ON MUSEUMS IN RELATION TO EDUCATION. 275 



group under the joint direction of professor and curator. The Museum will 

 profit by the impi'oved arrangement of the objects, and the student will learn 

 how to utilise specimens, and how to discover and use the relevant scientific, 

 or other, literature. Such work will also give him a solid foundation of syste- 

 matic knowledge too often wanting even in the best products of modern 

 education. 



The Private. Student. — This student is usually either working for an examina- 

 tion or to perfect himself in a subject which appeals to him. If of the former 

 type, he may find all he wants in tha exhibition series, with a little guidance 

 from the curator, or it may be necessary to give him access to the series used 

 by the University student. The needs of the second type of student will 

 generally be amply supplied by the explanatory labels, and occasional access 

 to books. 



The Collector Student. — This student usually visits the Museum in order to 

 identify specimens in his own collection, and therefore requires access to 

 systematically arranged and stored collections. As the exhibited series will 

 not, or ought not to, contain the long series of specimens he desires to see, 

 these students will be best served and helped if Museums used by them provide 

 one or more well-lighted work-rooms, with large tables, adjacent to the reserve 

 series, which should be kept in strict systematic order, and fully labelled. The 

 rooms containing the reserve stores can frequently be used as work-rooms for 

 the advanced students also, and with great advantage, as specimens can be 

 returned, to place at once when done with, before others are taken out. 



Museums in Belation to Classical Education and the Humanities. 



Much of what might bo written upon this branch of Museum work has 

 already been published in book form by a member of the Committee, and need 

 not be repeated again here {' Our Renaissance : Essays on the Eeform and 

 Revival of Classical Studies,' by Professor Henry Browne, S.J. Longmans, 

 Green and Co., no date of publication). 



Professor Browne rightly urges that, whilst the subjects of Natural Science 

 may claim priority, Museums which neglect the promotion of the love of culture 

 and art among all classes will be incomplete and one-sided. 



Teachers of Ancient History may reasonably expect to find, in Museums, 

 collections having a bearing upon the subjects they teach, and in some of the 

 large provincial Museums this is already the case. No Museum, however, need 

 consider itself too poor or remote to be able to do something towards illustrating 

 ancient life. 



The objects required for the purpose can be so chosen as to appeal to the 

 public as well as to the student, and success will depend upon the exhibition 

 of such material as ought to interest persons of average intelligence and educa- 

 tion. The bringing together of local or other evidence of the Roman occupation 

 of England, for example, will attract every one. Much can be done by the 

 provision of reproductions (including casts and electrotypes, as well as photo- 

 graphs and slides) of objects not otherwise obtainable. Many of these being 

 replaceable, could be loaned to schools and colleges. 



From a special questionnaire much information was obtained, and can be 

 found set out in full in Professor Browne's book. It will suffice if a summary 

 only is given here. 



Practical evidence of the value to all grades of education by such collections 

 in Museums was supplied by tho authorities of the British Museum, and of 

 the Museums of Oxford, Cambridge, Liverpool, and the Universities. 



In this instance, again, American Schools of Learning and Museums are far 

 in advance of the British Isles. The greatest development has been reached 

 by the Museum of the University of Pennsylvania, Philadelphia, which is a 

 University and Public Museum combined. The classical and art collections 

 are remarkably good, and fully used by the University professors, who find 

 that the interests of students are stimulated and encouraged, whilst their 

 studies take on a more real character than from bookwork alone. The Boston 

 Museum of Fine Arts is doing much useful work, and teaching is carried on 

 upon a large scale. The collections are used by the students of Harvard, and 



T 2 



