Industrial Products. Photographs.......... Food Products.... Fibers..... Tree Products.. Pottery, vases, feather work, models of people following various occupations. .Stereoscopic views and lantern slides. BRAZIL. .Coffee, cacao, sugar, vanilla, mate tea, cassava, ginger, Cotton, piassava and agave fibers. Woods.. Insects.. Reptiles.... Amphibia. Life.. Food products... Fibers and grasses. Woods.... FIG. 28.-The steppes of Russia. Brazil wood, peroba, palisander, Palo d'Arco, guarabu. .Resplendent trogon, green trogon, parrots, yellow-throated toucan, pitta or ant thrush, chachalaca, and others. Lanternfly, hercules beetle, Brazilian bee, giant walking stick, Coligo or owl butterfly, blue morpho, white morpho, thysania agrippina. Iguana, basilisk. ..Giant toad. Large colored chart-The tropical forest, photographs, stereoscopic views and lantern slides. JAPAN. Rice, tea, spices. ..Silk, jute, hemp, ramie, bamboo. .Camphor. .Sugi or Japanese cedar, Japanese hemlock, Kirni or iron wood. Birds. Minerals.. Sponges. Clothing.. Education... Life in Japan.. Green barbet, rose-ringed parakeet, Paradise fly catcher, Myna or crested starling, Drongo, gold bunting, rose and green finch, blue babbler, and others. Iron, copper, antimony. Venus flower basket, glass rope sponge. Various articles of clothing worn by Japanese men, women, and children. ..School work of Japanese children; written compositions, drawings, and domestic art work; 143 large photographs showing school life in Japan. Photographs, stereoscopes, and lantern slides. PHYSICS. (A few collections for the illustrations of elementary physics in the Seventh and Eighth grades.) Collection 1507.-The Lever and Its Uses. Apparatus: Simple lever, fitted with two weights. Test by putting weights at different distances, so as to balance in each. Prove that if load is farther from pivot (fulcrum), power must also be farther. Also, the contrary. Tell pupils several uses of lever, such as crowbar, scissors, poker, the forearm, etc. Collection 1520.-Solid Expansion by Heat. Now heat ball over lamp. Note Apparatus: Copper ball and ring, alcohol lamp or Bunsen burner. Test cold ball and ring. Show that ball passes through ring. how hot ball will no longer pass through cold ring. to ball? Plunge ball into water to cool. Wipe dry. hot ring is a loose fit to ball. Why? Ask children if they have seen blacksmith put tire on wagon wheel. If so, get some one to tell how it was done. Collection 1549.-Lifting Pump. Apparatus: Lifting pump, tumbler of water. Let pupils see the parts-suction pipe, cylinder, piston, piston rod and handle, suction valve, piston valve, spout. Ask them to watch working of pump, when suction pipe is put into tumbler and two or three strokes are made. Let some explain the use of each part. Can the pupils tell when the suction valve opens? Why? What is its use? When the piston valve opens? Why? What is its use? For the illustration of elementary physics in the seventh and eighth grades the museum furnishes the schools the necessary apparatus. Iron, copper, and platinum wire, glass tubes, alcohol lamps and Bunsen burners, microscopes, sonometers, organ pipes, magnets, dry batteries, force and lifting pumps, air pumps, steam engines, etc., are sent to the schools upon requisition of the principal. The catalogue gives descriptions of easy experiments to be performed by the pupils. INDUSTRIAL EXHIBITS-MANUFACTURE OF VARIOUS ARTICLES. Reference Books. Chamberlain-How We Are Sheltered. Clifford-Everyday Occupations. Lewis Modern Industries. Patton-The Teacher's Aid. CORK. Outer bark of the cork oak found in southern Europe and northern Africa. Used for stoppers for bottles and casks, for artificial limbs, for inner soles of shoes, for floats of nets, etc. Collection 195.-Cork Bark. 1. Cork bark in natural roughness, Portugal. 2. Cork ready for the market, Portugal. 3. Cork strips, Portugal. Collection 196.-Processes Showing Manufacture of Cork Products. Cork punching; cork tapering; cork gluing; handcut cork: split cork. FIG. 29.-The cooper's shop. One of a series of charts showing various industries. Collection 197.-Cork Products. Cork paper; cork wood; cork caps and stoppers; cork fish bobbers; cork seine; model of sheet-cork insulation; cork handle; cork soles. Collection 198.-Cork. Case showing the development of cork products. INK, PENS, NEEDLES, PENCILS, SHOES. Collection 1471.-Manufacture of Ink. Glass case showing the different processes in the manufacture of ink. Collection 1472.-Manufacture of the Steel Pen. Glass case showing the various processes in the manufacture of the pen. Collection 1473.-Manufacture of the Needle. Glass case showing the different processes in the manufacture of the needle. Collection 1474.-Manufacture of the Lead Pencil. Glass case showing the different processes in the manufacture of the lead pencil. Collection 1479.-Manufacture of Shoes. Various processes in the manufacture of a shoe and the materials used. The large number of exhibits showing the various stages in the manufacture of things in daily use, from the raw material to the finished product, are of the highest value. Properly presented and discussed, they enable the child to look into the social, commercial, and industrial life of a people. Few children ready to leave school have any idea of the great number of processes through which an object in daily use the pencil, the needle, the shoe, or any similar article-has gone in its manufacture. They see only the finished product, and become accustomed to have millions of hands take care of them without even evincing any interest in those who thus serve them. As Dr. Kolar, of Vienna, says: -- The children should be given some idea how much thought, how much care, how much labor there has been expended on the smallest object in use in life. They should learn to follow the evolution of everyday objects, should learn to discover what wonders created by inventive minds and human industry their immediate environment contains, what exertion and what amount of technical study are necessary to make the simplest utensils. We much teach the children to have greater respect not only for the wonders of nature, but also for the wonders of human creation. HOW THE MATERIAL IS USED. There is nothing in the traveling museum which can not be used in direct connection with the work of the schools. It contains no curiosities nor abnormities, no freaks of nature. It is not a cemetery of bric-a-brac," but a nursery of "living thought." The material is not simply shown the children as new and extraordinary things to satisfy their curiosity. The specimens of mammals, birds, insects, etc., the minerals, the natural and manufactured products of a country, in geography, for instance, are placed before the children to verify what they themselves have discovered through their own observation and reasoning as to the animal and vegetable life, the soil products, and the occupations of the people. The objects are handled, observed, studied, compared with each other and with such as have been considered in connection with other countries, and generally discussed. The pupils determine how the products before them affect the life of the people, their industries and commerce, their intercourse with other nations, their place among the nations, etc. In many schools each child takes up one of the articles and by his reading gathers all the information he can regarding it and presents such information to the class. Only such objects and pictures as the teacher really needs to give the children vivid and concrete images of what she aims to present should be sent for and used. To order a great deal of material for one lesson, much of which is only in remote relation to the subject and will tend to scatter the attention of the pupils, is not making the right use of the opportunities the museum affords. FIG. 30.-Material used to render collections accessible and transportable. A school museum properly used is a most valuable adjunct to every school system. It enables the schools to give the best sensory training, the aim of which is, as Dr. Judd says, the strengthening of the powers of observation and discrimination, the development of the ability to apprehend the objects of one's environment rapidly and accurately. The child must be given clear, concrete images of things and conditions with which he is to become acquainted. We have failed to do this; our teaching has been too abstract. Care must be taken not to go to the other extreme, however. The use of illustrative material is, after all, only a means to an end. The right interpretations must be given; the abstractions must be made in due time, in order to give the child the ability to find his way into |