Address — Charles R. Skinner. 45 



provided for a free course of lectures to the teachers of the City of New York, 

 and extended that system to the then nine normal schools situated in different 

 portions of the State. It was a modest beginning, but any one interested in 

 educational progress could foresee the great development that was bound to 

 come — that will always come when you strike the heart of the people with an 

 educational force. In 1891 this system was extended to the teachers' institutes 

 of the State. A teachers' institute is a gathering of teachers in each of the 

 counties of the State. This enables the system to reach annually more than 

 20,000 teachers. The country teachers (if you please) and their thousands of 

 friends are brought in sympathy with this system of instruction. So it extended 

 until 1895 — four years afterward — when it was again broadened by an act of 

 the Legislature, so that the lectures given and views exhibited here are now 

 extended to all the cities and villages of the State, thus placing it within the 

 power of the superintendent of schools in these cities and villages to reach 

 nearly nine-tenths of the people of the State. 



You remember, years ago we heard something about "object lessons." It 

 was a new departure in education. The evolution of education is almost a 

 ?rz/olution now. Here in this hall, and wherever these lectures are repeated 

 (and they are, like the public school system, free to all mankind), the world is 

 brought to our feet, and we see before us the different exhibitions which make 

 us acquainted with every section of the world. In 1887 the then Superintendent 

 of Public Instruction, referring to this system, said : " The system is new, but 

 undoubtedly it is destined to have an important part in future educational work." 

 In 1884, when the system first became connected with the State, the total State 

 expenditures for education were $12,000,000. Last year the total expenditures 

 were $28,000,000. So the expenditures of the State for schools and education 

 have kept pace with the growth of this Institution. Surely we can all believe 

 in " expansion " of education. 



Since the Museum became connected with the State Department, Doctor 

 Bickmore has prepared two hundred (200) lectures, covering all phases of 

 education, — travel, history, biography, science, etc., — and these lectures have 

 been repeated in every portion of the State. More than 20,000 different stere- 

 opticon views have been prepared and exhibited. We are familiar with the 

 growth of this system through inquiries which reach our State Department, and 

 which daily reach Doctor Bickmore. Inquiries come from every county in the 

 State, from smaller schools that are not entitled to these privileges, begging 

 that they be extended to them. From every State in the Union come requests 

 from State superintendents of public instruction for advice as to how they may 

 secure the advantages which we enjoy. From every nation in the world come 

 inquiries of the same nature. I have been shown a very interesting letter of 

 inquiry from India, where the very purpose which this instruction serves here 

 was presented as an educational influence upon the people of that country. 



Not long ago Doctor Bickmore took this system in all its phases to exhibit 

 at Paris. I wish he could tell you the many expressions of approval and interest 

 which that exhibition excited. It is safe to say, however, that his mission was 

 successful. He brings home from Paris a gold medal for the educational 

 system which has made this Museum famous. No wonder Doctor Bickmore is 

 in favor of the " gold standard." 



Those who originated the scheme of this Museum are entitled to the 

 commendation of every friend of education — of every man who believes that an 

 educated child is better than an ignorant one. It is through this system, 

 exemplified as it has been by what has been done for free lectures in this great 

 city, that it is possible to carry this work all through the cities and villages of 

 this great State. How to properly educate the masses of the people is the great 

 educational problem before us all to-day, Mr. President, and the more we 

 contribute to the education of the masses of the people, the more we can send 

 education into the homes of our pupils, the more we shall contribute to their 

 happiness and to the uplifting of city, state, country and the world. 



