From the mid-19th century onwards, the first school museums developed from permanent exhibitions featuring school equipment and teaching aids — rather than from presentations of the past — and therefore from aspirations for a modern school system, for modernisation and development of education. Up to what point did school museums preserve their practical and modernity-oriented purpose? Naturally, the orientation towards history of individual schools or towards the presentation of development of education and teachers’ contribution to the cultural development of their respective nations can be observed already in the development of older school museums. What was the formation or the subsequent development of national school museums, which are common predominately in the Slavic space, where seven national museums of education are in operation (Prague, Bratislava, Kiev, Ljubljana, Zagreb, Belgrade, Gabrovo in Bulgaria), but also elsewhere (France, Denmark, the Netherlands), influenced by? Were Slavic nations influenced by the importance of school and teachers for the linguistic and national development, other nations by their own schools’ glorious pasts and yet others by a more centralised approach to the subject in terms of school or museums? What was the role of teacher societies in museums’ origins and activities and how did notable figures affect school museums? How discernible was the influence exerted by museums and their exhibitions on the research of history of education? The origin or the (trans)formation of different school museums also implies a pedagogical reflection, which links the past with modernity, however, the question of to what extent we are dealing with direct impacts of educational reforms remains. The presence of education reforms, important pedagogical ideas and their representatives in school museums, but also in other museums dealing with subjects of the history of education, is usually a direct and an indirect one. Do museum treatments provide a sufficiently active incentive for a modern deliberation on those traditions of education which are of value also for the present and the future?

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