MUSEUM AND SCHOOL.

New Zealand Herald, Volume LXVI, Issue 20331, 12 August 1929, Page 8

MUSEUM AND SCHOOL.

A very promising departure in oUject-lesson education is in prospect through the thoughtful enterprise of Mr. Archev, curator of the museum. He proposes a scheme of travelling collections, on loan to schools, of museum exhibits, these to include birds, insects, shells, rocks, specimens of timber, and also Maori and Polynesian relics : and his expectation is that these will enable more effective instruction to be given in natural and national history than has hitherto been possible. The idea, whose adoption should promote in particular a fuller acquaintance by the scholars with their own land, merits a very cordial welcome at the hands of the school authorities. When New Zealand history was given a more definite place in the primary curriculum, under the provisions of the new syllabus, it was realised that a wise step had been taken. Even if less attention can consequently be given to some other phases of history, the imparting of knowledge of this country's colonisation and development is so important that its being done in only a casual way is to be deprecated. It is the right—not merely the privilege—of every young New Zea lander to be accurately acquainted with at least the outline of the story. As a basis for a wholesome pride of citizenship nothing better could be given. There need be. no fear that patriotism "of a narrow type will be engendered, for the story is British in a wide sense and it has also an outlook on human life going far beyond the bounds of our own nation. Along with this story there goes naturally, even inevitably,

that of Maori immigration and culture, fascinating and instructive enough in itself but doubly so when the close comradeship existing between the two races inhabiting these islands is taken into account. The idea has a psychological soundness that should make it appeal to every teacher. "Things seen arc mightier than things heard," especially among children, and these Maori and Polynesian exhibits, chosen with due regard for the purpose in view and made the basis of instruction interestingly given, will be bound to awaken and foster a profitable esteem for ethnological study generally as well as for the particular culture they portray. The result should be a valuable broadening of outlook, one of the prime essentials in any process of education worth the name. The collections of natural history exhibits will commend themselves : these others, of intimately human significance, are worthy of supremely grateful and diligent use.