264 
Dr, G. Brown Goode's Paper, 
[508 
est extent for the credit of the institution to which they 
belong. No museum can do good and be respected which 
does not each year give additional proofs of its claims to be 
considered a centre of learning. On the other hand, the 
public have a right to ask that much shall be done directly 
in their interest. They will gladly allow the museum offi- 
cer to use part of his time in study and experiment. They 
will take pride in the possession by the museum of tens of 
thousands of specimens, interesting only to the specialist, 
hidden away perpetually from public view, but necessary 
for proper scientific research. They are the foundations 
of the intellectual superstructure which gives to the institu- 
tion its proper standing. 
Still no pains must be spared in the presentation of the 
material in the exhibition halls. The specimens must be 
prepared in the most careful and artistic manner, and ar- 
ranged attractively in well designed cases and behind the 
clearest of glass. Each object must bear a label giving 
its name and history so fully that all the probable ques- 
tions of the visitor are answered in advance. Books of 
reference must be kept in convenient places. Colors of 
walls, cases, and labels must be restful and quiet, and com- 
fortable seats must be everywhere accessible, for the task 
of the museum visitor is a weary one at best. 
All intellectual work may be divided into two classes, 
the one tending toward the increase of knowledge, the 
other toward its diffusion ; the one toward investigation 
and discovery, the other toward the education of the peo- 
ple and the application of known facts to promoting their 
material welfare. The efforts of learned men and of insti- 
tutions of learning are sometimes applied solely to one of 
these departments of effort, — sometimes to both, and it is 
generally admitted, by the most advanced teachers, that, 
for their students as well as for themselves, the happiest 
results are reached by carrying on investigation and in- 
struction simultaneously. Still more is this true of insti- 
tutions of learning. The college which imparts only sec- 
ond-hand knowledge to its students belongs to a period in 
the history of education which is fast being left behind. 
