r.DrcATioxAi. wii.ri: OF Tin: ami'.iuc.w Mrsi:r.]f 235 



('(•onoiuical ])l;m, for luiiiicrous specimens iiiiiy at tlie same tiiiu- ser\'e t)()tll 

 scieiitifie and eduealinnal ends, and the si)eeialists atti'acled \>\ ojyport imity 

 fi)r sc'ieiuifie work may also he exeelleni (hreetoi-s of the e(hieat ioiial aeti\i- 

 tios in th(Mr own lines. 



If I were i'e(|nested lo name a. nmsenm wliieh ilhistrates in its workini,^ 

 the al)o\'e ideas retianhn^' e(hiea,tional fnnetions and oi\i;aiuzation, I siiould 

 at once think of the American Mnseum of Xatural History as of far greater 

 \alue in pnhh'c echieation than any other of the <;rea.t natiu-ai liistory mii- 

 senms of America and Europe. In no otiier museum have I been able to 

 find so nuich evidence that the achninistrative authorities are deeply inter- 

 ested in ])U I ihe educational ])rol)lems. This is shown in many ways, in four 

 very ])r()minently : First and most strikingly in the immen.se number of 

 specimens mounted and arranged so as to emphasize th(> points of greatest 

 interest to the general public. Splendid examples of this are the bird 

 groups, certain groups in the vertebrate paheontological halls, and the 

 Darwin Hall. Anotlier evidence is shown by the method of lal)eling. 

 The value of an exhibit depends largely upon explanatory labels. A museum 

 with simply the names on specimens does not deser\'e to be classed as of 

 noteworthy educational value. The third important evidence is found 

 in the \ery liberal space allotted to specimens and groups of specimens 

 which are likely to be of popular interest. To reduce the interest of the 

 non-scientific visitor there is nothing so successful as crowding specimens 

 into cases and cases into limited floor space. The few dozen bird groups 

 set prominently in oj)en spaces at the American Museum mean more to the 

 general ])ubhc than would a very great number of such groups crowded 

 together in order to exhibit a complete ornithological collection. And 

 lastly, the fourth e\'idence that the American Museum is interested in 

 public education lies in its direct attention to the teachers and students 

 of nature study and biology of the New York City public schools. This 

 would have l)een considered by an old-time curator as an un])ard(>nal)le 

 digression from the prop(M' work of a museiun. 



This development of the American Museum during the past ten years 

 into an efficient educational institution is a matter to which New Yorkers 

 are just awaking. And it would seem that the educational greatness of the 

 Museum has only begun. With coming new buildings and above all w'ith 

 improved transit arrangements which will make the building more readily 

 acce.ssil)le from all parts of the greater city, the American Museiun is sure 

 to develoj) into full completeness its j)ossibilities as a great educational 

 institution in addition to its function as a scientific one. 



