ae: 
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city may be an obstacle to its educational ‘effectiveness,’ 
quantitatively expressed. 
‘or the Brooklyn Botanic Garden the ‘‘effectiveness,’’ or 
ratio of educational contacts * to population, for 1934 was 
37.9%, which is thirty points above the median for ‘‘large”’ 
city groups, as found in Mr. Cooke’s survey. In figuring this 
ratio the population of the Borough of Brooklyn only, and 
not that of Greater New York, was taken. The figures were 
a yar gat = 37.9%. The ratio of attendance to population for 
1,352,407 
1934 was 2,732,301 
In other words, the registered attendance figures were equal to 
nearly one half the population of the Borough, and the educa- 
tional contacts (number of persons directly reached by the educa- 
tional activities of the staff, not counting visitors who merely 
viewed the exhibits on the ground and in the conservatories) 
exceeded one third the population figures. 
s Mr. Cooke states, “‘It is a little fatuous to attempt to 
measure the effect of museum [and botanic garden] education 
numerically.”” The quantitative statement is only one criterion 
by which the educational work may be judged. Effectiveness, as 
measured by results, is left wholly out of account. 
= 49.5%. 
Adult Education 
Perhaps the greatest benefit a school can confer on a pupil is to 
give him such an intellectual impetus that, after “school days” 
are over, he will continue to advance along educational paths 
and to browse in educational fields so long as he has his faculties. 
It is the purpose of adult education to assist in this progress. 
Our museums and botanic gardens constitute, at once, great 
opportunities and potent stimulants and guides. 
* The term ‘‘educational contact,’’ as commonly used by museums, indicates 
the number of individuals known to be directly reached or influenced by the 
museum’s organized educational activities. Thus if a loan collection is used 
by a teacher with a class of 50 that is counted as 50 educational ‘‘contacts.” 
Theoretically, every visitor represents an educational contact, but actually 
mere attendance should not be so regarded, because the varied and often 
educationally irrelevant motives back of attendance are clearly recognized. 
