rri:sj).\) at rm: Mr sum 2(i:; 



Ahluiiiuli ])ictiirr>, laiitcni-sliilcs, and coiici't'Icly woi'dcd descriptions 

 servi' tlu'ir i)nri>i)S('. ncx crtliclcss in all true natui-c tcachini^s the child 

 shoiiUl \)c hrou^ht into actual contact with the ol)jccts studied. This is 

 sinii)ly l)ecause the ])ower i^ained thfou^h this actual ohserxation enahles 

 the pu]>il al'terward to I'cpfesent to hiuiselt' these ohjeets and others pre- 

 sentt'd hy oral dcscrii)ti()n and honie-readiui;. And so I would say that 

 the Museum's classroom collections give content to the stories, tables, songs 

 and other literature that the schools put into the hands of the ( ity's children. 



The Museum hlls however a vastly wider field of usefulness in exhibit- 

 ing within the Museum walls life forms in their natural environments. 

 For every natmv teacher knows emphasis should he placed at all times 

 on plants and animals as living things and the true primary nature 

 teacher is always conscious of her larger aim, to put herself and her pupils 

 in loving touch with Nature. No easy task this, when the path of both 

 teacher and child nms over the barren floor of the city-desert. Neverthe- 

 less, hidden l)y piled up apartment houses, oflice buildings and factories lie 

 the City park and the City museum, each an educational oasis. 



No one can doubt the inspiration and breadth of concept that comes 

 when the teacher and class make an occasional visit to the Museum. 

 Whether it be protective resemblance as shown by a weasel in winter or the 

 clever adaptation of the mud nests of the flamingo, just one glance at these 

 static reproductions of the actual objects in their natural environments 

 makes more impression on the child mind than would volumes of verbal 

 description. 



These trips furnish also many indirect ethical and social opportunities. 

 As teacher and class walk the Museum halls together, both are storming 

 the guide with a fusillade of cjuestions, and in the light of their common 

 interest, the children see that their teacher is not a pedant but a student 

 like themselves — a big comrade. Then, too, the city is gaining in good 

 citizenship as the sixty heavily shod feet go clattering over the immaculate 

 floors, because sixty busy little heads are thinking of how important they 

 will be at supper-table, when, after father's home-coming, they will lell of 

 wonderful things. Many of these descriptions will result in the child 

 returning to the ^luseum with his foreign-born parents, and in this way, 

 l)oth parents and child will see for themselves one of the wise ways in which 

 New York City spends her taxes. 



A note of constructive criticism was hearvl from a school-man recently 

 to the effect that if American children are lacking in courtesy as is said, 

 the first step in getting rid of the undesirable trait is to give them some- 

 thing to reverence. The American Museum of Natural History is doing 

 this. It is an institution that children reverence. 



