and will therefore be willing to support the scientific investiga- 

 tions of the museum. It will take pride in the extent and re- 

 Uability of its exhibits and will utilize them for the education of 

 its citizens as well as for the information of strangers. 



Recent years have seen much progress in the correlation of 

 public school education with practical Ufe. Indeed, it is proba- 

 ble that disciplinary training has been unduly sacrificed to in- 

 formational studies, but the fact remains that the graduates of 

 our public schools should have the information necessary to 

 make them intelligent citizens. At present they seldom ac- 

 quire any knowledge of the fundamental economic conditions 

 upon which the business of their community is based. These 

 economic conditions are in turn largely dependent upon natural 

 resources, and museums which study and exhibit natural re- 

 sources can economically and efficiently instruct, and at the same 

 time entertain, school children by means of exhibits, lectures, 

 and loan collections. In this way practical results can be at- 

 tained with little encroachment upon the already crowded cur- 

 riculum of the schools, and the museum will prove a positive 

 factor for better citizenship. 



Museums also afford facilities for promoting many reforms 

 and progressive movements which require popular cooperation. 

 These possibilities have already been shown in Charleston by the 

 tuberculosis exhibit and by the movement for better trees. These 

 are, however, essentially community activities, and it is the pur- 

 pose of this article to show that the Museum may lead in their 

 organization and afford an efficient means for their prosecution, 

 but that success can only be attained with the moral and finan- 

 cial support of the community. The responsibihty rests upon 

 the people and the people must act through the Museum if its 

 facilities are to be effectively used. 



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