The School Museum

Review and Herald Publishing Association · Washington, D.C. · Apr 12, 1906

The School Museum

EVERY school needs a museum; but especially does the country school, or ungraded school, need one. This should not be purchased. It can, and should be, founded by the pupils and the teacher of the school. Of course, if the school board is interested enough to furnish a nice cupboard, it will be highly appreciated, but if this is not furnished, then the pupils and the teacher can arrange some kind of receptacle for the objects.

In one of my country schools we began a museum. We had just been buying some books, and did not have money enough to invest in a cupboard; but we did have enough to buy some suitable plank. One of the patrons made us some nice shelves in one corner of the schoolroom with these. This corner we fixed up as a cozy corner. We had a small table and a chair or two. I furnished some pretty figured calico, and a cloth for the table. With the calico, we curtained off this corner, allowing space for the table and chairs, with free passage between them and the wall—also the shelves. The curtains were looped back with a pretty cord. In the center of the table was a vase for flowers. These flowers the pupils furnished. Almost every morning found us with a fresh vase of flowers. Around this vase were arranged such books of good literature as we had. One of the girls brought us a dainty wax-plant, which was trained against the wall between the shelves and table. One lady sent us a pretty bucket of smilax. This was hung in the center of the corner, and trained to show with the best effect

through the opening of the curtain. A few other nice pot plants were given us.

The shelves we used for a museum. The objects were all classified and neatly arranged. We had objects of the different kingdoms arranged in separate divisions.

Of the animal kingdom, we had specimens of the local birds, their nests and eggs; classified feathers, beaks, bills, and claws; we had insects, etc. To each object we had a slip of paper attached, describing the animal, giving also its habits and peculiarities.

Of the vegetable kingdom, we had wild flowers pressed and classified. We also had specimens of the leaves, flowers, fruits, and bark of the neighboring trees. Everything of the vegetable kingdom that we could, we represented by a specimen.

We took cotton, starting with the seed; we illustrated, with specimens, the whole process of the plant, from the seed in the ground to the finished article. We obtained as many specimens of cotton cloth as we could. In like manner, other things were illustrated. Of the mineral kingdom, we obtained ore, minerals, stones, and shells common to the neighborhood. We had a written description of the geological formation of the neighborhood.

On one shelf we kept photographs, drawings, and specimens, illustrating historical objects, characters, or antiquities, with which the children were familiar.

One shelf was devoted to the inventions of the children. And this was full.

Another shelf contained miscellaneous objects; raw material of familiar objects, which were not native to the district. A great many of these were obtained from distant relatives and friends. One sent us some silver ore, one some coral; another sent some cocoons of the silkworm and some white mulberry leaves.

The children loved the work, and some that I failed to interest in any other way, began to like their school, and to take real pride and interest in it.

To me nothing is so necessary and so inspiring in a school as good books and good pictures; but after these comes a museum.

It makes the pupil more attentive. It makes him observe more closely, creating within him a carefulness which influences his whole work. It gives him a wider vocabulary. By observing these objects and by talking and writing of them, he obtains a correct use of language and composition.—Selected.