“Museum in a Box”
Empowering Collections and Increasing Access to Museum Learning
In this assignment we were required to develop a Museum Loan Box and record the process from design to its use in a real situation. Museum Loan Boxes are a fundamental strand of most museum’s outreach work and an understanding of their use and development, I believe, is a vital for Museum Practitioners.
Fig.1 Croydon Museum’s Wartime Reminiscence Loan Box
As an introduction, we spent the day at Croydon Museum to gain insight in the practical issues around loan boxes and their administration. Croydon operate a scheme with a number of different boxes, each tailored to a specific audience (eg a wartime reminiscence box for senior citizen groups). The experience at Croydon gave me a clearer idea of the type of objects suited to loan boxes as well as ideas for associated interpretation and administrative paperwork. Importantly I also started to realise the importance of considering the audience each box would or could reach how this shapes both the objects chosen and the interpretation provided.
For the next stage of the box's development, we each chose an object from the collection of Recycle Archaeology around which we were to develop a micro-lesson to be delivered to the pupils of St John School, a local primary school close to our campus.
The object I chose was a bone (which research showed to be a bovine metatarsal). The information accompanying it showed that it had been excavated for a dig in the grounds of Fulham House in West London in 1985. Bone is notoriously difficult to date without employing specialist techniques so it was impossible to say with any certainty from which period it came. There were some butchery marks on the front edge of the bone which could potentially help with dating but this was not feasible in the timescale available.
The children were polite and attentive and the session was useful in giving an idea of the questions that might come up at the next session - when we were showing our Museum in a Box to a larger group of older children. Once the children had overcome their disappointment that the bone was not from a dinosaur, they engaged readily with discussions about its origins and how it was found. They enjoyed identifying the bone on a handout I had made and whilst I thought it wise to avoid too much detailed description of how animals were processed in to food, they were happy to discuss the butchery marks.
(Fig 2 Bovine Metatarsal for St John’s School visit and identification sheet)
One of the questions raised by each of this younger group of pupils was around the “value” of the bone - there was a fascination with “how much was it worth?”. Whilst this surprised me coming from children as young as they were, it gave me an opportunity to have a very basic discussion about ideas around what does “valuable” mean for example - whether “precious” and “valuable” are the same thing and whether things can be “valuable” if you cannot sell them.
Following on from this session, we each chose another object (or collection of objects) from Recycle Archeology around which we were to create our Museum in a Box. Once completed we would take the box into another local primary school and engage groups of older pupils after which the box would be donated to Croydon Museum for use as part of their loan box scheme.
I was given a set of nine jettons which had been found on the Thames foreshore at Fulham. Jettons (from the French jeter - to cast or throw) are coin-like objects used in accounting calculations from the beginning of 12th century until the mid-18th Century. In essence, the role and function of the jetton is the same as the bead on an abacus, to aid the user to keep track of the calculation they are performing. Rather than using a frame of sliding beads, jettons were moved around a counting table (usually in the form on a chequered board or cloth) to complete the calculation.
Before the widespread adoption in the Arabic numeral system in the 12th century, written numbers were rarely used in calculations. One of the reasons
(Fig 3 Rose & Orb jetton)
for this is the lack of a character for the function of zero in the Roman numeral system, despite the concept of zero having been developed in 3rd Century BC in Babylon.
In Europe during the times jettons were used, there were four main centres of manufacture. Chronologically each of these centres pre-eminence can be ordered as
c.1100 - c.1300 England (mainly but not exclusively London)
c.1350 - c.1450 France (various mints around the country)
c.1450 - c.1525 Tournai (in modern day Belgium)
c.1525 - c.1750 Nuremberg (in modern day Germany)
The jettons in the collection I will be using are all from Nuremberg and can be identified as having been minted by the Krauwinkel family the most well known and prolific producers of their time. They all bear a typical design of the mint known as the “Rose and Orb” design. It must be said that, in this case, the identification process is not without challenges - some of the jettons are heavily corroded and as such are difficult to read the inscriptions in full. Also in three cases the jetton has been cut across its diameter resulting in loss of potentially identifying features.
Following on from this identification it is possible to say with a fair degree of confidence that these jettons are made from type of brass know as calamine which has a higher copper content than latten the brass used for earlier production. Nuremberg was on the trade route between Austro-Hungary and Antwerp and a factory making calamine was established there in 1486.
The identification was made relatively straightforward thanks to the Portable Antiquities Scheme (PAS) which has produced an informative video which explain jettons and their history. The PAS estimate jettons account for around 6% of their entire finds database so their experience has proved invaluable. In the accompanying paperwork for the loan box, I will ensure users interested in finding out more are directed to the PAS website and YouTube output.
(Fig 4 Jettons in Coin Capsules)
After discussions with Recycle Archaeology it became clear that whilst the jettons were suitable for inclusion in a Museum in A Box, they could not be handled directly. Whilst objects from Recycle Archaeology are not currently accessioned to a museum, they must be treated with as much care as any museum objects. Handling small valuable objects in a “open” environment such as a classroom can present many opportunities for loss and damage, unintentional or otherwise. At the very least, the sweat from fingers can cause corrosion to the already damaged surface of the jettons.
After exploring a number of solutions I decided that a small metal flight case would be ideal for this specific Museum in a Box. Whilst the main reason for alighting on this solution was the inherent strength and robustness of this type of case, I was also mindful that it projects the idea that whatever is inside is valuable and precious and that it requires respect.
The case I sourced was empty of fittings and therefore customisable, so I researched how coins and tokens were usually displayed in museums and by collectors. It seemed that plastic coin capsules would prove an ideal solution for the box - the jettons could be viewed at close quarters but with a much reduced risk of going missing or sustaining damage. It was also important that the coin capsules themselves would not cause any damage to the jettons so I chose a brand that was advertised as using “virgin polystyrene that are
free of oils and contaminants for long term storage”. In an ideal situation I would be keen to see some verification of that claim but none seemed available so I decided to take them at their word.
I designed a layout of three rows of three capsules for the case which I then cut from 1mm black craft foam which I calculated would hold the capsules securely but allow them to be removed easily for inspection. Beneath this display layer I had secured 3 layers of 6mm craft foam to ensure the capsules were protected from any knocks.
(Fig 4 Loan Box interior under construction)
Each jetton was sat on a layer of 1mm craft foam in the capsule which did prevent movement within the capsules but gave rise to two challenges - firstly only one side of the coin would be visible and secondly the top face of the jetton would permanently be in contact with the inside of the lid of the capsule, potentially causing damage. Both of these challenges could be solved be creating a customised foam gasket cut to the exact dimensions of the jettons so it could be held away from either end of the capsule and each side of the obverse and reverse could both been seen. The level of accuracy to achieve this could only, I believe, be reached by laser-cutting the foam - a process that would require further research to find a maker who could produce these gaskets at the level of quality required.
In addition to the jettons themselves, I have included in the box a counting cloth (measuring 500mm x 500mm) made of a durable canvas material. By using the jettons securely inside the coin capsules it will be possible to recreate how they were used in calculation without risking loss or damage, though a level of supervision would still be required. This will give the users a better understanding of the role of jettons and how they were used.
At this stage in the development process of the loan box, we visited Long Ditton St Mary’s Junior School to deliver sessions of about 30 minutes to groups of pupils aged 9 and 10. This was an opportunity to observe the box as it stood in a real classroom situation and on the whole I was satisfied with the outcome. The pupils were engaged with the content and contributed both questions and answers when called upon. As happened during the visit to St John’s School, the pupils were very interested in the “value” of the jettons which again gave the opportunity to briefly explore with them the concept of valuable v historically important/“inalienable” which led on to an interesting discussion regarding “treasure trove” which fascinated them.
(Fig 6 Jettons and the counting cloth)
For me, this raised again questions about how introduce the pupils to a non-monetary coin shaped object and how best explain the role of the jetton. By asking the teaching staff and the pupils themselves if they were familiar with the idea of counters and tokens and build understanding around these concepts.
I have also included a small booklet of laminated photographs of both side of the jettons at a scale that makes it easier to make out the inscriptions. Even with this magnification I believe an overlaid diagrammatic representation of the inscription would be a useful development as the box evolves.
(Fig 7 Laminated booklet)
Alongside this there is an information sheet for session leaders/teachers which gives a brief history of the jettons and their use, as well as an explanation of how the box can be used to introduce or further explore topics at various stages of the National Curriculum. There is also a list of suggested websites for further reading if desired. An amended version of this would suitable for use with adult users and older primary and secondary pupils.
For younger primary students I developed a work sheet for participants/pupils which has a number of activities that can be completed either individually or in small groups, as well as a selection of interesting facts about jettons, their use and their legacy in the English language.
I strongly believe that a Loan Box should continue to develop as a result of feedback and observations of audience interaction with it. This development may occur as a result of new techniques available to the loaning museum as well as new understandings of the objects and their historical context. As importantly by watching and listening to different groups of users, the museum can tailor the contents and interpretation of the loan box to ensure it remains relevant and engaging across the board.
APPENDIX
Loan Box Agreement Form
Jettons Fact Sheet (suitable for teachers/group leaders)
Jettons Fact Sheet (suitable for older primary and secondary pupils)
Jettons Activity Sheet (suitable for younger primary pupils)
All readily formatable to Museum of Croydons house style.
Loan Box Assignment Video -
https://youtu.be/4-JQHvXsxDk Jetton Loan Box
CONDITIONS OF USE - SERVICE AGREEMENT
By making a booking the Jetton Loan Box you have agreed to abide by the terms and conditions below
• It is a condition of the loan that objects are used for educational use only and not for profit making purposes.
• Due care and diligence must be taken to safeguard the items on loan.
• Items on loan must be locked away when not in use.
• Borrowers are liable for costs of breakages or loss for up to £150 per box. Damage should be reported immediately.
• Evaluation forms must be completed for each loans box and handed in when returning the loan.
Loans must be collected and returned on specified days/times
When using the Loans Service: DO:-
• Ensure all objects are handled with care, they are a finite collection.
• Please keep them in a secure place, especially overnight.
• Make one member of staff responsible for orders and sharing information contained
within this agreement and other relevant information with colleagues
• Handle objects over a table, preferably over a soft surface – one object, two hands.
• Read any packaging instructions carefully
• Wash hands before and after use.
DO NOT:-
Remove the jettons from their coin capsules.
Display objects/materials in direct sunlight.
• Bury objects in soil / sand, or submerge in water.
• Affix adhesives, labels, Sellotape, blue-tack etc to loans or loan cases.
• Attempt to repair damaged objects or change objects in any way.Fact Sheet For Teachers/Group leaders
Some interesting facts about Jettons…
Jettons used as counters in medieval times for making calculations
The word Jetton is from the French “Jeter” which means to throw or to cast.
They were used with a chequered board or cloth
They work like a bead on an abacus and it is possible to add, subtract, multiply and divide.
They could make calculations in rows and columns - like a medieval spreadsheet.
The board or cloth used was called the counter - a word we still use today
We get the title “Chancellor of The Exchequer” from the chequered pattern on the counter.
These jettons were made in Nuremberg in Germany around 1650 by the most famous family of jetton makers - The Krauwinkels.
They are made of a copper alloy called calamine
These jettons were found on the Thames foreshore in Fulham in the 1980s.
Fact Sheet For Students
Some interesting facts about Jettons…
Jettons used as counters in medieval times for making calculations - THEY ARE NOT MONEY!!
The word Jetton is from the French “Jeter” which means to throw or to cast.
They were used with a chequered board or cloth
They work like a bead on an abacus and it is possible to add, subtract, multiply and divide.
They could make calculations in rows and columns - like a medieval spreadsheet.
The board or cloth used was called the counter - a word we still use today
What title in politics for the person in charge of finance comes from the pattern of the counting cloth?
These jettons were made in Nuremberg in Germany around 1650 by the most famous family of jetton makers - The Krauwinkels.
They are made of a copper alloy called calamine
These jettons were found on the Thames foreshore in Fulham in the 1980s.
The study of jettons is called paranumismatics (the study of coins that are not money)Activity Sheet for Children
Design your own Jetton
What patterns will you have on the front and the back?
What inscriptions will you have around the edges?
Front (Obverse)
Back (Reverse)Bibliography
Portable Antiquities Service - Recording Jettons and Tokens onto the PAS Database https://youtu.be/gtHdg2N2pZM
Mitchiner, M. Jetons, Medalets and Tokens. Vol. III. British Isles c.1558-1830. London, 1988.
Museums Association website - On the money. Jonathan Knott finds the value of museums researching, interpreting and putting their collections of coins and medals on display
1 June 2018
https://www.museumsassociation.org/museums-journal/features/2018/06/01062018-on-the-money/
Museums Association website - Developing loan boxes.Whether designing schemes for schools or reminiscence groups, understanding users' needs is key by Penny Ritchie Calder
8 June 2017
Abacus A Brief History
https://www.ecb.torontomu.ca/~elf/abacus/history.html
Who Invented The Zero
https://www.history.com/news/who-invented-the-zero
Dating Animal Bones
https://www.digitscotland.com/decoding-archaeology-radiocarbon-dating-scotland-digs-digital/
