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href="#ulink_1dfc73af-b01e-5752-af17-74a875980523">CHAPTER XLVIII GOVERNMENT

       CHAPTER XLIX SOME CHANGES

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      Many things connected with the history of our towns and villages have to be passed over in an ordinary school history reader. In the following pages an attempt is made to call attention in simple language, very broadly and generally, to connecting-links with the past in our towns and villages. There are many relics and customs yet remaining in many places, which, with a little care and attention to local circumstances, may be made helpful in teaching history, so that it shall be something more than a collection of names, dates, battles, and lists of eminent persons.

      The book is intended as a reader, not as a text-book to be worked up for examination purposes. Its aim is rather to arouse interest in the "why and the wherefore" of things which can be seen by an intelligent and observant boy or girl in the place in which he or she lives: to do for history, and the subjects connected with it, what "nature-lessons" are intended to do in their "sphere of influence". Attention is being directed to localities, their special history, physical, political, industrial, and commercial, as it has never been before in our Educational history; and all that a special locality can contribute in the way of illustration and exemplification is worth knowing, understanding, and utilising.

      It is hoped that this book may be of some service in quickening intelligence in looking out for "things to see". The observation which is directed to noting the numbers on the motor cars, the names of locomotives, and the collection of postage-stamps and picture post-cards, can also be usefully turned, say, to noting the styles of architecture which really mark broadly great periods of our national life and development; and may help us, perhaps more than anything else, to arrange our ideas of the days of old in a proper order and sequence. An old building may be an excellent date-book.

      The chapters are intended to be suggestive, not exhaustive, and may be expanded by the teacher in conversational or more formal lessons as his own predilection, taste, and judgment shall direct.

      Local and County Histories, Guide-books and Hand-books will be found of great service to the teacher in dealing with special districts. The general subject embraces a very wide range of literature, but amongst books readily accessible may be mentioned English Towns, by E. H. Freeman; English Towns and English Villages, by Rev. P. H. Ditchfield; and the Rev. Dr. Jessopp's Essays in The Coming of the Friars and Studies of a Recluse.

      In conclusion, the book is designed for older scholars who already know something of the dry bones of the history of England, and it is hoped that it may do something towards covering those dry bones with flesh, instinct with life and vigour.

      H. R. W. H.

       St. Alban's, December, 1905.

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       INTRODUCTION

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      1. A little boy, who had been born in a log cabin in the backwoods of Canada, was taken by his father, when he was about eight years old, to the nearest settlement, for the first time in his life. The little fellow had never till then seen any other house than that in which he had been born, for the settlement was many miles away. "Father," he said, "what makes all the houses come together?"

      2. Now that sounds a very strange and foolish question to ask; but it is by no means as foolish a question as it seems. Here, in England, there are towns and villages dotted about all over the country. Some of them are near the sea, on some big bay or inlet; others stand a little farther inland on the banks of tidal rivers; others are far away from the sea, in sheltered valleys or on the sunny slopes of hills; some stand in the midst of broad fertile plains, while others are on the verge of bleak lonely moorlands. What has made all the houses in these towns and villages come together in these particular spots? There must be a reason in every case why a particular spot should have been chosen in the first instance.

      3. In trying to find an answer to this question with reference to any town or village in our country we have to go back, far back, into the past. We may have to go back to ages long before there was any written history. As we go back step by step into the past we learn much of the people who have lived before us—of their ways and their doings, and of the part they played in the life and work of the country.

      4. The little Canadian boy's question can be asked about every town and village in the land. There are no two places exactly alike; each one has its own history, which, however simple it may be, is quite worth knowing. The busy manufacturing town, with its tens and hundreds of thousands of people, where all is movement and bustle, has its history; and the lonely country village, where everybody knows everybody else, has often a history even more interesting than that of the big town; if we only knew what to look for, and where to look for it.

      5. One summer day, a few years ago, a party of tourists was climbing Helvellyn. One of the party was an elderly gentleman, who was particularly active, and anxious to get to the top. After several hours' stiff climbing, the party reached the summit; and there, spread out before them, was a lovely view of hills and dales, of mountains and lakes. Most of the party gazed upon this fair scene in quiet enjoyment; but our old gentleman, as soon as he had recovered his breath, and mopped his red face with his pocket-handkerchief, gave one look round, and then said in a grieved tone: "Is that all? Nothing to see! Wish I hadn't come."

      6. He saw nothing interesting because he did not know what to look for, and he might just as well have stopped at the bottom. He came to see nothing, and he saw it.

      Summary.—All towns and villages in England have a history. In every case there is a special reason why that town or village grew up in that particular place. In trying to find out how this came about we learn a great deal of the history of the past, shown in old names, old buildings, old manners and customs.

       MEN WHO LIVED IN CAVES AND PITS

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      1. Man is a very ancient creature. It is a curious fact that we have learned most of what we know about the earliest men from the rubbish which they have left behind them. Even nowadays, in this twentieth century, without knowing much about a boy personally, we can tell a good deal about his habits from the treasures he turns out of his pockets. Hard-hearted mothers and teachers call these treasures rubbish, but the contents of a lad's pockets are a pretty sure indication of the boy's tastes.

      2. The earliest traces of the existence of man in our part of the world are found in beds of gravel, which in some places now are many feet above the level of the sea. There, in the gravel, are the roughly chipped stone tools and weapons which those early men used; tools which they lost or threw away. Almost every other trace has quite disappeared. Remains belonging to the same period have been noticed in caves in various parts of the world.

Chipped Flint Weapons

      Chipped Flint Weapons

      3. Here, in Britain, caves have been found where these early men have left their stone implements and remains of their rubbish. Some of the best-known of such cave-dwellings in Britain are near Denbigh and St. Asaph in North Wales; at Uphill in

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