Creation of the Central School 1798 (≈ 1798)
Initial consolidation of Lorrain collections.
1804
Transfer to the city
Transfer to the city 1804 (≈ 1804)
The collections become municipal property.
1935
Inauguration of the Zoology Institute
Inauguration of the Zoology Institute 1935 (≈ 1935)
New collection building.
1967
First aquariums installed
First aquariums installed 1967 (≈ 1967)
Beginning of the Aquarophilic vocation.
1993
Deposit of ENSG collections
Deposit of ENSG collections 1993 (≈ 1993)
Enrichment in geology and paleontology.
2005
Renovation of the gallery
Renovation of the gallery 2005 (≈ 2005)
Reopening of the 1st floor modernized.
Aujourd'hui
Aujourd'hui
Aujourd'hui Aujourd'hui (≈ 2025)
Position de référence.
Key figures
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Origin and history
The Muséum-Aquarium de Nancy has its origins in the gathering of seventeen cabinets of Lorrain curiosity in the 18th century. These collections, initially dispersed, were gathered within the Central School of Nancy in 1798, before being transferred to the city in 1804 when the high schools were created. Abandoned in 1807, they were recovered in 1854 by the new faculty of Nancy, marking the beginning of university management. The successive moves (University Palace in 1860, Zoology Institute in 1933) reflect the expansion of collections, now focused on zoology, geology and ethnography.
In 1935, the inauguration of the Institut de Zoologie rue Sainte-Catherine centralized zoological collections, while the geology and botanical sections gained their own spaces between 1913 and 1927. The Aquarophilic vocation emerged in 1967 with the installation of the first ferries, then was structured in 1971 thanks to a partnership with the Aquarophilic Circle and the city. The 1990s marked a turning point with the air conditioning of reserves (1991), the integration of the collections of the School of Geology (1993), and the renovation of galleries in 2005.
The museum is distinguished by its 500 living marine species and 19,000 naturalized pieces, including rare or extinct specimens (such as the Tasmanian wolf). Since 2005, he has been developing educational and scientific collections, such as the ichthyological collection (fish kept for study) or manipulatory specimens for the public. Its evolution illustrates the transition from a cabinet of curiosity to a hybrid place, combining conservation, research and scientific mediation.
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