The American Museum of Natural History 



At this time, the Museum also prepared a teaching collection of 

 rocks of Manhattan Island, dried plants and many specimens of 

 corals, shells, crustaceans and insects. This material was installed 



in suitable cabinets and deposited in each of the 

 teaching 160 public schools, so that the teachers would have 



collections on hand material to illustrate for their pupils the 



facts learned at Professor Bickmore's lectures. From 

 this beginning, there developed the system of Visual Instruction so 

 closely identified with Professor Bickmore's name. The work re- 

 ceived the support of the State from 1884 to 1904, except for two brief 

 intervals in 1890 and 1892. During this period of twenty years the 

 work was under the immediate direction of Professor Bickmore and 

 in the carrying out of these educational plans he brought together 

 that unique series of stereopticon slides which he presented to the 

 Museum and which forms the nucleus of the Museum's now extensive 

 series. In 1904 continued ill health compelled Professor Bickmore 

 to retire from active service. 



II. SECOND PERIOD: 1904-1917 



A. Introduction of Circulating Nature Study Collections 

 — Circulating Loan Collections for Libraries — In- 

 auguration of Lectures for Pupils — Establish- 

 ment of Special Guide Service — Special 

 Provision for the Blind 



supported by city maintenance and TRUSTEES' funds 



The keynote of the first period of the Museum's educational 

 activities (1869-1904) was instruction for teachers; that of the 

 second period, instruction for pupils. During the first period, the 

 scope of the work included the schools of the entire State. In the 

 second, attention was focused primarily on the schools of New York 

 City. After 1904, when the State withdrew its financial support, 

 the City gradually increased its appropriation for maintenance. It 

 was proper, therefore, that the Museum should give its attention to 

 the needs of the City schools rather than to those of the State. 

 Moreover, the introduction of nature study into the curriculum, the 

 development of modern pedagogical methods, the growth of libraries, 

 the perfecting of projection apparatus which rendered illustrated 

 lectures more practicable, and the continued increase in the wealth 

 of the Museum's educational materials, all contributed to direct the 

 work into new fields. 



Nature study was introduced as a subject in the curriculum of 

 the New York public schools in 1902 and an elaborate Syllabus was 



