The Later Cave-Men.

by Katharine Elizabeth Dopp.

PREFACE

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 const.i.tuted 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 partic.i.p.ate 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 c.u.mulative results of value in explaining our own inst.i.tutions, 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 partic.i.p.ate 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 ill.u.s.trations. In preparing the ill.u.s.trations 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 ill.u.s.trate 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 ill.u.s.trative works on ethnological subjects scattered throughout the country have been carefully searched for material. Many of the text ill.u.s.trations of this volume are reproductions of originals found in the caves and rock shelters of France.

K. E. D.

_October, 1906._

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 sc.r.a.ped up the snow with their forefeet and found dry gra.s.s.

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.

[Ill.u.s.tration: _A reindeer._]

"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.

[Ill.u.s.tration: "_The reindeer swam through the deep water and waded out to the opposite bank._"]

"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 pa.s.s to see what had frightened the herd.

While the men were going to the pa.s.s, 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.

Slowly the great herd began to move. To those watching from the cliff, it looked like a moving forest. Those in advance were soon out of sight, and were going toward the pa.s.s.

Meanwhile the men had reached the pa.s.s where the bravest ones hid at the farther end. There they waited to spear the reindeer, while others hid behind rocks near the entrance to drive the reindeer on.

While the women and children watched from the cliff a signal came from the men. It was a call for the women to come and carry the reindeer to the cave. The younger women went, but Chew-chew stayed and watched with the children.

At length the Cave-men returned. The men brought trophies and the women brought heavy loads of meat. They found Chew-chew and the children still watching from the cliff. There they all watched for a long, long time; for not until the sun was low down in the sky had the last of the reindeer left the ford.

#THINGS TO DO#

_Model a large river valley with many little valleys in it. Show where the small herds were. Model the cliffs along the river and show the flat sandy banks on one side, and the narrow valley with steep sides on the other._

_Find rocks and make the reindeer pa.s.s. Make the trail from the ford through the narrow valley to the pa.s.s._

_Play the story this lesson tells._

_Draw one of these pictures_:-- _The reindeer stretched their slender necks and ate moss from the trees._ _The reindeer sniffed the warm wind and knew it was time to go._ _Fleetfoot pulled his grandmother's hand and started up the cliff._ _The cave-bears and hyenas hide in the thickets._ _Hunting at the reindeer pa.s.s._

_Show how Eagle-eye loaded a reindeer upon her back. Model Eagle-eye in clay so as to show how she carried the reindeer._