Report of the Museum of Natural History 



At the beginning of this year the Museum of Natural History sent 

 out the following questionnaire: 



Principals and Teachers: 



What can the Museum do to help you in your work? 

 Free lectures: Suggest subjects and time. 



Story telling for children: What subjects will best supplement 



school work? 

 Excursions: When and to study what? 

 Loan collections: Name materials needed. 

 Any other suggestions will be appreciated. 

 The year's program has been based largely upon responses and sug- 

 gestions received, and as a result the Museum has worked with teachers 

 much more directly and effectively than in any previous year. 



Lectures for University Credits. 



There were requests for geography lectures, and that in connection 

 with such instruction teachers might have opportunity to work for 

 academic credits. The course was provided with two of the best speakers 

 obtainable, — Dr. Wallace W. Atwood, President of Clark University, 

 and Mrs. Helen Goss Thomas, a research associate with Dr. Atwood 

 in geographic investigation. Our thanks are most cordially given to 

 Dr. Atwood and Mrs. Thomas for generously contributing their services 

 in lectures unsurpassed in the Museum's educational work. Meetings 

 were well and enthusiastically attended. Not only have credits been 

 awarded by the Junior College, but teachers report that material as 

 presented in these lectures has proved exceptionally helpful and stimu- 

 lating in their work. 



Associated with these, Miss Fannie A. Stebbins gave lectures and 

 conducted field excursions for study of local physiography. Oppor- 

 tunity to work for credits was given also in this very excellent series. 



Dr. George E. Dawson's four lectures on the Psychology of Self Ex- 

 pression attracted the usual large audiences, and the big bird meeting 

 of the year brought together one thousand persons interested to hear 

 Norman McClintock. 



Stories for Children. 



The Pilgrim Tercentenary was kept in mind in planning the children's 

 stories for the winter. With early settlers and settlements as a basis, 

 children followed the Indian boy through the years before and after he 

 shared this section of the valley with the white man. 



In his wanderings, animal and plant life were considered as well as 

 the customs of early New England inhabitants. The work was well 



