AUGI-ST 23, 1895.] 



SCIENCE. 



199 



seum, it should not enter the field of other 

 institutions of learning, except to such a 

 degree as may be found absolutely neces- 

 sary in connection with its own work. 



[For example, its library should contain 

 only such books as are necessary for use 

 within its own walls. Its publications 

 should be solelj;^ those which are (directly 

 or indirectly) the outgrowth of its own 

 activities. Its teaching work should be 

 such as cannot be performed by other insti- 

 tutions. 



On the other hand, schools may advan- 

 tageously limit their cabinets with refer- 

 ence to the needs of their lecture rooms 

 and laboratories. The library and the 

 learned society should not enter the field 

 of the museum, except in localities where 

 museum agencies are not provided.] 



C. The Relation of the Museum to the Exposi- 

 tion. 



1. The Museum differs from the Exposi- 

 tion both in its aims and in the method of 

 its activity. 



2. The Exposition, or Exhibition, and the 

 Fair are primarily for the promotion of in- 

 dustry and commerce ; the Museum for the 

 advancement of learning. 



3. The principal object of the former is 

 to make known the names of the exhibitors 

 for their own professional or financial ad- 

 vantage; in the latter the name of the ex- 

 hibitor 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 sys- 

 tem of awards by diplomas or medals; in 

 that of the latter the element of competi- 

 tion does not appear. 



5. The educational results of expositions, 

 though undeniably important, are chiefly 

 incidental, and not at all proportionate to 

 to the prodigal expenditure of energy and 

 money which are inseparable from any 

 great exposition. 



D. Museum Features Adopted in Expositions. 



1. Museum methods have been in part 

 adopted by many expositions, in some in- 

 stances to attract visitors, in others because 

 it has been desired to utilize the occasion to 

 give museum lessons to multitudes to whom 

 museums are not accessible. 



2. Those expositions which have been 

 most successful from an educational stand- 

 point have been the ones which have most 

 fully availed themselves of museum meth- 

 ods, notably the London Exhibition of 1851 

 and the Paris Exposition of 1889. 



3. Special or limited exhibitions have a 

 relatively greater educational value, ow- 

 ing to the fact that it is possible in these 

 to apply more fully the methods of the 

 museum. Examples of this principle were 

 afforded by the four expositions held in Lon- 

 don from 1883 to 1886— Fisheries, Health, 

 Inventions and Colonial. 



4. The annual exhibitions of the acad- 

 emies of art are allied to the exposition 

 rather than to the museum. 



5. Many so-called ' museums ' are really 

 ' permanent exhibitions,' and many a great 

 collection of pictures can only be suitably 

 described by the name ' picture gallery.' 



E. Temporary Museums. 



1. There are many exhibitions which are 

 administered in accordance with museum 

 principles and which are really temporary 

 museums. To this class belong the best of 

 the loan exhibitions, and also special ex- 

 hibits made by public institutions, like the 

 ' Luther Memorial Exhibition ' of 1874, the 

 material for which was derived chiefly from 

 the Library of the British Museum, and 

 similar exhibitions subsequently held under 

 the same auspices. 



F. Museum Methods in other Institutions — 

 ^Museum Extension.^ 



1. The zoological park, the botanical gar- 

 den and the aquarium are essentially mu- 



