Chapter 1
Produced by Louise Hope, Chris Curnow, Joseph Cooper and the Online Distributed Proofreading Team at https://www.pgdp.net
THE TREE-DWELLERS
Industrial and Social History Series _By KATHARINE ELIZABETH DOPP, Ph.D._ 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 17 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 110 text drawings in half-tone by HOWARD V. BROWN and KYOHEI INUKAI. Cloth. Square 12mo. 224 pages. _For the intermediate grades._
+Book V. THE EARLY HERDSMEN.+ FIRST STEPS IN TAMING THE GRASS-EATING ANIMALS. Illustrated with 24 full-page and 74 text drawings in half-tone by HOWARD V. BROWN and LOUIS JENSEN. Cloth. Square 12mo. 232 pages. _For the intermediate grades._
+Book VI. THE EARLY FARMERS+. FIRST STEPS IN THE CULTIVATION OF PLANTS. Illustrated with 32 full-page, 23 half-page, and 30 text illustrations by WILLIAM WALLACE CLARKE and HOWARD V. BROWN. Cloth. Square 12mo. 236 pages. _For the intermediate grades._
THE
TREE-DWELLERS
by
KATHARINE ELIZABETH DOPP
_Formerly Instructor and Lecturer in the Extension Division of the University of Chicago_
RAND McNALLY & COMPANY New York Chicago San Francisco
_Copyright, 1904_, BY KATHARINE ELIZABETH DOPP _Entered at Stationer's Hall_ All rights reserved Edition of 1930
Made in U.S.A.
_TO MY MOTHER_
+Janet Moyes Dopp+
I DEDICATE THIS BOOK
PREFACE
The series, of which this is the first 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. To Dr. W. I. Thomas, _professor of sociology and anthropology in the University of Chicago_, I am indebted for suggestions upon anthropological phases of many of the subjects presented. To Dr. S. W. Williston, _professor of paleontology in the University of Chicago_, I am indebted for a careful examination of the book from the standpoint of the paleontologist. Among the many friends who have given me help and inspiration, I would mention especially, 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.
K. E. D.
CONTENTS Page
_Dedication_ 7 _Preface_ 8 _Contents_ 12 _Illustrations_ 13
THE TREE-DWELLERS: THE AGE OF FEAR
A Story of Long Ago 15 Sharptooth 17 The Wooded Hills 20 Sharptooth's Excursions 23 Sharptooth and Her Baby 28 The First Weaver 31 What Happened When the Wild Cattle Went to the River 35 How Sharptooth Spent the Night 38 Sharptooth Goes to the River 43 What the Wild Hogs Did for Sharptooth 47 How the Wild Hogs Protected their Young 50 How the Tree-dwellers Taught their Children 53 Alone on the Wooded Hills 56 How Bodo Found Wild Honey 59 Bodo Follows the Wild Horses 61 Ancestors of Our Mammals 66 The Story of the Wild Horse 69 How Bodo Learned to Make Tools and Weapons 72 Bodo's Hammer and Knife 75 What Bodo and One-Ear Found in the Alders 81 How the Hyenas Hunted 85 Frightened by Fire 89 How People Got their First Homes 93 How the Tree-dwellers Formed a Clan 99 How the Women Made a Shelter 102 How Sharptooth Made a Basket 106 How Bodo Used Fire 112 How Bodo Saved One-Ear's Life 116 How People Learned to Hunt Large Animals 119 Why People Began to Wear Ornaments 122 The Coming of the Musk Sheep 125 The Woolly Rhinoceros 128 How We Have Learned About the Tree-dwellers 130
_Suggestions to Teachers_ 132 a. _Method_ 134 b. _Typical Modes of Activity_ 136 c. _Supplementary Facts_ 142 d. _Animal Life_ 142 e. _Special Suggestions_ 147
ILLUSTRATIONS
FULL PAGE Page
_A map of the Tree-dwellers' country_ Frontispiece "_Many wild beasts lived then_" 14 "_Sharptooth was afraid of wild animals_" 19 "_She made a safe place for the baby to sleep_" 32 "_There were a great many wild cattle when the Tree-dwellers lived_" 34 _The upper part of the river valley_ 39 "_Hippopotamuses were snorting and blowing_" 41 "_Bodo watched them wade through the shallow water_" 62 "_Sometimes Bodo threw stones_" 73 "_They crept up softly and peeped into the alders_" 83 "_Bodo stood and watched it a moment_" 91 "_They lived by the fire at the foot of a tree_" 97 "_They talked about the wild animals they had seen_" 100 "_So the women now tried to weave a shelter_" 105 "_They saw Bodo rush up to the cave-bear and wave a torch in his face_" 117
TEXT Page
_Tiger's head--vignette on title page_ 5 _A Tree-dweller_ 17 _The wooded hills_ 21 _Acorns and wild roots_ 22 _Sharptooth in the tree branches_ 24 _Sharptooth watching the wild cattle_ 26 _A lion_ 27 _Sharptooth gathering berries_ 30 _Wild cattle_ 36 _A hyena_ 43 _Sharptooth's baby's cradle in the tree_ 44 _Cave wolves_ 45 _A wild hog_ 48 _Wild pigs_ 51 _Bodo catches a pig_ 55 _A bear_ 56 _A boy in a tree hunting eggs_ 58 _Bodo with the bird's eggs_ 59 _Bodo running away from the bees_ 60 _A herd of mammoths_ 63 _A bison_ 64 _A reptile and a wild horse_ 67 _A wild horse_ 69 _The stick Bodo used_ 74 _Bodo cracks nuts_ 77 _A chipped pebble_ 78 _An antler_ 79 _A big-nosed rhinoceros_ 86 _The fight on the cliff_ 88 _Basket-weaving showing four stages of construction_ 108, 109, 110, 111 _Sabre-tooth_ 112 _Bodo builds a fire_ 113 _Bodo's club_ 114 _Bodo catches a squirrel_ 115 _A leader_ 120 _A necklace of claws_ 122 _How they wore the necklace_ 123 _Musk sheep_ 125 _A Tree-dweller_ 131 _A lion_ 158
THE TREE-DWELLERS
THE AGE OF FEAR
I.
_A Story of Long Ago_
This is a story of long ago. It will tell you of the first people we know anything about. It will tell you how they lived before they had fire. It will tell you how they worked before they had tools. Many wild beasts lived then. They were fierce and strong. All the people feared them. The cave-bear could strike with his big paws. The tiger could tear with his sharp teeth. The rhinoceros could trample one under his feet. Each animal knew how to do one thing well. But the people could do a great many things. They could remember, too, what had happened before. They learned to profit by their mistakes. You will learn how they became brave and strong. You will learn how they used their bodies and minds. They began the work we are doing to-day. They took the first steps. People who lived after them were able to do a little more. The next people could do still more. Many people have lived and worked since then. The work they have done helps us to-day. We have something to do, too. We can do our part better if we know what others have done. We can do it better if we learn to use our hands. We can do it better if we learn to use our minds. That is why we have this little book.
II.
THINGS TO THINK ABOUT
What do you need in order to live? What do you think that the Tree-dwellers needed?
_Sharptooth_
Sharptooth was a Tree-dweller. She lived a long, long time ago. She did not have any home. Nobody had a home then. People wandered from place to place. They had no shelter except the trees. Each night Sharptooth slept in the branches. Each day she hunted for something to eat. Sometimes she was very hungry. She had hard work to find enough food. She could not go to a store to buy it. There were no stores then. She could not buy food of a farmer. There were no farmers then. All the plants were growing wild. All the animals were wild, too. Sharptooth was afraid of them. That is why she climbed the trees.
THINGS TO DO
_Go out where everything is growing wild and find a place where the Tree-dwellers might have lived._ _Find as many wild foods as you can._ _Notice what places have the best wild foods._ _Find a place where the Tree-dwellers might have protected themselves from the wild beasts._ _Find a picture of Sharptooth running away from a wild animal._ _Tell a story about this picture._
III.
THINGS TO THINK ABOUT
Did you find a place where the Tree-dwellers might have lived? What kind of a place was it? Did you find any wild foods where the ground was covered with grass? Do you think they could live on a grassy plain? Did you find any wild foods where the trees were thick? Do you think they could live in a dense forest? Where did you find the best wild foods? Could the sun get down to places where you found wild roots? Do vegetables grow better in the shade or in the sunlight? Are there as many wild foods here now as there used to be? Why not? Do you think you could live on such foods as the Tree-dwellers ate? Can you think of a name for the place where the Tree-dwellers lived?
_The Wooded Hills_
The Tree-dwellers needed a place where they could be safe from the wild animals. So they lived among the tall trees. They needed to be near fresh water. So they lived by trees along the river. They needed to be where they could find roots and berries.
Down in the river valley most of the forests were dense. The sun could not shine through the thick leaves of the trees. There was not enough sunlight to make the roots and berries grow. There were not many nuts and acorns on the trees. So the Tree-dwellers could not live there.
Out on the grassy plains there were no trees. The Tree-dwellers could not live there. Near the head of the river valley there were hills and uplands. The forests there were not so dense. The sun could shine through the open spaces. Many roots and berries grew there. On the wooded hills near the head of the valley was a good place for the Tree-dwellers to live. They could be safe in the tall trees. They could get fresh water from the river. They could find nuts and acorns on the trees. They could find roots and berries in the open spaces.
THINGS TO DO
_Model in sand the hills and uplands near the head of a river valley._ _Show where the trees grow._ _Where would you look for the roots and berries?_ _Where would the cattle find grass?_ _What else would the cattle need?_ _Where would they find it?_
IV.
THINGS TO THINK ABOUT
Do you think Sharptooth had ever been away from the wooded hills near the head of the river valley? If she had gone into the dense forests, do you think she would have stayed there? Would it have been safe for her to walk on the ground? What way would have been safe at that time? Do you think Sharptooth would dare to go out on the grassy plains? Why did she like the wooded hills best?
_Sharptooth's Excursions_
Sharptooth knew every spot on the wooded hills. But she seldom went to a strange place.
One day, though, she took a long journey. This is the way that it came about. She found plenty of roots and ripe blue berries. She ate until she was satisfied. Then she began to play among the trees. She walked out upon a strong spreading branch. Then she grasped a tough branch just over her head. She swung herself into a neighboring tree. Then she walked out on another branch. She swung herself into another tree. She traveled in this way for a long time. At last she came to a dense forest. How dark and damp it seemed! How still it was! She stopped her play. She began to feel tired and hungry; so she rested a while, and then searched for food. She found few signs of roots or berries. There were many trees, but nuts were scarce. So she ate the bark from the tender twigs. But she was not satisfied. She missed the roots and berries. She missed the bright sunshine. She missed familiar sights and sounds. So she soon went back to the wooded hills. Another day Sharptooth went to the edge of a grassy plain. There were many wild animals feeding there. She hid in the tall green grass and watched the wild cattle from her hiding-place.