ON MUSEUMS IN RELATION TO EDUCATION. 273 



from the point of view of ite relation to the world they know. It is the 

 psychological order that must be followed, and the logical arrangement will 

 determine the end, not the beginning, of the course. 



It is precisely through the difficulties which this involves that the trained 

 teacher is more likely to be successful in this type of work than the curator or 

 his assistant, but the average teacher has neither the knowledge of the subject 

 nor the command of the Museum's resources which are essential. The Manchester 

 device has much to teach us in this regard. 



Whether or not a particular Museum is suited to thia kind of work will 

 depend partly upon its contents and its buildings. A lecture-room equipped 

 with lantern, with various devices for showing specimens at the lecture table, 

 and with tables rather than eloping desks, in order that specimens may be 

 handled by the class, seems absolutely essential. 



Syatem and purpose must govern the use of the Museum by schools. The 

 aimless wanderings of groups of children about the galleries is sheer dissipation, 

 a nuisance to the staff and to the public. Enough has been said to indicate the 

 lines which may be followed. A keen teacher will find something helpful even 

 ill a dead Museum, and a living Museum will lay itself out to seek the advice 

 and help of teachers in the attempt to play its part in the educational service 

 of the locality. 



We may especially note the possibilities, which have so far been only 

 slightly developed, in the provision of circulating sets of illustrative objects 

 designed for school use. It is essential, however, that such sets should avoid the 

 error of over-systematisation, especially for use in primary, schools. The contents 

 of the cases should be determined by the point of view of those for whom they 

 are designed, and not by a specialist who knows his subject as a systematised 

 body of knowledge, but has no conception of what his specimens will mean to 

 a person who is both young and unlnstructed. 



Museums in Belation to the Advanced Student. 



This question has to be considered from two distinct, and at times conflicting, 

 points of view— viz., the needs of the particular class of student; and the needs 

 of the Museum and its staff in relation to other calk. These students for the 

 present purpose may be divided into :— 



1. Research Students. j 3. Private Students. 



2. University Students. | 4. Collectors. 



The number of Museums which can render material aid to the advanced 

 student is limited, although it must not be forgotten that even the smallest 

 Museum usually, possesses one or more objects of scientific or artistic value. 



The demands made upon the Museum staff by the advanced student are 

 serious. Not only is a great amount of time consumed in providing material, 

 but almost invariably calls are made for enlightenment upon points which arise 

 in the course of his inquiry; he needs frequently to discuss his concluaions with 

 a specialist member of the staff. 



But advanced students vary in type, and their needs are best considered 

 separately. 



The Research Student. — This student is frequently a man of established 

 scientific reputation. He requires only original material, and this must be 

 furnished with full data of provenance, evidence of its type distinction or other 

 points of interest, and full references to literature. Probably all other specimens 

 of similar type possessed by the Museum will be required for comparative study, 

 and all these should be supplemented by information similar to that of the study 

 specimen or specimens. 



When the material cannot be brought together in a room suitable for study, 

 provision for the accessibility of the series is necessary, the Index 'catalogue 

 will be required, and cases and cabinets must be open. When required specimens 

 are on exhibition, as they needs must be in mi' *^. cases, it will be necessary 

 to dismount them, or if this is impossible, work must proceed at the open case, 

 a, most undesirable method. For the satisfactory work of a researcher, a well- 

 lighted work-room is essential. 



Access to a good library is also essential, and very little good work is done 

 if books are only available for short periods on loan. 



1920 q, 



