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representatives charged with interpreting objects to a diverse and still not adequately defined audience. Presentations were made by Edward Lawson, Chief, Department of Education at the Hirshhorn Museum and Sculpture Garden, and Kenneth Yellis, Curator of Education at the National Portrait Gallery. Marc Pachter, Assistant Director for History and Public Programs at the National Portrait Gallery, offered a statement and summarized a questionnaire on the subject of advocacy and its policy implications, during the latter part of the afternoon.

The issues addressed by this discussion seemed to Council members particularly knotty and complex. Many on the Council perceived a split between the fundamental goals of display and those of diffused education and scholarship; between objects perceived either as culturally-specific artifacts, or as works of inherent aesthetic value. We suggest that where there is a tradition of seeing two alternative modes, it is better to consider them as reciprocally reinforcing. There could well be a double axis -- aesthetic and cultural historical -- and audiences should have access to both dimensions.

Object orientation distinguishes museums from schools. The Council believes that a refined distinction between museum and school education should be used as the basis for formulating Smithsonian Institution educational programs and aid development of a more coherent educational philosophy. The Council feels that the current studies on the demography of Smithsonian audiences, and the suggested investigation into the character of learning in museums, should be pursued further. And the results should be interpreted before undertaking any further discussion of a general nature.

Several staff members described the difficulty of maintaining continuity in their educational projects without specific funding from the Institution. They expressed concern about their dependence on outside funding sources. Council members believe this is connected with a longstanding haziness about local vis-a-vis national educational aspirations. Smithsonian exhibitions should continue to serve as models for other institutions, but staff need to hold more conversations regarding the relative merits of this form of impact, and the energies committed to specific educational programs for local audiences.

Since the afternoon discussion centered on pre-college education, there was also concern about program allotment. Which age groups benefit most? Was there a good case supporting programs for small children in art museums? Opinion was divided, although the Council agreed generally that thoughtful educational approaches could benefit all age groups. The outreach and family programs sound quite promising.

Several questions were raised briefly, but deserve further exposure, and more continuous discussion. Are there continuing