Many teachers bring their pupils to the Museum for special 

 . study. For instance, when early American history 

 is being studied the teachers plan an excursion to the 

 Museum to examine the Indian collections. When- 

 ever desired a trained instructor meets these visiting classes and 

 ^ explains the exhibits. There have been times 



during the past season when the entire staff of the 

 department was engaged in giving such instruction. 

 The most important new feature of the season's work is the 

 plan of utilizing the Museum exhibits as a background for 

 teaching history and as an introduction to the study of the 

 beginning of human invention and industry. This scheme was 



„ . suggested by Mrs. Vaughan, and she was given the 



SoccisI ^^ . 



problem of working it out. She prepared a course 



of ten lectures which were designed to cover th 

 different stages in the development of human culture. The: 

 was a threefold purpose underlying this study: to give the back- 

 ground of history, to arouse interest in and respect for hum a 

 labor and to show children how to view the Museum collections 

 intelligently. 



To test the efficiency of such instruction it was decided t: 

 try the experiment with a group of students who intended t 

 make teaching their profession, rather than with a class of ch:I 

 dren. Accordingly the plans were outlined to the New Y 

 Training School for Teachers, and six of the students volun- 

 teered to take the course. 



The first lesson introduced the general theme: the develo" 

 ment of the human mind and the origins of society, as sho 

 in material culture. On the blackboard was figured the f 

 used by Professor Osborn, showing the glacial epochs in relatio 

 to the human races and culture stages, and tin- aninr 

 periods. The class then visited the collections of early hum 

 remains and the specimens from the early cultures of Europe. 



Each lesson consisted of an outline, a short talk and an exam' 

 nation of objects in the exhibition halls. This illustra 

 material was selected with the greatest care; each lesson w 

 prepared wi'h close study of authorities, and consultation 

 members of the staff of the Department of Anthropology, 

 were cordially helpful. 



17 



