TEHIC-Handbook_of_best_practices

5. Heritage interpretation and university education TEHIC Towards a European Heritage Interpretation Curriculum 76 reason, at the long path that was nec- essary for museology/museum studies to become not only a recognised pro - fession, but indeed a field of study which European universities, and many others around the Globe, are interested to organise and to offer to their stu - dents, as a desirable and prospective study programme. As far as we could track Museology/Museum Studies, skip - ping deliberately here the first ideas of a museum - the Mouseion of Alexandria-, or even earlier forms, such discipline started shyly in the late 18 th century by Emanuel Mendes da Costa, with his book “ Elements of Conchology ”, published in 1776, where he made reference to “mu- seographists ” , and, more importantly, with “ Zeitschrift für Museologie und An- tiquitätenkunde” (“Journal of Museology and Antique Studies”), first published in Dresden, Germany in 187 8 b y Johann Georg Theodor Graesse. In the mean- time, some formal education in museology/museum studies was being organised, for example at the University of Brno in 1921 by Jaroslav Helfert 3 , or at the École du Louvre of Paris, which was innovative by creating the chair of mu - seology in 1927. However, it took decades, even a century, since the first signs of demand for education in museology/museum studies were finally reflected on aca - demic curricula. As an illustration of how this was done, we might recall an excerpt from a speech by professor I. Maroević (Maro - ević 2004, 125), a relevant expert in the museum sector: 3 See: Dolak, J. (2007) ‘Czech and Slovak museology, current status and the future of this branch of science’ Nordisk museologi 2007 (2), 99-106. Dubroknik, Croatia. Picture by Julio Rodriguez.