240 TUi: AMKRICAX MfSFJ'M JOIJiX.lL 



The Musfiun ^q\cs ;i far broader \ icw than it is possiMc for students to 

 get from their own outdoor experiences or from such collections as the 

 school provides. A carefully planned museum lesson, ealhni,^ for the 

 solution of definite problems, affords the benefits usually followinj,' any 

 laboratory work. 



We ha\c used the Habitat (iroups of 15irds to sliow tyi)cs of biid life in 

 various jiarts of the world and how birds are adaj)ted to different cn\ iron- 

 ments; the insect collections chiefly in connection with the study of econo- 

 mic foiins. We liaAC used the collection of precious stones to show forms 

 of uiuisual beauty in which many common minerals occur, and the collection 

 of New York City rocks and minerals to aid in the identification of such 

 minerals as we oiu'sehes find about the cit\' as well as to supplement our 

 obser\ation work on them. 



IV. How 0\K Ckowdp:!) Hum School uses the Miseim^ 



Bi/ Jdvics L. Pcdhodi/ 

 Teacher of Biology in the Morris Hif,'li School 



EVER since the Morris H\g,h School was orj^^anized in 1S97 its Inology 

 teachers liaxe found the American Museinn a most valuable .source 

 of instruction and enjoyment. In the early days before the numbers 

 of students in our classes became so great, most of the teachers of biology 

 went to the jVIuseum with each division of students to study trees, or birds, 

 or insects, or skeletons. Not only did this study supplement the work of 

 classroom instruction, but it also furnished the best of opportunities for the 

 teacher to know personally the boys and girls in his clas.ses. 



With the increased complexity in school organization those class trips 

 have become more and more impracticable, and we have therefore set apart 

 two days in each half-year for biological exciu-sions to the American Museum. 

 On Friday of the week devoted to school examinations, the four to five 

 hundred l)oys and girls in Biology II (Animal and Human Biology) go to 

 the Museum on a special train provided by the Interborough, accompanied 

 by the ten teacluTs of biology. They assemble in the large lecture hall, 

 where they listen to an illustrated lecture on the characteristics and eco- 

 nomic importance of birds with methods of bird protection. A definite 

 study is then made of the bird groups and of the \arious types of animals 

 in Darwin Hall, the students being guided by an outline which they fill in 



I Mr. Peabody furnished with this statement of the work of biology classes in the Morris 

 High School, copies of the outlines used and questions to be answered in the IMuseum lessons 

 on woods, birds and invertebrates. These seem of such practical value and general interest 

 that it is regretted lack of space prevents their publication in the .Joir.nal. — The Editor 



