from 600 to 5700. From 600 to 1000 is probably a fair statement of an average attendance. A Japanese exhibition during the Rus- sian-Japanese war attracted 3000 visitors ; the tuberculosis exhi- bition was visited by 4678 school children with teachers, 713 adults, and 315 auditors at lectures, a total of 5716. It is the experience of the museum that such temporary displays, even of collections which are the permanent property of the museum, attract more visitors both from within the institution and from outside, than do unchanged exhibits on display continuously. 3. Bureau of Information : The museum does considerable service as a bureau of information both to faculty and students, and to outsiders who make inquiries in person or by letter. The 22 1 ] Museums of Education 2y former is a matter of daily occurrence, while probably upward of lOO outside inquiries are received annually. The following are typical outside requests answered : photographs and plans of exhi- bition cases for a school museum ; improved forms for record keeping in the office of a superintendent of schools ; manufac- turers of lantern slides ; school desks ; many inquiries regarding materials for religious instruction, following the exhibition in that field ; blackboards ; ''what can an art museum do in coopera- tion with the public schools," etc. Most inquiries are regarding objective equipment, the particular field of the museum. Outside requests for loan exhibits, as for example, of kindergarten work, and school architecture, are significant. The museum might with advantage prepare and loan small exhibits illustrative of various educational ideas. A collection of about 200 catalogues of American firms and publishers, and as many more German, French, and English catalogues, is at hand for reference.^ 4. Publications: The museum's publications include (i) leaflet programs or guides to certain of its temporary exhibitions ; (2) an article on "Possible Values of a School Museum," giving a statement of the work of the Educational Museum with regard to the Horace Mann and Speyer schools of Teachers College :" (3) this present monograph; and (4) certain photographs, charts and lantern slides: (a) six photographs illustrating cuts of meat, and (b) three charts illustrating quarter of beef, etc., both issued and sold by the museum for the Domestic Science Depart- ment of Teachers College; (c) charts of the Roman Forum and Athenian Acropolis, prepared for the Horace Mann schools, and prints of which are for sale; (d) lantern slides illustrating the history of education, and the history of mathematics, and other sets of slides which will be developed. The museum has designed several improved exhibition cases which have been copied in several other museums. Outside calls upon the museum indicate that it might profitably devise and issue commercially additional ' What this service might become was well expressed by Dean Russell of Teachers College : "Such a museum might easily become a national, almost an international, clearing house of concrete educational ideas." Columbia University in the City of New York, Teachers College, Dean's Report for 1900. p. 27. ° Benjamin R. Andrews, Teachers College Record, May, 1904, pp. 64-74. 28 Teachers College Record [222 forms of illustrative material not now obtainable through the trade. C. — Management of the Museum: As regards (i) staff, (2) finances, (3) room and equipment. 1. Staff: A curator was appointed in October, 1899, and the office has been filled continuously since, though from 1904 to 1906 the incumbent was officially termed "Assistant in Museum." From June 1903 to 1906 there was a "Supervisor of the Museum," who, while at the same time a graduate student of the university, was charged with the general oversight of the museum, concep- tion of plans and responsibility for their execution. Since 1907 the museum has been under the care of the Adjunct Professor of Educational Administration as "Director," with a person actively in charge as "Secretary." 2. Finances: The museum is. supported by Teachers College, of which it is an integral part. The museum has no income from special endowment, though a recent report of the Dean urged the need of a $50,000 endowment. The funds available for the museum are determined annually, and include two items : salaries, and expenses, the latter for increase of collections and running expenses. Bills ar€ paid monthly against this later appropriation, after approval by the head of the museum and by the Dean of the college. In addition to the appropriation, the museum is pro- vided light, postage, stationery, insurance, and janitorial service. The appropriations since 1899 have been as follows : Year end- Salaries Per cent. Expendi- Per cent. Total ing July I of total tures of total 1900 $ 600 SO $ 600 50 $1,200 1901 1,000 62.5 600 37-5 1,600 1902 1,300 65 700 35 2,000 1903 1,560 68.8 700 31.2 2,260 1904 1,900 65.6 1,000 34-4 2.900 1905 1,200 80 300 20 1,500 1906 1,200 80 300 20 1,500 1907 1,700 85 300 15 2,000 1908 1,700 85 300 15 2,000 Totals $12,160 71.6 $4,800 28.4 $16,960 Of a total expenditure of $16,960 in nine years, $12,160 or 71.6% have gone for salaries and only $4800 or 28.4% for increase 223] Museums of Education 29 of collections and other expenses. The low percentage of ex- penses other than salaries from 1905 on is partly explained in that the museum was engaged in organizing its collections, rather than in securing new ones. Nevertheless purchases of museum materials have had to be kept upon a more modest basis than the best interests of the museum dictated. The receipt of generous gifts, e. g., of text-books, has also tended to reduce the amount spent for collections. 3. Rooms: Since 1901 the museum has occupied Room 215, on the second floor of Teachers College, 18.7 x 12.5 meters in size. Its furnishings include seven exhibition cases, with 25.4 square meters of surface under glass. Wall space has been pro- vided by movable screens. Adjoining the display room is an ofifice 4.6 X 6 m., equipped with storage cupboards, desk, etc. In September, 1906, about one third the museum exhibition room was temporarily assigned to other purposes, thus abridging the facilities for exhibition. It is expected that a special library and museum building for the Teachers College will be erected after a few years, when ample room will be provided for the museum collections. Future of the Museum : The abridgment of the museum in the fall of 1906 is regarded as temporary. The policy for the immediate future calls for the modest increase of the museum's central collections, and especially, it would seem, for the develop- ment of small decentralized collections in different depart- ments of Teachers College, particularly in manual training, fine arts, domestic art, domestic science, geography and mathematics. The departmental collections in mathematics are already very extensive ; in other departments, less so. These collections are of course designed primarily to supplement instruction, but they can serve simultaneously as museum exhibits, and are ordinarily open to public inspection on request. It is believed that these decentralized collections could be developed with a centralized responsibility for their cataloguing and care, resting upon the museum. A unified system of loans could thus be maintained and when building changes give the educational museum adequate quarters the departmental collections could be amalgamated, ex- cept as regards objects of technical significance to single depart- ments. For such objects smaller departmental collections should 30 Teachers College Record [224 always be maintained. The museum building when erected will provide ample exhibition space for permanent exhibits represent- ing the history and present condition of education, as regards school organization, architecture, equipment, curricula, and the methods and results of instruction. It will doubtless provide as well exhibition halls for special exhibitions lasting a shorter or longer time, and planned upon a scale which has not yet been possible. Summary: The museum was started in the fall of 1886, as a result of the Children's Industrial Exhibition ; though a distinctive museum room was not long maintained, the exhibits were con- tinued, and the museum idea found additional expression in portable exhibits, the annual exhibitions, and special exhibitions. Such was its history till 1899. Since 1899, when the first curator was appointed, and especially since 1901, when a special exhibition room was provided, systematic collections of slides, photographs, and objects have been secured, forming what might be termed a combination school museum and museum of education, serving both the professional training departments of the college, and the instruction in the two elementary and the secondary schools, which are connected with the college; the museum has held a series of special temporary exhibitions, and minor functions, a bureau of information and publications, have appeared. Its loans amount to 9000 objects annually, and several thousand visitors a year come to its exhibit hall. It has emphasized special tempo- rary exhibits rather than unchanged displays ; and its greatest service is as a loaning library of illustrative materials for Teach- ers College and its schools. Educational Library of Teachers College: The Bryson Library,, the educational library of Teachers College, in March, 1908, con- tained approximately 39,000 volumes in its central library of which 20,000 were books on education, and in addition 12,000 educational pamphlets. It is the center of undergraduate and graduate professional instruction, and furnishes the literary material necessary for educational research and investigation. All new educational books are purchased as they appear and con- stant efforts are made to secure significant educational books now out of print ; new school text-books, elementary and second- ary, are added, and these number about 3000, domestic and 225] Museums of Education 31 foreign, in the library, supplemented by 1500 of the most recent American text-books in the museum ; an historical collection of text-books is also growing. The collection of educational pam- phlets, one of the most valuable sections of the library, includes catalogues, reports, and other publications of universities, col- leges, normal schools, academies and other secondary schools ; city school' reports, programs, and curricula; reports of state, provincial, and national school officials ; reports of institutions for defectives, dependents, etc. ; the major part of the collection is American, but there are large and representative sections of English, French, and German documents, and less complete col- lections from other countries ; these documents largely furnish the source material for research and investigation. There are about 200 periodicals on file, of which over one half are educa- tional. Besides these educational sections, the library contains "a selected list of general works on philosophy, history, music, literature and science" ; and a "collection of books on history, literature, biography," etc., "adapted to pupils in the elementary and secondary school." A selected library of children's literature, to be administered as an exhibit, is a recent plan. The mathe- matical library of Professor David Eugene Smith, numbering 7000 volumes and 5000 pamphlets, and the historical collec- tion of Professor Paul Monroe, including early text-books and over forty first editions of educational classics, are open to special students. The circulation of the Bryson library in 1906-7 amounted to 28,026 volumes for home use drawn out by 1870 readers ; besides, the much greater use within its own rooms. The annual budget for the library is about $7,500, and for eleven years it has averaged 2.25% (mean variation from average, .13%) of the total educational expense of the college. V. Miscellaneous Educational Museums of the United States The Department of Geography of the Brooklyn Institute of Arts and Sciences organized an extensive exhibition of the teachiixg of geography, international in scope, in Brooklyn in 1891, which was afterwards shown in Boston and in New York, and then returned to Brooklyn as a permanent section in the institute's museums.^ ^ Catalogue of the Exhibition of Geographical Appliances used in Schools and Libraries . . . Brooklyn Institute, Brooklyn, 1891, 85 pp. 32 Teachers College Record [226 The Sunday School Commission of the New York Diocese of the Protestant Episcopal Church has developed at its office in New York, beginning in 1901, an exhibit of books and requisites useful in Sunday schools, which in 1906 numbered about 14,000 items, not including 8000 sample pictures, and in that year attracted 2500 visitors. The exhibit has been shown at many religious conventions throughout the country, and is designed to aid in the introduction of better teaching materials into Sunday schools. The Commission has issued two useful catalogues based upon the exhibit: "A Complete Handbook of Religious Pictures," and a "Handbook of the Best Sunday School Supplies." Less extensive exhibits of similar character have been made by other diocesan commissions ; and a comprehensive exhibit of the same character is being developed by the Religious Education Associa- tion, a national organization "to promote religious and moral edu- cation," at its headquarters in Chicago.^ A private collection which should be mentioned is the histor- ical library of school text-books owned by George A. Plimpton, Esq., of New York City. Its most important items are : manu- scripts on arithmetic, about 60 ; arithmetics and other mathematical text-books, over 2000 copies, including 275 of date previous to 1600; English grammars, 1500; early Latin grammars, 30; school reading books, beginning with horn books, about 1500 copies; books of penmanship, 1600 copies ; also geographies and other school books. The library is generously made available to schol- ars; the most important publication based upon its treasures is "Rara Arithmetica," by Professor David Eugene Smith and Mr. George A. Plimpton.^ ^ The New York Sunday School Commission Bulletin (quarterly from Dec, 1904). Religious Education, the journal of the Religious Education Association, I, 156, 157, Chicago, 1907. ^Letter from George A. Plimpton, April 15, 1907. CHAPTER III THE EDUCATIONAL MUSEUMS OF THE WORLD Outside the United States There have been organized some seventy-five or more educa- tional museums in various countries outside of the United States. The preceding sections show the halting beginnings which have been made here and there in our own country. There is now presented a survey of the museums of other countries. It at- tempts only to bring out the large features in the situation, to point out important matters of purpose, organization, and func- tion as reflected in the educational museum movement as a whole. Were it possible to give intimate views of each museum, the story would be one of success and failure, often the latter, as worked out under different situations. What is attempted is rather a composite photograph of them all. The reader who wishes individual histories should go to Hiibner's admirable mon- ographs on the German and non-German educational museums. On the basis of Hiibner's studies, and information secured through correspondence and an examination of first-hand sources, there is here presented an exhibition of data on definite points. Most of the information is given in three main tables and is then presented at length in narrative form often with accompanying tabulated summaries. First, however, there is a study of the purposes of educational museums as stated in what might be termed their charters, or original forms of organization. It should be said, in preface, that of seventy-four museums considered in the tables, thirty-five are in Germany. Therefore, it has seemed wise to group the data regarding the German museums and throughout the study to make comparisons between the German museums and those in other countries which for con- venience are designated the non-German museums. It should be said, too, that more complete information was naturally secured upon some points than upon others. This will make clear why the number of museums "for which data is given" varies for dif- ferent items, 227] 33 34 Teachers College Record [228 TABLE I DIRECTORY OF EDUCATIONAL MUSEUMS There follows a list of the educational museums of the world outside the United States. The arrangement is alphabetic, first as to countries and then under the name of the respective country the cities in which museums are located are mentioned alphabetically. Under each entry the following items of information are given, always in the same order : name of institution, translation of name into English, year in which founded (with date when closed if the museum has been given up), address of museum, name of director, and hours during which museum is open. ARGENTINE REPUBLIC 1. Buenos Ayres. Biblioteca y Museo pedagogicos (Educational Library and Museum). 1888. Consejo Nacional de Educacion, Rod- riguez peiia 935. Seiior Juan M. de Vedia. 12 to 4:30 daily, and 7 to 10 except Saturday. AUSTRIA HUNGARY 2. Agram. Hrvatski Skolski Muzej (Kroation Educational Museum). 1901. Hrvatski uciteljski dom. Professor Stephan Basericek. 10 to 12 Sunday and Wednesday. 3. BozEN. Standige Lehrmittelausstellung (Permanent Exhibition of Teaching Appliances). 1889. Die Stadtische Knabenschule. Lehrer Hans Nicolussi-Leck. 4. Budapest. Orszagos Tanszermiizeum (National Museum of Teaching Appliances). 1877. Franz- Joseph Lehrerheims, Szentkiraly- Gasse. Professor Gregor Miklos. 5. Graz. Permanente Lehrmittelausstellung (Permanent Exhibition of Teaching Appliances). 1882. Herbersteinsche Palais, Sackstrasse, 16. Professor Ferd. Walcher. 6. Innsbruch. Standige Lehrmittelausstellung (Permanent Exhibi- tion of Teaching Appliances). 1888. Knabenschule, St. Nikolaus, Gehsteg. Lehrer Ludwig Ascher. Daily. 7. Laibach. Schulmuseum und standige Lehrmittelausstellung (Edu- cational Museum and Permanent Exhibition of Teaching Appliances). 1898. School, Komenskygasse 17. Oberlehrer Jacob Dimnik. 8 to 12 and 2 to 5 daily. 8. Prague. Stala skolni vystava v Praze (Permanent Educational Exhibition). 1890. Jungmannovo nam. Anton Jandl. 3 to 5 Saturday. 9. Vienna (a). Permanente Lehrmittelausstellung der Stadt Wien (City Permanent Exhibition of Teaching Appliances). 1872-92. Closed in 1892. 10. Vienna {b). Osterreichisches Schulmuseum (Austrian Educa- tional Museum). 1903. Haydn's House, VI. Bezirk, Haydngasse 19. Lehrer Friedrick Jukel. 229] Museums of Education 35 11. Vienna (c). Permanente Lehrmittelausstellung der Gesselschaft Lehrmittelzentrale (Permanent Exhibition of Teaching Appliances of Lehrmittelzentral). Projected in 1905. School, Werdertorgasse 6. Franz Tremml. BELGIUM 12. Brussels. Musee scolaire National (National Educational Mu- seum). 1880. Palais du Cinquantenaire, Rue des Rentiers, 58. BRAZIL 13. Rio DE Janeiro. Museu escolar nacional (National Educational Museum). 1883. Pedagogium, Rua do Passeio, 66. Olavoj ilae. BULGARIA 14. Sofia. Ucilisten Muzej (Educational Museum). 1905. Ulica Targowska, 8. Dr. Charalampi Ivanoff. Mon., Wed. and Sat. 10 to 12, 3 to 5. CANADA 15. Toronto. Now, Provincial Museum (Educational Museum). 1845-81. Educational section closed. CHILI 16. Santiago. Museo de Educacion Nacional (National Museum of Education). Casilla 191 1. Domingo Villalohos. DENMARK 17. Copenhagen. Dansk Skolemuseum (Danish Educational Mu- seum). 1887. Stormgade 17. Fr. Thomassen. Mon., Wed. and Fri. 3 to 5. FRANCE 18. Chartres. Educational Museum and Library. School, Boule- vard Chasles. Thurs. 10 to 12, 2 to 4. 19. Paris. Musee pedagogique (Educational Museum). 1879. Rue Gay-Lussac, 41. M. Langlois. GERMANY 20. Augsburg. Die Schwabische permanente Schullausstellung in Augsburg (Swabian Permanent Educational Exhibition). 1881. City Building, Jesuitenstr., F. 409. Oberlehrer Leo Fischer. Daily 10 to 12, 2 to 4; Sunday 10 to 12. Library, Wed. and Sat. 2 to S. 21. Bamberg. Die Permanente Lehrmittelausstellung in Bamberg (Permanent Exhibition of Teaching Appliances). 1896. Luitpold School, Memmelsdorferstr. Oberlehrer Adam Hennemann. Open on request. 22. Berlin (a). Das Deutsche Schulmuseum in Berlin (German Educational Museum). 1876. School, Blumenstr., 63 a. Vorschullehrer A. Rebhuhn. In summer. Wed. 3 to 6; in winter, Wed. 2 to 4 and Sun. II to 12. 36 Teachers College Record [230 23. Berlin (b). Das Stadtische Schulmuseum in Berlin (City Edu- cational Museum). 1877. City Building, Stallschreiberstr., 54. Rektor W. Schumacher, 2nd. Mon., Wed. and Sat. 4 to 7. 24. Bremen. Das Schulmuseum des Bremischen Lehrervereins (Edu- cational Museum of Bremen Teachers' Association). 1902. Rutenhof am Domshofe. Schulvorsteher H. Walter. Wed. 4 to 5; Sun. 11 to 12. 25. Breslau. Das Stadtische Schulmuseum in Breslau (City Educa- tional Museum). 1891. Turnhalle, Lessingplatz. Rektor Max Hiibner. Wed. and Sat. 4 to 6. 26. Cologne a. Rh. Die Stadtische Lehrmittelsammlung in Coin a. Rh. (City Collection of Teaching Appliances). 1901. School, Telegraphenstr., 31. Lehrer Karl Kaschke. In summer, Wed. 4 to 6; in winter. Wed. 3 to 5. 2y. DoNAuwoRTH. Die Permanente Lehrmittelausstellung des Cassia- neums in Donauworth (Permanent Exhibition of Teaching Appliances of the Cassianeum). 1876-84. Closed in 1884. J. Traber, Librarian. 28. Danzig. Die Danziger Lehrmittelsammlung (Collection of Teach- ing Appliances). 1904. School, An der grossen Miihle, 9/10. Lehrer August Krieg. Tues. 12 to i ; Fri. 4 to 5. 29. Dresden (0). Das heimatkundliche Schulmuseum in Dresden (School Museum of Local Science). 1905. School, Sedanstr., 19/21. Oberlehrer F. H. Doring. Wed. and Sat. 4 to 6. 30. Dresden (&). Das Schulmuseum des Sachsischen Lehrervereins in Dresden (Educational Museum of Saxony Teachers' Association). 1904. School, Sedanstr., 19. Lehrer Oskar Lehmann. Wed. and Sat. 4 to 6. 31. Eisenach. Das Frobel Museum (Froebel Museum). Theatrestr., 35 a. Eleonore Heerwart. 32. Frankfort. Das Frankfurter Gewerbeschulmuseum (Museum of Industrial Education). 1900-1902. Closed in 1902. H. Back, Stadt. Gewerbeschule. 33. Gleiwitz. Das Oberschlesische Schulmuseum in Gleiwitz (The Educational Museum of Upper Silesia). 1905. School, Schroterstr. Rektor Robert Urbanek. 34. GoTHA. Das Gothaische Schulmuseum (Gotha Educational Mu- seum). 1889. Reyher School. Lehrer E. W. Rohde. No fixed hours. 35. Hamburg (a). Die Hamburger Lehrmittelausstellung (Hamburg Exhibition of Teaching Appliances). 1897. Old schoolhouse, Abcstr., 37. Lehrer G. VoUers. Daily 10 to 4; Sun. 10 to 12. 36. Hamburg (b). Die Schulgeschichtliche Sammlung d. Schul- wissenschaftlichen Bildungsvereins (School-history Collection of the Association for the Advancement of the School Sciences). 1897. Rented rooms, Fuhlenwiete, 42. Hauptlehrer Fr. Brandt. Not open regularly. 37. Hannover. Das Stadtische Schulmuseum in Hannover (City Edu- cational Museum). 1892. Biirgerschule am Kleinenfelde. Rektor Grote. Wed. and Sat. 2 to 4; Sun. 11 to i. 231] Museums of Education 37 38. HiLDESHEiM. Das Schulmuscum (die Leverkiihnstiftung) in Hildesheim (Educational Museum-Leverkuhn Foundation). 1891. School Kaiserstr., 52. Lehrer A. Kreipe. Wed. and Sat. 12 to i ; Wed. 2 to 4. 39. Jena (a). Das Thiiringer Schulmuseum in Jena (Thuringian Educational Museum). 1889-97. Closed in 1897. 40. Jena (b). Das Schaeflfer Museum (The Schaeflfer Museum). igoo. Volkshaus der Carl-Zeiss Stiftung. Dr. O. Henker. 8 to 11:30; I -.30 to o- 41 Kiel. Das Schleswig-holsteinische Schulmuseum in Kiel (Edu- cational Museum of Sleswick-Holstein). 1890. School, Waisenhofstr., 4. Rektor E. W. Enking. Sat. 2 to 3. 42. KoNiGSBERG. Das Schulmuseum des Konigsberger Lehrervereins die Stadtische Bibliothek fiir die Volksschullehrer (Educational Museum of Konigsberg Teachers' Association — City Teachers' Library). 1881. Das Altstadtische Gymnasium. Rektor E. Danziger. Wed. and Sat. 4 to 5. 43. KoLBERG. Das Schulmuseum in Kolberg (Educational Museum). 1904. Old Artillery Barracks, Domstr. Oberschullehrer K. Lodemann. Wed. 4 to 6. 44. Leipsic (a). Die Permanente Ausstellung von Lehrmitteln in Leipzig (Permanent Exhibition of Teaching Appliances). 1865-1875. Closed in 1875. 45. Leipsic (b). Deutsches Museum fiir Taubstummenbildung (Ger- man Museum for Deaf-Mute Education). 1895. Room in Pedagogical Central Library, Schenkendorfstr., 34. Lehrer Herm. Lehm. Wed. and Sat. 2:30 to 5; Thurs. 7:30 to 8:30. 46. Magdeburg. Die Lehrmittelausstellung des Lehrerverbandes der Provinz Sachsen in Magdeburg (Permanent Exhibition of Teaching Appliances of the Saxony Provincial Teachers' Association). 1877. A city building, Grosse Schulstr., 1/2. Lehrer F. Henning. Summer, Sat. 3 to 4. 47. Munich. Das Konigliche Kreismagazin von Oberbayern fiir Lehrmittel und Schuleinrichtungsgegenstande in Miinchen (Royal Circuit Depository of Upper Bavaria for Teaching Appliances and School Fur- nishings). 1875. Schrannenpavilion, Blumenstr., 28. Konigl. Konserva- tor J. Berchtold. Daily 8 to 12 ; 3 to 6. 48. Oldenburg. Das Schulmuseum zu Oldenburg i. Grossh. (Educa- tional Museum). 1900. State Building, Miihlenstr. Rektor G. Liischen. Wed. and Sat. 3 to 5. 49. PosEN. Das Posener Schulmuseum. (Posen Educational Mu- seum). 1897. Kaiser- Friedrich-Museum, Wilhelmsstr. Mittelschullehrer Herm. Schubert. Daily, except Mon., 10 to 2; Sun. 12 to 3. 50. Regensberg. Die Oberpfalzische permanente Kreis-Lehrmittelaus- stellung in Regensburg (Permanent Circuit Exhibition of Teaching Appliances of the Upper Palatinate). 1880. City School Building. Kgl. Kreisscholarchlehrer A. D. L. Reisinger. No fixed hours. 38 Teachers College Record [232 51. RiXDORF. Das Naturhistorische Schulmuseum der Stadtgemeinde Rixdorf (Municipal School Museum of Natural History). 1897. School Knesebeckstr., 21/23. Gemeindeschullehrer E. Fischer. Sun. 11 130 to i. 52. Rostock. Das Mecklenburgische Volkschulmuseum in Rostock (Educational Museum of Mecklenberg Common Schools). 1888. Rented rooms, Neuer Markt, 34. Lehrer O. Obenhaus. Sun., 11 to 12. 53. Stuttgart. Die Lehrmittelsammlung der Koniglich. Wiirttem- bergischen Zentralstelle fiir Gewerbe und Handel in Stuttgart (Collection of Teaching Appliances of the Royal Bureau of Commerce and Industry for Wiirttenberg). 1851. Das Konigliche Wiirtt. Landes-Gewerbemuseum. Bibliothekar Hofrat Petzendorfer. Daily 10 to 12 and 2 to 6; Sun. 11 to i. 54. WoLFENBUTTEL. Das Landes-Schulmuseum fiir das Herzogtum Braunschweig in Wolfenbiittel (Provincial Educational Museum of Bruns- wick). 1892. Without rooms since 1905. Seminarlehrer K. Haberland. GREAT BRITAIN 55. London (a). Educational Section of South Kensington Museum. 1857-1888. Restricted in size 1876-1879; closed 1888. 56. London (&). Educational Museum of Teachers' Guild. 1892. 74 Gower St., Guild House. H. B. Garrod, General Secretary. Daily ID to 6; Sat. 10 to 5. GREECE 57. Athens. 'ExTratSeuTiKov Mouo-eioj/ (Educational Museum). 1905. Rue de I'Academie, 42. D. Bikelas. Wed. and Sun. 10 to 12. ITALY 58. Genoa. Civico Museo pedagogico e scolastico (City Educational and School Museum). 1881. Lyceum Andrea D'Oria. E. Canevello. 59. Rome. Museo d'lstruzione e d'Educazione (Museum of Instruc- tion and Education). 1874-1881. Was located in school building. Pro- fessor Labriola of University of Rome. Two days a week. JAPAN 60. Tokyo. Kioiku-Hakubutsukwan (Exhibition of Education). 1878. Higher Normal School. T. Kano, Director of Normal School. 9 to 4 except Monday. NETHERLANDS 61. Amsterdam. Nederlandsch. Schoolmuseum (Dutch Educational Museum). 1877. Prinsengracht bij de Prinsenstraat, 151. E. A. H. van der Heide. Daily 10 to 4 except Sun. and Mon. 62. Hague. Museum ten bate van het Onderwijs (Museum for Advancement of Education). Projected in 1905. Groothertoginnelaan, 28. A. M. Gerth van Wyk. 2^2] Museums of Education 39 NORWAY 63. Christiania. Skolemuseum for Kristiania Folkeskoler (Educa- tional Museum for Common Schools in Christiania). 1901. MoUer- gadens Folkeskole. R. J. Ringdal. Thurs. 6 to 7. PORTUGAL 64. Lisbon. Museu pedagogico de Lisboa (Educational Museum of Lisbon). 1883. "Escola Rodrigues Sampajo," Poco Nuovo, 7. Fr. Ad. Coelho. RUSSIA 65. St. Petersburg. Pedagogiceskij Muzej vojennoucebnych zave- denij (Educational Museum of Military Teaching-Establishments). 1864. Public Building, Fontanka, 10. Lieut. Gen. Mavaroff. SERVIA 66. Belgrade. Skolski Muzej (Educational Museum). 1898. City School Building, Mackenzie St., 40. D. J. Putnikovic. Daily 8 to 12. 2 to 5 ; Sun. 2 to 5. SPAIN 67. Madrid, Museo pedagogico nacional (National Educational Mu- seum). 1884. Escuela Normal Central de Maestros, Calle de Daoiz, 7. M. B. Cossio. Daily 9 to 5. SWITZERLAND 68. Bern. Schweizer. permanente Schulausstellung (Swiss Permanent Educational Exhibition). 1878. Kavalleriekaserne am Aeusseren Boll- werk. E. Liithi. Daily, except Sun., 9 to 12 and 2 to 5. 69. Freiberg. Musee pedagogique Suisse de Fribourg (Swiss Edu- cational Museum of Freiburg). 1884. Hotel des Postes et Telegraphes. Leon Genoud. Daily, except Sun. and Tues., 9 to 12 and 2 to 6. 70. Lausanne; Musee scolaire cantonal vaudois (Vaud Cantonal Educational Museum). 1901. ficole Normale. L. Henchoz. Wed. and Sat. 2 to 5. 71. Lucerne. Permanente Schulausstellung (Permanent Educational Exhibition). 1905. Museum Building. Bezirksinspektor J. Stutz. Tues. and Thurs. 8 to 12, 2 to 6. 72. Neuchatel. Exposition scolaire cantonal permanente (Per- manent Cantonal Educational Exhibition). 1887. Academy Building. Alfred Guinchard. Wed. and Sat., 2 to 4. 73. Zurich. Pestalozzianum (Pestalozzianum — Swiss Permanent Edu- cational Exhibition). 1875. Wollenhof. F. Fritschi. URUGUAY 74. Montevideo. Museo y Biblioteca pedagogicos (Educational Mu- seum and Library). 1889. Plaza Cagancha. Professor Alberto G. Ruano. Daily 8 to 5. TABLE II A. THE COLLECTIONS OF EDUCATIONAL MUSEUMS- OBJECTS * c 1 _ H ifi H Cu Jl PQ_ X (n I Buenos Ayres '06 1,500 y y y y y y y y Industrial exhibits ; hygiene 2 Agram '05 5,188 y y y n y Historical and present-day ; hygiene 3 Bozen '05 965 n 949 n n y n School art 4 Budapest 'os 5,000 y y y y y n y 5 Graz 05 12,000 y y y y y y Hygiene; art 6 Innsbruch 'os 732 n y y n y n n 7 Laibach y y 8 Prague 'os 871 y y y y y Biographical collection; Comenius Museum 9 Vienna (a) y y y Predominantly, natural science and industry 10 Vienna (d) y y y Hygiene II Vienna (c) y y 12 Brussels •92 1,415 y y y y y y Hygiene 13 Rio de Janeiro '05 4,000 y y y y y 14 Sofia 'os y n y y y y y y Hygiene IS Toronto y y y y y i6 Santiago 17 Copenhagen '05 y y y n y y y n i8 Chartres '06 y n y n n y n n 19 Paris y y y y y y V y Hygiene; school art 20 Augsburg 'os 1,600 n y n y y Natural history collections 21 Bamberg 03 325 n 300 n 25 22 Berlin (a) '05 y y n n n y y Collections illustrating history of education 23 Berlin (A) 04 874 n y n n y n 24 Bremen '03 906 y y y y y n n 25 Breslau '06 2.134 y 1469 few y y y n School art ; historical development of mechanical arithme- 26 Cologne a.Rh. '03 S17 n y n n y y n tic and religious instruction 27 Donauworth (y) (y) 28 Danzig |o6 260 n y n n y n n 29 Dresden (a) '04 y Collections of local science, history, geography .etc. 30 Dresden (b) ,05 *2,000 n y n n y n y 31 Eisenach 07 y y y Memorial museum to Frobel 32 Frankfort 04 *2,000 y y y y y y Represented industrial education only 33 Gleiwitz '06 368 y 357 y y y n y Beginnings of local science and industry exhibits 34 Gotha '03 200 n y n n y y y 250 autographs 3S Hamburg (a) 06 y y n n y n n 36 Hamburg {b) ;o6 1.583 n y y y y y y Illustrates history of local education . 37 Hannover '03 318 y 285 y y 33 n n Also local science collections 38 Hildesheim ^04 1,000 y y y y y n n 39 Jena (c) 90 y y y y y 40 Jena (*) ,05 y y Almost entirely collection in physics 4] Kiel 03 608 598 n y 10 42 Konigsberg 04 683 n y n n n n Dinter Memorial Museum 43 Kolberg 'os 500 y y n n y n Small section for local history 44 Leipsic (a) 67 y y y 3,000 objects, including books, in 1867 45 Leipsic (*) '06 Projected collections of appliances, buildings and equip- 46 Magdeburg '03 550 533 n n y n n ment ; also historical 47 Munich 03 1,020 y 975 n y 31 n 48 Oldenburg ,03 y n y y n 49 Posen 03 467 y 386 n n 40 n n School art SO Regensburg 04 500 y y SI Rixdorf '06 y y y y y Large science and history collections 52 Rostock '03 612 n 560 y y y y y Small biographical collection 53 Stuttgart y y Especially for industrial dra\ving 54 Wolfenbiittel '03 90 n y y n y y y In addition, a mineral collection 55 London (a) y y y n y y y Large science collections for higher education 56 London (b) y y y y y y Geography and history materials, especially 57 Athens '05 y y y y y y y 58 Genoa '06 y y y y y y y A school museum, chiefly ; also educational museum ; 59 Rome '06 y y y y y y hygiene 60 Tokyo '04 9,716 y y y y y School art 61 Amsterdam '05 y y y y y y y y Hygiene 62iHaeue Projected school museum with appliance collection 63 Christiania '06 y n y y y y n n Also, manufacturers' exhibit of appliances 64 Lisbon '06 y y y 6s St. Petersburg '03 y y y n y y General collection; special military collection; hygiene 66 Belgrade *o6 y I7S0 y y y 67 Madrid y y y y y y 68 Bern 'os y y y y y y y y 69 Freiburg '06 y y y y y y y y Father Girard memorial collection 70 Lausanne '05 y y y y y y y A historical collection 71 Lucerne '05 2,680 y y (y) y y y y Hygiene ; school art 72 Neuchatel '05 1,800 y y y y y y 73 Zurich y y y y y y y y Pestalozzi memorial room; technical education 74 Montevideo y y y y y y Historical collection of national education; hygiene * In Table II and Table III, y— yes. and n— no. In columns 7 and 8 of Table II B. regarding catalogues p— printed ; w — written. TABLE II B. THE COLLECTIONS OF EDUCATIONAL MUSEUMS- BOOKS n n •o o a o >^ H Buenos Ayres A gram Bozen Budapest Graz Innsbruch Laibach Prague Vienna (a) Vienna (b) Vienna (c) Brussels Rio de Janeiro Sofia Toronto Santiago Copenhagen Chartres Paris Augsburg Bamberg Berlin (a) Berlin (*) Bremen Breslau Cologne a.Rh. Donauworth Danzig Dresden (a) Dresden (6) Eisenach Frankfort Gleiwitz Gotha Hamburg (a) Hamburg (5) Hannover Hildesheim Jena (a) Jena (b) Kiel Konigsberg Kolberg Leipsic (a) Leipsic ib) Magdeburg Munich Oldenburg Posen Regensburg 51 Rixdorf 52 Rostock 53 Stuttgart 54 Wolfenbuttel 55 London (a) 56 London ib) 57 Athens s8 Genoa 59 Rome 60 Tokyo 6i Amsterdam 62|Hague 63 Christiania 64 Lisbon St. Petersburg Belgrade Madrid Bern Freiburg Lausanne Lucerne Neuchatel Zurich Montevideo 10,000 2.741 few 7,000 10.757 IS6 y few I.ISS 4.261 y 5,000 6ss 72,000 16,000 y 35.000 17,000 y 7,000 900 70,000 600 n 1,200 1,846 y 500 449 y 3,000 y 6,000 222 y 1,500 100 19,000 2,500 6,000 1,000 1,210 10,000 y 7.538 10,800 500 1,500 6.140 600 y 1,759 y 500 2,000 y 1.399 400 5.000 . 3.000 01 68,000 03 I. SCO y 8,300 5.000 y 3.29s 10,220 y 5.500 y 1,200 12,893 y 350 1,200 400 10,000 y y 1,500 6,000 2,000 100 15,000 1,500 500 1,500 800 50 326 5.000 y 600 y 400 3.000 700 1. 000 y y y y ISO 400 9.000 y y 900 500 Education, history, geography, children's books, pictures Historical collections Includes foreign text-books 1,000 volumes of children's literature y n 250 y y y Collection of childrens' literature Special collections of "great educators" Standard collection of children's literature ; 750 volumes in '02 Library belongs to a teachers' association Books and magazines relative to teaching appliances Collection of children's literature Historical collection on Hamburg schools ; separate active educational library Children's literature, 600 Professor Schaeflfer's science library 300 children's books; books for foreign language instruct'n On deaf-mute education Historical collection of 1,200 educational books, 1688-1 Library undeveloped Collection of children's literature with special committee y !0 y Library of science and art, including education In 1888, transferred to Educational Library of Board of Education (National) y Good educational library ; text-book collection y Catalogues of foreign schools Includes educational, school and circulating library A library circulating by post 30 Reading room with 40 journals ilndependent educational library for teachers 3. 500 y y Includes a useful religious library Also an independent State Teachers' Library connected I with the Museum Children's literature Also an independent State Teachers' Library connected with the Museum Archive of reports, etc., children's literature ; 170 journals * In columns 7 and 8 of Table II B, regarding catalogues : p— printed ; w— written. TABLE III A. EDUCATIONAL MUSEUMS— THEIR ACTIVITIES AND ADMINISTRATION ^3 1 CD 3 an S3° u. V a 1- 2 •2 a M I-! — 05 rt M-S V e V a nl u u u. s ^ ^ •^ u Q ;^ 3 ^u 3 J3 :3 £ 3 X >> -Is OJ 3 (U C ffi H CL, 1-1 J M I Buenos Ayres 2,263 y 908 49 y y y y y Two thirds of book loans to normal students 2 Agram 100 400 1,000 4 y n y n y Sales agent ; tests and approves 3 Bozen y 200 42 n n y y Collections used in teaching 4 Budapest n n 3,000 4 y y y n y 5 Graz y 1,000 2,000 4 y y y y y 6 Innsbruch n 300 42 y n n n n 7 Laibach 200 42 n 8 Prague 2 n 9 Vienna (a) 10 Vienna (6) 11 Vienna (c) y y y y Distributes apparatus to schools ; sales agent 12 Brussels y publishes charts 13 Rio de Janeiro y y 120 y y y y y 14 Sofia n y 1,562 12 n n n n y 15 Toronto y y y i6 Santiago 17 Copenhagen 1,100 1,200 3.830 6 y y y n y i8 Chartres n 810 y 600 4 n y n y 19 Paris 18,775 y y y y y y Circulates lantern slides 20 Augsburg 500 3,500 400 28 y y n n n y Sales agent ; manufactures and publishes 21 Bamberg n 120 n n n n n n 22 Berlin (a) n 7,226 y few 3 y y n n n y 23 Berlin ib) n 9,000 4,000 9 y y y n y Courses in physics and chemistry 24 Bremen n n n 1. 000 2 y y n n n y 25 Breslau n 250 y 2,202 4 y y y n y y Has organized exchange system of dupli- 26 Cologne a. Rh. 2,000 400 400 2 n n n y cates among museums 27 Donauworth y Acted as sales agent 28 Danzig 30 250 100 2 y y y n y 29 Dresden (a) y 4 y 30 Dresden (b) 100 100 1,000 4 y y n n y 31 Eisenach y y 32 Frankfort (375^1 y y 33 Gleiwitz n 250 596 y y n n n Lectures for school children contemplated 34 Gotha n 200 ISO y y n n n 35 Hamburg (a) n 2,000 38 y y 30 n y Tests apparatus for city schools, aids trade 36 Hamburg (b) n (193) n n n Not open regularly 37 Hannover y 1,640 y y 6 y n y n y Lecture room 38 Hildesheim n 900 y , y ^ 4 y y n y 39 Jena (a) n y (1,000) y 40 Jena {b) 2,633 42 Collection used in lectures to school children 41 Kiel y y y 150 1 y n n n n y 42 Konigsburg y 1,460 y 2 n n n n n 43 Kolberg 75 50 n 2,000 2 y y n n n 44 Leipsic (a) (few) (6) n 45 Leipsic {b) 150 y y 46 Magdeburg 80 240 y 227 I y n n n y 47 Munich n 1,000 42 y y n n n y Sales agent; tests apparatus 48 Oldenburg 323 4 y y y y Art exhibits ; lantern lectures for adults and 49 Posen 20 75 3,000 23 y y n n y committee on children's literature SO Regensburg 200 SI Rixdorf y y 1,000 1% y n y y 52 Rostock 100 120 y 400 1 n n y y 53 Stuttgart y y y y 38 y 54 Wolfenbiittel y y y y n n n n n y 5S London (a) 56 London (b) y y y 47 y Circulates Greek and geography lantern slides 57 Athens (y) y 1,000 4 y n y y Acts as sales agent 58 Genoa y 8,000 y y n y y Loans appliances and models of school desks 59 Rome y y y 12 y y y to schools 6o Tokyo n 49,775 42 n Formerly furnished sets of natural history exhibits to schools 6i Amsterdam y 4,000 30 y y y n y Acts as sales agent 62 Hague 63 Christiania n n n n 64 Lisbon n 400 ISO 3 n y n (y) Is chiefly a school museum 6s St. Petersburg y y 3.378 n y y y y Stereopticon material for loan; lectures of vari- 66 Belgrade 600 45 n ous sorts; instruction in music and the sword 67 Madrid y y y 48 y y y y Laboratory of psychology and anthropology ; 68 Bern 18,000 y 4,000 36 y y y y y lectures and courses for teachers 69 Freiburg ISO 2,000 y 2,500 35 n y y n y 70 Lausanne y y 1,200 6 y y Circulates slides, etc. 71 Lucerne n y 600 16 (y) (y) n y 72 Neuchatel n 400 400 4 n y n y 73 Zurich y y 8,000 y y (y) y Bureau of archives aiding research 74 Montevideo y 30 daily 54 y y y y y National meteorology bureau at museum TABLE in B. EDUCATIONAL MUSEUMS— THEIR ACTIVITIES AND ADMINISTRATION -i- 4- E cn c » » in u -1- # •a u u e •a PL, < 3 . CT * 1) 3 a S a K W c a X W 1 c 3 a 0. & it: 8"^ a a XI 2 < 3 X C5 U-, t/3 ^ i£. E 7% ; two are 41.6% and 44.4% ; one is 52.9% and one is 123.6%. For the Leipsic library, the factor is 12%. Of fifteen reporting regarding loans by mail, thirteen make such loans and two do not ; 68 Teachers College Record [262 the Berlin German Museum makes large loans by mail (Column 4, Tablelll-A). 3. Visitors (Column 5, Table III-A) : Sixty-three museums report visitors, and for twenty-three German and twenty-three non-German museums the number of visitors is given. Of the German museums, five report 100-200 visitors ; six report 227- 400; one reports 596; five report 1000; live report 2000-3000, and one reports 4000. Of the non-German museums, four report 100-200; two, 300-400; three have 600 each and three, 900-1000; three, 1200-2000; two, 2500-3000; two, 3300-3800; two, 4000; one, 8000; and one (Tokyo) has 49,775. Comparing the two series, the non-German museums have the larger attendance, as might be expected from institutions the majority of which are national. It should be said that these figures in many cases are too small, since the number is often taken from the register in which visitors are asked to sign their names. The large number for the Tokyo museum represents in part the general public, and it includes, too, groups of public school pupils with their teach- ers. Teachers and teachers-in-training are in general the most significant visitors ; Belgrade, Zurich and other museums men- tion regular visits by classes from normal schools, and the Breslau museum in 1905 was visited by twenty-two seminar classes (also seven classes from middle and higher schools), and from certain seminars, classes come annually ; the Hamburg Exhibition has similar visitors and provides a small lecture room for explanations. 4. Hours Open (Column 6, Table HI-A) : Data regarding the hours open per week is given for twenty-four German and twenty-four non-German museums. Twenty-six are open from one to six hours respectively ; five, from nine to seventeen hours ; three from twenty-three to thirty hours ; four from thirty-five to thirty-eight hours ; nine from forty-two to forty-nine hours ; and one is open fifty-four hours. Comparing the German and the non-German museums, seventeen German museums and nine non- German museums are open six hours or less per week ; five Ger- man and twelve non-German museums are open over twenty-five hours per week. That is, the non-German museums, are in gen- eral open for the longer periods. Besides those listed, four other German museums are opened irregularly or on request. 263] Museums of Education 69 5. Temporary Exhibitions (Column 7, Table III-A) : Of German museums, twenty-one report that temporary exhibits have been held and six that they have not ; fifteen non-German museums report such exhibitions and seven report negatively. That is, of forty-nine museums, thirty-six (73.4%) report tem- porary exhibitions. Some of the subjects represented in tempo- rary exhibitions are : children's literature, history of schools and education, pictures and art for the school, art for the home, man- ufacturers' exhibits of special groups of teaching appliances as for geography, drawing, and other subjects, exhibits of pupils' work as in manual training and other lines. These temporary exhibitions are often held by the museums in connection with the meetings of teachers' associations ; and are occasionally organized at distant points. They are sometimes planned with great care, if one may judge by the printed catalogues issued. Temporary exhibitions are also employed by the museums to bring the newest products of the trade to the attention of teachers ; such exhibits often become permanent accessions through the generosity of publishers. The Paris museum has a definite plan of a section of temporary loans from publishers in each of its departments. The Amsterdam museum has a set of regulations governing loans from manufacturers and publishers. The Rio de Janeiro museum has as one feature an annual exhibit of pupils' work. Temporary exhibitions on a large scale are sometimes made by the museums at expositions ; that of the Russian museum at Philadelphia in 1876 was a striking example. 6. Publications (Column 8, Table III-A) : Of German museums, sixteen of twenty-five, and of non-German museums, nineteen of twenty-nine seem to have issued some form of pub- lications other than catalogues and reports. The publications are of three distinct types: (i) Many museums (ten outside of Germany, at least, and several in Germany) issue a periodical publication or journal which may be a general educational journal, as the French Revue Pedagogique which is related to the Musee Pedagogique, though not its organ ; or an organ of publicity for the museum, as that of the Festal as::: iattum at Zurich. Such a medium reports accessions, exhibitions, reviews of exhibits and other items relating to the museum. Sometimes a section in a teachers' paper, or a supplement to such a paper, serves as the 70 Teachers College Record [264 organ of the museum ; the Hildesheim museum owns an educa- tional paper which is at once a means of publicity and a small financial asset. (2) Monograph studies have been issued by at least six museums : Paris, Madrid, Copenhagen, Rio de Janeiro, Breslau and Eisenach. Those of the Musee Pedagogique of Paris are among the most important of educational monographs ; Breslau has a series of important publications, now numbering seven, including its catalogues, reports on special collections, and four invaluable numbers on the history of educational mu- seums ; and the Froebel Museum at Eisenach is publishing original Froebel documents, eight of which are already prepared. (3) Several museums have published or issued school materials, usu- ally in countries not yet well supplied with them : the St. Peters- burg museum has published a number of books for the use of soldiers ; the Rio de Janeiro museum has issued modifications of French illustrative material ; one of the Vienna museums secured the publication of charts by the government; the society which organized the Athens museum has issued a large number of books for school use and popular reading, and has secured the introduc- tion into Greece of foreign charts for school use. Among Ger- man museums, the one at Augsburg publishes books (fourteen listed in 1904), report-forms, and has brought out apparatus for arithmetic, a school desk, and other equipment, especially the productions of local teachers. 7. Lectures for Teachers and Public (Columns 9 and 10, Table III-A) : Seven of twenty-four German museums and twenty of twenty-six non-German museums have arranged occasional lectures and conferences of a professional nature for teachers. Three museums at least, Berlin, Paris and Madrid, have given continuous series of lectures or instruction for teach- ers. The Berlin city museum and the Madrid museum have offered regular instruction in physics and chemistry, with labora- tory practice ; the Paris museum has given lectures on school administration and other subjects. This instruction of rather a formal nature has been intended to assist teachers already hold- ing positions, or those preparing for examinations. Lectures are sometimes held in connection with special exhibits ; more fre- quently "conferences," or meetings to discuss some set topic, have been held at the museum. Breslau gives a considerable number 265] Museums of Education 71 of public lectures which have grown naturally out of explana- tions of the physics apparatus collection ; the Hamburg exhibition (and others similarly) is visited by groups of teachers-in-training who receive lectures on teaching apparatus ; Hannover gives occa- sional lectures in physics and chemistry, and has a large lecture- hall which will be used systematically by both pupils and teachers. A tendency is noticeable toward joining educational museums to institutions which train teachers: the Tokyo museum, once inde- pendent, has been annexed to the Higher Normal School ; the Director of the Paris Museum, in his report for 1904-5, suggests that the museum should find its real function, in connection with the higher normal schools and the University of Paris, in the preparation of secondary teachers. Eight museums report lectures for the public ; twenty-eight report none. It may be said, therefore, that the educational mu- seums do not generally attempt to furnish lectures for the general non-professional public. 8. Information Bureau (Column 11, Table III-A) : Twenty- two of twenty-eight German museums and twenty-six of twenty- eight non-German museums undertake to furnish information regarding teaching appliances and other matters of educational interest. This is to be regarded as one of the most important functions of the museums. 9. Special Services (Column 12, Table III-A) : A few unclassified functions of certain museums may be noted : Six museums mediate sales of the teaching appliances which are on exhibition ; one of these further publishes certain appliances itself ; two museums undertake to test and approve teaching ma- terials, and all probably exert a critical influence in the sale of appliances. The function of museums in introducing appliances, especially into countries deficient in such aids, should be noted : the Japanese museum formerly supplied thousands of sets of illustrative material annually ; the Russian and Canadian museums were especially successful in encouraging domestic manufacture of objects of school equipment and appliances for teaching. Four museums at least loan collections of lantern slides. One arranges art exhibits and holds illustrated lectures of general educational bearing as a means of popular education ; in one, lec- tures for school children have been held, and in another thev are ^2 Teachers College Record [260 contemplated. The Breslau museum has organized a system of exchanging duplicate exhibits among the German museums ; and the Swiss museums have an active Union for furthering their common interests. The permanent collections and temporary exhibitions devoted to children's literature indicate an effort to set standards in this field ; this is true among the museums both in Germany and elsewhere ; the Oldenburg museum has a special committee on children's literature, acting in cooperation with a national committee ; and Hildesheim has issued lists of children's books. CHAPTER IV MUSEUMS OF EDUCATION: THEIR ORGANIZATION AND WORTH TO AMERICAN EDUCATION In previous chapters references were made to the educational museums and exhibits which have been organized in America, and the general characteristics of the educational museum move- ment elsewhere were presented. In the present section, the ques- tion of the usefulness of such museums is discussed, and there follows a systematic statement of the principles of their organiza- tion. This procedure involves some restatements in the system- atic section, but clearness will be served thereby. I. The Utility of Educational Museums Education is a personal process and as such may be directly represented by museum methods only as regards the objective means and other material factors which condition it, and the material results which it produces ; personal phases, whether of aims, means, methods or results, can be so represented only in terms of symbolic devices. The utility of such museums is here examined by considering (i) some collections possible in an educational museum, and (2) certain types of educational mu- seums. I. Possible Collections. There are three principal objective groups which are open to direct museum representation: (i) The buildings used for educational work, and their surroundings, furniture, furnishings, and fixed equipment — in brief, the school plant; (2) the equipment for teaching, including (a) the materi- als, apparatus, maps, charts, and other appliances for instruction, and (b) printed means including pupils' text-books and teachers' manuals — forming together what may be called the tools of teach- ing; (3) the results of teaching, in so far as they can be expressed in samples of pupils' work, records, tests, or other objective 267] 73 74 Teachers College Record [268 forms. Other groups of possible collections might be named : as those of school administration, school hygiene, history of schools and of education, representations of aims, methods, and other phases of education. But in demonstrating the usefulness of educational collections we will refer especially to the three groups cited, and leave all others for mention in the proper section on Principles of Organization. A general justification of collections might run as follows: Educational libraries are admitted to be necessary for progress in the science of education, to furnish printed sources and records for research study. The museum of education will be just as necessary for the objective sections cited, school plant, tools of teaching, and, objective results of instruction. It may be objected that collections of objects are cumbersome, difficult to manage and expensive. To this it may be replied that nevertheless a comparative study of objects is necessary where the final reality is of objects. Or it may be urged that books discussing school plant, tools of teaching, etc., are convenient and are sufficient. But to be valid these books must be based on the real objects, and objects should also be present for verification and illustration. Schematically, one may say that the progress of educational science as regards these topics requires (i) the study of first- hand objects, as they might be presented in museum collections; (2) the publication of results, which become available in printed form for distributing knowledge; (3) the conserving of typical material, at least, of that written up in books ; (4) the constant gathering of new material for fresh generalizations. In brief, the progress in organized knowledge regarding these important objective sides of education will necessitate the maintenance of collections of appropriate material at centers of research, quite as much as is necessary in natural science. On the next level, that of diffusing knowledge already known, such collections would be invaluable in illustration of principles and in endowing infor- mation with the vitality of first-hand experience. In particular, it may be urged further: (i) as regards the problems of the school plant : A center of collections and research would accumulate data on vexed points, as types of school desks, laboratory desks, lighting of schoolrooms, playgrounds, locker schemes, and the hundred other details that arise for solution with 269] Museums of Education 75 every new building ; would advise school boards and architects ; and would record progress as made, in printed form, lantern slides, sets of plans, etc., and thus make it widely available. Historical exhibits showing the evolution of the school house would be of public interest in museums open to visitation, and as well vital and striking topics of present moment in school admin- istration, like ventilation and playgrounds. Research collections on buildings and furniture would be needed perhaps only in a national museum of education and a few centers of advanced study; but small teaching collections, partly of real objects, and partly of illustrations coming from these larger centers, would be useful in every place where teachers are trained. (2) As regards collections illustrating teaching appliances, or the teacher's tools : An example of historical research is afforded by Hiibner's study of all the series of charts issued for religious instruction in Ger- many, which form a complete section of the Breslau Educational Museum. The subject of teaching appliances, both as a whole and in the individual school subjects, offers rich returns for study in its relation to school practice. It would not be an impossible undertaking to gather together the appliances, apparatus, maps, etc., of all kinds, and as well the text-books, for all subjects and grades of public education, as material for research. For, first, the proposal is less sweeping than it appears since in many cases a sample would represent a series ; second, and more important, one needs to be free of the museum superstition that all material must be exhibited in glass cases — really it should largely be stored away in cupboards, compactly and in classified order, much as books go on shelves. Such a series would ofifer opportunity for most significant research and experimentation. For public visitors, historical and comparative exhibits would again be inter- esting, as the teaching equipment of an Ichabod Crane compared with that used to-day ; or, if the museum were in a teaching insti- tution, periodical displays drawn from storage to illustrate instruction, interspersed with manufacturers' and publishers' ex- hibits of the latest books and productions. With complete collec- tions in reserve, public displays of a systematic character would be possible as occasion demanded ; for example, the materials for teaching of mathematics could be exhibited for a meeting of 76 Teachers College Record [270 mathematics teachers. Again, much material would be worked up into printed form, illustrations, and lantern slides, making possible its use in less favored centers of teaching where only small typical collections of appliances would be maintained. If the one or more central collections became over-large, series which had been written up could be reduced and only typical exhibits of historical significance retained (the "types" of natural history collections, i.e., objects or specimens which are represent- atives of new species). Such collections would not only give rise to critical studies, and to definite instruction regarding teach- ing appliances as they are, but it would react on the production of better appliances, and on the international exchange of ideas. To-day, Germany leads the world in "Lehrmittel," and America suffers from a dearth of useful aids in teaching. One would hope for no less improvement in text-books, both as concerns subject matter and form of publication. (3) As regards collec- tions of the objective results of teaching: It is to be noted that they may be particularly complete in the expressive subjects — writing, mathematics, manual training and the fine and applied arts — and that in no school subject do objects register all the re- sults sought or achieved in education. Such samples of pupils' work may prove useful in two ways: (a) as measures of school work and (&) as illustrations of school work. If pupils do tasks under set conditions, uniform through a series, the results may be made to "measure" the ability and attainments of pupils, grades, school systems, or other items desired. In cruder ways, one may say that samples of pupils' work serve as "illustrations" of courses of study and of school systems, and on this level are most of the exhibits of children's work so far held. In these samples of pupils' work, however, resides an accurate agency for examining school performance and as "measures" they offer a Vv^ide and promising field of educational research. Museums of education could gather this data, and with it of course all other school records reducible to measures, and elaborate it by their own staff or through other scholars and students. The accumu- lation of intelligible data capable of statistical treatment (and as rapidly as possible its reduction and publication) would be one of the most evident services of museums of education. In the training of teachers, too, it seems that samples of pupils' work 271] Museums of Education 77 have an illustrative use not yet appreciated. It should be said here that the almost exclusive attention in exhibitions to samples of pupils' work, often unmeaning if not misleading, has been a limitation to educational expositions and annual school exhibits. On the other hand, these occasions have furnished rough measures of educational progress and have contributed to the consciousness of education as a public function. 2. Certain Types of Educational Museums. The utility of educational museums will take on substance if, before we pass to our systematic statement of the principles of their organization, we sketch concretely the following types of museums: (i) An educational museum in an institution for training teachers; (2) a city educational museum; (3) a state museum; and (4) a national museum of education. I. A Museum in an Institution for Training Teachers: In such an institution there are three essential material means w^hich may be employed in training teachers, (a) a model school for observation and practice teaching, {b) a library of educational books, and (c) a museum which contains types of school equip- ment, the objective tools of teaching in kindergarten and grades, and selected examples of results of children's work as in hand- writing, constructive activities, etc.^ Practice school and library are doubtless the more important, as their earlier development attests ; but museum collections of a professional character have a great, and little appreciated, value. Many institutions already have school museums, i.e., collections of illustrative and teaching materials to be loaned for instruction in the schoolroom. These collections could, in part at least, serve at the same time as an educational museum if they were but utilized in the professional instruction of the method courses. This suggests two points : (a) normal schools and higher training institutions might without delay take advanced ground by including in their courses reflec- tive, critical study of equipment, teaching materials, samples of pupils' work and other objective material now at hand but as yet wath unrecognized possibilities; {b) institutions with school museums might catalogue and organize the collections also for professional teaching, and in such cases museums with double ' For this comparison, credit is due Professor Bergstrom of Indiana University. yS Teachers College Record [272^ functions, a school museum and an educational museum, might be developed, with certain collections common to both purposes and certain pertaining to each exclusively. The educational museum in such institutions would serve partly as a storehouse from which material could be taken out for lecture purposes and class discussion. Consider, for example, the following list of detailed exhibits possible in a single typical field, — handwriting in the schools, and the utilities inherent in them for class-study and individual exam- ination : I. Materials for writing : ( i ) historical — wax tablet, stylus, ink horn and reed pen of the East ; quill pen ; writing slate and pencil, etc.; (2) present-day materials: (a) writing with paper and ink, samples of papers, inks, penholders, points, blot- ters; (b) writing with paper and pencil, similar exhibits. 11. Methods of teaching: (i) teachers' manuals, (2) sets of copy books in various systems; (3) charts, model alphabets, etc., for copying; (4) sets of exercises; (5) historical collections. III. Results of instruction, samples of work: (i) facsimile copies of blackboard writing; (2) samples of the child's first writing in large free hand on large sheets of paper; (3) systematic dis- plays of copy books, illustrating progress of children under slant, vertical and other systems, year by year, or through a school, if possible for identical children ; (4) writing as taught in connec- tion with composition ; (5) results of writing taught under various conditions, as to place in curriculum and time devoted to it. With such collections feasible, it seems likely that a utilization of even a part of them would add force and accuracy to instruction in methods of teaching writing. Or, consider the topic "appre- ciation of literature." Can it be represented in a museum collec- tion in a way to add usefully to instruction regarding the teaching of literature ? Possible collections might be : I. Means: (i) books for children's reading, selected and graded according to the best standards ; (2) supplementary books, as biography, travel, etc. ; (3) illustrative material, as maps, pictures, stereograms (Ger- man schools, for example, have a special map showing the scene of the play of Wilhelm Tell). II. Methods: (i) teachers' man- uals; (2) samples of children's notebooks and composition work, drawings, records of dramatic work, and other means of expres- sion; (3) courses of study showing place of literature in course 273] Museums of Education 79 of study, its relation to other studies, etc. Reviewing this, one recognizes it as machinery for cultivating literary appreciation; the real vital center of the study, the ripening and widening of experience on the part of the pupil, and literature regarded as a treasure house of human experience which through the teacher's life enters into that of the pupil — all this is personal and cannot be directly expressed in the objective. The objective machinery of literature teaching can be shown, however, and this as an aid in explaining method has its use for the young teacher. Enough is said to show that training institutions might grad- ually accumulate collections which would be a valuable adjunct to professional teaching, and that an educational museum would be effective, as Goode has it, "for the training of specialists."^ In the higher professional institutions, musevim collections would assist research. They would provide material for the study of the objective side of the school buildings, equipment, teaching appliances, text-books, systems of records, samples of pupils' work in the different subjects of the various grades, etc. The museum, too, could gradually accumulate some historical sections of such material. The museum would also be the place for pub- lishers' and manufacturers' displays of books and apparatus ; for selected temporary exhibits of pupils' work ; and for itinerant exhibits sent out from some central state or national museum ; and the institutional museum itself might loan out such exhibits to less favored institutions, or to teachers' institutes. 2. City Educational IMuseum : A city educational museum may conceivably be organized either in connection with a school museum, or separately, (a) It should serve the teachers-in-train- ing in city normal schools precisely as the educational museum of an institution does its students, (b) It should furnish exhibits of pupils' work to illustrate points in theory in the instruction given the city's teaching staff at teachers' meetings and confer- ences, and especially during changes in the curriculum and the introduction of new lines of work, as manual training, or art. Selected exhibits of pupils' work illustrating definite problems or topics exhibited in some central place, or, if the city is large, ' The person who has a general interest in museums will find the articles by G. Brown Goode, formerly in charge of the U. S. National Museum, very suggestive. (See Bibliography.) 8o Teachers College Record [274 moved about from point to point, with accompanying conferences and discussions, would be invaluable in setting up definite, plainly understood standards for teachers and in furnishing motive power to carry them into practice. The clearness and the appeal of the concrete is too little taken advantage of in such situations. In the single problem of bringing new teachers into harmony with the system, illustrative exhibits would be justified, (c) A city museum should preserve as records typical samples of pupils' work in the standard subjects, selected so as to be truly repre- sentative. A definite number of test papers in arithmetic, com- position and spelling, say, written each year and filed away, would in large cities at least have decided value in measuring progress and results, and would furnish material for educational research, {d) Such museums, in some cities at least, should emphasize the research work of an educational laboratory. The schools of one American city have had a psychological laboratory. Such research work, whether psychological, hygienic, architec- tural, educational or otherwise, that concerns education, might in time center about the educational museum of a city. Research so far has been largely a function of the university. There is no basis for belief that it must remain there alone. Attempt to con- duct scientific studies of a city's schools from outside, say from a university, are always at a disadvantage ; the cities already play at research in part of the functions of the city superintendent of schools ; as this office comes to be filled with men trained in scientific methods of investigation, accurate knowledge will be sought regarding the efficiency of school methods, and measure- ments instead of opinions will dictate policies. Then in the museum-laboratory will be located the controlling mind of a city's educational work. In this respect the museum should in time come to guide the hands of school administration, {e) The educational museum should have a very positive and definite rela- tion to the greater public, the taxpayer and the parent. Education is a conscious process — at least the most significant educa- tion is ; and this consciousness is individual and social. A city museum of education should exhibit all the educational resources of the city, all the schools, institutions for technical training, art and other museums, and all centers for specific or general edu- cation. It should be a place where the parent can be informed 275] Museums of Education t>i of what the schools are doing for his children ; where the parent (and the child too) can come for guidance at the critical time when a girl or youth leaves school and goes to work, and yet often might go on to a better education if he knew the facilities his own community offered. The need of a better-informed social consciousness regarding education is urgent in even the smallest community. The taxpayer has a right to know about the schools. The annual school exhibit of American schools contributes to this end once a year now. The museum should by special exhibits inform the public on live educational questions e.g., "What are fads and frills?" "Equal work for equal pay," "What is meant by 'Industrial Education'?" Certainly, through itinerant exhibits shown in various schools in the city with ac- companying lectures, conferences, and discussions, the policies of a school board could be cleared of the charge of autocracy. A school museum could thus aid in educating the public regarding education. 3. State Educational Museum : An educational museum organized by a state might advance education in the following ways at least: (a) By loaning exhibits to school boards which would give information regarding school architecture and equip- ment, as photographs of buildings, models of school desks, etc. {h) By loaning exhibits which would tend to secure the intro- duction of desirable subjects of study, as art, manual training, industrial education, etc., or which would give suggestions to local teachers regarding these subjects when introduced; and by similar exhibits loaned to teachers' institutes, normal schools, teachers' association meetings, and shown on other public occa- sions, (c) By displaying fixed exhibits of desirable equipment for teaching with reports available for distribution; especially exploiting new and promising ideas appearing elsewhere and securing their introduction into the schools of the state, {d) By arranging exhibits which show the educational resources of the state, for the purpose of informing legislators and the general public always drawn to the capital as a center of interest, {e) By forming, in connection with a state educational library, the archive for record of educational work in the state ; and to this end, cumulative objective records carefully selected for the light they will throw on educational methods and results should be 82 Teachers College Record [276 preserved as measures of educational progress. (/) Bv encour- aging the scientific study of education, if possible by research carried on by its own staff. 4. A National Educational Museum: The possibilities of a national museum of education for the American states is fore- shadowed by what has already been said. Whether local mu- seums are established or not, a national museum of education surely should be, and it might gather up many of their functions and add others. It should, together with the library already existing at the Bureau of Education in Washington, come to serve American education in the following ways at least: (a) It should furnish a display of selected exhibits illustrating the typical educational institutions of the country, from kindergarten through the university, with regard to aims, organization, equip- ment for teaching, methods, and results. With especial propriety, series of exhibits could be shown illustrating the place of educa- tion in the history of civilization and the development of edu- cation in America from the first; and, finally, other objective displays could doubtless be devised which would make plain in a vital way the function of education in a democratic society. Such a museum would attract countless visitors and would help very much to give education consciously its rightful place of high national importance. (&) The museum should be a national clearing house of educational information, especially in all that concerns comprehensive views of national education and the exchange of educational ideas between states and between foreign countries and our own. In such a movement as the present influx of the ideas of European industrial training, the Bureau is the partial means of transfer. A national museum of educa- tion could specifically aid in this transfer by fixed exhibits in Washington and itinerant exhibits throughout the country, which would illustrate industrial education by photographs, charts and small displays of pupils' work. Sets of lantern slides, pre- senting the same material for widespread use, would give a more flexible basis of operations. Printed reports there are always in abundance, but there is in question here only means specifically germane to a museum. Such a national museum should be actively united with other educational museums, state and city, in the circulation of exhibits, in gathering material for 2^^] Museums of Education 83 scientific study, and in other cooperation, (c) The national mu- seum and library of education should advance scientific study by collecting material, printed aand objective, for the use of students and scholars ; and by the investigations of its own staff. A single study of school desks (which lies in the museum field) sufficiently thorough, painstaking and unflinching to set standards for the whole country would justify a decade's expenditures for the museum, (d) The museum could become a national bureau for standardizing school supplies, building equipment and teaching appliances for the whole country. This function could rest on two premises : ( i ) education is a function of state government, and states possess the right, though largely unexercised up to the present, of determining such standards; (2) practical consider- ations demand single standards for the whole country, set by dis- interested and competent authority, and these a national museum could furnish subject to approval and enforcement by individual states. This really amounts to a proposal that the consumer shall exercise a control over production by consciously setting standards, which the producer is expected, if not compelled, to meet. Society seems consciously forming a new means of con- trol at this point at present, as illustrated by the recent Federal Pure Food and Drug Law. Whether or not in regard to material goods required for educational purposes, we were ever to go to the point of standards approved and enforced legally, the sug- gestion is not far afield that a national bureau which would determine standards regarding such points, say, as school furni- ture and type, paper, illustrations and bindings in school text- books, would very speedily effect reform and achieve great eco- nomic savings in these regards ; and this would result even if the program were to rely entirely on the cupidity of competition, and the force of public opinion. From these considerations of the usefulness of educational museums, we will pass now to the second division: a statement of the principles which seem to underlie their organization. II. Administrative Principles for Museums of Education The educational museum may be defined as the institution which conserves objective collections related to the schools and to education, including objective material of all kinds, and as well 84 Teachers College Record [278 text-books, teachers' manuals, and the other books which may be proper museum materials, and which utilizes them for the in- crease and diffusion of knowledge regarding education. The administration of the educational museum is presented under topics : A, Relationships ; B, Types of museums ; C, Functions ; D, Collections ; E, Management. A, Relationships of the Educational Museum: The educa- tional museum has certain relationships to other institutions : the school museum, the educational library, the educational labora- tory, the model school, the school exhibit and educational exhibi- tion, and the manufacturers' exhibit ; and relations to other points of organized society will be mentioned in Section B, on Types of Museums, below : 1. The school museum exists for the schoolroom; its collec- tions are employed directly in teaching children. The educational museum exists for education as a profession, a science, and a social institution ; its collections are to aid in training or improv- ing teachers, in informing the public about education, and in ad- vancing educational science. The contents of the two will agree in part, in that both contain teaching materials and appliances. They differ in this, that the school museum contains only the material means of teaching and these as fully and completely as possible ; the educational museum contains these means of teaching, but only in typical illustrative exhibits, not necessarily in complete sets, and in addition it contains all manner of other objective exhibits regarding education (Section D, below). The educa- tional museum and the school museum may properly exist in institutions and in city school systems, as a single organization. 2. The educational library contains all printed material re- lated to education; the educational museum contains all objective collections. The museum, however, includes all printed material more properly treated as exhibits for inspection or as gross data for elaboration, than as books for circulation : namely, collections of school text-books, teaching manuals, archives of school cata- logues and reports and perhaps bulky works on school archi- tecture. Besides this printed material which goes into the col- lections of the museum, the museum should have a working library of its own, to include catalogues of school appliances, text-books, and other materials germane to the museum, and especially all 279] Museums of Education 85 printed books which will throw light on the museum's collections and aid in their care and utilization. Educational books, as such, are not germane to the museum. An educational library and a museum, it is evident, are supplementary agencies and could best be joined in a single institution ; or where either exists alone, it should undertake something of the work of the other. 3. The educational laboratory would undertake advanced investigations in the science of education, and would gather books and objective collections as demanded by the investigations undertaken. It would have no function of public visitation, as the jnuseum, or circulation of its resources, as the librlary. Its acti- vities are centered in the studies of its staff. A laboratory might be organized as an adjunct to a library, but there would be re- quired a separate staff, as librarians are not trained to research ; this "separate research staff" is present in the case of a higher teaching institution, as the college, where the faculty with its scholarly projects takes on this function. A laboratory is an essential part of a modern museum, since in the museum the staff is a scientific investigating body, quite as much as it is a body of curators. 4. The model school or practice school of an institution for training teachers might be called a dynamic museum of educa- tion. Together with the educational library and educational museum, it comprises the material means of representing the work of education to prospective teachers, and of the three it is by far the most fundamental and important. 5. The school exhibit, in American schools, is a temporary display of results of pupils' work, together with the school build- ing and its equipment, usually opened to the public for one or more days at the end of the school year. The school exhibition or exposition is a centralized display of such exhibits, chiefly in- cluding samples of pupils' work, brought together for a whole city for a longer or a shorter time ; or, it is the display of exhibits from a section of a country, a whole country, or from various countries, organized independently or in connection with some industrial exposition. Such educational expositions often include manufacturers' exhibits of teaching appliances, school furniture, text-books, and other materials. In so far as these exhibitions bring together samples of pupils' work, and exhibits of city and 86 Teachers College Record [280 state systems of schools and of institutions, or other displays which have been prepared disinterestedly, so far they do tempo- rarily part of what educational museums do permanently. In so far as manufacturers' exhibits enter in a pure spirit of business competition, the exposition is of a different genus from that of the educational museum. The temporary exhibit has most frequently limited itself to exhibits of pupils' work. 6. Displays of goods made by manufacturers and publishers at expositions or in their own establishments are on a commercial basis. For this reason Dr. Goode has sharply set off expositions from museums (save so far as educational aims and methods of display enter). Educational museums, however, have so far leaned heavily upon manufacturers in securing free samples of their goods as museum exhibits. Museums must not tie their hands by accepting favors ; they must be free to criticise, eval- uate, reject. Entire freedom of action for a museum can only be assured by an independent financial basis. B. Types of Educational Museums. Educational museums may be classified as to purposes and contents, following Goode's treatment in The Principles of Museum Administration. As to purpose, one may distinguish : (i) teachers, (2) institutional, (3) city, (4) state, (5) national and (6) international museums of education. In these cases the "purpose" is derived from the particular external conditions under which a museum exists, as serving a city, a state, an institution, or other definite organiza- tion. Some writers on educational museums have classified museums as "practical" or "ideal," according as they attempt practical reforms, as in schoolroom equipment for example, or simply aim to represent education in objective displays. Here, such a distinction would be classed under "functions" (Section C, below). With regard to their contents, one might dis- tinguish those museums of specialized contents, such specializa- tion being either ( i ) vertical with regard to education, including some limited subject throughout the whole range of the schools; or (2) horizontal, including the entire range of education in some limited stratum; or again, some combination of vertical and horizontal specialization. Examples of vertical cleavage are school exhibits of pupils' work only, a museum of teaching appli- ances only, special museums for industrial education and for deaf- 28 1 ] Museums of Education 87 mute education, etc. ; an example of horizontal cleavage is a museum for elementary education only, or for kindergarten edu- cation only. 1. A teachers' educational museum is one organized by a teachers' association, or a special museum association composed of teachers, to be of direct aid to teachers. Such museums are the common type in Germany. 2. An institutional educational museum is one located in a normal school or other institution for the training of teachers and finding its chief purpose in contributing to the professional train- ing of new teachers. In higher institutions such a museum would also aid in advancing research. 3. A city educational museum represents the educational work of a city, aids young teachers in their work of preparation, and assists teachers on the staff, preserves records, advances research, and makes for popular intelligence regarding educatioa Educational libraries already exist in beginnings at least in many American cities, and upon these might be grafted branches of museum work. Those cities which maintain a bureau of supplies might secure one function of a museum from it, viz., an exhibi- tion of all teaching appliances used in the city, and with these could be added temporary displays of new appliances and histor- ical and comparative exhibits. The city museum should include, where possible, a laboratory for measurement and investigation of local education. 4. A state educational museum represents the educational history and present educational resources of the state in exhibits of interest to visitors ; loans circulating exhibits to teachers' insti- tutes, city schools, and normal schools ; is a bureau of information for the objective side of school work and a means for introducing new ideas into the schools of the state ; preserves records and aids research. A state educational museum might be organized in connection with the office of the state superintendent of educa- tion, the state museum of science and art, or the state educational library. The normal relationship would seem to be that of an educational library and educational museum in connection with the state superintendent's office; on the other hand, two states, New Jersey and Louisiana, have made progress with educational museums as part of the general state museum. 88 Teachers College Record [282 5. A national educational museum in a similar way repre- sents national educational history and resources ; acts as the agency for furthering information between different parts of the country, and for introducing ideas from foreign countries ; aids research ; and especially is in position to exert control over the production of material equipment for schools, and to establish standards for them. The proper place for a national educational museum in America is without doubt in Washington in connec- tion with the United States Bureau of Education, where a begin- ning, as we have seen, has been made. National museums have in several cases been a strong influence in introducing better equipment from abroad, — as the Russian, Japanese, and Greek museums ; and in this respect alone an American museum might do valuable service in improving American schools. 6. International museums of education may be formed under some favoring circumstance, to represent an international educa- tional movement, or possibly to provide for international exchange of educational ideas. The former is illustrated by the Froebel Museum at Eisenach ; the exchange of information alone can be effected by national museums. 7. Educational museums specialized as regards contents, are illustrated by the former Museum of Industrial Education at Frankfurt, the Museum of Deaf-Mute Education at Leipsic, the Froebel Museum at Eisenach, and the emphasis on elementary education in certain general museums of education. C. Functions of the Educational Museum. The functions of the educational museum concern: (i) teachers in training; (2) teachers in service; (3) persons concerned with the administra- tion of schools ; (4) manufacturers and publishers of school materials, equipment and appliances; (5) the general public; and (6) the advancement of the science of education. The manner of its services in these various respects may be briefly suggested. 1. Teachers-in-training: Exhibits of equipment to show the learner the tools of teaching; exhibits illustrating aims, methods and results of schoolroom work, school administration, and other topics, to reinforce the theoretical instruction received. 2. Teachers-in-service : Exhibits to illustrate innovations in equipment and courses of study, and to illuminate principles in teachers' meetings and in study for improvement. 283] Aluscnins of Education 89 3. School Administrators : Exhibits, investigations, reports of school architecture and building equipment ; record keeping and new methods in administration ; and especially educational progress. 4. Manufacturers and Publishers : Comparative exhibits of their goods; reports on facts that can be established, thus setting up standards; organizing juries or commissions to judge; sugges- tions to manufacturers of desirable lines to introduce, as from abroad, or of desirable improvements. 5. The General Public: Inform parents about schools, and aid young people inquiring as to educational opportunities ; pre- sent disputed questions ; represent education in its historical devel- opment and its present relations to society ; in general, help make education a conscious social process. 6. Advance the science of education by furnishing objective material for study ; by studies by its own staff ; by publication ; by preserving records of researches, historical material, and cumula- tive matter which can become the subject of future study. D. The Collections of Educational Mnsenms. Besides the limitation that education can be represented directly only in its objective phases, and that symbols must suffice for indicating its personal facts, there is one other limitation at least : education is a process, i.e., something going on, and can only be exhibited by snap-shot pictures as it were, that is by cross-section views of conditions at the beginning or end or at some definite stage in the process. With these limitations in mind, it may be said that the collections of an educational museum comprise objective material related to: (i) the aims of education; (2) school children as the subjects of education; (3) material means of instruction; (4) the school subjects and teaching methods; (5) school activities, (6) the results of instruction; (7) teachers as agents of instruc- tion; (8) the administration of education; (9) the external relations of education. I. The Aims of Education : In general these can be expressed only through symbols ; for example, the aim "to socialize the child" might be given expression in a diagram showing the rela- tion between the child and society ; another diagram might be con- ceived to express the relation of education to the past, present 90 Teachers College Record [284 and future; such symbolic diagrams might help the popular visitor at the museum to get some glimpse of a philosophical view of the work of education in the world; and might not be useless to students. Certain aims of education are practical, e.g., the acquiring of the school arts, or the gaining of skill, and these could be expressed objectively in the results achieved by the children, though such exhibits might be classified under 6 (below). 2. School children, the subjects of education, might be repre- sented by anthropometric records, mental, photographic and metric. This would include phenomena of growth, racial differ- ences, common postures in different school exercises, mental capacities measured at all possible angles, etc. Such records would be gathered and preserved by museums conducting research or aiding research. Popular exhibits would include photographs of school children of various nationalities, and striking facts represented in diagrams. 3. The Material Means of Instruction : These may be divided into: (i) building, grounds and plant; (2) building equipment; (3) teaching equipment, (i) The buildings and grounds, in- cluding school gardens, playgrounds, plants for heating, lighting, ventilating and cleaning, may be represented by photographs, drawings, floor and ground plans, and to some extent by models. (2) Building equipment .includes the permanent fixtures of a school building, as school desks and seats and other furniture, blackboards, laboratory furniture for science, manual training, and cooking, library and museum cases, etc. ; they can be illus- trated by samples, catalogues, reports of tests, etc. (3) Teach- ing equipment includes all movable objects and materials used in instruction, whether books or objects. Such equipment could be classified most advantageously according to school subjects, with a further classification according to place of use in the school. Such an arrangement would bring together all of the teaching material used in geography, such as text-books, maps, globes, charts, pictorial representations, models, materials for expres- sive work in geography, as sand tables, maps for drawing, etc. ; it would further classify this material as far as possible ac- cording to the grade or division of the school in \vhich each piece is most useful. A similar classification would hold for appliances and material in arithmetic, history, reading, writing, art, religion, 285] Museums of Education 91 literature and other fields of instruction. The material could then be studied either by subjects or by grades. Besides actual samples, there should be catalogues, lists of materials used or recommended, reports on tests and experiments, and the literature of teaching appliances. 4. The School Subjects and Methods of Teaching: These would be represented by catalogues, school programs, courses of study, syllabi, text-books, teachers' manuals and other printed matter illustrating the organization of the subject matter of study and the methods of teaching. This material might either go to the library or to the museum, but as crude matter for elaboration it belongs to the museum. Here would belong data for investiga- tions of courses of study, e.g., measures of the time devoted to school subjects and effect on relative efficiency. Actual class- room procedure could be illustrated by photographs; the phono- graph and cinematograph have already been successfully utilized for this purpose. 5. School Activities: Constructive and expressive work in materials, g>'mnasium exercise and play, social life in the school as reflected in athletics and societies, and other procedures in which personal activity or doing is the essence, rather than organization of knowledge or instruction. These could be repre- sented as regards constructive work by the material results achieved ; as regards organized activities, by school programs and allotments of time, reports, student year-books, photographs, invitations and program cards, etc. Records by photograph and phonograph would be useful. 6. Results of Instruction : As far as they are material things, — as writing, composition, constructive work, — results can be quite fully represented in the museum. Mental and personal results can of course only be expressed symbolically. As was noted when discussing the utility of such collections, they can be divided into those collected especially as "measures," i.e., the re- sults of tests, which are of the utmost significance for educational science ; and "illustrations," or samples of routine work. 7. Teachers: Whatever objective records could be compiled regarding teachers; e.g., their classifications, preparation, salaries, etc., might be expressed graphically in charts and diagrams and 92 Teachers College Record [286 brought to the attention of the public in an educational museum. The sources of such information would be conserved as material for research. Biographical collections regarding individual teachers and famous educators would be classed here. 8. Administration of schools, i.e., schools in regard to their management and inner relations, could be shown in public mu- seums by diagrams illustrating these relationships; by charts of statistical character; by displays of methods of record keeping; etc. Cumulative archives of sources of information, as school reports and catalogues, would be of the greatest importance. These might subdivide as to elementary education, secondary education, training of teachers, professional and technical educa- tion, and other administrative groups. 9. External Relations of Schools : The educational institutions of society, the function of each, and the relation of the school to them and to society itself, might conceivably find objective repre- sentation in public m.useums in diagrams or other striking sym- bolic form. E. Management of Educational Museums. The manage- ment of educational museums involves the following conceptions : I. Financial Support: Except in the case of teachers' or in- stitutional museums, expenses should be met by the public purse, as the museum is an adjunct to the work of the schools. In Germany the city or state commonly subsidizes teachers' museums. 2. Quarters Needed : There should be provided exhibit halls for permanent exhibits, permitting special classification of exhibits in alcoves if not in separate halls ; one or more halls for temporary changing exhibits ; ample storage for research data and exhibits not on display; laboratories for mechanical, chemical, microscop- ical and other methods of testing and examination, and for the studies of the stafif and the use of scholars ; preparing and ship- ping rooms ; offices, and finally one or more lecture rooms. A building to fit the needs of a national or city educational museum would require special designing to meet the purpose required; and the wealth of architectural experience regarding general museums would help determine plans. Parts of school buildings have often been the first home of educational museums. No educational museum as yet occupies a specially designed building. 287] Museums of Education 93 3. Staff : A paid trained staff is essential, varying from part time of one person in a small museum, to a large number of per- sons in a national institution. Knowledge of education and of museum administration and technique, of statistical and other methods of research, and of mechanical and other forms of testing, would be required in a large museum, and could be found only in an assemblage of experts in these various lines. The small museum might grow out of an educational library, and employ library methods and staff at first. Many museums have devel- oped through the free services of devoted teachers. 4. Classification of Collections : The collections would fall into two classes, — the exhibition material, and the study material. The former, arranged for public inspection, would include the striking displays and synoptical series, giving summary views of schools and education present and historical in exhibit halls ; the latter, which in some museums would soon form the larger and richer part, would include all detailed records and series, reserved in accessible storerooms for scientific study. In making study material available would lie one of the greatest functions of a national museum. All specimens, whether exhibited or in storage, should be fully labeled. 5. Catalogues : Complete card catalogues should render all material available; guide books should be provided for the bene- fit of visitors, and labels with full, popular information. 6. Publications : Reports of investigations and studies should be published. A periodical journal or organ should be published with news of accessions, reviews, brief reports of studies, tests, etc. Even the smallest museum could command a column in some educational journal, as is the practice of German museums. 7. Conferences and Lectures: The museum should be the seat of conferences, meetings of teachers, and occasional lectures. It should not attempt formal courses of instruction ; but only such verbal instruction as can either gain effectiveness from the museum's collections, or add effectiveness to them. Special exhibitions should be arranged in connection with large teachers' meetings at the museum or elsewhere. 8. Bureau of Information : The museum should be adminis- tered as a bureau of information for all that concerns education, by answering inquiries made in person or by letter ; by circulating 94 Teachers College Record [288 its reports ; by gathering information upon mooted questions and forestalling requests ; by sending out specially prepared exhibits for display at opportune times throughout the country ; by cooper- ating with state and city educational authorities as need requires. It may be objected that this is at present partially the function of our higher educational offices, as those of the state superintend- ents of education, and the United States Commissioner of Edu- cation. Be it said that to this extent they already fulfill the functions outlined, and it is only proposed, by adding more dis- tinctive museum features to these centers of educational admin- istration, to increase their possibilities of service to American education. The gathering of information would require a cumu- lative archive for filing away clippings, fugitive printed matter,, references and other data under classified headings, giving imme- diate reference to available information. As occasion demanded, material should pass from this nebulous stage into organized articles for publication. III. In Conclusion It should be said distinctly that no one educational museum would attempt so varied a program as that outlined. It repre- sents rather the first plotting of a field as yet unorganized, by many unrecognized: a field that embraces those monuments, records, measures, and objective means and manifestations of education which cannot be conveniently conserved and utilized by library methods. In closing, one cannot better enforce the worth of educational museums than by recalling in a general way the results of experience. Museums of education have proven their utility beyond question in international transfers of educational ideas : the history of the Canadian, Russian and Japanese museums alone would be sufficient to quote. These, it is true, are all cases in which such museums served as a prom- inent agency in the influx of new ideas into a barren field. The series of German educational museums, however, shows that in a country most advanced in educational resources, local or city museums of education perform a real function in the professional life of teachers. Germany has no national museum of education, but one is sought by German educators ; and the history of the Musee Pedagogique in Paris shows that a national museum of 28yJ Museums of Education 95 education in an advanced country is a practical undertaking. The most intimate relation is doubtless that between educational mu- seums and the professional training of teachers, and its significance is urged by the experience of the German museums and those at Toronto, Tokyo, and, most recently, Paris. The beginnings in this country, halting as they are, indicate a real faith in the usefulness of objective collections organized to represent education. The hope of a national museum of edu- cation at Washington, long cherished though still deferred, is one index of the situation ; the combined school and educational museum of the St. Louis schools, and the projected educational museum of the New York City schools are another; the annual school exhibit common in American schools, permanent exhibi- tions of local education in certain American cities, and as well the state educational exhibits in a few capital cities, are all indi- cations of beginnings. Perhaps most significant is the real need felt in the universities and other centers for training teachers for collections of objective exhibits which shall assist in making plain the nature, methods, means and results of education, and which shall supply new kinds of material for the advanced study of education. The time seems not far oflf when education, personal process that it is, will seek out all objective means of making itself and its purposes increasingly evident ; when the museum of education, especially when combined with laboratory methods of investigation and when joined with its complementary institution, the library of education, will afford control and insight in the forward educational progress of the country. 96 Teachers College Record [290 BIBLIOGRAPHY This bibliography includes books and articles bearing upon museums of education, as such, and upon the character and pur- poses of museums in general. For further references as to indi- vidual museums of education, one should see Hiibner, though his remarkably complete lists may be supplemented in one or two instances, especially for Toronto and St. Petersburg. The person desiring more complete references to the literature of museums in general should consult the two-volume bibliography of Murray. (i) Bather, Francis Arthur. Presidential Address before Museums Association, Aberdeen Conference, 1903, Museums Journal III (1903), pp. 71-94 and 1 10-132. (2) Beeger, Julius. Die Padagogischen Bibliotheken, Schulmuseen und standigen Lehrmittelausstellungen der Welt, mit besonderer Beruck- sichtigung der Padagogischen Centralbibliothek (Comenius-Stiftung) zu Leipzig. Eine geschichtlichstatistische Zusammenstellung von Julius Beeger, Director der Padagog. Centralbibliothek (Comenius-Stiftung), Leipsic, 1892, 84 pp. (3) Buisson, Ferd. Musees pedagogiques. Dictionnaire de Pedagogic et d'Instruction primaire. Part I, Vol. II. Paris, 1888, pp. 1982 ff. (4) Circulars of Information of the Bureau of Education, No. 5, 1875. Suggestions Respecting the Educational Exhibit at the International Centennial Exhibition, 1876. Washington, 1875, 26 pp. (5) Circulars of Information of the Bureau of Education, No. 5, 1884. Suggestions Respecting the Educational Exhibit at the World's Industrial and Cotton Centennial Exposition. Washington, 1884, 28 pp. (6) Die Museen als Voiksbildungsstatten ; ergebnisse der 12. Kon- ferenz . . . Berlin, 1904, 7+228-I-40 pp. (Centralstelle fiir Arbeiter — Wohlfahrtseinrichtungen Schriften 1904, No. 25.) For a summary, c£. Science, N. S., XIX (1904), pp. 610-612. (7) Eaton, John. Museums Illustrative of Education. Circular of Information No. 3, 1881, U. S. Bureau of Education, Washington, 1891, 56 pp. (8) Field, Thomas. "An Educational Museum" in Thirteen Essays. 189T. (9) Flower, Sir William Henry. Essays on Museums and other sub- jects connected with Natural History, London, 1898. Presidential address. The British Association for the Advance- ment of Science, 1889, PP- i ff- (Museums, their rise, use, organi- zation, etc.) Modern Museums, Museums Association (London), p. 21 ff. (10) Goode, George Brown. I. Museum-History and History of Mu- seums; II. The Principles of Museum Administration; III. The Museums 291] Museums of Education 97 of the Future. Papers by George Brown Goode, Late Assistant Secretary, Smithsonian Institution, in charge of U. S. National Museum, published in Report of U. S. National Museum, Part II, 1897, Washington. Museums, an article in Johnson's Universal Cyclopedia (1895) VI, p. 27; now. Universal Cyclopedia (1901) VIII, p. 315. (11) Gratacap, L. P. The Museum, Journal of Applied Microscopy and Laboratory Methods, Rochester, N. Y., V, No. 12; and VI, Nos. 1-12. The Making of a Museum, The Architectural Record, IX, pp. 376-402. Natural History Museums, Science, N. S., VIII (1898), pp. 29- 37, and 61-68. (12) Hagen, Hermann August. The Origin and Development of Museums. American Naturalist, X (1876), pp. 80-89, and 135-148. (13) Hall, G. Stanley. A Central Pedagogical Library and Museum for Massachusetts. Pedagogical Seminary, XII (1905), pp. 464-470. (14) Hiibner, Max. Die auslandischen Schulmuseen, mit einer Abbil- dung der Schulmuseums in Tokio. Breslau, 1906. Ferd. Hirt. X and 258 pp. Die deutschen Schulmuseen. Nebst einer Karte und 2 Tabellen. Breslau, 1904. Ferd. Hirt. VI and 125 pp. Nachtrags i, 2. (15) Jevons, William Stanley. "The Use and Abuse of Museums" in Methods of Social Reform, London, 1883, pp. 53-81. (16) Jullien, Esquisse et Vue preliminaire d'un ouvrage sur I'education comparee, Paris, 1817. (17) Luthi, E. Die Schweizerischen permanenten Schulausstellungen. Lausanne, 1896, 19 pp. (18) Manny, Frank A. A Positive Function for School Museums. The Elementary School Teacher, VIII (1907), pp. 152-3. (19) Mayer, Alfred G. The Status of Public Museums in the United States. Science, N. S., XVII (1903), pp. 843-851. (20) Monroe, Will S. Educational Museums and Libraries of Europe, Educational Review, April, 1896, pp. 374-391. (21) Murray, David. Museums, Their History and Their Use, with a bibliography and list of museums in the United Kingdom, 3 vols., Glas- gow, 1904. (22) Northrop, Birdsey G. Lessons from European Schools and the American Centennial, New York, 1877, 108 pp. (23) Piltz, E. Article on Schulmuseum, Rein's Encyklopddisches Hand- buch der Pddagogik, 1899, VI, 470-472. (24) Stejskal, Karl. An den loblichen Bezirksschulrath der Stadt Wien. Dr. Karl Stejskal und Genossen beantragen dringlich die Errich- tung eines k. k. osterreichischen Museums fiir Erziehung und Unterricht in Wien, 1894, 14 pp. (25) Waterman, Richard, Jr. Educational Exhibits at World's Fairs, Educational Review, V (1893), pp. 120-129 and 219-231. 98 Museums of Education [292 (26) Widgery, W. H. The History of Educational Museums, Journal of Education, London, June, 1890; reprinted as Educational Leaflet No. 63, Aug. IS, 1890, College for the Training of Teachers, New York City. (27) Winchell, Newton Horace. Museums and Their Purposes. Science, XVHI (1891), pp. 43-46. (28) Wood, J. G. The Dulness of Museums, 19th Century, XXI (1887), pp. 384-396. (29) Ziehen, Julius. Uber den Gedanken der Griindung eines Reichs- schulmuseums. Ein Vortrag von Dr. Julius Ziehen. Leipsic, 1903, 27 pp. ACKNOWLEDGMENT The writer makes acknowledgment to Dean James E. Russell of Teachers College for suggesting this study, for making possi- ble its pursuit in connection with the Educational Museum of Teachers College, and for counsel and encouragement given. Jr'rofessors Frank M. McMurry and David S. Snedden of Teach- ers College have given many helpful suggestions. Professor Will S. Monroe of the Montclair, New Jersey, Normal School loaned several rare pamphlets from his private library. The patient answering of schedules of questions and letters of inquiry have put the writer in debt for his data to a long list of persons. To the United States Commissioner of Education, to the super- intendents of education in the American states and the super- intendents of schools in American cities, and to professors of education in several American universities, thanks are due for information which it is hoped may later be presented more com- pletely than herewith. To the directors of museums of education the world over, gratitude is expressed for copies of catalogues, reports and other printed matter, as well as for answers to inquir- ies, all generously furnished. VITA Benjamin Richard Andrews, born December 31, 1877, Log-an, New York. Academic diploma, Mynderse Academy. Seneca Falls, New York, 1894. A. B.. Cornell University, igoi ; A. M., igo3. Supervisor of Educational Museum of Teachers Colleg^e, Columbia University, iQ03-igo6 ; Teaching Fellow, 1904-1905; Director of Neig^hborhood Work, Speyer School of Teachers College, 1906-1907; Secretary, Departments of Do- mestic Economy, Teachers College, 1907. Author of Articles on "Habit" and "Auditory Tests," American Journal of Psychology. LIBRARY OF CONGRESS 003 403 652 4 I III 'I 7 "m