Part 48

Draw one of these pictures:-- "All the Cave-men were angry with Blackcloud." Engraving records upon trophies and batons.

Tell a story of how bone hairpins came to be used.

Tell a story of the Cave-men's trip to the sea.

Tell a story of a mammoth hunt.

* * * * *

"The Industrial and Social History Series," of which this is the third number, emphasizes, first of all, the steps in the development of industrial and social life. But in addition to its use as a series of text-books in history or social science, it has a place as a mode of approach to the different subjects included in the curriculum of the elementary school. Whether the work suggested under "Things to Think About" and "Things to Do" is carried out in the period devoted to the study and recitation known as history (possibly some may prefer to call it reading), or in those periods devoted to geography, nature study, language, constructive work, and art, is largely a question of administration. The point for the teacher to make sure of is that the interests of the child which are aroused through the use of the books be utilized not merely in history, but in geography, nature study, reading, language, constructive work, and art. If this is done, subjects which too long have been isolated from the interests of real life, will become the means of stimulating and enriching all of the activities of the child.

The list of references and the tabulated facts presented in The Early Cave-men, pp. 159-165, will be of service to the teacher who wishes to engage in a further study of the subject.

SPECIAL SUGGESTIONS

Lesson I. It seems best to let the child read the first story before asking questions. Afterwards, however, the following questions may be of service: Did you ever see a reindeer? Where do reindeer live now? Where were the reindeer at the time of the Tree-dwellers? Where were they at the time of the early Cave-men? (See The Tree-dwellers, pp. 125-129, and The Early Cave-men, pp. 163-167.) Why did the reindeer come to the wooded hills by the caves at the time of the Cave-men? Why do reindeer live in herds? Name other animals that live in herds. Do you think the reindeer herds would stay near the caves all the year?

Should any child inquire how we know that it was once very cold here, tell him of the tracks that the glaciers made, and of the work of the glaciers in grinding hard rocks so as to make fertile soil. Let the children turn to the picture of a glacier on page 136, and let them hunt for a rock which has markings made by glacial action. But reserve the fine points of this topic for a later period.

The children will be helped to get a conception of the great number of reindeer in a herd partly through the story, partly through illustrations, and partly through tearing reindeer from paper and mounting them so as to represent great herds. The child's experiences in seeing processions or large numbers of people assembled can also be used in forming a picture of the large number of reindeer that met at the ford.

In this and in succeeding lessons, which refer to the women carrying the fresh meat to the cave, remember that animals no larger than the reindeer were carried to the cave. Larger animals, such as the wild horse, the cow, and the bison, were divided on the spot. The bones having the greater amount of flesh were removed from the carcass and carried to the cave where the flesh was eaten and the bones left. Three women could carry the flesh of one bison without the skin. When the skins were good they were carried to the cave. In addition to the skin and the flesh the Cave-men prized the head as a trophy and also as a means of gaining control over the animals by sympathetic magic. All the skulls were broken, probably for the sake of removing the brains, which are usually considered a delicacy among primitive peoples.

Lesson II. Help the children to see that when people had no books, the person who knew most was of great service to the clan. The older people, because they had more experience, took the place of books. That is one reason why people were glad to take care of older and wiser people than themselves, when the latter were no longer able to do hard work.

Lesson III. This lesson illustrates one form which education among primitive peoples takes. Relate what is given regarding the speed of the wild horse in the lessons on pp. 61-71, in The Tree-dwellers, which show the influence of such flesh-eating animals as wolves in developing the speed of the wild horse on the grassy uplands.

Lesson IV. This lesson illustrates the ideas of primitive peoples regarding sickness and methods of treating the sick, which consisted largely of ceremonies for driving the "angry god," the "evil spirit," away. In dealing with a superstition of primitive peoples always try to lead the child to discover the mistaken idea which gave rise to it.

Lesson V. Let the children experiment in making straight shafts. The value of this work is not in the product--the shaft--but in its power to arouse the inventive spirit, to call forth free activity, and to yield an experience which lies at the basis of a great variety of subjects.

Reference: Katharine E. Dopp, The Place of Industries in Elementary Education, pp. 133, 140, 145.

Lesson VI. In most places throughout the United States there is some one who has a small collection of Indian arrows. If the children can see some of these arrows or other flint implements, it will add greatly to their interest in this subject. In places where flint can be found, the children should collect specimens and experiment in chipping and flaking off small pieces. Where no flint is to be found, it is possible to get good specimens by exchanging materials with children in other localities.

References: Katharine E. Dopp, The Place of Industries in Elementary Education, pp. 72, 138-140.

Lessons VII and VIII. The habit horses have of pawing the ground is thought to be a survival of the ancient habit of pawing snow away from the grass. The horses and reindeer stayed in the neighborhood of the caves all through the winter, going to protected places only in times of severe storms. The bison and wild cattle, on the contrary, went to the lowland plains and forests at the close of summer, and returned only after the snow had melted.

Since few children now have the opportunity to observe the bison, and no child has the opportunity to see great herds, they must rely upon books, pictures, and other symbols as sources for the necessary facts. In bringing the sources of knowledge to the children, the teacher should remember that the modern European bison, which is a descendant of the aurochs of Pleistocene times, the species of bison we are considering, is smaller than the ancient form. The Pleistocene bison of Europe was similar to the American type that lived in the woodlands.

Although the teacher should make use of available materials in supplying herself with information regarding the bison, the following summary is presented, especially for those who do not have access to public libraries.

The bison are naturally shy, avoiding the presence of man; they have a keen sense of smell, and hence man has difficulty in approaching a herd, except from the leeward side. They have little intelligence, are sluggish and timid, rarely attacking man or beast, except when wounded or in self-defense. In migrating they travel in large herds, but when feeding they separate into herds of about two or three hundred each. The leader maintains his position by superior intelligence and brute force. If he fails in duty he is punished. Scouts go ahead of the herd in search of new pastures; and guards, or sentinels surround the herd and guard it while feeding and during the night. When the guards have been on duty awhile, they give place to fresh guards. In case of danger, the guards give a signal of alarm by tossing up the head and bellowing furiously. At this the leader gives a signal and the herd starts off at once. Bison run swiftly for a short distance, but are not able to continue a rapid flight. They can run faster than cattle, however, and when pursued always run against the wind. When surprised or wounded, they turn upon their assailants and attack them furiously, fighting with horns and hoofs. They show their rage by thrusting out the tongue, lashing the tail, and projecting the eyes. At such times they are fierce and formidable. The enemies of the bison are the carnivorous animals. A herd of bison has no cause to be afraid of wolves or bears, but solitary bison are often killed by these creatures. The cry of a bison resembles that of a groan or grunt. In case the leader is killed and no bison is able to assert his authority, there is great confusion until the question of leadership is settled.

References: Richard Irving Dodge, The Plains of the Great West, pp. 119-147. W. T. Hornaday, The Extermination of the American Bison, in "The Smithsonian Report of the U. S. National Museum," 1887, pp. 367-548. Poole's Index will supply references to magazines, and the encyclopedias and natural histories will furnish further facts.

Lessons IX and X. Boiling is such a common process that one seldom thinks of the importance of the discovery of the art. These lessons will show the child how people may have learned to boil and the explanation they would be apt to give of the changes which take place during the process. Boiling was undoubtedly used as a religious ceremony long before it was used for cooking food.

Lessons XI and XII. If possible let the children take a field trip in connection with these lessons. If there are no nuts or wild fruits to gather, let the children gather fruits from a garden or some of the products of the farm. The particular conditions in which the children are placed will determine the form this lesson shall take. At any rate, there will be an opportunity to observe birds, squirrels, or rabbits.

Lessons XIII and XIV. The shelter described is a very early form and is important as a step in the evolution of shelter. The remains found give ample evidence that such a form was adopted by the Cave-men of France.

Lesson XV. It was a common practice among primitive peoples to adopt a child or even a grown person into the clan. The custom is important as revealing one method of introducing new ideas at a time when means of communication were undeveloped.