Part 49

The description of the method of softening skins by beating and treading upon them illustrates the common use of rhythm and song as a means of holding the attention to what otherwise would be tedious work.

Lessons XVI and XVII. The data for these lessons is taken from drawings made by the Cave-men and from the results of anthropological research among primitive peoples. It will be best not to confine the children to any one mode of clothing, but to allow them to express their own ideas regarding the first forms used.

Lesson XVIII. In connection with this lesson the children will be interested in observing the signs of a storm, the actions of animals before and during a storm, methods they adopt to protect themselves, as well as the animals and birds which migrate from the place where the children live.

Lesson XIX. Let the children think of ways in which snowshoes might be invented, and the things the Cave-men would be able to do after having the snowshoes.

Lesson XX. The invention of traps requires more forethought than the invention of weapons and was at a later date. The accidental catching of animals in natural traps, such as vines, pot-holes, soft places in the marshes and cliffs, offered a suggestion; and the tediousness of lying in wait, on the one hand, and the danger of a direct conflict with large animals, on the other, offered a strong motive for the use of nature's suggestions in the way of traps. Undoubtedly women made a large use of traps in catching the smaller animals before men gave much attention to this mode of hunting.

If the children make as many simple traps as they can think of and arrange them in the order of their complexity, they will be able after a few months to work out a fairly complete series in the evolution of traps.

Lesson XXI. This lesson illustrates the constant interaction between man's inventions and the animal's habits. A new invention which gives man greater power in hunting, makes the animals more timid, more watchful, more skillful in escaping from man's presence. Hence, man is constantly stimulated to make new inventions, in order to be successful in the hunt.

Reference: Katharine E. Dopp. The Place of Industries in Elementary Education. (See Index under Animals and Traps.)

Lesson XXII. No animal was more difficult to hunt than the wild horse. Herds of horses were organized under a leader and sentinels which were very alert in detecting the least sign of danger; and as soon as the alarm was given, the herds would run with great speed until they were out of sight. When unable to escape they would fight furiously with hoofs and teeth. When in need of a new pasture, scouts--the old, experienced, wise, cautious, and observant members of the herd--would be sent out to search for good feeding grounds and to report to the herd.

Lesson XXIII. Help the children to see that, although the children of the caves did not go to such schools as we have, they had lessons to learn and tests to take. Those who lived together had to learn to work together. Each one must learn to be patient, brave, and self-controlled. The thoughtless, impatient, and cowardly were apt to prevent the capture of wild animals in the hunt, and to risk the lives of their clansmen. Hence, from early childhood the old men and women gave attention to teaching the children, preparing them for the tests which must be passed before they ranked with the men and women.

Lesson XXIV. Instances of stags meeting death by having their horns interlocked are well known.

Lesson XXV. Encourage the children to notice the difference between those animals which live in herds and those which lead a solitary life. Although the dog has changed greatly since it was domesticated, a study of the dog will be helpful in understanding the habits of packs of wolves. Jack London's Call of the Wild, and Ernest Thompson Seton's stories will be helpful in this connection. The cat, having changed less than the dog, will furnish the child with a good type of carnivorous animals that lead a solitary life.

Lesson XXVI. From an examination of the skeletons which have been referred to the late Pleistocene period, it is evident that the Cave-men were able to treat wounds and to set bones. "No one could have survived such wounds as we have described," writes Mr. Nadaillac, "but for the care and nursing of those around him, such as the other members of his tribe. The wounded one must have been fed by the others for months; nay more, he must have been carried in migrations, and his food and resting place must have been prepared for him."

Lesson XXVII. There was little difference between weapons and tools until the period of the later Cave-men. A piece of chipped stone served as a tool and a weapon. The children learned when they read The Tree-dwellers how people used the tools in their bodies and how they supplemented these by the use of natural tools, such as sticks, stones, shells, bones, and horns. In reading The Early Cave-men they learned how people chipped flint and bound strong handles to heavy spear points and axes. At this time they can learn how people came to make use of new materials--materials which require the use of tools in shaping into weapons. Tools had been used by women from a very early time. The digging-stick, the hammer-stone, the chopper, the knife, and the bone awl are tools which every woman used. Men, on the contrary, were more interested in weapons than in tools, and it is quite likely that the first steps which led to the differentiation of tools from weapons was made by a man who had been wounded and thus disabled for the hunt.

The incident of Bighorn making fun of the bone dagger is introduced to illustrate the conservative tendency which is still present in society, a tendency less powerful now than in early times, yet strong enough to keep many people out of sympathy with the forces which work for progress.

Let the children examine a real antler, if possible, and notice its fitness for being made into a variety of tools and weapons. If no antler can be found let them examine the picture of one, so as to determine what part of it is used in making a dagger, a hammer, a baton, a tent peg, and an awl.

Lesson XXVIII. The invention of the flint saw marks an important step in the evolution of both tools and weapons. Without the saw it would have been impossible to use such material as bone, horn, and ivory. It is interesting to notice that the saw was at first not clearly differentiated from the file and the knife, the three tools being united in one piece of flint.

Lesson XXIX. In representing the action of a story by means of pantomime, let the children choose a leader who shall take charge of the action. Where this has been tried the results have been very satisfactory. The children, because they feel the responsibility, are stimulated to their best thought. The pleasure they take in the play leads them to a far more careful study of the book than they would make without this stimulus. In addition to this, it leads them to be alert in making use of various sources of knowledge.

Lesson XXX. Hunting peoples, because they live a hand-to-mouth life, have either a feast or a famine. Game was so plentiful during the late Pleistocene period that we may suppose that the Cave-men usually had plenty of food. The time when a famine was most likely to occur was early spring, before the grass furnished food for the herds which came a little later. When food supplies begin to fail, the clan breaks up into smaller groups, and, in case of great scarcity, each of these groups subdivides so that food may be found.

The worship of the bear and other large animals can be traced back to a very ancient period. It undoubtedly originated in the Pleistocene period when man first stood in fear of these animals and tried to win their favor by offering gifts.

Lesson XXXI. In Central France, the region from which the greater part of the data used in this book is derived, small glaciers were to be found in the upper portions of the mountain valleys, but they did not extend far down the river valleys. In other places, however, glaciers extended far down into the lowlands.

While this is not the place for a thorough study of the glacier, it is possible for the children of primary grades to understand certain phases of the subject. The teacher who attempts to make clear the formation of the glacier may find the following quotation from Prof. Shaler helpful: "When a glacial period comes upon a country, the sheets of ice are first imposed upon the mountain tops, and then the ice creeps down the torrent and river beds far below the snow line, in a manner now seen in Switzerland and Norway. As long as the ice streams follow the torrent-channels, they act in something like the fashions of the flowing waters--to gouge out the rocks and deepen the valleys; but as the glacial period advances and the ice sheet spreads beyond the mountains enveloping the plains as well, when the glacier attains the thickness of thousands of feet, it disregards the valleys in its movements and sweeps on in majestic march across the surface of the country. As long as the continental glaciers remain the tendency is to destroy the river valleys. The result is to plane down the land and, to a certain extent, to destroy all preëxisting river valleys."

If this subject is studied while snow is on the ground it will be interesting to the children to experiment out of doors in making glaciers. If there are no hills present the children can readily make small hills on their playground and the falling and partial melting of the snow will do the rest.

Lesson XXXII. Neighboring clans are accustomed to meet at the rapids of a river during the salmon season. At such places, and in all places where abundant sources of food are to be found, neighboring clans participate in feasting, dancing, and general merrymaking. Just as scarcity of food tends to separate people, so abundance of food tends to draw them together. At such gatherings people of different clans exchange ideas, learn new ways of doing things and become accustomed to act in larger groups for the accomplishment of a common purpose.

Lesson XXXIII. On the side of invention the throwing-stick is a point to be emphasized in this lesson. On the side of social coöperation, the organization of the brotherhood is the point of interest. Such organizations are characteristic of primitive peoples, and similar organizations among children are of common occurrence.

Lesson XXXIV. This lesson serves to bring out the contrast between Fleetfoot, the brave, active young man, who is beginning to develop the arts which require great personal bravery and force, and Flaker, the crippled young man, whose ability is directed toward the development of tools and the arts which later make him a priest and medicine man. Originally, there was no sharp distinction between the priest and the medicine man. One person performed both functions, and in many cases this person was a woman. Later, those who made use of supplication and entreaty constituted the priesthood, while those who attempted to frighten the gods were known as medicine men.

Lesson XXXV. Overhanging rocks were made use of for natural shelters from the earliest times. The improvement of the natural shelter by the addition of front and side walls was a later step and was doubtless an invention of woman. The motives for such an invention may be found in the fact that in many places near good hunting grounds there were not enough caves to shelter the people. Under such circumstances, as well as in districts where no caves abound, women would not be slow to take advantage of the overhanging rocks and to use their ingenuity in converting them into comfortable habitations.

Let the children compare summer and winter skins, if possible; if not, let them notice the difference between the horse's coat in winter and summer.