3. To answer, in writing, a paper on the History of Ornament of the various periods and styles, and a paper of questions on the elementary principles of Ornament and on the history and peculiarities of the Ornamentation of the class chosen for illustration in the Drawings sent up in Stage 22d.

4. To draw in a given time the bones or muscles, within the outline of an antique figure, from memory.

5. The living model will be posed for a time-study by each candidate.

*** From Candidates who are, or have been, Students of the Royal Academy, and have been there admitted to study from the living model, this last exercise will not be required.

For the Third Group the following works are necessary, seven in number:— Stage Sb. An Antique Figure shaded from the Cast, in chalk.

&c. A study in Chalk from the Living Model.

9. The bones and muscles placed within outlines of an Antique Figure.

16.

A painting of the Human Figure from a picture in oil.

17a. A painting of the Nude or Draped Figure from the life, in oil.

Varied studies of Historic styles of Ornament, sufficiently extensive to represent the history of the classes selected, sketched from works in the Museum, the authority in each case being appended. If they are from colored ornament, the sketches are to be colored also.

Fourth Group.

For the Fourth Group each Candidate

1. Must already have obtained a Certificate for the First Group.

2. Will be required to answer in writing a paper of questions on the elementary principles of Ornament and on the history and peculiarities of the Ornamentation of the class chosen for illustration in the Drawings sent up in Stage 22d.

3. To sketch from memory Elementary details of Ornament, and in a given time to model a piece of ornament, in low relief, from a print or drawing. For the Fourth Group the following works are required, five in number:Stage 18a. A modeled study of Ornament from the Cast.

64

66

44

188. A modeled study of Ornament from a Drawing

20. A modeled study of Flowers or Foliage from Nature.

92.

A modeled study of any one of the sections of this stage.

22a. A sheet of studies of some plant or plants, botanically analyzed with a view to display their ornamental details, drawn or modeled.

22d. A set of studies executed during the period of training, from some one class of objects in the South Kensington Museum, sufficiently extensive to represent the history of the class selected.

Fifth Group.

For the Fifth Group each Candidate

1. Must already have obtained a Certificate for the First Group.

2. Will be required to answer, in writing, a paper of questions on the anatomy of the Human Frame.

3. To answer, in writing, a paper on the History of Ornament of the various periods and styles.

4. To make, in a given time, a sketch in low relief, from a print or drawing of an antique figure; and to give the anatomical details from memory.

5. The living model will be posed for a time-study by each Candidate.

** From Candidates who are, or have been, Students of the Royal Academy, and there admitted to study from the living model, this last exercise will not be required.

For the Fifth Group the following works are required, six in number:-
Stage 8. An Antique Figure shaded from the Cast.

9. An anatomical rendering of an Antique Figure, modeled.

94. A drawing of the Skeleton placed within the outline of an Antique Figure.

19. A model of an Antique Figure in the round, rendered in relief.

20. A model of the Human Figure from Nature, nude or draped.

22d. Varied studies of the relief ornament of Historic styles sketched from the casts, carvings, metal work, &c., in the Museum of the Department, with written authorities for each; and sufficiently extensive to represent the history of the various classes selected.

*It is intended by these studies to test the knowledge of ornament possessed by the candidate; he should therefore send a sheet or sheets of the most characteristic details of the best periods of the various styles, and should give the source from whence the examples are derived. Candidates from provincial schools must use for the same purpose the works circulated by the Department, such as Casts, Electrotypes, Photographs, Books, Prints, &c.

Sixth Group.

1. Certificates in the Sixth Group are granted on proof of competency to teach (a) Domestic Architectural Drawing; and (b) the special application of ornament to plastic and surface decoration for various fabrics, manufactures, and architectural purposes.

2. The Candidate for a Certificate for Architectural Drawing must have already passed in Group 1; must send in a tinted drawing, from measurement of some architectural subject, and a design with plans and sections, for permission to compete; he will have to answer a paper on the details of architectural construction, and on the characteristics of the architectural ornament of various historic styles and periods;* and to make a design from specifications of some architectural subject in the presence of the Examiner.

3. Candidates for a special Certificate on ornament who have been educated in the Training School must have previously taken Certificates for Groups 1, 2, and 3, or 1, 4, and 5. They will be required to send in, for permission to compete, two original works, painted or modeled, in order to show their technical skill as well as their power of designing; also a monograph, drawn up by themselves, of at least two historic styles, illustrated by sketches from works or drawings in the Museum. They will be examined by papers on the elements, history, and application of ornament, and will be required to design some work in the presence of the Examiners.

4. The character of the Examinations in this Group for special certificates of technical knowledge, will be determined by the nature of the applications for Examination; and the conditions will be declared according to the circum-. stances of the case.

5. A limited number of students from the local Art Schools, who are, or intend to become, designers for manufactures, or art workmen, will be appointed to National Scholarships in the National Art Training School, with weekly allowances for maintenance of 20s., which may be increased at the end of the first session if the studies submitted are approved. The duties of such students will be defined by the Inspector-General for Art, but the students will be responsible to the Head-master. Appointments to National Scholarships will be for one year only, but in special cases of great proficiency they may be renewed for a second year.

Applications, accompanied by drawings, designs, or other evidence of the candidate's ability, must be made on the first Saturdays in February and September. Staff of Inspection and Instruction.

Head Master-Richard Burchett.

Deputy Head Master-R. W. Herman.

Mechanical and Architectural Drawing-H. B. Hagreen.

Geometry and Perspective-E. S. Burchett.

Painting, Free-hand Drawing of Ornament, &c., the Figure and Anatomy and Ornamental Design-R. Burchett; R. W. Herman; W. Denby; R. Collinson; C. P. Slocombe. Modeling-F. M. Miller.

Lady Superintendent of Female Students-Miss Trulock.

Female Teachers-Mrs. S. E. Casabianca; Miss Channon.

Lecturer on Anatomy-J. Marshall, F.R.S., F.R.C.S.

Fees for Separate Class Instruction.

Fees for separate classes in Drawing, Painting, and Modeling, as applied to Ornament, the Figure, Landscape.

For sessions of 5 months-5 whole days, including evenings..

10s.

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Class for School-teachers-2 evenings-sessions 5 months,..

Morning class for Practical Geometry, and Drawing from Models-2 sessions of 3 months each...................

All students have free access to the Art Museum, Art Library, and Art Lectures.

The text-books are Fergusson's History, and Parker's Glossary, of Architecture.

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 66 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 logic 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, zoology, 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