814 REPORTS ON THE STATE OE SCIENCE. — 1920. 



III. Things which in course of time the school should contain. 



1. A map of the parish, or area to be surveyed, on which every field, hedgerow, 



road, lane, wood, river, pond, or house should be given a distinctive 

 number, and its separate name, where these can be ascertained. 



2. A permanent register or record of the past history of every place in the area, 



and of every fact which can be observed concerning the life of these 

 places year by year, under their distinctive names and numbers, &c. — e.g. 

 changes of property, rotation of crops, habits of animals, arrivals and 

 departures of migrants, striking weather conditions, &c. 



3. A series of traced maps showing separately — 



(a) The geology. 



(b) The vegetation. 



(c) The water supply. 



4. A summarised history of all ancient buildings and monuments, and a biblio- 



graphy of books referring to them. 



5. A brief description of every modern building, containing the date of its con- 



struction, alterations, and the names of the families occupying it. 



6. A classified list of all animals, birds, butterflies, moths, insects, trees, shrubs, 



plants, and wild flowers found in the area. 



7. Specimens of any articles of historical interest, whether ancient or con- 



temporary, found in the area. 



8. Illustrations of local plant and animal life, or, if desired, actual specimens 



of birds, nests, eggs, butterflies, moths, &c. If such specimens are 

 collected they must be properly preserved, mounted, and catalogued. 



9. A list as complete as possible of Lords of the Manor, Rectors of the parish, 



Ministers of other denominations. Head Teachers of the school. Parish 

 Councillors, distinguished natives of the parish, &c. 



10. The record of the activities of the parish in the Great War 1914-1918, or 



in any other period of special interest. 



APPENDIX VI. 



Suggestions for Local Survey for Town Schools. 

 (By Valentine Bell.) 



The environment of the child plays such an important part in its education 

 that it is of the utmost importance that the school should be brought into 

 closer touch with the school district. The school should not be a cloister. One 

 of the first points to be driven home in the training of teachers should be that 

 a teacher cannot become a really successful influence unless he or she is 

 thoroughly acquainted with the school district. Local surveys are the best 

 practical means of teaching live citizenship. Other advantages of survey work 

 are palpable to any teacher. 



Teachers should take advantage of the stores of information at the Town 

 Hall, Public Library, local museum, and local Societies (Archaeological, Botanical, 

 Photographic, &c.). In most towns valuable information, e.g. old prints, 

 plans, maps, &c., is stored away in local libraries and museums, and is rarely 

 ever asked for. Local surveys can well be taken if the locality is made the 

 means of approach to the education of the child. 



The Geography Lesson. — Physical features, means of communication, indus- 

 tries, population, &c. 



The History Lesson. — The old manors ; the old views and maps of the 

 district; the pastimes; the evolution of the means of travelling; old toll-gates; 

 old buildings (manor-house, church, castle, abbey, gates, inns, &c.) ; the punish- 

 ment of crime (police-stations, old watch-house); public-house and street names; 

 old industries, &c. 



The Drawing Lesson. — Sketches of objects connected with locality (indus- 

 tries, &c.) ; details of old church, castle, &c. (Norman, Gothic, and Tudor 

 arches, tiles, &c.) ; pictures from history books ; flowers in locality, &c. 



The Writing and Composition Lesson. — Examples of local interest. 



