Chapter 1
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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.
_For the primary grades._
#Book II. THE EARLY CAVE-MEN.# THE AGE OF COMBAT.
Illustrated with a map, 16 full-page and 71 text drawings in half-tone by HOWARD V. BROWN. Cloth. Square 12mo. 183 pages.
_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.
_For the primary grades._
#Book IV. THE EARLY SEA PEOPLE.# FIRST STEPS IN THE CONQUEST OF THE WATERS. Illustrated with 21 full-page and 117 text drawings in half-tone by HOWARD V. BROWN and KYOHEI INUKAI. Cloth. Square 12mo. 224 pages.
_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._
_TO_ The Children Who Are Asking for More About the Cave-Men I DEDICATE THIS BOOK
THE LATER 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, 1906_ By KATHARINE ELIZABETH DOPP
_Entered at Stationers' Hall_ Edition of 1928
Made in U. S. A.
* * * * *
The series, of which this is the third 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 archaeologist, 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. Many of the text illustrations of this volume are reproductions of originals found in the caves and rock shelters of France.
K. E. D.
_October, 1906._
* * * * *
PAGE _Dedication_ 7 _Preface_ 8 _Contents_ 12 _Illustrations_ 13
THE LATER CAVE-MEN THE AGE OF THE CHASE
PAGE The Reindeer Start for their Summer Home 15 Chew-chew 20 Fleetfoot's Lessons 23 After the Chase 27 Why the Cave-men Made Changes in their Weapons 32 How the Cave-men Made Delicate Spear Points 36 The Return of the Bison 41 The First Bison Hunt of the Season 46 What Happened when the Children Played with Hot Stones 50 Why the Children Began to Eat Boiled Meat 54 The Nutting Season 56 Why Mothers Taught their Children the Boundary Lines 62 What Happened to Fleetfoot 65 How the Strangers Camped for the Night 69 Fleetfoot is Adopted by the Bison Clan 72 How the Cave-men Protected Themselves from the Cold 77 How the Children Played in Winter 81 Overtaken by a Storm 84 How Antler Happened to Invent Snowshoes 88 How Antler Made Snares 92 How Spears Were Changed into Harpoons 97 How the Cave-men Hunted with Harpoons 101 How the Cave-men Tested Fleetfoot and Flaker 105 Fleetfoot and Flaker See a Combat 109 What Happened when Fleetfoot and Flaker Hunted the Bison 111 What the Cave-men did for Flaker 115 How Flaker Learned to Make Weapons of Bone 118 How Flaker Invented the Saw 121 The Reindeer Dance 124 Fleetfoot Prepares for his Final Test 128 Fleetfoot Fasts and Prays 132 The Meeting of the Clans 139 What Happened when the Clans Found Fleetfoot 143 Fleetfoot's Return 147 Willow-grouse 150 How Fleetfoot and Willow-grouse Spent the Winter 153 How Willow-grouse Learned to Make Needles 157 How Flaker Became a Priest and a Medicine Man 161 How the Cave-men Learned to Boil and to Dry Foods 165 The New Home 168 How the Clans United to Hunt the Bison 173 How Things Were Made to Do the Work of Men 178 How the Cave-men Rewarded and Punished the Clansmen 182 _Suggestions to Teachers_ 185
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"_A feeling of awe came over them while they worked_" Frontispiece
"_Pigeon boiled meat and gave it to the men, and they all sounded her praises_" 14
"_The reindeer swam through the deep water and waded out to the opposite bank_" 17
_Chew-chew telling stories to Fleetfoot_ 21
"_Then Scarface threw, and all the horses took fright_" 25
"_Chew-chew took her basket and started up the dry ravine_" 29
"_She took a flint point and scratched the men's arms until she made big scars_" 31
"_Straightshaft saw the herd at sunrise and made a sign to the men_" 42
"_At the close of the day there was not a little valley in the surrounding country that did not have a herd of two or three hundred bison_" 45
"_With a quick snort he turned and charged_" 47
"_Chew-chew tried to teach the children how to know the hissing sound_" 53
"_All the women and children went nutting_" 57
_The wild hogs were having a feast_ 59
"_Mothers taught their children what the boundaries were_" 63
"_A big man caught him, and put him upon his shoulder_" 67
"_The tent was an old oak, which reached out long and low-spreading branches_" 70
"_Greybeard asked Fleetfoot to drop the hot stones in the water again_" 76
"_When the men saw the new garment they wondered how it was made_" 79
"_But many could find no protection, so they turned about and faced the storm_" 87
"_And so the Cave-men tested the boys in many different ways_" 104
"_Then their antlers crashed in a swift charge_" 108
"_They looked so much like wolves that they got very close before the bison threatened_" 113
"_What the Cave-men did for Flaker_" 116
"_People began to wander away from their old homes_" 129
"_It was the melting of this glacier which fed the little stream_" 136
"_Greybeard, now old and feeble, walked all the way to the spot_" 171
_After the bison hunt_ 181
TEXT
_A reindeer_ 16
_A stone ax_ 24
_A stone knife_ 32
_A laurel leaf_ 32
_Laurel leaf-shaped spear point_ 32
_A stone scraper_ 34
_A shaft-straightener_ 35
_A delicate spearhead_ 36
"_When the Cave-men held the flint in the hand, the hand yielded to the light blow_" 37
"_While Scarface placed the punch he sang in low tones_" 37
_Straightshaft using a flaker_ 38
_A flaker_ 39
_An ibex_ 43
_A bear's tooth awl_ 51
_A scraper_ 73
_A skin stretched on a frame_ 73
_A hammer of reindeer horn_ 74
_A cave-man's glove_ 80
_A stone maul_ 89
_Fur gloves_ 90
_A snowshoe_ 91
"_Then she set snares on the ground and fastened them to strong branches_" 94
"_Antler learned to protect the cord by running it through a hollow bone_" 94
"_So it ran along and nibbled the bait until its sharp teeth cut the cord_" 95
_A chisel-scraper_ 98
_A barbed point_ 99
_A harpoon_ 100
_Chipper using a spear-noose_ 102
_A Cave-man's carving of a "hamstrung" animal_ 114
_A wedge or tent pin_ 119
_The head of a javelin_ 120
_A small antler_ 121
_A knife with two blades, a saw, and a file, all in one_ 122
_A Cave-man's dagger_ 123
_A Cave-man's mortar stone_ 125
_A drum_ 126
_The engraving of a cave-bear_ 131
_A stone borer_ 134
_A necklace of fossil shells_ 139
_A throwing-stick_ 145
_An Irish deer_ 146
_A fragment of a Cave-man's baton, engraved_ 147
_A Cave-man's nose ornament_ 149
_A Cave-man's baton, engraved_ 149
_An Eskimo drawing of reindeer caught in snares_ 151
"_A piece of sandstone for flattening seams_" 152
_A reindeer snare_ 152
_Three views of a Cave-man's spearhead_ 154
"_It was during this time that the Bison clan learned to use the throwing-stick_" 155
_Harpoons with several barbs_ 156
_A bone awl_ 157
_A bone pin_ 157
_A large bone needle_ 157
_A bone from which the Cave-men have sawed out slender rods for needles_ 158
_A piece of sandstone used by the Cave-men in making needles_ 158
_A flint comb used in rounding and polishing needles_ 158
_A flint saw used in making needles of bone_ 158
_A short needle of bone_ 159
_A flint comb used in shredding fibers_ 159
_A long fine needle of bone_ 159
_Two views of a curved bone tool_ 160
_A Cave-man's engraving of two herds of wild horses_ 162
_A Cave-man's carving of horses' heads_ 163
_A Cave-man's engraving of a reindeer_ 163
_Harpoons of reindeer antler_ 166
_A flint harpoon with one barb_ 167
_A spoon-shaped stone_ 167
_A baby's hood_ 169
"_In summer he played in the basket cradle_" 169
_First step in coiled basketry_ 170
_Second step in coiled basketry_ 170
_Three rows of coiled work_ 170
_A water basket_ 172
_A Cave-man's engraving of a tent showing the interior structure_ 175
_A Cave-man's engraving of a tent showing the exterior_ 175
_A Cave-man's engraving of a tent with covering pulled one side so as to show the ends of the poles which support the roof_ 175
_Framework showing the best kind of a tent made by the Cave-men_ 176
_A tent pin_ 176
_Handle of a Cave-man's hunting-knife with engraving_ 182
_A hunter's tally_ 183
_Fragment of Cave-man's baton_ 183
_Engraving of a seal upon a bear's tooth_ 184
_A Cave-man's hairpin, engraved_ 184
* * * * *
THE LATER CAVE-MEN
THE AGE OF THE CHASE
I
_The Reindeer Start for their Summer Home_
Every winter the reindeer came to the wooded hills where the Cave-men lived. No matter how deep the snow, they always found food. Sometimes they stretched their slender necks and ate moss from the trees. Again they scraped up the snow with their forefeet and found dry grass.
The reindeer liked cold weather. They liked the north wind that brought the snow. As soon as the snow began to melt, they started toward the mountains. In the high valleys among the mountains, there was snow all the year round.
One morning the Cave-men awoke and found the south wind blowing. All the people were glad; for they knew it would drive the winter away.
The reindeer sniffed the warm wind and knew it was time to go. Each leader signaled to his herd. And soon the wooded hills were dotted with small herds moving toward the ford.
Straightshaft saw what the reindeer were doing and he signaled the news to the men. Then the Cave-men gathered around Scarface, who was to lead them in the hunt.
The children had listened to all that was said about the great herd. They could scarcely wait to see it. Fleetfoot pulled his grandmother's hand and started up the cliff. Chew-chew wanted to see the herds meet at the reindeer ford. All the women wanted to see the great herd before it went away. So they all climbed the cliff where they could get a good view.
When the children saw a herd near the river, they clapped their hands and shouted. Then Chew-chew pointed out many herds and they all danced for joy.
The scattered herds were coming slowly down the little valleys. Each followed a handsome leader headed toward the ford.
"Look!" said Chew-chew as the leader of a herd plunged into the river.
The herd plunged too, for reindeer know it is best to follow their leader. The reindeer swam through the deep water and waded out to the opposite bank. Then the frightened creatures hurried on toward the well-known ford.
"Why did the reindeer jump into the river?" asked Fleetfoot of Chew-chew. Before she could answer Eagle-eye pointed to a big cave-bear. The cave-bear was going into a thicket when Fleetfoot heard his mother say, "Cave-bears and hyenas hide in the thickets. They lie in wait for the herds."
Scarface seemed to be lying in wait on some rocks by an evergreen tree. He had stopped on his way to the reindeer pass to see what had frightened the herd.
While the men were going to the pass, the reindeer were gathering at the ford. Several herds of two or three hundred each were already there. Other herds were coming. The flat sandy banks on one side of the river were already covered with reindeer. Soon the ford was filled, and the reindeer began to press up the narrow river valley.
When at last all the herds from the wooded hills were gathered at the ford, the handsomest leader of all stepped forth to lead the way. After looking around to see if an enemy was near, he started up the well-trodden trail through the narrow river valley.