Ohio History Journal

THE MICHIGAN-INDIANA-OHIO MUSEUMS

ASSOCIATION

 

 

Edited by HARLOW LINDLEY

 

In the autumn of 1927, at the invitation of Mr. George R.

Fox of the Chamberlain Memorial Museum of Three Oaks,

Michigan, a small group of museum workers from Northern

Indiana and Southern Michigan met in Three Oaks for a con-

ference and round table discussion. Mr. Charles E. Brown, chief

of the Wisconsin Historical Museum at Madison, was in at-

tendance and led some of the discussions. At the close of the

day's activities all present had enjoyed such a profitable exchange

of ideas that it was decided to form a little organization to meet

annually. Thus was born the Michigan-Indiana Museums Asso-

ciation. This continued to function for several years and at the

Peru, Indiana, meeting in 1931 representatives from Ohio were

invited to join, thus making it a tri-state organization.

The association met in 1927 in Three Oaks, Michigan; in

1928, Battle Creek, Michigan; in 1929, Ann Arbor, Michigan;

in 1930, South Bend, Indiana; in 1931, Peru, Indiana. The

1932 annual meeting scheduled for Battle Creek, Michigan, was

not held until 1933, and the 1934 conference was held in Colum-

bus, Ohio. The 1935 session will be held in Indianapolis, Indiana.

The following have served as presidents of the association:

George R. Fox, Carl E. Guthe and Harlow Lindley. Edward

M. Brigham, Jr., of Battle Creek, Michigan, has served as sec-

retary-treasurer since the beginning of the organization.

The attendance at the Columbus meeting was representative.

Four Michigan museums were represented, five from Indiana

and nine from Ohio. The program arranged for was carried

out in full. Mrs. William W. Gaar of Richmond, Indiana, pre-

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sided over the first session. Harlow Lindley of Columbus, Ohio,

presided over the second session, and Emerson F. Greenman of

Columbus, Ohio, the third session. At the opening of the first

session greetings were extended by Henry C. Shetrone, director

of the Ohio State Museum. In the evening at the association

dinner Mrs. Gaar spoke on "Lessons to be Learned from the

Century of Progress."

Dr. C. B. Coleman of Indianapolis, Indiana, was elected

president of the association for the year 1934-35, and Edward

M. Brigham, Jr., was reelected secretary-treasurer.

The subjects as presented before the association for dis-

cussion at Columbus are given here in the order in which they

appeared on the program.

The first speaker on the afternoon of Friday, October 12,

1934, was Mrs. L. M. Anderson, curator of the Johnson Hum-

rickhouse Memorial Museum at Coshocton, Ohio. Her subject

was, "How to Interest and Make Friends through Special Ex-

hibits, Leisure Time Hobbies, Free Art Classes, Titles for

Women's Club Programs Based on Museum Materials, etc."

Mr. President, members of the Michigan-Indiana-Ohio Association:

Dr. Lindley has asked me to tell you about how "One small museum

makes friends with the community."

The home of this museum is Coshocton, seventy miles east, with a

population of about 11,000. The entire museum collection was the gift

of two former residents and members of pioneer families, Mr. David and

Mr. John Johnson. These bachelor brothers spent most of their lives col-

lecting, and sometime was born the idea of founding a museum in their

home town. The outstanding parts of the collection are the Oriental Art

and the Primitive American material, with some very valuable and inter-

esting miscellaneous collections. It is more predominantly an educational

than an art collection. As people always display a more sustained interest

in something for which they have worked than in a gift, the cooperation

of the public was sought in the opening of the museum and later for the

special exhibits.

For the first exhibit brought in by our own people, it was quite natural

that we should plan an antique glass show since we are just thirty miles

from Zanesville where we now know some of the loveliest early glass was

made. We hoped to bring to light some rare and interesting pieces and we

were not disappointed. I think I will always remember the light filtering

through a lovely amethyst compote as well as the beautiful candlesticks,

bottles (with the blue Jenny Lind), the historical decanters, etc.

But this exhibit was no more interesting nor successful than the

Pottery and Porcelain show held later on. Being almost in the heart of the

ceramic industry of Ohio and having a pottery in Coshocton, our own peo-

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ple would naturally be interested in objects in this field. A rare slipware

jar made in New Philadelphia in 1803 and a pink lustre tea set in perfect

condition show the range of pieces brought in.

I think I should mention here that we sought the cooperation of the

Fine Arts Department of the Coshocton Federation of Women's Clubs for

both exhibits. The committee in charge listed and marked every piece

brought in (there were over eight hundred for each exhibit). We decided

to have open house for the townspeople one evening, and considered our-

selves fortunate in being able to secure Rhea Mansfield Knittle from Ash-

land, Ohio, to address us. Mrs. Knittle, as you probably know, is an

authority in her field, her book on early American glass1 being in its fourth

edition.  She also wrote the article in the Encyclopaedia Britannica

(fourteenth edition) on American glass. She was with us parts of two

days each time and made cash and ribbon awards provided by the Federa-

tion. She announced the awards the evening of open house, explaining why

they were made and telling what one should value and preserve, and why.

I remember a Coshocton business man's delight in finding that the large

platter he had brought was a very rare, historical blue. Also his remark:

"Well, I never can enjoy another turkey served on that platter." As a

result of these exhibits we feel that our community has an added appre-

ciation for its antique glass, pottery and porcelain as well as an increased

interest in the museum.

The most recent special exhibit and the most successful from the

standpoint of attendance and number of objects brought in was the Leisure

Time Hobbies Exhibit. Most communities in Ohio have interesting In-

dian artifacts gathered together by local residents, and Coshocton being rich

in Indian history, we had an exceptionally fine collection of Mound Builder

and later Indian material.  Coshocton is sometimes spoken of as the

home of advertising and it was from this field of workers and executives

that some of our finest hobbies came. One man who is occupied during

the day as a gumcutter spends his evenings in wood-carving and brought

in a group of beautiful pieces. Another advertising man is a collector of

bottles and he has pursued the hobby until he has now restricted himself to

bottles which he believes are Ohio-made and to certain types and sizes.

It is really a notable collection.

The antique clocks were the source of much favorable comment and

made a beautiful picture--twenty-nine were brought in by one man who

had many more at home. Book-binding, coach models, guns, spinning

wheels, etc.--I am sure you have visualized the exhibit and so I will men-

tion only one other section, the Creative Art Department. This included

original manuscripts of violin and piano compositions together with poetry

and prose most of which had been published in well known periodicals.

Over eleven hundred objects were brought in and we were hard pressed to

store properly the permanent collection.

Desiring to check on local interest our records showed that ten per

cent of the population came to see this exhibit, and it was given more

publicity in our local paper than any we have attempted. The public

library has been, I believe, unusually helpful and understanding. A display

of books and magazines pertaining to hobbies with booklists for adults

and children were available at both the library and the museum through

the duration of the display. It is our hope that through the Hobbies Ex-

hibit some whose leisure time has been aimlessly and futilly filled have

found a satisfying and worthwhile hobby.

¹ Rhea Mansfield Knittle. Early American Glass (New York, 1927).

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Our work for the public schools is on a definite schedule arranged

by the school superintendent who is the source of much encouragement to

us. I am more enthusiastic about this work than anything else I do. Last

year after our friendly discussion of the Eskimo material, one first grade

lived the life of the Eskimo for about three months. They made a back-

drop for one end of the room with life-size figures of Eskimo people, igloos,

northern lights, etc., painted by themselves in brilliant colors. They made

an igloo from wire and painted muslin large enough to crawl into, with

a cotton block of ice and a plasticene stone lamp. A wooden sledge, a pair

of stuffed dogs (I dread to think of the fur trimmings that disappeared

from their mothers' wardrobes), a bow drill made and sent by a child

not well enough to be in school, an Eskimo village on the sand table, read-

ing, writing, games, etc., all centered about the life of the Eskimo. In

addition, many parents came in to be better able to understand the inces-

sant chatter about Eskimo life.

The desire of the parents to participate in the child's interests is to be

met this year in this way: Ohio is spoken of in the textbooks as the

Mound Builder State, which is about the extent of the information given.

Our work for the schools will be centered on Mound Builder life. Mr.

Shetrone is coming to Coshocton and will address the adults of the com-

munity on the subject. All the children are to take invitations home to the

parents who will then have an additional interest in and information about

the work the children are doing at the museum.

In speaking of our children's feeling for the museum, it will never be

that accorded a dignified and austere home of culture. Instead of the ap-

proach and grounds of the museum being beautifully landscaped, playground

equipment belonging to the old school and used by the children of the school

next to us flanks the walk. When the swings, the teeter-totter, the slide

etc., begin to pall, the children frequently come into the museum--and I

find small groups arguing about the uses of this or that and we have an

enjoyable time together. As one guest said of our children: "To them a

museum will always be associated with the carefree, happy days of their

childhood."

Last winter so many adults were without employment and so many

young people were unable to return to college that it seemed we should

offer them something to help occupy their time. This took the form of

free art and hand craft classes. After locating competent teachers and mak-

ing preliminary arrangements, the night of registration arrived. I recall

my feelings most vividly. Would the number that registered justify the

expense of heat and light (we count the pennies, you see)? Were we

overestimating the community's interest in this type of work? I was very

anxious.

Imagine our reaction when two hundred and thirteen people came in,

eager to be identified with the classes in drawing, oils, sculpture and com-

mercial art in the one section and in the other, knitting, crocheting, needle-

point, filet-lace making and hooked rugs. In addition, a series of lace

appreciation discussions and home decoration classes were held. One young

husband came to me one night and said:

I just wanted you to know how much these classes mean to my

wife and me. I am unemployed and we have no money for entertain-

ment and our evenings are a problem. I am in the commercial art

class and my wife in the drawing class, and one evening a week we

spend pleasantly and profitably here and another at home with our

homework assignment.

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THE MICHIGAN-INDIANA-OHIO MUSEUMS ASSOCIATION 277

 

As spring approached, the work seemed so worthwhile, that I coveted

an art-school scholarship for the most meritorious student--which presented

another untried problem to be solved. To conclude this experiment, through

the courtesy of the Scholarship Department of the Coshoction Federation

of Women's Clubs and the Columbus Art School a one year scholarship

was awarded by a jury from the art school to a young man just graduated

from high school, whose work showed much promise. He is now here in

school.

I wish you might have seen the smart knit dresses, coats, hats, gloves,

purses, etc., made by the handcraft department.

This winter we will continue the classes and hope to add a series on

music appreciation. We have a symphony orchestra of about ninety pieces,

which is a source of great pride to all of us. We feel a better understand-

ing of the instruments of the orchestra and the function of each in rela-

tion to the whole, together with an explanation of the numbers to be played

given before each concert will increase our appreciation. This promises

to work out also.

In conclusion, may I mention the work done for the women's clubs

with the hope of interesting more adults and increasing their appreciation

for the collection. To belong to the program committee of a club is to

know the anxiety of planning a varied and interesting year's study for the

members. Out of my experiences in a literary club over a period of years

it seemed to me that we might offer some very interesting titles for club

programs, with splendid illustrative material. They must have, of course,

an euphonious appeal, such as: "The Master Craft of the Ages"--Enamel-

ing; The Romance of Lacquer; A Pageant of Shawls, etc. With this in

mind we offered about forty titles with a short introduction addressed to

the chairmen of the program committee explaining that we hoped some of

the subjects would fit in with the year's work and inviting them to come

to the museum for a meeting where material would be on display to illus-

trate their topics.  We also announced that through the library and

museum reference material would be available for them and that there

would be no fee.

The local clubs prepare their own programs, but we have provided

programs for all of the out of town clubs that have come. The climax

of this work came, however, when a club composed chiefly of the smart

young matrons of the town decided that they would have a year's work

along the lines of art appreciation, and entitled their program "Know and

Enjoy Your Museum." This made me very happy. We have reservations

for twenty local club meetings so far this fall, and two out of town clubs.

And so, our work in Coshocton has been, I hope, that of presenting

and promoting culture as well as preserving it.

The second number on Friday afternoon's program was a

discussion on "Educational Extension Work, with Special Ref-

erence to Sunday Afternoon Lectures," by Mr. Sigmund Metzler,

educational director of the Dayton Public Library Museum. Un-

fortunately Metzler's paper was lost, but he has presented the

following outline:

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278    OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

Museums, old and new.

Old Museums a dumping ground.

Examples: freaks; curiosities; Barnum's Museum.

Old Museum at Alexandria.

New Museums: Educational Institutions.

1. Proper arrangements.

2. Clean and clear labels.

3. Informatory general labels.

4. Attention to outsiders.

5. Tact.

6. Instructive talks.

7. Bringing the museum to the people.

8. Cooperation with schools, civic bodies, clubs, boy

and girl scouts.

9. Available speakers.

10. New material.

Museums are the future schools.

As educational institutions, they will have school-

rooms; workshops; laboratories; research departments;

planetariums; telescopes; microscopes; chemical and

physical apparatus, etc.

Ignorance, prejudice, will be removed.

Study of the world we live in: the most important

subject.

At every teacher's convention, museum workers should be

represented, with talks, on the program.

Growth of attendance at Sunday lectures in Dayton.

Growth of general attendance at Dayton:

1928, attendance 14,867;

1933, attendance 37,687.

Regular Saturday lectures are given at the Public Museum

and at three branches.

Miss Katherine S. Mills of the Cincinnati Art Museum,

spoke on "The Opportunities and Advantages of Preparing a Spe-

cial Display Collection," which was the third and last number

on Friday.

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THE MICHIGAN-INDIANA-OHIO MUSEUMS ASSOCIATION 279

 

In discussing such a topic, rather than treat it in a general way, it

seems of more purpose to speak of actual experiences in handling a display

collection, so that the successes and failures may be of more real value to

others in planning a similar exhibition.

In 1932 a house in Chillicothe, Ohio, was left to the Ross County

Historical Society by Miss Petrea McClintock and her sister, Mrs. Edward

Strong, to be used for a museum. There was little money available for

the running of the museum and no collection, so the directors felt that

a loan exhibition of material from the county to be held in the fall of

1933 would arouse the interest of the community in the opportunities and

value of a museum. In 1927 a very successful small loan exhibition had

been held.

The house was not to be turned over to the society until 1934--so

two floors of a large public hall were rented for the display, which was

to be held for four days. There was some reorganization of the society

during the summer, so after the hall had been rented and some of the

committees had been appointed and some general plans made, I was asked

to help with the plans, since I was at home after having had a museum

training course in Newark, New Jersey.

Our problems were these--to find out in general what material was

available; to organize the material according to a plan that would be

interesting and educational; to collect and install the objects; to bring

people to see them; then to return all the material.

In a community such as ours which is so rich in history and where

there are so many people with interesting collections, there was no great

problem to find material, except the routine of contacting the owners and

making arrangements for getting the things to the hall. The greatest

difficulty was to limit the material. The directors' purpose, of course, was

to interest people in the museum. They felt that the way to do this was

to refuse nothing that was offered, whether it was good or bad. This

would have been a physical impossibility, due to lack of space; but more

important, the exhibition would be cluttered up with worthless stuff of

interest to no one. There is no value in having any kind of an exhibition if

it is not worthwhile and well done. That is a problem that every museum

faces. This is not the place to go into a discussion of the situation, but

there are so many boring, gloomy museums today, because no such policy

has been carried out. Good material does not mean its value has to be high

according to dollars and cents, but from the point of view of educational

worth. It was necessary to compromise--to accept something if not every-

thing from every person who offered to lend us things. Fortunately we had

to accept very little that was inappropriate. A more important way to

arouse interest and support is to let people in the community help with the

work. That point will be discussed later.

In organizing the objects we classified them as far as possible. The

lower floor lent itself to period rooms--so there we had a Colonial Kitchen,

an Early American Bed-room and Living Room, and a Victorian Parlor.

Also, in the extra space, there were divisions for Costumes, Needlework,

China and Glass, Children's Toys, and Bicycles. Upstairs historical mate-

rial such as Indian relics, documents, maps, and war relics were arranged,

chronologically. Here also was an alcove given over to articles belonging

to four early governors of the State who had lived in Chillicothe, a School

Room, fire-fighting display, Musical Instruments, History of Lighting, a

collection of books written by people in the county, and a History of

Paper-making.

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280     OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

To install all this was a tremendous undertaking for it had to be

collected and placed in two days before the exhibition opened. Necessarily

much volunteer help was required. The cooperation in the community was

thrilling. Many people of all ages were called on, outside the society, to

assist. We used exact museum methods, explained them to the helpers,

who carried them out ably. Everyone worked tirelessly and efficiently.

The interest the young people showed was particularly gratifying. The

attitude so often taken in such a community is that the young people are

not willing to take responsibility. They were keen about the whole idea

and found much delight in the work. Where a museum has no funds for

trained workers it has great opportunity today to have help from the young

people in the community who, due to economic reasons have spare time and

many ideas they would enjoy carrying out. In this particular instance--

after this exhibition was completed, the young people were not given the

opportunity to continue to help with the carrying forward of the museum

plan. Of course, the ideal situation is when a paid director can be called

from outside the community to organize the work and to direct the volun-

teer help. In a small community it is very difficult for anyone in the group

to lead the organization without serious conflict. To return to our subject--

more vital interest was aroused by so many people sharing in the actual

work than could possibly have been aroused by the mere showing of people's

"treasures."

We used the usual publicity through newspapers and posters to bring

people to see the exhibition. The most successful publicity stunt was

arranged by a young person on the Board of Directors. He planned a

parade, inspired by the Wings of a Century pageant at the World's Fair

in Chicago, showing the development of transportation. Every barn and

attic was ransacked for old vehicles and costumes. Every nag in the

countryside was pressed into service. Not only was almost every known

kind of vehicle shown but the people riding in them were costumed accord-

ing to period. The merchants of the town cooperated in arranging and

financing this. Another means of drawing the crowds was the evening

entertainments: the governor spoke one night; a program of negro spirituals

was presented the next; a superb costume exhibit, third, and a program

of dancing and singing the last. The attendance exceeded all hopes. The

unfortunate part was that the exhibition was not held over a longer period,

for in the short time just enough money was taken in to cover the expenses.

The return of the material was organized carefully, so that within

twenty-four hours every object was returned with no losses or damages.

There were about 4,000 objects loaned. This was done only through hard-

working and efficient volunteer help.

The interest aroused in the community was tremendous. This was

the time for the membership drive to start in earnest, and for a definite

plan for the future of the museum to be given the public. While the

plans for this exhibition were in progress it was learned that the house,

which was not to be given to the society for a year, was to be given very

soon. If the display could have been postponed it would have been much

better to have had a grand opening of the house. Since the financial future

of the museum was so uncertain and because there were dissenting factors

the necessary "follow-up" was not made. It is natural of course that in-

terest so aroused will lag.

A special display collection does offer much to a town in helping it

discover what is in the community, making it see what a museum can do

for the town, and gives all members an opportunity to share in the interests

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of others and to have in common the history of the past and the history

that is being made.

On Saturday morning, October 13, 1934, Mr. Arthur B.

Carr, director of the Children's Museum at Indianapolis, Indiana,

headed the program with a discussion of the topic, "Museum--

School Relations."

May we say in the beginning, that we are assuming that the question

as to just how near the museum should approach the threshold of the

school has been definitely determined. Pedagogy has, during the past twenty-

five years passed out of the "book larnin'" stage into that which employs

with increasing fervor, those methods which occasion greater observation

on the part of the pupil, or student, and encourage the acquiring of first-

hand knowledge, through the senses; for what his eyes can see, and his

hands handle, arouses that keen interest, and that curiosity which leads to

intellectual freedom, to the end that "a finer culture and clearer thinking"

may be engendered.

During recent years, museums have awakened. Abetting this forward

movement of objective teaching, they have passed from a condition of

stasis, to one of progressive activity, willingly responding to the teacher

clamor for more and more visual aids, thus becoming educational factors,

or agencies, of increasing importance. The improvement in technique of

preparation and arrangement; the correlation of exhibits to show the rela-

tion of past experiences with present day life; the grouping of related

material arranged for correlation with units of study of school curricula;

the careful composition of story labels; gallery talks to school groups;

informative programs for all children of school age, and a definite arrange-

ment for class instruction, timed to parallel with school topics, are all

museum agencies and activities which are becoming vitally essential to the

educational systems in cities and towns where active museums are really

functioning, and where teachers are permitted to conduct school groups to

such places of exhibit during school hours. Nearly six hundred groups of

boys and girls have in one year, viewed our exhibits, most of them coming

for special study. An average sized group from the Indianapolis schools

is about thirty, or a bus load.

Thus, the museum has opened wide its arms, or doors, embracing

every opportunity to cooperate with the forces of culture and education,

through the medium of oral instruction; through the building of attractive

and interesting displays of things worth learning about; or perhaps through

the use of dioramas which quickly convey their story to the receptive child-

mind. Perhaps this type of display ranks first among visual aids for pupil

use.

But many aggressive institutions have offered an additional service to

education, which is a more direct contact with the schools, that of supplying

instruction in school buildings, staff members appearing in class rooms and

at assembly periods, bringing messages which supplement teacher instruc-

tion, using selected museum material with which to illustrate the talks. We

are mindful of the diversity of opinion as to the advisability of this type

of instruction, but from experience, heartily endorse such a method, for

the teacher and pupil reaction to such talks is invariably satisfying to staff

members.

Another service which has become an outstanding contribution, though

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282     OHIO ARCHEOLOGICAL AND HISTORICAL QUARTERLY

 

of course not an entirely new departure, is the circulation, through the

school to the homes of the boys and girls, of loan exhibits and material

with which to objectify their school work. It is with this phase of the

museum-school relation, that I wish to speak for the remaining few minutes

allotted me, and in terms of our own extension division, which has had

three years of successful operation.

I should like to convey the fact that our museum has not yet reached

its teens nor the stage at which we may beckon with our fingers and have

come to us endowments or contributions for specific purposes. We are as

yet quite "small potatoes," but with a rapidly widening circle of friends,

who are potential sources of future "big gifts." Three years ago we inaug-

urated a lending service for schools and branch libraries. We are operating

on a budget of diminutive proportions, so have had little with which to

build our miniature museums for loan purposes; but my real incentive in

choosing this topic, when invited to appear on the program, was not that

I might flaunt our own lack of opulence, but that I might bring encourage-

ment to some who feel the urge to extend their usefulness to the schools,

through the installation of a service of portable loan exhibits, which may

be accomplished through a small beginning and by methods of economy

and resourcefulness, be developed and maintained without great expense.

Probably the use of visual school aids was inaugurated by the Ameri-

can Museum of Natural History thirty years ago, when that institution

began loaning natural history cases to teachers, and since that time, other

large museums have supplied material for loan, a development which has

extended to smaller institutions. In the Field Museum, through a bequest

of over a quarter million dollars, $375,000 to be exact, began the develop-

ment of the Harris Extension, which now circulates twelve hundred cabi-

nets through the schools of Chicago. Many of you have probably viewed

these, which are all on exhibition during each summer vacation. May I

suggest that those of you who may be interested in the building of such a

service, be not dismayed through the lack of a sum of that magnitude,

available for the work; but that you plunge in as we did, with a saw

and hatchet, surplus display material, of educational value, and a bit of

artistic ability, with a certainty of evolving practical, usable exhibits, capa-

ble of traveling with safety, with the assurance of their being accepted

with enthusiasm by teacher and pupil.

Our first cabinets were miscellaneous cases acquired from drug stores

and such sources, and comprised almost any type of cabinet having a glass

front which could be sealed, for we encase all our loan material, thus

eliminating replacement, and minimizing repairs. Occasionally, substanial

used drawers from dismantled cabinets, were purchased for a small sum,

and these having corners well joined, served our purpose, the glass being

fastened by retaining strips, thus insuring a visibility not possible when

a frame is used for the glass, and eliminating the cost of frame. Drawers

of different sizes adapted themselves to the use of objects of various types.

We have not thought it practical to adopt standard sizes, excepting the

ten by sixteen inch cases, such as are used for small sized science speci-

mens, these cases being more easily passed from desk to desk, for study

by individual pupils. As we progressed and had used all available con-

tainers, our building superintendent turned cabinetmaker, and with a little

lumber, screws, metal handles, mahogany stain, varnish and glass, has

supplied our cabinet needs at a comparatively small cost. The Harris Ex-

tension cabinets average $25 each, or $125 complete, we are told. Our

cabinets are not so well finished, but serve our purpose, and come through

a season of trucking, looking quite fit.

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THE MICHIGAN-INDIANA-OHIO MUSEUMS ASSOCIATION 283

 

Our museum is fortunate in having as a staff member, an artist who

has developed a technique in miniature work, which enables him to build

for us in an exceptional way, never failing to promptly meet our sometimes

unusual requests. Many of our portables are miniature settings, or those

requiring diminutive reproductions, which are reinforced and sturdily built

for rough handling and have survived the trucking over rough and frozen

streets for two or three years without need of repair, contrary to the pre-

dictions of certain museum preparators, who declared them of too fragile

construction for traveling.

In the building of portable exhibits, we employ the most simple

methods of assembling the selected material, with a view to having them

"stay put," using glue, plastic wood, celluloid strips, celluloid solution, and

invisible wires. Backgrounds for natural history groups are painted in oil,

but are only shadowy suggestions of natural habitats. We could not

finance photographic back-grounds, which are now less used for small

cabinet work. Much care is exercised in preparing descriptive labels,

which are typed in bold letters, most of the labels being framed under

safety celluloid, on the back of the cases. Sometimes, typed booklets ac-

company displays, these being carried in heavy envelopes, glued and riveted

to the rear of cases. If these are lost, they are replaced by duplicate copies.

Many of our industrial exhibits, such as "The Story of Cork," "The Story

of the Lens," of the Cocoanut," "Textile Fibers," etc., obviously contain

some material derived from commercial sources, but are arranged to defi-

nitely accentuate the story, rather than the donor of such material--this

because of a school office ruling against advertising manufactures.

The demand for ethnological exhibits is beyond our capacity, and

since sufficient representative small objects are difficult to obtain, and may

not be easily reproduced, production of these portables must be somewhat

restricted for the time being. This fact, however, results in a greater

number of pupil visits, since they must come to the museum to view definite

groupings which cannot be sent to them. Over thirty new units of study

were this school year incorporated in the curriculum for the lower grades

of our public schools, necessitating the rearrangement of many classifica-

tions of the permanent exhibits, to give them greater teaching value. This

was accomplished during the summer vacation period. One hundred porta-

bles may not, of course, supply the demands of ninety public school buildings

and twenty branch libraries, but such objective material, in addition to our

thousands of mounted prints, which with bound National Geographic and

other stories, government reports and statistical leaflets, are circulated in

sets; photographs, hand-drawn charts, slides and films, are aiding in a

real way the educational forces which accept the use of our extension

facilities. Little difficulty is experienced in securing the hundreds of copies

of periodicals which are used for clipping, but the manipulation of sorting,

or careful grouping the illustrative material, its mounting on uniform

cards; the mounting of charts and larger prints on heavier board, all of

which are covered with celluloid, or lacquered, and all bound with cloth

paspatout; and the multitudinous details of handling the orders and arrang-

ing for their distribution, requires concentration, zeal, and a vast amount

of patience, all of which prevail among those who are associated with this

work. During one week, at the beginning of each school semester, exhibi-

tions are held in the museum, at which time all loan material may be

viewed by teachers, who must make reservations for its use, since none

is sent out unless ordered. During the exhibition, a large quantity of

material is reserved, and hundreds of teachers who come, embrace the

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284     OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

opportunity of viewing the thirty rooms of permanent exhibits. Antici-

pating their needs, teachers may thus, where it is possible, arrange for

the use of loan material for definite dates, though of course there are

some disappointments because of our limitations. The Children's Museum

has placed in each school building, a durable file for the catalogues of

loan material and all museum bulletins, and announcements, enabling teachers

to order from the extension department throughout the school year, and

to have a knowledge of all museum activities. Most all of the cabinets

are booked for continuous use. This arrangement, by which teachers are

served upon request, is considered more satisfactory than that of another

institution, by which two cases are left in each building the first week of

school, then shifted every second week throughout the school year, thus

being distributed, as we feel, like doses of medicine, without diagnosis, or

knowledge of the patient's needs. As one employee of that institution in-

dicated, "We send them because they are good for them, whether they

need them or not."

Our museum has published reprints of papers written for the Museum

Bulletin, our quarterly publication, by capable grade or high school teachers.

These are known as Children's Museum. Leaflets, are perforated for note

books, and are sold to teachers at cost, for pupil use, in junior high science

work. Many thousands of these have been furnished the schools.

I might mention that the prest board carrying cases for mounted

charts are made in the museum at slight cost, the heavier fiber board being

used in the construction of the larger sized cases. Our slide boxes are

made and contributed by pupils of a private school, having vocational

training. I think I might mention also that the greater part of our printing

is done on school presses as pupil project work. I have with me the few

simple record cards and printed forms used by those in charge of exten-

sion work, and examples of material which I shall be glad to show anyone

interested in this phase of the museum-school relation. I have endeavored

to show how our institution has given a large measure of service without

great expense of preparation.

Perhaps I should explain that the museum receives from the School

City, a small sum as remuneration for the lending service, the payment of

which, is, however, not mandatory; and that during two, sometimes three

days of each week, school trucks are employed to transport our loan ma-

terial. It has always been felt that, being not a part of the public school

system, though cooperating with that body in many ways, the museum

enjoys greater flexibility than that possible through another arrangement.

The public schools of Indianapolis are the envy of many cities, and

its educational system is studied by all educators. Fifty years ago, only

the most inspired of prophets might have predicted the amazingly numerous

vocational and academic courses now in operation, with every facility for

the instruction of youth. Our small institution is proud of the privilege

and opportunity of cooperating with, and augmenting this work of instruc-

tion, through the use of visual aids.

The second number was "Special Services of an Educational

Museum," as told to Helen LeFavour of Kent Scientific Museum,

by Mrs. Mary Evalyn Palmer, director of Kalamazoo Museum

at Kalamazoo, Michigan.

Kalamazoo is a small, but thriving city, with a population of about

50,000. Until seven years ago we had no museum, no art gallery, no visual

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THE MICHIGAN-INDIANA-OHIO MUSEUMS ASSOCIATION 285

 

service for the schools. However, the public library was a strong organi-

zation, and it decided to add a visual aids department to its other services.

This department rapidly outgrew its headquarters on the third story of

the library building. At this very opportune time the building next door

was placed at our disposal. With the acquisition of this building begins

the story of our museum.

The foundation of our museum lies in the visual service it renders

to the schools. The loans of pictures, lantern slides, and boxed displays

form our true reason for being. However, we had no sooner begun moving

into our new building when we were literally swamped with fine gifts,

donated by good Samaritans throughout the town.     Many citizens had

been awaiting the day when they could give their treasures to their own

museum. Rare articles from every part of the world poured in to us,

many of them collected personally by their donors. Several mummies and

mummy-cases, art objects from tombs of old Egypt, a few bits from ancient

Greece and Rome, from medieval Europe, prehistoric relics of ancient life

in North America, all found their eager way into our cases. And cases!

Our desperate need for them acquainted me soon with every attic and

basement in town! We were overwhelmed with this inpouring of rare

and valuable collections. From a visual aids department seeking larger

quarters, we found ourselves suddenly a full-fledged museum.

Our prime motive for existence has been education, from the very

beginning. Our school loans are our nucleus. How to use our new wealth

of material in such a manner as not to violate our basic principles has been

our problem from the very first. We have given first attention at all times

to the contents of our boxed displays which go to the schools, and which

are used in classrooms, during the process of learning. However, many

articles are too bulky, too rare, or in some other way unsuitable for this

service. These articles we have arranged in educational displays about

our rooms. Since our museum building was formerly a Kalamazoo home,

its arrangement in rooms has facilitated the grouping of objects. For

instance, our Chinese Room contains a case of life-sized costume dolls

dressed as a mandarin and his wife. Several other important costumes are

included in the case. A finely-carved cabinet is nearby, and beside it a

jade screen. In another case is a collection of Chinese musical instruments,

in still another, a group of wooden print blocks, carved by Tibetan monks.

In another room is our display of Egyptian Archaeology, including

several mummy-cases, jewelry, glassware, tools. One room is set aside

for a display of Ceramics, with as nearly a synoptic arrangement as possible

The display of relics alone is not the purpose; they are grouped in such

a manner that some valuable fact is brought out at every turn. For in-

stance, in the ceramics display we have selected, first, a pair of vases in

the Chinese, of celestial blue. Grouped about these are products of pot-

teries throughout Europe, showing their endeavor to imitate the Chinese

article. In the Egyptian Room we have mummy-cases representing the

five important eras of ancient Egypt.

On our third floor we have reproduced a Kalamazoo home of the

early period, each article in it having been used or made during the first

ten years of settlement, i. e., between 1820 and 1830. The fireplace came

from an old home; the carpet, chairs, tables and other furnishings were

donated by descendants of our pioneer citizens. Each relic is cleaned and

brightened, and insofar as is possible, restored to its actual appearance

at the time when it was in use. Many museums do not follow this practice,

but we feel that when people are coming to us to learn, they should receive

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286     OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

correct impressions. Each year the school children of Kalamazoo come to

the Pioneer Room to have a play. Cooking, churning, spinning, bullet-

molding and other pioneer activities are acted out in a way thoroughly

enjoyable to all concerned.

Classes of school children come to our museum, sometimes to see

special displays, sometimes for general tours. We supply experienced guides

for the classes, one or two volunteer workers being of great help to us

in supplying this service.

Just inside the entrance to the museum is a large hall, with stairs

leading from it to the second story. This hall is used for temporary ex-

hibits. New gifts to the museum are displayed there before finding their

way into regular exhibits, or before storing for future use. Seasonal dis-

plays of nature study material are shown there, timely events are illustrated,

and any other exhibit stimulated by current interest. We also maintain

temporary exhibits in branch libraries throughout the city, and in windows

of empty stores in the downtown area. We lend aid to merchants in

decorating their show-windows, and lend them specimens for use.

But again we must recall that our great purpose lies in serving the

school children directly, in going to them with our wares, in assisting at

the factory of learning. Each fall the teachers of Kalamazoo ask me to

talk to them about our service. I ask them what they will want. A con-

venient and effective method of obtaining the materials is agreed upon.

With our hampered budget, I find it impossible to supply their demands;

less than one-half of their orders can be filled. Nevertheless, they know

that I am trying, that I am their friend, that my sole purpose is to serve

them. We have no delivery service to the schools. Instead, the children

themselves come after the visual aids. For several years the honor-point

children were privileged to come for materials. Last year I suggested

that border-line children be given this pleasure. Their interest was stimu-

lated to the point that not one failed the year's work. The Board of

Education was saved many thousands of dollars otherwise spent on repeaters.

For sight-saving classes we have a special service. Materials which

they can handle freely are sent to the children, the emphasis on handling

being made with the teachers. For classes with hearing defects we include

many pamphlets and pictures so that as much can be learned through the

eye as possible. This service is also extended to classes of crippled children.

Last, but not least, we have insisted to all who come to us, that the

museum belongs to the people of Kalamazoo. The children understand

it perfectly: just what it means. It is theirs, not individually, but col-

lectively. We have no trouble with loss of materials taken, or mutilation,

or mishandling. The child feels his responsibility toward his fellows in

this connection. The whole schoolroom would ostracize him if he violated

trust. Children coming to view the floor displays at the museum have the

same feeling of ownership and responsibility toward them. Nothing is

stolen or broken, or defaced. Of course, it has taken longer for the parents

to attain this same attitude. However, it is being instilled gradually, in

large part by the children themselves. The esteem it arouses in all toward

their museum is a most important factor in the permanent welfare of our

institution.

The last number was "Rotation of Temporary Exhibits in a

Public Museum," by Carleton Marsh Pyle, curator of exhibits,

Kent Scientific Museum at Grand Rapids, Michigan.

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THE MICHIGAN-INDIANA-OHIO MUSEUMS ASSOCIATION 287

 

In the spring of 1932 the Kent Scientific Museum of Grand Rapids

found itself in peculiar circumstances. For years it had been living in

temporary quarters, waiting hopefully for the day of a new building. The

nucleus of the institution was a brick building, a former dwelling, revamped

for museum purposes. In addition, a portion of a garage, comprising sales

room and offices, had been leased for a short period of years. This was

to provide extra space for exhibition, lecture hall, and much needed office

room. When the late unpleasantness, generally referred to as the "de-

pression" became evident, it was necessary to reduce expenses to the point

where it meant closing one building. In the opinion of the Museum Board

of Directors, the original brick dwelling (which was owned by the Board

of Education and free of taxes and rent), could better be dispensed with.

Such factors as being held to the lease, better exhibition space, reduced

lighting costs, etc., influenced their decision. The net result was that the

museum, already cramped for space and holding in storage a wealth of

material which lack of space forbade displaying, now found the already

meager exhibition area cut in half. The seriousness of the whole situation

was that public interest had been lagging for some time, as shown by a

steady falling off of attendance. Something had to be done.

The remaining building, the garage or Annex as it is called, is located

on a busy corner. While not in the business district, nevertheless, many

hundreds of pedestrians and vehicles pass the door each day. The problem

was: How to get the people to come in to study the exhibits. They would

gaze into the ex-automobile showroom with its solid plate glass coming

to within two feet from the ground, but they seldom even hesitated, and

they rarely entered. Many of the permanent displays could be seen from

the street, but apparently were not of sufficient interest to arouse curiosity.

As money was lacking to make display cases for the windows, they

had remained relatively bare. Some few comparatively indestructible pieces

had been placed on the window ledge, with appropriate labels attached. In

this manner the objects could be viewed, and labels read from either the

street or within. But as spring began to unfold, it became evident that

many of the specimens were of such a nature that they could not be

trusted to a mere ledge a foot wide and two feet high, more especially

as this was a very convenient height for the exploring fingers of our

younger generation.

Through the generosity of the CWA a carpenter was obtained who

made three small cases for the "show-windows." But that still left nearly

eighty feet of bare ledge. Then somebody had an inspiration: Why not

have a wild flower display? Everybody is interested in flowers; they will

show up nicely from the street, and they can be within reach without too

serious damage. That seemed to be the answer to the problem. A hurried

field trip revealed that it was too early for flowers, but that winter tree

buds were available. So the experiment was tried. Old glass jars that

were in storage made attractive containers. These were tall enough so that

the buds were at eye level. A thin wire was stretched the whole length

of the window, and from it labels were suspended adjacent to the speci-

mens. This enabled the passer-by to stop and examine at his leisure, with-

out his having to stoop and with merely the pane of glass between him

and the object.

The venture was a partial success, in that it made the window-visitor

stop now and then, probably to see what was going on. But as spring

drew on and colorful flowers began to take the place of the comparatively

drab buds, a new interest was displayed. More and more people began

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288     OHIO ARCHAEOLOGICAL AND HISTORICAL QUARTERLY

 

to stop, and even to come in to inquire more about a particular flower

shown. Now and then an especially interesting flower would not be labeled

to have information available from the street. That device helped to

swell attendance in a small way.

A survey of permanent collections showed that the display cases were

crowded, both in number and in content. Also, individuals were disap-

pointed after coming in several times, to see practically nothing new but

the ever-changing wild flower exhibit, which they could view from the

street. Therefore, it was decided to give the visitors a whole new display,

from top to bottom. Specimens were exhumed from storage that had not

seen the light of day for years. In cases where data was lacking, general

information, and interesting facts relative to the specimens were substi-

tuted. With the cooperation of the newspapers, this venture was a great

success. Visitors complimented us by saying they had not been within the

museum for twenty years. Interesting accessions were heralded in the

newspapers. Attendance mounted, and interest was growing daily. Those

walking to and from work had not only changed to the museum's side

of the street to window-study flowers, but they were also coming in.

The whole attitude seemed changed. Before, there had been an apologetic

feeling among the visitors. But now they came with questions, without

justifying their presence. Insects, plants, leaves, etc., were brought in for

identification by people who, six months earlier, would have thought the

procedure childish.

Then it was decided to cap the climax with a Nationality Exhibit.

Because of the predominance of Dutch descendants, Netherlands was

chosen. Thousands of objects were loaned by the individual Dutch fami-

lies. It was necessary to close the building for about three days to remove

all vestiges of former exhibits and substitute the borrowed articles with

their individual histories. Folk dances, songs and talks in native dialects

were given, followed by a pageant. The result was that the tiny auditorium

was overtaxed to the point where repeat performances were necessary.

Attendance soared to the unheard of figure of over a thousand a day, for

several weeks. And the class of visitors was improving. While many

doubtless came to see if their own possessions were displayed, others came

because of the general momentum. Several days of front-page articles in

the local papers drew visitors from surrounding towns. Reprints of

articles and photographs were made in the newspapers of the Netherlands

itself.

Following directly upon the termination of the Holland Exhibit came

a Hobby Show. But first the borrowed material which filled the entire

museum had to be removed from the cases, assembled in groups, and

taken back whence it came. This was facilitated by giving each loaner a

receipt on which appeared the name and numbers of his articles.

Instead of replacing with regular museum exhibits, a hobby collec-

tion fostered by the Practical Arts Department of the Board of Education

was then installed. Articles, instead of being grouped according to like

objects, were displayed as exhibits from different schools, and rooms.

School plays, songs and demonstrations of basket-weaving, spinning, print-

ing, and other crafts were given. By this type of display and demonstration

a new field was touched upon. The museum had come in contact with

the students by showing to them free educational movies on Saturday

afternoons, or during the week in classes. But now a contact was made

with the parents themselves, who came down to see displayed what their

"pride and heirs" had made in school.

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THE MICHIGAN-INDIANA-OHIO MUSEUMS ASSOCIATION 289

 

This in brief gives a resume of the changing and rotating of exhibits,

that has been a part of the program of the Kent Scientific Museum for

the past two years. In the first place, time-honored museum procedure

has been discarded. This no doubt will draw forth its share of criticism,

and probably rightly so. But in the face of static versus changing ex-

hibits the museum now finds itself with a slowing down of attendance,

with a corresponding lack of interest. The reason seems to be that it

has been several months since exhibits were changed, with the accompanying

activity. Seasonal exhibits have been continued, which can be followed

on attendance records. For instance, this very fall an article was in the

local newspaper calling attention to the fact that mushrooms would be

identified for any one bringing them to the museum. A mushroom display

could also be seen. The result was that it took the entire time of one person

for over a period of three weeks to give this service. And in addition

to the seasonal exhibits another winter of change and activity is being

planned, as the smaller changes do not seem to reach the masses. The

objects in the cases do at times appear crowded and illy arranged, and

labels are merely typewritten cards. But with all of these faults there is

one thing that we cannot be accused of again, and that it, being a museum

for children only. The public in Grand Rapids has shown definitely what

it wants. Since the museum is a tax-supported institution it is only right

that it give the public what it wants. In closing, I wish to extend to you

a cordial invitation to visit the Kent Scientific Museum, preferably next

spring, when the Polish Exhibit will be held, and see a museum which is

located in a garage, which may seem according to old museum standards

"turned into a bedlam and upside down," but with double the attendance

and five times the contacts ever attained before.

• 17