Some time ago, upon request, we forwarded to Mr. F.C. Proctor, a teacher at the Pikiri School (North Auckland), a sample of the literature published by the New Zealand Railways Publicity Branch. In the following letter to the Editor, Mr. Proctor describes the interesting methods adopted in utilising this literature for the enlightenment of the pupils of his school concerning the Dominion's chief transport system.

How Children May Gain Useful Information About the Railways.

Each term, the week before the school holidays commence, I have, as a central topic for study, “The Railways of New Zealand.” I correlate practically all lessons with railways. For example: Composition, “A Trip to Waitomo Caves” (here your publicity booklets provide useful knowledge and an excellent example of how such caves may be reached and described). The writing of an essay of the kind, besides benefitting the geographical knowledge of the children, inspires in them, in some cases at least, a desire to visit these beautiful resorts. In the same way, Tongariro National Park, Mount Egmont, Rotorua, Franz Josef Glacier, Mount Cook, the Southern Lakes, Milford Sound, Stewart Island, etc., can be dealt with. In composition also, the pupils write such essays as: “I am an Enginedrivr,” “Saving the ‘Limited,’ “How I would Try to Make Crossings Safe.”

Such subjects as the latter shew the pupils clearly the great importance of vigilance at railway crossings, and as the “youth of to-day is the man of to-morrow,” it is well that children should be warned when their minds are impressionable.

In geography, the railway system is studied, maps made, pictures of stations shown, timetables perused, routes for produce from farms to ports followed out, and, in every way, the benefits that the railways provide for settlers and the community as a whole, are stressed.

During history lessons, pictures of early engines are exhibited— e.g., the “Rocket” — and the progress of power and speed of locomotives during recent years is dealt with. In civics, the discussion of such subjects as “The Management of Railways in New Zealand,” “Effect of Motor Traffic on Railway Traffic” (with the subsequent effect on taxpayers), and “The Duties of Railway Officials,” prove extremely interesting and educative.

In drawing and handwork, models and drawings of engines, tunnels, signalboxes, crossing-signals, and so forth, are made by the children.

In arithmetic, calculations of time taken by various trains to accomplish certain trips, and the finding of speeds (average) of trains (when time taken for the trip is set out) always prove interesting.

On the last day of “Railway Week” the parents are invited to visit the school and to examine the work (in connection with railways) of the children.

I feel an attempt on the part of school teachers to popularise the New Zealand Railways, per medium of the children, would have beneficial results, and that teachers generally would find considerable use for your railway booklets (if used only as extra reading matter) and for railway posters. These not only serve to brighten a schoolroom, but in many cases induce the pupils to visit the places illustrated.