Part 1
[Transcriber's Note: Bold text is surrounded by =equal signs= and italic text is surrounded by _underscores_.]
THE EARLY CAVE-MEN
=Industrial and Social History Series=
_By KATHARINE ELIZABETH DOPP, Ph. D._
_The Extension Division of The University of Chicago. Author of “The Place of Industries in Elementary Education”_
=Book I. THE TREE-DWELLERS.= THE AGE OF FEAR. Illustrated with a map, 14 full-page and 46 text drawings in half-tone by Howard V. Brown. Cloth. Square 12mo. 158 pages; 45 cents.
_For the primary grades._
=Book II. THE EARLY CAVE-MEN.= THE AGE OF COMBAT. Illustrated with a map, 17 full-page and 68 text drawings in half-tone by Howard V. Brown. Cloth. Square 12mo. 183 pages; 45 cents.
_For the primary grades._
=Book III. THE LATER CAVE-MEN.= THE AGE OF THE CHASE. Illustrated with 27 full-page and 87 text drawings in half-tone by Howard V. Brown. Cloth. Square 12mo. 197 pages; 45 cents.
_For the primary grades._
=Book IV. THE EARLY SEA PEOPLE.= FIRST STEPS IN THE CONQUEST OF THE WATERS. Illustrated with 21 full-page and 110 text drawings in half-tone by Howard V. Brown and Kyohei Inukai. Cloth. Square 12mo. 224 pages; 50 cents.
_For the intermediate grades._
_Other volumes, dealing with the early development of pastoral and agricultural life, the age of metals, travel, trade, and transportation, will follow._
THE EARLY CAVE-MEN
KATHARINE ELIZABETH DOPP _Lecturer in Education In the Extension Division of the University of Chicago_
RAND McNALLY & COMPANY CHICAGO NEW YORK LONDON
_Copyright, 1904_ By Katharine Elizabeth Dopp _Entered at Stationers’ Hall_
=The Rand-McNally Press= _Chicago_
_TO_ =Dan, Dorothy, Harold, and Jamie= I DEDICATE THIS BOOK
PREFACE
THE series, of which this is the second volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work.
The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force.
The situation that has recently deprived the child of the opportunity to participate in industrial processes is due, as is well known, to the rapid development of our industrial system. Since the removal of industrial processes from the home the public has awakened to the fact that the child is being deprived of one of the most potent educational influences, and efforts have already been made to restore the educational factor that was in danger of being lost. This is the significance of the educational movement at the present time.
As long as a simple organization of society prevailed, the school was not called upon to take up the practical work; but now society has become so complex that the use of practical activity is absolutely essential. Society to-day makes a greater demand than ever before upon each and all of its members for special skill and knowledge, as well as for breadth of view. These demands can be met only by such an improvement in educational facilities as corresponds to the increase in the social demand. Evidently the school must lay hold of all of the educational forces within its reach.
In the transitional movement it is not strange that new factors are being introduced without relation to the educational process as a whole. The isolation of manual training, sewing, and cooking from the physical, natural, and social sciences is justifiable only on the ground that the means of establishing more organic relations are not yet available. To continue such isolated activities after a way is found of harnessing them to the educational work is as foolish as to allow steam to expend itself in moving a locomotive up and down the tracks without regard to the destiny of the detached train.
This series is an attempt to facilitate the transitional movement in education which is now taking place by presenting educative materials in a form sufficiently flexible to be readily adapted to the needs of the school that has not yet been equipped for manual training, as well as to the needs of the one that has long recognized practical activity as an essential factor in its work. Since the experience of the race in industrial and social processes embodies, better than any other experiences of mankind, those things which at the same time appeal to the whole nature of the child and furnish him the means of interpreting the complex processes about him, this experience has been made the groundwork of the present series.
In order to gain cumulative results of value in explaining our own institutions, the materials used have been selected from the life of Aryan peoples. That we are not yet in possession of all the facts regarding the life of the early Aryans is not considered a sufficient reason for withholding from the child those facts that we have when they can be adapted to his use. Information regarding the early stages of Aryan life is meager. Enough has been established, however, to enable us to mark out the main lines of progress through the hunting, the fishing, the pastoral, and the agricultural stages, as well as to present the chief problems that confronted man in taking the first steps in the use of metals, and in the establishment of trade. Upon these lines, marked out by the geologist, the paleontologist, the archæologist, and the anthropologist, the first numbers of this series are based.
A generalized view of the main steps in the early progress of the race, which it is thus possible to present, is all that is required for educational ends. Were it possible to present the subject in detail, it would be tedious and unprofitable to all save the specialist. To select from the monotony of the ages that which is most vital, to so present it as to enable the child to participate in the process by which the race has advanced, is a work more in keeping with the spirit of the age. To this end the presentation of the subject is made: First, by means of questions, which serve to develop the habit of making use of experience in new situations; second, by narrative, which is employed merely as a literary device for rendering the subject more available to the child; and third, by suggestions for practical activities that may be carried out in hours of work or play, in such a way as to direct into useful channels energy which when left undirected is apt to express itself in trivial if not in anti-social forms. No part of a book is more significant to the child than the illustrations. In preparing the illustrations for this series as great pains have been taken to furnish the child with ideas that will guide him in his practical activities as to illustrate the text itself.
Mr. Howard V. Brown, the artist who executed the drawings, has been aided in his search for authentic originals by the late J. W. Powell, _director of the United States Bureau of Ethnology, Washington, D. C._; by Frederick J. V. Skiff, _director of the Field Columbian Museum, Chicago_, and by the author. Ethnological collections and the best illustrative works on ethnological subjects scattered throughout the country have been carefully searched for material.
I wish to take this opportunity to express my gratitude to Professor Dewey for the suggestions he has given me with reference to this series, and to acknowledge that without the inspiration that has come through his teaching I should probably never have undertaken a work of this kind. Among the many friends to whom I am indebted for help and inspiration, I would mention especially, Professor W. I. Thomas and Professor Ella Flagg Young, _of the University of Chicago_; Superintendent F. A. Manny, _of the Ethical Culture Schools, New York City_; Mrs. Charlotte W. Williams, _of Chicago_; my sister, Miss Elspa M. Dopp, _of the State Normal School, St. Cloud, Minn._; and Mr. W. W. Charters, _of the University of Chicago_. To the late Director J. W. Powell, _of the United States Bureau of Ethnology_, and to Director Frederick J. V. Skiff, _of the Field Columbian Museum, Chicago_, I am under obligations for courtesies extended which have enabled me to gain access to illustrative materials. For the practical proof that work of this kind is feasible, and that it supplies a genuine need in elementary education, I am indebted to the hearty coöperation of students and fellow-teachers of several states.
K. E. D.
_February 1, 1904._
CONTENTS
PAGE _Dedication_ 7 _Preface_ 8 _Contents_ 12 _Illustrations_ 13
THE EARLY CAVE-MEN
THE AGE OF COMBAT
PAGE Why People Wanted to Live in Caves 15 How the Fire Clan Got a Cave 18 The First Night in the Cave 24 How the Fire Clan Got Rid of Sabre-tooth 27 Preparations for the Feast 32 The Feast 35 How the Cave was Made Ready for a Winter Home 40 How the Cave-men Bored Holes Through Their Trophies 43 Making New Weapons 50 How the Women Dressed Sabre-tooth’s Skin 55 How the Cave-men Made Clothing 58 The Fire Clan 60 How the Cave-men Spent the Winter 64 What the Cave-men Got from the Birch Trees 66 The Flood 71 What the Cave-men Lost in the Flood 79 The Council 82 The Way to the Fire Country 88 How Firekeeper Made the Skin Water Bag 92 Why Firekeeper Made a Door 96 The Stranger that Came Toward the Cave 100 The Journey to the Fire Country 103 The Return from the Fire Country 107 Strongarm Makes a Great Discovery 112 How the Cave-men Received Strongarm 115 The Thanksgiving Feast 118 What the Women Got from Spruce Trees 121 How the Women Made Splints for Baskets 126 How the Women Wove Splints 130 How the Women Colored their Baskets 134 How the Cave-men Carried their Burdens 139 A Mammoth Hunt 143 How the Cave-men Divided the Mammoth 147 Strongarm Tells Firekeeper His Secret 150 How People Know What the Cave-men Did 155 _Suggestions to Teachers_ 159
ILLUSTRATIONS
FULL PAGE
PAGE _A map of the Cave-men’s country_ Frontispiece “_They wished they might have his cave for a home_” 14 “_Sabre-tooth was going away_” 19 “_She stood trembling so that she could hardly speak_” 22 _The Feast_ 37 _The Flood_ 76 “_The old man arose in the silence, and thus he spoke to his people_” 84 “_Then the old man and Sharpeyes took leave of their kinfolk and started out on the long journey_” 91 “_They rushed upon him with their knives and spears_” 98 “_They carried him into the cave_” 102 “_They watched the fire dart up toward the sky_” 105 “_They shouted praises to the fire god_” 119 “_They broke off slender branches_” 124 _Making splints for baskets_ 127 “_They rested the strap upon the forehead_” 141 _A mammoth hunt_ 145 “_It was here that he showed Firekeeper how to make fire_” 151
TEXT _Firekeeper carrying wood_ 25 _A flint point_ 28 _A hunting knife_ 28 _Fastening the shaft to a branch_ 30 _Sabre-tooth pinned to the ground_ 31 _The two large sabre teeth_ 33 _A stone hammer and stone ax_ 34 _A gourd_ 36 _A marrow spoon_ 38 _Children carrying moss and leaves_ 42 _Strongarm_ 45 _A weighted strap drill_ 48 _A bow drill_ 49 _Making bones into weapons_ 51 _Chipping the stones_ 52 _A hammer stone, with bone handle_ 52 _Putting handles on the spearheads_ 53 _A hammer made by Sharpeyes_ 53 _A handle made of a forked branch_ 54 _The women dressing skins_ 55 _Two sides of a scraper_ 56 _A bone awl_ 59 _A buckle_ 59 _A skin cradle_ 62 _How they rocked the babies_ 63 _A birch bark basket_ 68 _A basket with rim_ 70 _Cave-men watching the river_ 73 _The cave_ 78 _How the sandal was worn_ 88 _A sandal and a tool bag_ 89 _A gourd_ 94 _A rhinoceros_ 108 _Making fire with a strap drill_ 112 _A drill_ 114 _The hearth of a fire drill_ 114 _Strongarm making fire_ 115 _Cave-men dancing around the fire_ 116 _Pounding the stems_ 129 _Woven splints_ 131 _Firm and strong weaving_ 132 _A strong basket_ 133 _Methods of weaving and coloring baskets_ 135, 136, 137, 138 _How the Cave-men carried baskets_ 139 _A basket with a handle_ 140 _A pad for the forehead_ 140 _A bone whistle_ 143 _Returning from the feast_ 148, 149 _A bow drill made into a fire drill_ 153 _A fire drill_ 154 _A spearhead_ 157 _Mammoths_ 158 _Making a fire drill_ 183
THE EARLY CAVE-MEN
THE AGE OF COMBAT
I
_Why People Wanted to Live in Caves_
Did you know that people once lived in caves?
Perhaps you would like to know how it happened.
Long before people lived in caves they lived in the largest trees they could find.
This was before they had learned to use fire.
But after a while they learned to use fire, and they no longer feared to make homes on the ground.
They built brush huts of the rudest kind.
They lived in these huts for many years.
For a long time it was warm on the wooded hills, but after a while it began to grow cold.
The ground was covered with snow and ice.
Cold winds swept over the wooded hills.
Snow beat into the rude brush huts, and cold winds whistled through the branches.
People shivered with the winter’s cold.
They needed a warmer shelter, but they did not know how to make one.
Many of them had been in caves, but they did not dare stay very long.
Some caves were the homes of big cave-bears, others the dens of hyenas.
Sabre-tooth also lived in a cave.
People knew that these animals were dangerous creatures.
Many a time they had barely escaped from the claws of a cave-bear.
Many a time they had been chased by a pack of hyenas.
They did not want to enrage these creatures.
Least of all did they want to enrage old Sabre-tooth.
He was the fiercest creature on the hills.
When he came out of his cave the forest was still.
Scarcely an animal dared stir.
Even the rhinoceros and mammoth feared to attack him.
He was as sly as a cat and as powerful as a rhinoceros.
He had two sabre teeth that were sharp and strong.
No such animal as Sabre-tooth lives now.
There were only a few animals like him then, but they were more feared than any other creature.
He was something like a lion and something like a tiger, but he was more powerful than either.
He did not like to live in the cold, so each winter he went to the south.
Each summer he came back again.
How glad every one was to see him go!
How they hoped he would never return!
How they wished they might have his cave for a home!
THINGS TO DO
_Model the wooded hills in your sand box. Make a brush hut to show where the people lived. Show where the caves are._
_Tear from paper the animals that lived in caves._
_Plan a way of getting a cave for a home._
II
THINGS TO THINK ABOUT
What happens to the trees and plants just before winter?
What do the animals that you know do before the winter comes?
Do you know what people do to get ready for winter?
_How the Fire Clan Got a Cave_
Summer was almost gone.
The oak and the birch trees were dropping their leaves, and all the plants were showing signs of the frost.
The wild animals were getting ready for winter.
Some of them were crawling into their holes.
Others were starting for the south.
The fire clan hoped that in a few days Sabre-tooth would go.
They wanted his cave for the winter, so they kept watch of all that he did.
They knew that he slept in his cave all the day and seldom left it except at night.
One morning Strongarm saw him come out of the cave and start off toward the south.
He believed that Sabre-tooth was going away, so he hurried and told his people.
How glad they were to hear such news!
How excited they were as they took their firebrands and followed Strongarm to the cave!
When they reached the cave they paused a moment, while Strongarm crept in through the mouth.
When he was sure that it was safe for them to follow, he beckoned to them with his hand.
One by one they crept through the mouth of the cave, their firebrands lighting the dark way.
It seemed strange to be in such a dark place, but they knew that it was safe and warm.
They all wanted to keep it for a home, but they knew that wild animals would try to get it.
So the women gathered armfuls of branches and started a fire just outside the mouth.
As the fire began to flame up toward the sky, the men gathered around and watched it blaze.
The children played beside the fire or watched their mothers gather branches.
All the people were near the fire when, suddenly, they were startled by a shriek of terror.
Mothers clasped their children to their breasts, and fathers grasped their knives to be ready to fight.
All eyes were soon fixed upon Firekeeper.
She stood trembling so that she could hardly speak, but she pointed toward a thicket.
The men stepped cautiously toward it, but Firekeeper pulled them back.
Then she told them what she had seen.
It was Sabre-tooth trying to come back to the cave.
When the fire clan heard this, they were filled with terror.
They huddled around the fire.
Nobody knew what to do.
Yet everybody knew that something must be done, for their lives were not safe as long as Sabre-tooth was near.
THINGS TO DO
_Show how the Cave-men kept watch of the caves of the wild animals._
_Show how Strongarm led the fire clan into Sabre-tooth’s cave._
_Draw a picture of the people marching to the cave._
_Show how the women broke branches of wood and carried them to the fire._
_Draw a picture of the women and children gathering wood for the fire._
III
THINGS TO THINK ABOUT
How do you think the fire clan will spend the first evening in the cave?
Who will be apt to keep watch that night?
_The First Night in the Cave_