THE MUSEUM OF NATURAL HISTORY 21 



schools developing nature-study courses, make correspondingly in- 

 creased demands that the museum, through lack of a lecture room in 

 the building, space for supplementary exhibits, and a children's room, 

 finds impossible to meet. 



Such generosity as has resulted in the Natural History Museum and 

 collections of which Springfield is justly proud, is continually adding to 

 those collections, as is indicated in the appendix of this report. Now 

 the museum is embarrassed by inability to show appreciation of gifts 

 by suitably exhibiting them; and much of the value of material dis- 

 played is lost through overcrowding. The rotation of exhibits resorted 

 to, while desirable to a certain extent, is difficult to maintain by the 

 museum's small staff; but the day is sure to come when funds will be 

 given for a larger building, which will open the way to expansion of 

 educational work and to exhibitions that through proper installation 

 will interest and instruct to a vastly greater degree. 



The Psychological Laboratory. 



Dr. George E. Dawson reports that during the year, June 1, 1922, 

 to June 1, 1923, 541 children and young people have been examined in 

 the psychological laboratory. Of these, 369 have been children from 

 the elementary schools, representing the usual problems of retardation, 

 discipline, or maladjustment, and 172 have been from the junior and 

 senior high schools, representing problems of educational and voca- 

 tional guidance. Of the latter, 112 have come from the junior high 

 schools and 60 from the senior high schools. Since these have been 

 examined largely at their own request, or that of their parents, this 

 branch of the work may be regarded as evidence of a rapidly growing 

 community interest in the laboratory. 



Respectfully submitted, 



GRACE P. JOHNSON, Director, 



