THE PUBLIC MUSEUM AND EDUCATION. 13 
I have dealt exclusively in this address with what may 
be defined as popular education, but I am the first to recognise 
that a public museum has a duty to science, and means should 
be provided whereby the equally important function of 
scientific research work, looking toward an increase of the 
sum total of knowledge, can be carried on, and in this way 
the specialists, attracted by opportunity for scientific work, 
may also be excellent directors of the educational activities in 
their own lines, and the numerous specimens required may 
at the same time serve both scientific and educational ends. 
The most discouraging fact concerning our boasted science 
is that its great teachings, full of meaning for daily life, are 
so slowly filtering down from the investigators to even many 
well-educated people, not to mention the great masses with 
limited or no formal education. We need a rapid expansion 
of facilities for the promulgation of scientific knowledge among 
the people. This means a movement along two lines; first, 
there should be greater attention paid to science teaching 
m schools and colleges, and. second, there is need of a 
science extension system reaching out to those who have 
already passed beyond the direct control of regular educa- 
tional institutions. In both these lines public science 
museums have an opportunity of playing an important 
part. They should be valuable supplementary aids to the 
science studies in educational institutions, and they should 
be the people’s university of science, for the diffusion of 
scientific knowledge among those not directly reached by 
teachers. 
A public museum with educational aims must be planned 
to present great principles which make an intellectual appeal ; 
it must teach the application of science to practical hfe, and 
it must increase the aesthetic appreciation of nature and 
nature’s processes. 
B 
