Part 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.