14 
REPORT OF NEW JERSEY STATE MUSEUM. 
show what has been done in the developement of its natural resources. They 
would be most helpful to every student seeking information in regard to the 
geological structure, the geographical extent and location of the various 
rocks, the paleontological contents of these formations and their life history. 
The State Museum should include collections which would show the 
staple products of the soil, of the fruit orchards, of the farm, of the dairy, 
and other branches of agricultural industry. The implements of husbandry 
should make one section of the Agricultural Department of a Museum, 
would show the improvement in mechanical help to the farmer, and be 
suggestive of still further improvements. Specimens of the wood and of the 
timber trees growing naturally in the State, together with leaves and fruit 
to show their botanical relations, should be a part of such a collection, and 
would be interesting alike to the lumberman and the botanist. , 
Mounted specimens of the common and more valuable kinds of domestic 
animals, and of the choicest breeds of fowls, would add to the agricultural 
part of the Museum and make a most attractive feature. A collection of the 
insects that prey upon our shrubbery, fruit trees and agricultural products, 
together with reliable directions as to the most effective means of protection 
against them, or for their possible extermination, would furnish most valuable 
information to every owner either of a lawn or a farm. 
The mechanic arts should be represented by work from the factories, 
which would show the-progressive stages of manufacture. The iron furnaces, 
steel works, potteries, brick yards, mills making textile fabrics, metallurgical 
works, and all other industrial establishments of the State ought to be 
represented, and the Museum would show these products of labor in foundry, 
factory, shop and mill, as well as the ores of the mines and crops of the 
fields and the products of the forest, presenting, as it were, a picture of the 
State with its natural resources, their several forms under the hand of the 
worker, and when transformed into articles adapted to the use of man. 
The Museum should be educational in the highest sense, and not a mere 
collection of specimens without suggestion or educational value. It should, 
therefore, include within its scope the work of the district schools, of the 
high schools and academies, of the colleges and of the manual training 
schools, so as to illustrate methods of teaching and the results of school-work, 
and to show what our educational system is doing to enable our youth in¬ 
telligently to study the natural occurences of minerals, rocks and ores, the 
phases of geological formations and the agricultural and industrial products, 
and to help them to use these resources to the best advantage. The highest 
development of natural wealth depends upon broad training in our schools, 
and every worker should have the advantages afforded by the best instruction. 
The establishment of such a Museum is essential to our proper represen¬ 
tation at all State, provincial and world expositions. It provides at once the 
nucleus of a State exhibit, saves the large cost of making it anew, and by 
its constant ingathering of valuable minerals affords a much broader range 
for selection. Small collections of duplicates of the exhibits of the several 
departments of the Museum could be made, and loaned for a limited time to 
the schools and other institutions in the State. 
A part of the Chicago exhibit has been placed in cases in the attic rooms 
