TJir Principles of Mit scion Adniinis/ration. 197 



li. — Tin<: i-;]<;i,ATioN ok tiuc muskum to oth]<;k institutions of 



LEARNING. 



1. The museum in its effort for the increase and diffusion of knowl- 

 edge aids, and is aided by, the university and college, the learned societ>', 

 and the public librar>'. 



2. The special function of the museum is to preserve and utilize 

 objects of nature and works of art and industry ; that of the librarj^ to 

 guard the records of human thought and activity ; that of the learned 

 society to discuss facts and theories ; that of the school to educate the 

 individual, while all meet together on common ground in the custodian- 

 ship of learning and in extending the boundaries of knowledge. 



3. The care and utilization of material objects being the peculiar duty 

 of the museum, it should not enter the field of other institutions of 

 learning, except to such a degree as may be found absolutely necessary 

 in connection with its own work. 



Comment. — For example, its library should contain only such 1)ooks as are 

 necessary for use within its own walls. Its publications should be solely those 

 which are (directly or indirectly) the outgrowth of its own activities. Its teaching 

 work should be such as can not be performed by other institutions. 



On the other hand, schools may advantageously limit their cabinets in accord- 

 ance with the needs of their lecture rooms and laboratories, and the library and the 

 learned society should not enter the field of the museum, except in localities where 

 museum agencies are not j^rovided. 



C. — THK RELATION OF THE MUSEUM TO THE ICXPOSITION. 



1. The nuiscum differs from the exposition or fair both in aims and 

 in method. 



2. The exposition or exhibition and fair are primarily for the promo- 

 tion of industry and commerce ; the museum for the advancement of 

 learning. 



3. Of the former, the principal object is to make known the names of 

 the exhibitors for their own professional or fniancial advantage; in the 

 latter, the name of the exhibitor is incidental, the thing chiefly in mind 

 being the lesson taught by the exhibit. 



4. Into the work of the former enters the element of competition 

 coupled with a system of awards by diplomas or medals; in the latter, 

 the element of competition does not appear. 



5. The educational results of expositions, though undeniably impor- 

 tant, are chiefly incidental, and not at all proportionate to the prodigal 

 expenditure of energy and money which are inseparable from every great 

 exposition. 



D. — MUSEUM FEATURES ADOPTED IN EXPOSITIONS 



I. Museum methods have been in part adopted l)y many expositions, 

 in some instances to attract visitors, in others because it has been desired 



