Page - 71 - in Nikola Tesla and the Graz Tech

71 Samuel Quiccheberg, lastly, expressly emphasises the pedagogical intention he pursues in his museum. This can be recognised in the programmatic title of his publication which appeared in Munich in 1565: ‘Captions or guiding principles of an all encompassing exhibition building that comprises individual objects and marvellous pictures in the totality of things in such a way that they could be designated correctly. A repository of artistic and wonderful things, all rare treasures and valuable devices, figurative and pictorial representations which are here in this exhibition building collectively brought together, so that through their frequent consideration and touch a unique knowledge of things and an admirable understanding can be acquired quickly, easily and without effort.’ Quiccheberg thus sees his ‘theatrum am- plissimum’ not as a place of amusement and entertainment, but rather of utility, which manifests in the acquisition of knowledge (cognitio) and under- standing (prudentia). Ultimately, Archduke Johann, Leibniz, Claudius Clemens, Valentin Andreä and Samuel Quiccheberg stand in a tradition with this view, which goes back to Aristotle (384 – 322 B.C.), who was most certainly the first philosopher who carried out research and teaching on the basis of special collections of au- thentic objects. The above-mentioned persons represent an extroverted and open type of world view which has its gaze firmly directed at the outer world. It is also typical of the Archduke that his foundation serve solely practical use and not aesthetic enjoyment. He enunciates this clearly in a letter to the governing board in 1825: ‘The purpose of the Institute... is to be useful to the province. It was the intention to teach exactly those branches which up to now had been missing in the educational establishments of the province and which could make an impact on important branches of culture and industry.’