MUNICIPAL MUSEUMS AND SCHOOLS OF SCIENCE AND ART.

INTRODUCTION.

MUSEUMS, for the exhibition of objects of natural history, specimens of animals, minerals and plants, of materials and implements of industry, and models of mechanical constructions, were originally treated in their management and purposes, as "collections of things rare and curious," as the founder of the British Museum designated his valuable treasures. Their uses in educating, through the eye, the popular taste, in illustrating the wisdom and goodness of God in the laws which govern every department of his creation, in marking the historical development of inventions in art, and discoveries in science, by which the dominion of man over the forces of nature has been achieved and extended-and above all their connection with scientific lectures, and regular schools of science and art, have only recently been seen. They are now regarded not only as useful but indispensable adjuncts in the system of popular instruction, especially in the department of industrial schools, and as such are objects of governmental and municipal appropriations, and of private beneficence. Before describing a few of the more prominent institutions of this class in the provincial towns of Great Britain, we will introduce portions of an introductory lecture in the Museum of Economical Geology in London, before the Royal School of Mines, by Prof. Edward Forbes, on the

EDUCATIONAL USES OF MUSEUMS OF NATURAL HISTORY.

Museums, of themselves alone, are powerless to educate. But they can instruct the educated, and excite a desire for knowledge in the ignorant. The laborer who spends his holiday in a walk through the British Museum, can not fail to come away with a strong and reverential sense of the extent of knowledge possessed by his fellow-men. It is not the objects themselves that he sees there and wonders at, that make this impression, so much as the order and evident science which he can not but recognize in the manner in which they are grouped and arranged. He learns that there is a meaning and value in every object however insignificant, and that there is a way of looking at things common and rare distinct from the regarding them as useless, useful, or curious,-the three terms of classification in favor with the ignorant. He goes home and thinks over it; and when a holiday in summer or a Sunday's afternoon in spring tempts him with his wife and little ones to walk into the fields, he finds that he has acquired a new interest in the stones, in the flowers, in the creatures of all kinds that throng around him. He can look at them with an inquiring pleasure, and talk of them to his children with a tale about things like them that he has seen ranged in order in the Museum. He has gained a new sense,—a thirst for natural knowledge, one promising to

quench the thirst for beer and vicious excitement that tortured him of old. If his intellectual capacity be limited and ordinary, he will become a better citizen and happier man; if, in his brain there be dormant power, it may waken up to make him a Watt, a Stephenson, or a Miller.

It is not the ignorant only who may benefit in the way just indicated. The socalled educated are as likely to gain by a visit to a Museum, where their least cultivated faculties, those of observation, may be healthily stimulated and brought into action. The great defect of our systems of education is the neglect of the educating of the observing powers, a very distinct matter, be it noted, from scientific or industrial instruction. It is necessary to say this, since the confounding of the two is evident in many of the documents that have been published of late on these very important subjects. Many persons seem to fancy that the elements that should constitute a sound and manly education are antagonistic,--that the cultivation of taste through purely literary studies and of reasoning through logie and mathematics, one or both, is opposed to the training in the equally important matter of observation through those sciences that are descriptive and experimental. Surely this is an error; partizanship of the one or other method or rather department of mental training, to the exclusion of the rest, is a narrow-minded and cramping view from whatsoever point it be taken. Equal development and strengthening of all are required for the constitution of the complete mind, and it is full time that we should begin to do now what we ought to have done long ago. Through the teaching of some of the sections of natural history and chemistry,the former for observation of forms, the latter of phenomena,-I can not but think the end in view might be gained, even keeping out of sight altogether, if the teacher holds it best to do so, what are called practical applications. For this branch of education, museums are the best text-books; but, in order that they should be effectively studied, require to be explained by competent teachers. Herein at present lies the main difficulty concerning the introduction of the science of observation into courses of ordinary education. A grade of teachers who should be able and willing to carry science into schools for youth has hardly yet appeared. Hitherto there have been few opportunities for their normal instruction. Now, in a great measure, this defect may be considered as removed; and in the metropolitan schools of science and art connected with the Board of Trade there are ample opportunities afforded for the acquirement of scientific knowledge in the required direction by persons who purpose to become educators. In their educational aspect, considered apart from their educational applications, the value of Museums must in a great measure depend on the perfection of their arrangement and the leading ideas regulating the classification of their contents. The educated youth ought, in a well-arranged museum, to be able to instruct himself in the studies of which its contents are illustrations, with facility and advantage. On the officers in charge of the institution there consequently falls a serious responsibility. It is not sufficient that they should be well versed in the department of science, antiquities, or art commited to their charge. They may be prodigies of learning, and yet utterly unfitted for their posts. They must be men mindful of the main end and purpose in view, and of the best way of communicating knowledge according to its kind, not merely to those who are already men of science, historians, or connoisseurs, but equally to those who as yet ignorant desire to learn, or in whom it is desirable that a thirst for learning should be incited. Unfortunately museums and public collections of all kinds are too often regarded by their curators in their scientific aspect only,-as subservient to the advancement of knowledge through the medium of men of science or learning, and consequently as principally intended for the use of very few persons. This is not the main purpose for which the public money is spent on museums, though one of the very highest of their uses, and in the end of national consequence, since the surest measure of national advancement is the increase and diffusion of scientific and literary pursuits of a high grade. One of the signs of a spread of sound knowledge and intellectual tastes in a country is the abundant production of purely monographic works by its philosophers, and the evidence of their appreciation by the general mass of readers, as indicated by the facility with which they find publishers.

It has long been a subject of discussion, in what manner and to what extent can instruction by means of lectures and public teaching be advantageously associated

with public collections. There are those who are opposed to such a course, holding that museums should stand on their own exclusive merits, and be mainly places of personal study and consultation. This, however, is the contemplation of them under their scientific aspect only; and though it may fairly be maintained, that a great central collection, such as the British Museum, may be rendered most serviceable by this course of action, holding that magnificent establishment as a general index for science, and, as it were, Encyclopædia of reference,-I feel convinced, after a long and earnest consideration of the question for many years, that unless connected with systems of public teaching, museums in most instances are of little use to the people. The most useful museums are those which are made accessory to professorial instruction, and there are many such in the country, but almost all confined to purposes of professional education, and not adapted for or open to the general public. The museums of our Universities and Colleges are, for the most part, utilized in this way, but the advantages derived from them are confined to a very limited class of persons. In this Institution, an endeavor has been made to render its contents subservient to the cause of education and instruction; and the course which is here taken may be imitated with advantage in the provinces, where there are not unfrequently collections of considerable extent turned to small account for the benefit of the residents, a large proportion of whom in many instances are ignorant of their very existence. Yet it is to the development of the provincial museums, that I believe we must look in the future for the extension of intellectual pursuits throughout the land, and therefore I venture to to say a few words respecting what they are and what they should be.

When a naturalist goes from one country into another, his first inquiry is for local collections. He is anxious to see authentic and full cabinets of the productions of the region he is visiting. He wishes, moreover, if possible, to study them apart, not mingled up with general or miscellaneous collections,--and distinctly arranged with special reference to the region they illustrate.

There are local collections arranged with skill and judgment in several of our county towns, and which at a glance tell us of the neighborhoood and activity of a few guiding and enlightened men of science. It would be invidious to cite examples, and yet the principles, in each case distinct, adopted in the arrangement of those of Ipswich and Belfast ought especially to be noticed. In the former, thanks to the advice and activity of Professor Henslow, the specimens of various kinds, whether antiquarian, natural history, or industrial, are so arranged as to convey distinct notions of principles, practice, or history. In the Belfast Museum the eminent naturalists and antiquarians who have given celebrity to their town have made its contents at a glance explanatory of the geology, zoölogy, botany, and ancient history of the locality and neighboring province. The museums of Manchester, York, Scarborough, and Newcastle might be cited as highly commendable likewise, thanks to the science and ability of the eminent men connected with them, or who have taken an interest in their formation. It so happens, however, that the value and excellence of almost every provincial museum depend upon the energy and earnestness of one, two, or three individuals, after whose death or retirement there invariably comes a period of decline and decay.

In every museum of natural history, and probably in those devoted to other objects, there gradually, often rapidly, accumulates a store of duplicates that if displayed in the collection render it more difficult to be studied than if they were away altogether, occupying as they do valuable space and impeding the understanding of the relations and sequence of the objects classified. If, as is sometimes the case, they are rejected from the collection and stowed away in boxes or cellars, they are still in the way, for cellarage and stowage, as we know here, from the want of them, to our detriment, are indispensable for the proper conducting of the arrangements of museums. Yet out of these duplicates, more or less perfect sets of specimens might be made up, of very high value for purposes of instruction. A well-organized system of mutual interchange and assistance would be one of the most efficient means of making museums generally valuable aids to education. Much money, when money is at the command of curators or committees, is spent in purchasing what might be obtained for asking or through exchange. Some objects of great scientific interest, but equally costly, might be purchased by one establishment only, and made fully as useful, instead of being bought in duplicate by two or more contiguous institutions. The larger institutions might supply the

smaller; and out of the national stores, numerous examples, to them almost worthless, but to provincial establishments highly valuable,―might be contributed with facility and greatly to the public benefit.

It is in this way, viz., by the contribution of authenticated and instructive specimens, that the museums supported by the State can most legitimately assist those established from local resources in the provinces; the scientific arrangements of the latter might also be facilitated through the aid of the officers attached to Government institutions. Money grants would do in many cases, more harm than good, destructive as they are of a spirit of self-reliance, and apt to induce a looseness of expenditure and habits of extravagance.

At the same time, every shilling granted judiciously by the State for purposes of education and instruction, for the promotion of schools, libraries, and museums, is a seed that will in the end generate a rich crop of good citizens. Out of sound knowledge spring charity, loyalty, and patriotism,--the love of our neighbors, the love of just authority, and the love of our country's good. In proportion as these virtues flourish, the weeds of idleness, viciousness, and crime perish. Out of sound knowledge will arise in time civilization and peace. At present it is folly and self-conceit in nations to claim to be civilized, otherwise than as contrasted with savage barbarity. The admiration of physical prowess, the honoring of tinsel and pomp, the glorification of martial renown, are far too deeply inrooted yet in the spirit of the most cultivated nations to permit of the noble epithet "civilized," being appended to their names. The nobility of industry in all its grades,-first soul-work, the labor of genius,-then head-work, the labor of talent,-then handwork, the honest labor of the body striving in the cause of peace,-must be honored by state and people, before either can with truthfulness claim to be civilized. We are at best as yet but enlightened barbarians. Think how all Europe and half Asia have stood for months,* and are even now standing, on the verge of foul and barbarous war; how Christian nations have girded on their armor, and, with mutual distrust and well-grounded suspicion, have stood with hand on sword-hilt ready to guard or to strike; think of what is worse, of the crime and ignorance that fester in the by-ways of Christian cities, and then boast of civilization if you can. The arts, the sciences, taste, literature, skill, and industry seem to have thriven among us in spite of ourselves, to have come among mankind like good spirits, and by main force to have established themselves on earth. They struggle with us and conquer us for our welfare, but are not yet our rulers. Sent from Heaven, aided by the few, not by the many, they have made firm their footing. If the monarchs and presidents of the states of the earth knew wherein the best interest of themselves and their people lay, it is in these intellectual invaders they would confide. The cost of armanents and the keep of criminals would cease in time unproductively to drain their treasuries. But ambition and strife are sturdy demons yet, and the educator, who dreams of their enchainment, and anticipates the speedy approach of a peaceful millenium, has but a limited acquaintance with the condition of mankind, and the hearts of its governors.

I can not help hoping that the time will come when every British town even of moderate size will be able to boast of possessing public institutions for the education and instruction of its adults as well as its youthful and childish population,— when it shall have a well-organized museum, wherein collections of natural bodies shall be displayed, not with regard to show or curiosity, but according to their illustration of the analogies and affinities of organized and unorganized objects, so that the visitor may at a glance learn something of the laws of nature,-wherein the products of the surrounding district, animate and inanimate, shall be scientifi cally marshaled and their industrial applications carefully and suggestively illustrated,-wherein the memorials of the neighboring province and the races that have peopled it shall be reverently assembled and learnedly yet popularly explained; when each town shall have a library the property of the public and freely open to the well-conducted reader of every class; when its public walks and parks, (too many as yet existing only in prospect,) shall be made instructors in botany and agriculture; when it shall have a gallery of its own, possibly not boasting of the most famous pictures or statues, but nevertheless showing good examples of sound art, examples of the history and purpose of design, and, above all, the best specimens to be procured of works of genius by its own natives who

• This was written in 1853-4, on the eve of the Russian, French and English War.

have deservedly risen to fame. When that good time comes, true-hearted citizens will decorate their streets and squares with statues and memorials of the wise and worthy men and women who have adorned their province, not merely of kings, statesmen, or warriors, but of philosophers, poets, men of science, physicians, philanthropists, and great workmen. How often in traveling through our beautiful country do we not feel ashamed of its towns and cities, when we seek for their ornaments and the records of their true glories and find none? How ugly is the comparison that forces itself upon our minds between the conduct of our countrymen in this respect and that of the citizens of continental towns? A traveler need not go far through the streets of most foreign cities without seeing statues or trophies of honor, serving at once as decorations and as grateful records of the illustrious men they have produced, reminding the old of a glorious past, and inciting by example the young to add to the fame of their native soil.

Since the delivery of the Lecture from which the foregoing extracts are taken, the English Government have enlarged and systemised its appropriations in behalf of Museums of Natural History, and Industrial Exhibitions and Instruction. In 1855-56, the expenditures by the "Department of Science and Art," under the Committee of Privy Council for Trade, amounted to £81,384, or about $450,000. The Third Report of this Department, a volume of over 300 pages, made to and published by Parliament, in 1856, gives in detail the operations for the year 1855. The following summary gives, in a condensed form, the results:

The Museums and Libraries of the Department continue to be in an effective state, and have been visited by above 331,000 persons, being an increase of fiftysix per cent. above the numbers of the previous year. This increase is chiefly due to the new Circulating Museum of Ornamental Art, which has been visited by 55,701 persons in the provinces, and to the success which has attended the new arrangements made by the Department in regard to the Museum of Natural History in Edinburg, resulting in an increase of the visitors from the old average of 800 to above 100,000.

The Botanical Gardens in Dublin have been visited by above 30,000 persons, and the Zoological Gardens by 138,000.

The Exhibitions of the Department have been attended by 72,000 persons. The Geological Surveys in Great Britain and Ireland, and Mining Record Office, continue to be carried on with increased activity.

The Schools of Art, including the Training School in London, have been attended by nearly 12,000 pupils.

The number of children taught drawing in public schools, through the agency of the masters of Art Schools, amounts to 18,988; but although this is an increase of eighty per cent. above the return for last year, it is not sufficient to meet the public wants, and new measures are being devised to give increased development to elementary art instruction.

Instruction in art has been given to 2,181 teachers of public schools, and the results of their examinations have been more satisfactory than in preceding years. The Schools of Science, which have this year increased considerably in number, the Working Men's Lectures in London, and provincial lectures in Ireland, have been attended by 10,000 persons.

Means of illustrating the courses of instruction by the diffusion of examples have been taken advantage of by 192 schools, at a cost to the schools of £1,510.