Abstract
FOR many years past a number of people, approaching the question from diverse or even opposite sides, have agreed that our museums should do more for education, and that our educational establishments should be brought into closer touch with museums. The desire for mutual aid is expressed by representatives of science, art, classical studies, history, and industry. A discussion of the subject in the Education Section of the British Association at Birmingham in 1913 led to the appointment of a committee drawn from many sections “to examine, inquire into, and report on the character, work, and maintenance of museums, with a view to their organisation and development as institutions for education and research, and especially to inquire into the requirements of schools.” A wide reference—and the committee, composed of university officers and professors, school inspectors and teachers, humanists and men of science, administrators and museum curators, has taken a wide sweep and a broad view. The final report, now before us,1 was deferred owing to the difficulties and economies of wartime, and is now published with the forced omission of the detailed data on which the conclusions are based. This, however, makes it the easier reading, and read it should be by all interested in either museums or education.
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Museums in Education. Nature 106, 269–270 (1920). https://doi.org/10.1038/106269a0
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DOI: https://doi.org/10.1038/106269a0