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+Project Gutenberg's The Later Cave-Men, by Katharine Elizabeth Dopp
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Later Cave-Men
+
+Author: Katharine Elizabeth Dopp
+
+Release Date: September 13, 2008 [EBook #26603]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE LATER CAVE-MEN ***
+
+
+
+
+Produced by Chris Curnow, Joseph Cooper, Anne Storer and
+the Online Distributed Proofreading Team at
+https://www.pgdp.net
+
+
+
+
+
+
+[Illustration: THE LATER CAVE-MEN]
+
+
+
+
+ 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
+
+[Illustration: "_A feeling of awe came over them while they
+worked._"--PAGE 172.]
+
+
+
+
+ THE
+ LATER CAVE-MEN
+
+ KATHARINE ELIZABETH DOPP
+
+ _Lecturer in Education
+ In the Extension Division of the
+ University of Chicago_
+
+ [Illustration]
+
+ RAND McNALLY & COMPANY
+ CHICAGO   NEW YORK   LONDON
+
+
+
+
+ _Copyright, 1906_
+ By KATHARINE ELIZABETH DOPP
+
+ _Entered at Stationers' Hall_
+ Edition of 1928
+
+ [Illustration: THE RAND McNALLY PRESS
+                RMN
+                & Co]
+
+ Made in U. S. A.
+
+
+       *       *       *       *       *
+
+
+
+
+[Illustration: 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 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. Many of the text illustrations of this
+volume are reproductions of originals found in the caves and rock shelters
+of France.
+
+                                                        K. E. D.
+
+_October, 1906._
+
+
+       *       *       *       *       *
+
+
+
+
+[Illustration: CONTENTS]
+
+
+                                                          PAGE
+ _Dedication_                                                7
+ _Preface_                                                   8
+ _Contents_                                                 12
+ _Illustrations_                                            13
+
+
+ THE LATER CAVE-MEN
+ THE AGE OF THE CHASE
+
+                                                          PAGE
+ The Reindeer Start for their Summer Home                   15
+ Chew-chew                                                  20
+ Fleetfoot's Lessons                                        23
+ After the Chase                                            27
+ Why the Cave-men Made Changes in their Weapons             32
+ How the Cave-men Made Delicate Spear Points                36
+ The Return of the Bison                                    41
+ The First Bison Hunt of the Season                         46
+ What Happened when the Children Played with Hot Stones     50
+ Why the Children Began to Eat Boiled Meat                  54
+ The Nutting Season                                         56
+ Why Mothers Taught their Children the Boundary Lines       62
+ What Happened to Fleetfoot                                 65
+ How the Strangers Camped for the Night                     69
+ Fleetfoot is Adopted by the Bison Clan                     72
+ How the Cave-men Protected Themselves from the Cold        77
+ How the Children Played in Winter                          81
+ Overtaken by a Storm                                       84
+ How Antler Happened to Invent Snowshoes                    88
+ How Antler Made Snares                                     92
+ How Spears Were Changed into Harpoons                      97
+ How the Cave-men Hunted with Harpoons                     101
+ How the Cave-men Tested Fleetfoot and Flaker              105
+ Fleetfoot and Flaker See a Combat                         109
+ What Happened when Fleetfoot and Flaker Hunted the Bison  111
+ What the Cave-men did for Flaker                          115
+ How Flaker Learned to Make Weapons of Bone                118
+ How Flaker Invented the Saw                               121
+ The Reindeer Dance                                        124
+ Fleetfoot Prepares for his Final Test                     128
+ Fleetfoot Fasts and Prays                                 132
+ The Meeting of the Clans                                  139
+ What Happened when the Clans Found Fleetfoot              143
+ Fleetfoot's Return                                        147
+ Willow-grouse                                             150
+ How Fleetfoot and Willow-grouse Spent the Winter          153
+ How Willow-grouse Learned to Make Needles                 157
+ How Flaker Became a Priest and a Medicine Man             161
+ How the Cave-men Learned to Boil and to Dry Foods         165
+ The New Home                                              168
+ How the Clans United to Hunt the Bison                    173
+ How Things Were Made to Do the Work of Men                178
+ How the Cave-men Rewarded and Punished the Clansmen       182
+_Suggestions to Teachers_                                  185
+
+
+
+
+[Illustration: ILLUSTRATIONS]
+
+
+FULL PAGE
+
+                                                     PAGE
+
+ "_A feeling of awe came over them while
+     they worked_"                           Frontispiece
+
+ "_Pigeon boiled meat and gave it to
+     the men, and they all sounded her
+     praises_"                                         14
+
+ "_The reindeer swam through the deep
+     water and waded out to the opposite
+     bank_"                                            17
+
+  _Chew-chew telling stories to Fleetfoot_             21
+
+ "_Then Scarface threw, and all the
+     horses took fright_"                              25
+
+ "_Chew-chew took her basket and started
+     up the dry ravine_"                               29
+
+ "_She took a flint point and scratched
+     the men's arms until she made big
+     scars_"                                           31
+
+ "_Straightshaft saw the herd at sunrise
+     and made a sign to the men_"                      42
+
+ "_At the close of the day there was not
+     a little valley in the surrounding
+     country that did not have a herd of
+     two or three hundred bison_"                      45
+
+ "_With a quick snort he turned and
+     charged_"                                         47
+
+ "_Chew-chew tried to teach the children
+     how to know the hissing sound_"                   53
+
+ "_All the women and children went
+     nutting_"                                         57
+
+  _The wild hogs were having a feast_                  59
+
+ "_Mothers taught their children what
+     the boundaries were_"                             63
+
+ "_A big man caught him, and put him
+     upon his shoulder_"                               67
+
+ "_The tent was an old oak, which reached
+     out long and low-spreading branches_"             70
+
+ "_Greybeard asked Fleetfoot to drop the
+     hot stones in the water again_"                   76
+
+ "_When the men saw the new garment they
+     wondered how it was made_"                        79
+
+ "_But many could find no protection, so
+     they turned about and faced the storm_"           87
+
+ "_And so the Cave-men tested the boys in
+     many different ways_"                            104
+
+ "_Then their antlers crashed in a swift
+     charge_"                                         108
+
+ "_They looked so much like wolves that
+     they got very close before the bison
+     threatened_"                                     113
+
+ "_What the Cave-men did for Flaker_"                 116
+
+ "_People began to wander away from their
+     old homes_"                                      129
+
+ "_It was the melting of this glacier which
+     fed the little stream_"                          136
+
+ "_Greybeard, now old and feeble, walked
+     all the way to the spot_"                        171
+
+  _After the bison hunt_                              181
+
+
+TEXT
+
+  _A reindeer_                                         16
+
+  _A stone ax_                                         24
+
+  _A stone knife_                                      32
+
+  _A laurel leaf_                                      32
+
+  _Laurel leaf-shaped spear point_                     32
+
+  _A stone scraper_                                    34
+
+  _A shaft-straightener_                               35
+
+  _A delicate spearhead_                               36
+
+ "_When the Cave-men held the flint in
+     the hand, the hand yielded to the
+     light blow_"                                      37
+
+ "_While Scarface placed the punch he
+     sang in low tones_"                               37
+
+  _Straightshaft using a flaker_                       38
+
+  _A flaker_                                           39
+
+  _An ibex_                                            43
+
+  _A bear's tooth awl_                                 51
+
+  _A scraper_                                          73
+
+  _A skin stretched on a frame_                        73
+
+  _A hammer of reindeer horn_                          74
+
+  _A cave-man's glove_                                 80
+
+  _A stone maul_                                       89
+
+  _Fur gloves_                                         90
+
+  _A snowshoe_                                         91
+
+ "_Then she set snares on the ground
+     and fastened them to strong branches_"            94
+
+ "_Antler learned to protect the cord
+     by running it through a hollow bone_"             94
+
+ "_So it ran along and nibbled the bait
+     until its sharp teeth cut the cord_"              95
+
+  _A chisel-scraper_                                   98
+
+  _A barbed point_                                     99
+
+  _A harpoon_                                         100
+
+  _Chipper using a spear-noose_                       102
+
+  _A Cave-man's carving of a "hamstrung"
+     animal_                                          114
+
+  _A wedge or tent pin_                               119
+
+  _The head of a javelin_                             120
+
+  _A small antler_                                    121
+
+  _A knife with two blades, a saw, and
+     a file, all in one_                              122
+
+  _A Cave-man's dagger_                               123
+
+  _A Cave-man's mortar stone_                         125
+
+  _A drum_                                            126
+
+  _The engraving of a cave-bear_                      131
+
+  _A stone borer_                                     134
+
+  _A necklace of fossil shells_                       139
+
+  _A throwing-stick_                                  145
+
+  _An Irish deer_                                     146
+
+  _A fragment of a Cave-man's baton,
+     engraved_                                        147
+
+  _A Cave-man's nose ornament_                        149
+
+  _A Cave-man's baton, engraved_                      149
+
+  _An Eskimo drawing of reindeer
+     caught in snares_                                151
+
+ "_A piece of sandstone for
+     flattening seams_"                               152
+
+  _A reindeer snare_                                  152
+
+  _Three views of a Cave-man's
+     spearhead_                                       154
+
+ "_It was during this time that the
+     Bison clan learned to use the
+     throwing-stick_"                                 155
+
+  _Harpoons with several barbs_                       156
+
+  _A bone awl_                                        157
+
+  _A bone pin_                                        157
+
+  _A large bone needle_                               157
+
+  _A bone from which the Cave-men
+     have sawed out slender rods
+     for needles_                                     158
+
+  _A piece of sandstone used by
+     the Cave-men in making needles_                  158
+
+  _A flint comb used in rounding and
+     polishing needles_                               158
+
+  _A flint saw used in making needles
+     of bone_                                         158
+
+  _A short needle of bone_                            159
+
+  _A flint comb used in shredding fibers_             159
+
+  _A long fine needle of bone_                        159
+
+  _Two views of a curved bone tool_                   160
+
+  _A Cave-man's engraving of two herds
+     of wild horses_                                  162
+
+  _A Cave-man's carving of horses' heads_             163
+
+  _A Cave-man's engraving of a reindeer_              163
+
+  _Harpoons of reindeer antler_                       166
+
+  _A flint harpoon with one barb_                     167
+
+  _A spoon-shaped stone_                              167
+
+  _A baby's hood_                                     169
+
+ "_In summer he played in the basket
+     cradle_"                                         169
+
+  _First step in coiled basketry_                     170
+
+  _Second step in coiled basketry_                    170
+
+  _Three rows of coiled work_                         170
+
+  _A water basket_                                    172
+
+  _A Cave-man's engraving of a tent
+     showing the interior structure_                  175
+
+  _A Cave-man's engraving of a tent
+     showing the exterior_                            175
+
+  _A Cave-man's engraving of a tent
+     with covering pulled one side so
+     as to show the ends of the poles
+     which support the roof_                          175
+
+  _Framework showing the best kind of
+     a tent made by the Cave-men_                     176
+
+  _A tent pin_                                        176
+
+  _Handle of a Cave-man's hunting-knife
+     with engraving_                                  182
+
+  _A hunter's tally_                                  183
+
+  _Fragment of Cave-man's baton_                      183
+
+  _Engraving of a seal upon a bear's
+     tooth_                                           184
+
+  _A Cave-man's hairpin, engraved_                    184
+
+
+
+
+[Illustration: "_Pigeon boiled meat and gave it to the men, and they
+all sounded her praises._"--_Page 166._]
+
+
+       *       *       *       *       *
+
+
+
+
+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 scraped up the snow with their forefeet and found dry grass.
+
+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.
+
+[Illustration: _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.
+
+[Illustration: "_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 pass to see what had
+frightened the herd.
+
+While the men were going to the pass, 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 pass.
+
+Meanwhile the men had reached the pass 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 pass. Make the trail from the ford
+    through the narrow valley to the pass._
+
+    _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 pass._
+
+    _Show how Eagle-eye loaded a reindeer upon her back. Model Eagle-eye
+    in clay so as to show how she carried the reindeer._
+
+
+
+
+II
+
+THINGS TO THINK ABOUT
+
+     If you have read the story of "The Early Cave-men," tell how the
+     cave that was flooded was made.
+
+     Can you think of any other way in which a cave might be made?
+
+     If you have ever seen a shallow hole in a cliff, see if you can
+     find out how it was made. If such a hole was made in a very soft
+     rock what would happen to it? What would happen to a hole made in
+     a hard rock?
+
+     See if you can find a piece of limestone. What do we use limestone
+     for?
+
+     If we wanted a house of limestone, what would we do to get it? When
+     the Cave-men wanted a limestone house, what did they do?
+
+
+_Chew-chew_
+
+Chew-chew was the oldest woman in the cave at the Fork of the River.
+She was not as strong as she once had been; but she was still able to
+lead the women in their work. Her sons' wives carried the heaviest
+burdens, but Chew-chew still carried heavy loads.
+
+Chew-chew was the wisest woman in the cave. When the other women did
+not know what to do, they always asked Chew-chew. The bravest men were
+always glad to get Chew-chew's advice. The children thought nobody
+could tell such stories as Chew-chew told.
+
+Chew-chew and all of her children belonged to the Horse clan. All the
+children in those days took the clan name of their mother. Chew-chew's
+sons had captured wives from the Reindeer clan. And so the children in
+Chew-chew's cave belonged to the Reindeer clan. It thus happened that
+in every cave there were people of different clans. But since
+Chew-chew was the oldest woman in the cave, we shall call the people
+at the Fork of the River by the name of the Horse clan.
+
+[Illustration: _Chew-chew telling stories to Fleetfoot._]
+
+Chew-chew often told the children about her first home. She told them
+about the cave near the River of Snow, which was much like the cave
+which sheltered them. She told them about the wide shelving rocks
+which were like the ones above their cave. And she told how frightened
+her people were the day a rock fell near the mouth of their cave.
+
+No one knew at the time what made the rock fall. No one knew there was
+no need of being afraid. Some one said that the god of the cliff was
+angry and that he had pushed the rock down. Everybody believed the
+story. So nobody dared go near the cave.
+
+But the Cave-men needed a shelter. So they offered gifts to the god of
+the cliffs. When they thought he was satisfied, they all went back to
+the cave. And after a while they used the big rock as a table for
+their work.
+
+Chew-chew wanted the children to grow to be brave and wise. So she
+told them stories of the bravest and wisest people of her clan. She
+told them stories about their grandfathers who were the heroes of the
+olden times. And Fleetfoot never grew tired of hearing about the
+wonderful things which his grandfathers did.
+
+And so Chew-chew taught the children all she thought they ought to
+know. And they looked into her eyes and listened to all that she said.
+
+
+#THINGS TO DO#
+
+    _If there are cliffs or shelving rocks near by, go and see them.
+    Find places where you think caves may form. Find out why it is that
+    the rocks shelve. Why does a shelving rock sometimes break and fall
+    to the ground?_
+
+    _Model the cliffs which you find. Model a cave which is formed in a
+    cliff._
+
+    _Tell a story which you think Chew-chew might have told to the
+    children._
+
+    _Play one of these plays:_--
+      _Chew-chew telling stories to the children._
+      _What the people did when the rock fell near the mouth of the
+       cave._
+
+    _Draw a picture of something which you have played._
+
+
+
+
+III
+
+THINGS TO THINK ABOUT
+
+     Why did Chew-chew tell the children stories about their
+     forefathers?
+
+     Why do we like to hear such stories?
+
+     Do you think that the later Cave-men will hunt in just the same way
+     that the early Cave-men did?
+
+     What change took place in the animals while the Cave-men were
+     learning to be good hunters? What change did the Cave-men have to
+     make in their hunting on account of this?
+
+     Of all the animals you know, which are the fastest runners? Can you
+     think how they became fast runners?
+
+
+_Fleetfoot's Lessons_
+
+When the men were at home, Fleetfoot liked to stay with them. He liked
+to watch them make spears; he liked to watch them run races; he liked
+to listen to the stories they told about the wild animals.
+
+When the men went out to hunt, Fleetfoot wanted to go with them. But
+he was a little boy, and had to stay at home. Sometimes he went with
+his mother when she went to dig roots; sometimes he went with her to
+gather twigs for baskets. But the safest place for little children was
+not far from the fire. So Fleetfoot stayed at home nearly all the
+time.
+
+While the children played near the cave, Chew-chew broke fagots with a
+stone ax. When she was ready to sit down, they all gathered around
+her. They knew that that was one of the times when Chew-chew told
+them stories.
+
+[Illustration: _A stone ax._]
+
+This time Chew-chew began with a story of the early Cave-men. She told
+of animals that stood their ground and fought instead of running away.
+She told about the strong spears and axes made to conquer the wild
+beasts. She told of brave and daring deeds of the heroes of olden
+times.
+
+None of the animals feared man before he had fire. And for a long time
+afterward none of them feared him without a torch. But the early
+Cave-men made strong weapons after they had fire. They struck hard
+blows with their stone axes, which the animals learned to fear.
+
+Grass-eating animals feared beasts of prey long before the
+Tree-dwellers lived. Wild horses learned to run fast by trying to
+escape from packs of wolves. They learned to keep sentinels to watch
+while the herd fed. All the grass-eating animals learned to do this.
+The sentinels signaled at a sign of danger, and then the herd ran; and
+so their enemies learned to hunt by following the chase.
+
+When Chew-chew was tired of telling stories, she marked out a path for
+a race. Then she showed the children how to get a fair start, by
+standing abreast and holding a stick.
+
+The children learned to keep in step until they reached the real
+starting place. Then they dropped the stick and ran. And they all
+clapped their hands and cheered the one who won the race.
+
+[Illustration: "_Then Scarface threw, and all the horses took
+fright._"]
+
+After the children had raced a long time, they came back to Chew-chew
+for another story. And this time she told them stories about the men
+of their own clan. They often chased the animals from early morn until
+noon. At first they got very tired when they went on a long chase. But
+the more they practiced running, the better they hunted in the real
+chase.
+
+When the story was ended, the children climbed the cliff. Chew-chew
+went with them and they all looked at the wild horses going up the
+trail.
+
+The horses had been to the river to drink and now they were going
+away. They were following their leader up the trail which led to the
+grassy plains.
+
+Chew-chew knew where the men were lying in wait and she pointed out
+the spot. The children looked just in time to see Straightshaft throw
+his spear. Then Scarface threw, and all the horses took fright.
+
+Up hill and down, through bushes and briars, the horses galloped away.
+The Cave-men followed the wounded ones, hurling their spears as they
+ran.
+
+The chase was long and weary, and some of the wounded horses escaped.
+But the men returned with many trophies and the women brought heavy
+loads of meat.
+
+The trophies the Cave-men prized the most were the heads of the wild
+horses. They kept these trophies near the cave, and they thought that
+they were charms. The Cave-men thought that the horses' heads would
+bring more horses to the hunting grounds.
+
+
+#THINGS TO DO#
+
+    _Tell a story about the age of combat. Tell a story about the age of
+    the chase. Draw a picture to illustrate each story._
+
+    _Show on your sand-map where the men were lying in wait for the
+    horses. Model the trail which the horses followed._
+
+    _What chasing game do you know how to play? Can you think how some
+    of these games first started?_
+
+    _Why do people not try to run as fast in a long race as in a short
+    one?_
+
+    _Model in clay something which you might name "The Age of Combat."_
+
+
+
+
+IV
+
+THINGS TO THINK ABOUT
+
+     How do you feel after you have had a long, hard chase?
+
+     What does your mother tell you to do when you come in dripping with
+     sweat?
+
+     How do you think the Cave-men learned to take care of themselves?
+
+     When they were lame and stiff, do you think they would know what
+     made them so? Think of as many things as you can that they might do
+     to make themselves feel better.
+
+
+_After the Chase_
+
+When the long, hard chase was over, the Cave-men were tired and
+dripping with sweat. All but Scarface threw themselves upon the cold
+ground to rest.
+
+It was Scarface who blew the whistle which called the women to the
+spot. It was he who guarded the carcasses until the women came. And
+while the women skinned the horses he sat on a log to rest.
+
+It was sunset when they reached the cave. All joined in a feast upon
+horse flesh, then they slept until break of day. It was then that the
+men groaned with pain. Their muscles ached, and they were so lame that
+they could scarcely move. Scarface alone of all the men was not
+suffering with pain.
+
+Perhaps you can tell what made the men lame. None of the Cave-men
+knew. Everybody thought that an angry god was trying to punish them.
+
+And so the men tried to drive the god away by raising fearful shouts.
+Then they asked Chew-chew's advice, and Chew-chew took her basket and
+started up the dry ravine. There she found bitter roots which she
+gathered and carried home.
+
+No one knew at that time how to steep roots, for people had not
+learned how to boil. So Chew-chew chopped the roots with a stone
+chopper and laid them upon hot stones. And while the men breathed the
+bitter fumes, Chew-chew threatened the angry god and commanded him to
+go away.
+
+In a few days the men were well and it was almost time to go hunting
+again. Straightshaft feared the angry god. He talked with the men and
+they wondered why it was that Scarface escaped. They looked at his
+deep scar which a tiger's claw had made. And then they looked at the
+trophies of Scarface which he wore about his neck.
+
+Every Cave-man admired the deep scar of the bravest man in the clan.
+Every man wished that he, too, could show such a scar as that. And the
+men began to wonder if the scar was a kind of a charm.
+
+[Illustration: "_Chew-chew took her basket and started up the dry
+ravine._"]
+
+The more the men talked about the scar, the more they wanted scars.
+They talked with Chew-chew about it, and at last decided to let her
+make scars.
+
+So Chew-chew muttered prayers to the gods, and asked them not to hurt
+the Cave-men. Then she took a flint point and scratched the men's arms
+until she made big scars.
+
+Years afterward, when people made scars, they stained them with all
+sorts of things. Sometimes they stained the scars with juices of
+plants, and sometimes they colored them with paints.
+
+The Cave-men thought they could protect themselves by scars, and by
+all sorts of charms. So they kept on making scars, and they hunted for
+all sorts of charms.
+
+But no matter how many charms they wore, they often were lame and
+stiff. Some one must have noticed that they were more apt to be lame
+after sitting on the cold ground while they were warm. For after a
+while the custom grew of never sitting on the bare ground while they
+were warm.
+
+
+#THINGS TO DO#
+
+    _Draw or paint a pattern which you think the Cave-men might have
+    tattooed upon their arms. Where do we put the pictures which we
+    make?_
+
+    _Find and name as many roots and herbs as you can that are used as
+    medicines._
+
+    _What animals have you seen eating herbs?_
+
+    _What mistakes did the Cave-men make when they tried to cure
+    themselves?_
+
+[Illustration: "_She took a flint point and scratched the men's arms
+until she made big scars._"]
+
+
+
+
+V
+
+THINGS TO THINK ABOUT
+
+     What way can you use a spear besides thrusting it with one or both
+     hands?
+
+     What changes do you think the Cave-men made in their spearheads
+     when they began to throw spears? What changes do you think they
+     made in the shafts?
+
+     How do you think the Cave-men made straight shafts for their
+     spears? What do we do with wood when we wish to bend it?
+
+
+_Why the Cave-men made Changes in their Weapons_
+
+[Illustration: _A stone knife._]
+
+While the Cave-men were resting from the hunt, they did a great many
+things. They practiced running; they hunted for stuff to make new
+weapons; they worked upon their weapons and trophies; they learned new
+hunting dances. No matter what they did, they always asked their gods
+to help.
+
+[Illustration: _A laurel leaf._]
+
+[Illustration: _Laurel leaf-shaped spear point._]
+
+All the later Cave-men learned to make light spears and javelins. The
+clumsy spear which served Strongarm so well was not what Scarface
+needed. But in the days of the early Cave-men the heavy spear was a
+good weapon. Strongarm cared as much for his spear as you do for your
+dog. It was like a friend in time of need. Few animals could withstand
+Strongarm's blow when he grasped his spear in one or both hands and
+lunged forward with all his might. His spear was a powerful weapon.
+But Strongarm lived in the age of combat when people fought animals at
+close range.
+
+The later Cave-men did not make light spears and javelins all at once.
+They began by throwing heavy spears. Chew-chew could tell of many a
+hunter who lost his life throwing a spear. Sometimes it was because
+the spear was too heavy to throw with enough force. Sometimes it was
+because the shaft was crooked and the spear did not go to the right
+spot.
+
+When the Cave-men practiced throwing, they did not stand still and
+throw. They took aim and threw as they ran. That was the kind of
+practice they needed for the real chase.
+
+The mark, too, was a moving mark. It was made of a bundle of branches,
+or an old skin stuffed with leaves. While one man dragged it by a long
+cord, the others ran after it, throwing their spears.
+
+A Cave-man could wound an animal with a spear, but he could not give a
+deadly blow. There was always danger of the wounded animal turning
+upon the hunter. A skilled hunter with a good spear ran little risk in
+throwing it. But not all the Cave-men had enough skill. Not all of the
+Cave-men made good enough weapons to be thrown with a sure aim.
+
+And so the Cave-men learned new ways of making and using spears.
+Perhaps they did not want to do it. But they had to do it or die. So
+you see why the men and boys spent most of their time in learning to
+follow the chase. Even the women and girls learned to hunt and to
+make all sorts of weapons.
+
+Long before Scarface lived the Cave-men began to make lighter spears.
+The straighter they made the shaft, the easier it was to hit the mark.
+And so the Cave-men began to vie with one another in making the
+straightest and smoothest shafts.
+
+[Illustration: _A stone scraper._]
+
+When they cut the sticks for the shafts the Cave-men made gifts to the
+wood-gods, and asked for the straightest and toughest branches that
+grew on the trees. Then they cut the branches carefully and carried
+them home to the cave. There they peeled them from butt to tip and
+smoothed them with stone scrapers. Sometimes they rubbed them with fat
+and laid them away to dry. It was hard work to make a crooked stick
+straight. But the Cave-men tried many ways and at last they learned to
+make as beautiful shafts as ever have been made.
+
+When the Cave-men pulled the shaft back and forth on the sandstone,
+they made deep grooves in it. We have found pieces of grooved
+sandstone that the later Cave-men used. Sometimes they would clamp a
+crooked stick between a grooved piece of sandstone and a flat bone.
+Then they would pull and twist, and pull and twist, and pull and twist
+that stick back and forth until the crooked place was made straight.
+
+[Illustration: _A shaft-straightener._]
+
+When Scarface was very old he made a shaft-straightener of a piece of
+reindeer horn. He carved the head of the reindeer upon it, and made a
+hole for the shaft. Then he thrust the crooked stick through the hole
+and turned the shaft-straightener round and round as we turn a wrench,
+until he straightened the shaft.
+
+
+#THINGS TO DO#
+
+    _See if you can find a good branch for a shaft. If you have a right
+    to cut the branch, see if you can make it into a shaft._
+
+    _Find a stone which you can use for a scraper. What else can you use
+    as a scraper?_
+
+    _If you do not care to make a shaft, make something else out of the
+    stick which you straighten._
+
+    _Name the things which you have at home or at school made of wood._
+
+    _Make a collection of the different kinds of wood which you know._
+
+    _Which of these are soft wood? What do we use soft wood for? Which
+    are hard? What do we use hard wood for?_
+
+
+
+
+VI.
+
+THINGS TO THINK ABOUT
+
+     Can you think why the Cave-men used stone for their spear points
+     and knives before they used bone or horn?
+
+     What tools did the Cave-men need in making flint spear points?
+
+     Why did the Cave-men have to learn to strike gentle blows in making
+     their weapons? Can you think of any way of removing little pieces
+     of flint besides striking them off?
+
+
+_How the Cave-men made Delicate Spear Points_
+
+Perhaps you have seen very beautiful Indian arrows. Perhaps you have
+wished you could make such arrows yourself. The later Cave-men first
+made such weapons and no people since have ever been able to make more
+beautiful ones.
+
+The early Cave-men did not need such beautiful spear points. Rough
+points of flint and heavy stone axes were the weapons they needed
+most. It was not until the Age of the Chase that people shaped stone
+into beautiful forms.
+
+[Illustration]
+
+Scarface always used flakes of flint for the points of spears and
+javelins. But in earlier times, people did not know how to strike off
+flakes of flint. They put the flint on a hard rock and struck it with
+a heavy blow. They smashed the flint, for the hard rock did not yield.
+They had not learned to let the flint break in its own way.
+
+When the Cave-men held the flint in the hand, the hand yielded to the
+light blow. The flint broke in its own way. But the sharp edges cut
+the men's hands. So they covered the palms of their hands with rawhide
+and kept from getting hurt. When they worked in this way, they had no
+trouble in striking off flakes for spear points and knives.
+
+When the men worked on their flint points, Fleetfoot liked to play
+near the workshop. He liked to watch Straightshaft strike off flakes
+with a hammer-stone and punch. He liked to listen to the song that
+Scarface and Straightshaft sang.
+
+[Illustration: "_When the Cave-men held the flint in the hand, the
+hand yielded to the light blow._"]
+
+Scarface and Straightshaft always sang when they worked with the
+hammer-stone and punch. While Scarface placed the punch he sang in low
+tones. And when he was ready for Straightshaft to strike, he sang so
+as to let him know. Then Straightshaft took up the song and marked the
+time for each blow.
+
+[Illustration: "_While Scarface placed the punch he sang in low
+tones._"]
+
+The men always sang when they worked together. If one man stopped when
+it was his turn to sing, the other did not know what to do. Besides
+marking the time, the song helped the men to measure the force of each
+blow. It helped them to strike off tiny flakes so as not to break the
+point. So, at length, the Cave-men began to think that the song they
+sang was a charm.
+
+While the men struck off large flint flakes, Fleetfoot played not far
+away. He played while they hafted long narrow flakes for knives, but
+when they began to chip spearheads, he came and watched them at their
+work. He listened to the song of Scarface and Straightshaft, while
+they shaped a fine spearhead.
+
+At length the spearhead was ready for the finishing touches. So
+Straightshaft dropped his hammer-stone and picked up a queer little
+tool. He called it a flaker, and he used it to press off tiny flakes
+from the beautiful point.
+
+[Illustration: _Straightshaft using a flaker._]
+
+When Straightshaft had finished, he dropped the flaker and Fleetfoot
+picked it up. And he asked Straightshaft if he might use it to press
+off little flakes.
+
+Straightshaft let him try, but Fleetfoot was not strong enough to
+press off hard flint flakes. So he listened to the story that Scarface
+told of the young man who first made a flaker.
+
+Holding up a little bone flaker, Scarface turned to the men and said:
+"When I was a boy, no one pressed off flakes of flint. No one had a
+flaker. We hammered off flint flakes.
+
+"One summer when there were plenty of salmon, the neighboring clans
+had a great feast. Nimble-finger came. I saw him. I heard him speak.
+The third day of the feast I saw him flake flint."
+
+[Illustration: _A flaker._]
+
+As Scarface went on he told how Nimble-finger invented the flaker. He
+did it one day when he was making a bone handle for a knife. When he
+was scraping a bone with a flint scraper he happened to press off a
+flint flake.
+
+Nimble-finger did not know how it happened. He tried again and again.
+At last he pressed off another flake; and this time he knew that he
+did it by pressing the point of the bone against one edge of the
+flint.
+
+Nimble-finger never finished that bone-handled hunting knife. But he
+showed the people how to make a flaker. He became an inventor; for he
+gave the world a tool it had never had before.
+
+When the people returned from the feast many forgot about the flaker.
+Others longed for delicate spear points like those Nimble-finger made.
+So, at length, they tried to make flakers of their own. Some tried to
+make them of wood; but the wood was too soft to break the stone.
+Others tried to make them of ivory; but ivory was too hard to get a
+hold. At length all the Cave-men made flakers of antler and bone, for
+they were hard enough to break the stone and soft enough to get a
+hold.
+
+When Scarface finished, Fleetfoot began to talk about Nimble-finger.
+He asked Scarface, "Where does Nimble-finger live? Does he always come
+to the great feasts?"
+
+To the child's questions Scarface replied, "While Nimble-finger was
+still a young man he went far away. For many years he lived far north
+in a cave beside the River of Stones. But years have come and gone
+since then. If he still lives, he is an old man; but of that I know
+not."
+
+
+#THINGS TO DO#
+
+     _If you can find a piece of flint strike off a flake with a
+     hammer-stone. Strike off a flake with an angular stone. Strike off
+     a flake by using a hammer and punch._
+
+     _Sort out the flakes that are good for knives. Put handles on them.
+     Sort out the flakes that are good for making into spearheads. See
+     if you can strike off tiny flakes until the large flake looks like
+     a spearhead._
+
+     _Find something which you can use as a flaker. When you have made
+     one, see if you can use it._
+
+     _Make a collection of stones which you can chip or flake. Tell all
+     you know about each of those stones._
+
+     _Think of Scarface as he was telling the story. Draw the picture._
+
+
+
+
+VII
+
+THINGS TO THINK ABOUT
+
+     What do our horses and cattle eat? Where do we get their food? What
+     do wild cattle and horses eat? See if you can find out whether wild
+     cattle or horses have ever lived in a place where the ground is
+     covered with snow part of the year.
+
+     Did you ever see cattle pawing the ground? Did you ever see horses
+     pawing the ground? Did you ever see them paw the snow?
+
+     See if you can find out something about the great herds of bison
+     that used to live in this country. What has become of them?
+
+     Can you think why bison live in herds? What officers does a herd of
+     bison have? Can you think how the officers of a herd of bison are
+     chosen?
+
+
+_The Return of the Bison_
+
+Ever since the reindeer went away the Cave-men had been looking for
+the return of the bison. Each summer the herds came up the valley to
+feed on green grass and tender shoots. Each winter they went to the
+forests of the lowlands where they found shelter from the cold.
+
+The snow was now gone from the wooded hills and the days were warm
+again. The dingy brown coats of the hillsides were changing to the
+palest green. The buds were beginning to swell. Everything seemed to
+say that summer was coming.
+
+Each day the Cave-men watched for signs of the coming of the great
+herd. Each night they danced the bison dance and tried to make the
+bison come.
+
+One morning Straightshaft climbed the cliff and looked far up and down
+the valley. Looking north he could see the River of Stones with high
+cliffs on one or both banks. He could see dense forests of evergreen
+that grew on the low banks. He could see hills and valleys beyond the
+cliffs where many wild animals lived.
+
+Looking south, near at hand, was the Fork of the River where Little
+River joined the River of Stones. Here the cliffs were not very high;
+farther down, they became lower, and at last there were no cliffs. The
+edge of the lowland forest where the bison wintered could be seen far
+away. Grassy lowlands near the forests stretched farther than the eye
+could see. It was here that the bison and cattle found the best
+winter pastures. It was in the lowland forests that they found
+shelter from the cold.
+
+[Illustration: "_Straightshaft saw the herd at sunrise and made a sign
+to the men._"]
+
+Straightshaft looked toward the lowlands, hoping to see a bison.
+Mammoths were feeding not far away, and beyond were woolly
+rhinoceroses. But there was not one bison.
+
+[Illustration: _An ibex._]
+
+As Straightshaft watched the second day, chamois and ibexes played on
+the hills. Herds of horses came from the grassy uplands and returned
+after drinking at the ford. But no sign of a bison yet appeared.
+
+The third day Straightshaft saw a black spot in the distance. It was
+far down on the river trail. As he watched, it became larger and
+larger. And then Straightshaft knew that it was a bison coming in
+advance of the great herd.
+
+The morning of the fourth day the great herd came. A powerful bison
+led the way. Strong sentinels guarded either side. The herd followed
+blindly, galloping eight or ten abreast.
+
+Straightshaft saw the herd at sunrise and made a sign to the men.
+Those who saw it passed it along, and soon all the people had seen the
+sign. Then everybody climbed up a hill or a high cliff and watched the
+coming of the bison.
+
+Nearer and nearer the great herd came, like a sea of tossing manes and
+horns. The earth trembled beneath their tread and the air was filled
+with their bellowing.
+
+When the bison reached the ford, the foremost creatures stopped to
+drink. But the solid mass, pressing on from the rear, crowded them up
+the river. Soon the ford was packed with struggling beasts. Some tried
+to escape by swimming up the river. Others swam down the stream. And
+still the solid mass from the rear kept crowding on and on.
+
+At length the herd divided. One part followed the river trail,
+while the other went up the narrow valley. Whenever a herd reached a
+branching valley, a big bison led off a small herd. This happened many
+a time. And at the close of the day there was not a little valley in
+the surrounding country that did not have a herd of two or three
+hundred bison.
+
+
+#THINGS TO DO#
+
+     _Play you are a herd of bison, and show how the herd marched. Show
+     how it divided. Show how you think it would come together again._
+
+     _Show in your sand-box where Straightshaft stood while he watched.
+     Show the trails the bison followed._
+
+     _Think of the herd as it galloped up the river trail. Draw the
+     picture._
+
+     _Make such a sign as you think Straightshaft made._
+
+     _Plan a bison dance._
+
+
+
+
+VIII
+
+THINGS TO THINK ABOUT
+
+     If you were to hunt bison, what would you want to know about them?
+
+     In what ways can bison notice signs of danger? In what ways can
+     they help one another?
+
+     Watch animals, and see if they give signs to one another.
+
+     What weapons do you think the Cave-men would take when they went to
+     hunt the bison? How could the Cave-men help one another in hunting?
+     How might one man hinder the others?
+
+
+[Illustration: "_At the close of the day there was not a little valley
+in the surrounding country that did not have a herd of two or three
+hundred bison._"]
+
+_The First Bison Hunt of the Season_
+
+And now the great herd of bison had come, and the Cave-men were eager
+to hunt them. While they were getting ready to start they kept up this
+merry song:--
+
+    _The bison have come;_
+    _The bison have come;_
+    _Now for the chase!_
+    _Now for the chase!_
+    _Bring axes and spears;_
+    _Bring axes and spears;_
+    _Now for the chase!_
+    _Now for the chase!_
+
+When Scarface climbed the cliff he saw three herds of bison. The first
+was feeding in an open space; the second was on a hillside, and the
+third was in a narrow valley close by a deep and hidden ravine. This
+was a place where the Cave-men liked to hunt. So they agreed to follow
+Scarface through the hidden ravine.
+
+Scarface led the way, and all the men followed. Not a leaf rustled
+beneath their tread. Not a twig broke as they crept up the side of the
+deep ravine and looked out at the herd.
+
+Everybody wanted to get the yearlings or young cows, for their flesh
+was tender and sweet. But the cows and young bison were in the center
+of the herd. They were guarded by the sentinels, whose flesh was hard
+and tough.
+
+And so the Cave-men wondered how to get a young bison. They wondered
+if the vigilant leader was more than a match for them. They watched
+his signals, and saw fresh sentinels take the places of the hungry
+ones. They noticed how quickly the bison obeyed every signal the
+leader gave.
+
+[Illustration: "_With a quick snort he turned and charged._"]
+
+At last the Cave-men decided to attack the leader first. They waited
+till he was not more than a stone's throw away. Then Scarface gave the
+signal and the men made a bold attack.
+
+Straightshaft hurled his spear with all his might, then turned to give
+place to the others. The leader was taken by surprise. The men had
+crept up so quietly that not till the spear whizzed through the air
+did he suspect danger.
+
+With a quick snort he turned and charged. Straightshaft ran, but the
+others met the charge. They hurled their spears and dealt heavy blows
+with their stone axes.
+
+Before the leader could give the alarm he lay stretched out on the
+ground. The sentinels looked for a signal. Meanwhile the cows and
+yearlings tried to make their escape.
+
+Then each of several sentinels tried to lead. But the frightened herd
+did not know which one to follow. Some of the bison rushed one way and
+some rushed another. Then there was a general stampede. They gored one
+another with their sharp horns. They trampled one another under their
+feet. They were too frightened to know what they were doing.
+
+It was then that the Cave-men singled out the young bison. When they
+had secured them for their prize, they started toward the cave,
+singing--
+
+    _To-day we went hunting._
+    _We crept up the ravine;_
+    _We surprised the leader of the bison._
+    _He made a charge upon us--_
+    _We have his horns for a headdress._
+    _We killed many a young bison;_
+    _We have plenty of tender meat._
+
+Perhaps one of the sentinels became leader of the herd that very day.
+Perhaps several battles were fought to see which sentinel was the
+strongest. For bison never follow a leader that is not stronger and
+wiser than themselves.
+
+
+#THINGS TO DO#
+
+     _Show in your sand-box where each of the three herds was feeding._
+
+     _Make a plan for hunting the herd that was feeding in an open
+     space._
+
+     _Draw one of these pictures:_--
+       _The Cave-men creeping up the banks of the steep ravine._
+       _The charge of the leader._
+       _The stampede._
+       _Deciding which bison shall be leader of the herd._
+
+     _Make a song to sing in getting ready to hunt the way you have
+     planned. Make a song to sing on your return._
+
+     _Model a large, strong bison._
+
+
+
+
+IX
+
+THINGS TO THINK ABOUT
+
+     Watch water when it is boiling, and see if you can tell what
+     happens.
+
+     Why would it be harder for people to learn to boil than to roast?
+
+     What kind of dishes did the Cave-men have? What would happen to
+     them if they were put over the fire?
+
+     What does your mother do, when she wants to find out whether the
+     flatiron is hot enough to iron?
+
+     When the Cave-men first learned to boil water, do you think they
+     would think of boiling food? What might make them think of boiling
+     food?
+
+
+_What Happened when the Children Played with Hot Stones_
+
+Again the Cave-men went out to hunt. Again the women went out to
+gather roots and berries. Only Chew-chew and the children were left
+near the cave.
+
+Chew-chew was curing the skins which the women had brought home. Some
+of them were stretched out on the ground. Others were stretched on
+frames. Many of these were ready to be rolled up and put away.
+
+While the skins were drying, Chew-chew had time for other work. She
+wanted to finish her basket, and so the splints must be put to soak.
+
+At a sign from Chew-chew, Fleetfoot went to the river for a bag of
+water. While he was gone, Chew-chew began to make a place to put it.
+She dug a shallow hole in the ground and lined it with a skin.
+
+When Fleetfoot came back they patted down the skin. Then they poured
+the water into the skin-lined hole, and put the splints to soak.
+
+While Chew-chew worked at her basket, Fleetfoot played near at hand.
+Often he came to his grandmother's side and talked about many things.
+
+At length Chew-chew, holding up a skin, turned to Fleetfoot and said,
+"Do you know what animal wore this skin?"
+
+[Illustration: _A bear's tooth awl._]
+
+"One of the reindeer we saw at the ford," quickly responded Fleetfoot.
+
+"Where have all the reindeer gone?" was Chew-chew's next question.
+
+"To the cave of the Big Bear of the mountains," came the prompt
+answer.
+
+While Chew-chew and Fleetfoot talked the children played near the
+cave. Pigeon was playing with stones which she had gathered and tossed
+into the fire. In trying to get them out again she burned her fingers,
+and began to cry.
+
+When Chew-chew saw what had happened, she told Fleetfoot to play with
+Pigeon. And Fleetfoot played with Pigeon, and he showed her how to
+lift hot stones without getting burned.
+
+The children played and carried hot stones with tongs made of sticks.
+They ran back and forth between rows of skins until Pigeon dropped a
+hot stone into the hole.
+
+No sooner had Pigeon dropped the stone than she screamed, "A snake! a
+snake!" And she ran to her grandmother and sobbed, while she hid her
+face in her chubby arm.
+
+Chew-chew thought that a snake was crawling about. Fleetfoot helped
+her look under all the skins. They looked for some time, but they
+found no trace of a snake.
+
+Then Chew-chew asked Pigeon to tell her all about it. And Pigeon said,
+"A big snake hissed and made me drop the stone."
+
+Just then Fleetfoot dropped a hot stone and something went
+"s-s-s-s-s-s."
+
+Pigeon screamed again, but a hearty laugh from Chew-chew showed there
+was nothing to fear. Chew-chew knew that the hissing sound was not the
+hiss of a snake. It was the sizzling of the water when it touched the
+hot stone.
+
+And so Chew-chew tried to teach the children how to know the hissing
+sound. She picked up hot stones and dropped them into the water. Each
+time a stone was dropped, the hissing sound was heard; and the
+children learned to know the sound, and they were no longer afraid.
+
+As Chew-chew kept on dropping the hot stones, she did not notice all
+that happened. She thought only of teaching the children, so that they
+would not be afraid. But at last such a strange thing happened, that
+even Chew-chew was afraid.
+
+The water no longer was still. It kept moving like the angry water in
+the rapids of the river. A thin mist began to rise, and a strange
+voice came from the water, saying:--
+
+    "_Bubble, bubble, bubble;
+      Bubble, bubble, bubble._"
+
+At the sound Chew-chew was filled with fear. She was afraid the gods
+were angry. She looked about for an offering, and found a piece of
+bison meat. She dropped the meat into the water, hoping to appease
+the angry god.
+
+[Illustration: "_Chew-chew tried to teach the children how to know the
+hissing sound._"]
+
+The bubbling ceased, but Chew-chew was still afraid. So she called the
+children together, and took them into the cave.
+
+When the men and women came home that night, Chew-chew told them what
+had happened. They went to the spot and saw the meat, which they
+thought the god had left. Then they listened in silence as Chew-chew
+told them the story again and again.
+
+
+#THINGS TO DO#
+
+     _Choose some one for each of the parts and dramatize the story._
+
+     _Draw pictures which will show what happened._
+
+     _See if you can boil water by dropping hot stones into it._
+
+     _Show in your sand-box how the skins were stretched out, and how
+     the skin-lined hole was made._
+
+
+
+
+X
+
+THINGS TO THINK ABOUT
+
+     What do you think Chew-chew might learn by dropping the meat into
+     the hot water?
+
+     What kind of boiling-pots did people first use?
+
+     Why didn't they hang their boiling-pots over the fire?
+
+
+_Why the Children Began to Eat Boiled Meat_
+
+The more Chew-chew thought about the bubbling sound, the more she
+wanted to hear it again. She wondered what the god wanted to say, and
+if he was asking for food. She wondered if she could make friends with
+him by giving him something to eat.
+
+Chew-chew talked with Eagle-eye and at length they tried to make
+friends with the god. They prepared a place for the water by making a
+skin-lined hole. Eagle-eye poured the water into the hole, while
+Chew-chew dropped in a piece of meat. Then they looked and listened
+for a sign, but no sign was made. They tried it again and again, but
+still there was no sign.
+
+At length Chew-chew thought of the hot stones she had dropped when she
+heard the voice. So she and Eagle-eye heated stones and dropped them
+into the water. As they did it they muttered prayers to the gods and
+asked them to protect the Cave-men.
+
+Before the women had dropped many stones, the children crowded around.
+Nobody was frightened this time when the hissing sound was heard. But
+their eyes opened wide when the water began to bubble.
+
+Chew-chew dropped the meat into the water as an offering to the god.
+Everybody watched as she dropped the meat. Everybody breathed more
+freely when the bubbling ceased. And Chew-chew said, "The god is
+pleased with the offering of meat."
+
+Many times after that Chew-chew dropped hot stones into the water, and
+offered meat to the god. But when she did it she never thought that
+she was cooking meat. She thought she was helping the Cave-men by
+winning the favor of the god.
+
+Sometimes when the children were hungry, Chew-chew let them tear off
+strips of partly boiled meat. Sometimes she let them drink the broth
+from bone dippers and horns.
+
+The children liked to eat the boiled meat and to drink the rich broth.
+But they always thought the meat and broth were what the god had left.
+
+
+#THINGS TO DO#
+
+     _Make tongs out of sticks and see if you can lift small objects
+     with them._
+
+     _Watch water when it boils, and tell where the steam comes from._
+
+     _Where does it go? Hold a cold plate over the steam and see what
+     happens. Where do the drops of water on the plate come from?_
+
+     _When water stands in the open air, what becomes of part of it?_
+
+     _Why do we hang clothes out on the clothes-line to dry?_
+
+     _What becomes of the water that was in the clothes?_
+
+     _Tell what you think happens just as clouds form. See if you can do
+     something that will show what happens at the time._
+
+     _What happens to the clouds just as it begins to rain?_
+
+
+
+
+XI
+
+THINGS TO THINK ABOUT
+
+     Why would the grass-eating animals go from place to place during
+     the summer? What do you think the Cave-men would do when the herds
+     went away?
+
+     At what season of the year are nuts fit to gather? Is there any
+     place near by where you have a right to go nutting?
+
+     What animals eat nuts? What animals store nuts? Do you think the
+     Cave-men would gather many nuts?
+
+
+_The Nutting Season_
+
+Summer passed as summers had passed before. When the bison went to the
+higher lands, the Cave-men followed them. When they started toward
+their winter pastures, the Cave-men came home.
+
+[Illustration: "_All the women and children went nutting._"]
+
+It was the nutting season when they returned. All the beech, walnut,
+and butternut trees were heavily laden that year. The ground
+underneath their branches was nearly covered with nuts. Slender hazel
+bushes bent under their heavy loads.
+
+Wild hogs and bears had begun to harvest the nuts before the Cave-men
+returned. Each day they went to the trees and ate the nuts that had
+fallen. When Eagle-eye saw what they were doing, she said, "Bring your
+bags and baskets and come. If we do not look out the hogs will get the
+best of the nuts this year."
+
+Then all the women and children went nutting. They gathered the nuts
+that lay upon the ground and put them in their baskets. Some climbed
+trees and shook the branches until they got a shower of nuts; others
+took their digging sticks and beat the heavily laden branches.
+
+The children had a feast that day. They sat down under the trees and
+cracked all the nuts they could eat. They gathered handfuls and helped
+their mothers fill baskets and skin bags. They climbed the trees and
+they laughed and played all day long.
+
+When the women first came to the trees, they heard the wild hogs in
+the distance. Once a big hog came up and tried to eat the nuts out of
+a basket. But Eagle-eye chased him with a big stick and drove him away
+from the spot.
+
+When Eagle-eye was coming back from the chase, she saw other trees
+heavily laden. She called to the women, and they came to the spot and
+forgot all about the nuts they had gathered.
+
+[Illustration: _The wild hogs were having a feast._]
+
+It was Chew-chew who first thought of the pile of nuts they had left
+on the ground. It was she who ran to the trees and found the wild hogs
+having a feast.
+
+Chew-chew struck one of the hogs with her digging stick. He was
+munching the nuts she had gathered. He turned away and she struck
+another; then the first hog came back.
+
+Chew-chew soon found that unless she had help the hogs would eat all
+the nuts, for as fast as she drove one hog away another one came back.
+Chew-chew screamed for help and the women came with their
+digging-sticks.
+
+The women drove the hogs away, but they returned again and again. And
+so the women learned to keep a close watch while they were gathering
+nuts. But in spite of all their trouble, they had a good time that
+day.
+
+It was not until they were starting home that they found that a
+serious thing had happened. They did not know all about it then, and
+some of them never knew.
+
+It was all about Fleetfoot. When Eagle-eye looked for him, he was
+nowhere to be seen. At first she thought he was with Chew-chew, but
+Chew-chew had not seen him since morn.
+
+Fleetfoot had played near his mother nearly all day. He had cracked
+nuts; he had climbed trees; he had mimicked the squirrels; he had
+scattered burrs in the rabbits' paths, and he had done all sorts of
+things.
+
+But now Fleetfoot was lost, and everybody began to hunt for him.
+Eagle-eye found the stones he had left only a short time before. She
+found his tracks and followed them until they crossed the boundary of
+the hunting ground. There she lost all trace of him. She called, but
+the "caw-caw" of a crow was the only answer.
+
+The men heard her call, and came to join in the search. But in spite
+of all they could do, they did not find the child.
+
+And so the Cave-men thought they would never see Fleetfoot again. They
+thought he had lost his way in the forest and had been killed by a
+cave-bear. For a few days they mourned for the child, then they spoke
+no more of him.
+
+
+#THINGS TO DO#
+
+     _Tell a story of what happened one time when you went nutting._
+
+     _Name all the nuts you can that grow on trees. Name those that grow
+     on bushes. Where do peanuts grow?_
+
+     _Dramatize this story._
+
+     _Draw a picture of the part you like the best._
+
+
+
+
+XII
+
+THINGS TO THINK ABOUT
+
+     Why do people put up such signs as "Keep off," "Do not trespass"?
+
+     Why do people build fences around their land?
+
+     Do you think the Cave-men could hunt wherever they chose?
+
+     Why did each clan have its own hunting ground? What kind of
+     boundaries did the hunting grounds have? Why was it not safe to go
+     on the land of a stranger?
+
+     Why did mothers teach their children the boundary lines?
+
+     What do you think some mothers mean when they tell their children
+     that the "Bogie-man" will get them?
+
+
+_Why Mothers Taught their Children the Boundary Lines_
+
+Each day brought so many hard things to do that most of the Cave-men
+forgot Fleetfoot. But his mother and grandmother did not forget him.
+They often thought of the boy they had lost.
+
+Other mothers were afraid they might lose their children. So they
+tried to keep them from running away. Most of all, they tried to keep
+them from running across the boundary line.
+
+When Pigeon tried to run away, Eagle-eye would say, "The cave-bear
+will get you." Mothers tried all sorts of ways to keep their children
+from danger.
+
+Each clan had its own hunting ground. The people who lived together
+shared it, but no one else was allowed to hunt on the land. It was not
+even safe to cross the land of a stranger. Sometimes the Cave-men had
+to do it. Sometimes they had to call upon their neighbors for help.
+But since there were people who had lost their lives when trying to
+cross the land of strangers, the Cave-men learned to use signs to show
+what they wanted. They carved pictures upon sticks, which told what we
+might tell in a letter.
+
+When a stranger carried a message-stick, it was safe for him to do his
+errand. People knew what he wanted and why he came, so they let him go
+on his way unharmed. But when a stranger had no message-stick, his
+life was not safe in a strange land.
+
+[Illustration: "_Mothers taught their children what the boundaries
+were._"]
+
+And so people learned to stay on their own lands and mothers taught
+their children what the boundaries were. They taught the children to
+name them over and over again. They taught them to know how the
+boundaries looked.
+
+For a long time Pigeon had to tell her mother each day the boundaries
+of the hunting grounds. She would stand on the cliff and point north
+to the narrow valley, then south to Little River. Then she pointed to
+a high ridge of hills toward the east and west to the River of Stones.
+
+While Pigeon was so small that Eagle-eye had to take her by the hand,
+her mother took her to the boundaries. Eagle-eye had taught her so
+well that she knew them as soon as she saw them.
+
+Perhaps you have heard the story told about mothers who taught their
+children the boundary lines. It is told that mothers used to be so
+anxious to have their children remember the boundaries that they
+whipped them at each one. Then the story is told that in later times
+instead of beating the children, people let them beat the boundaries.
+Some day you may be able to learn more about the strange customs of
+beating the boundary lines.
+
+
+#THINGS TO DO#
+
+     _Mark out in your sand-box the boundary lines of the hunting ground
+     of the Horse clan. Show a good place for another hunting ground._
+
+     _Ask some one to read you the story, "The Goblins will get you if
+     you don't watch out." What do you think the story means?_
+
+     _Climb a hill, or look out of a high window, and see if you can
+     find land which at one time was a good hunting ground._
+
+     _See if you can make a message-stick._
+
+
+
+
+XIII
+
+THINGS TO THINK ABOUT
+
+     What do you think had happened to Fleetfoot?
+
+     If strangers found him, what do you think they would do with him?
+
+
+_What Happened to Fleetfoot_
+
+Perhaps you have been wondering what happened to Fleetfoot. Perhaps
+you would like to know how he happened to wander away from his clan.
+
+It happened in this way. He cracked all the nuts he could eat; he
+climbed trees; he threw sticks and stones; he watched the wild hogs
+eating nuts; he listened to the whistle which Scarface blew to call
+the men to the hunt. He wished that he could blow the whistle and hunt
+with the men.
+
+Then a rabbit hopped across his path and stopped and looked at him.
+How Fleetfoot longed to catch the rabbit and to hold him in his hands!
+He stood perfectly still; he could hear himself breathe; he tried to
+breathe more quietly, for he did not want to frighten the rabbit.
+
+The rabbit started. How Fleetfoot wished he would go down the path
+where he had scattered burrs! But the rabbit took another path and
+Fleetfoot ran to catch him. He was almost sure he could lay his hands
+on the rabbit's stumpy white tail.
+
+The rabbit was too quick for him, yet Fleetfoot did not give up. He
+started on a hard chase and forgot about everything else. Up hill and
+down the rabbit ran and Fleetfoot followed after. Not until the
+rabbit was out of sight did Fleetfoot give up the chase. Then he
+stopped and rested a while and tried to get his breath.
+
+While Fleetfoot was resting he looked at the squirrels which were
+chattering in the trees. He watched them hold nuts with their forepaws
+while they gnawed through the shells. He listened to their chattering
+and then he wandered on.
+
+Fleetfoot did not know that he had crossed the narrow valley. He did
+not know that he had wandered into a strange land. He thought nothing
+about where he was until some time had passed. But after a while
+everything seemed still, and Fleetfoot began to feel lonesome. And
+so he turned around to go back to the women and children.
+
+Fleetfoot walked and walked, but he did not find them. He called, but
+no answer came. So he wandered on and on.
+
+Soon Fleetfoot knew he was in a spot he had never seen before.
+Everything seemed strange. He looked this way and that; but he could
+not tell which way to go. And so the lost child wandered farther and
+farther away from home.
+
+He was choking down a sob when he caught sight of some women with
+packs upon their backs. Fleetfoot thought he had found his people
+going home with their loads of nuts. He ran and called to his mother.
+
+A strange woman stopped and looked at the child. Then she gave a
+signal to her clan.
+
+Fleetfoot was within reach of the strange woman before he saw his
+mistake. He tried to run away. But he could not do it. A big man
+caught him and lifted him up and put him upon his shoulder. Strange
+men, women, and children crowded around and stared into his face.
+
+[Illustration: "_A big man caught him, and put him upon his
+shoulder._"]
+
+Bighorn asked him where he lived; but Fleetfoot was too frightened to
+speak. He remembered the stories Chew-chew had told about strange
+clans. He wondered what the strangers would do. How he wished he were
+safe at home!
+
+But poor Fleetfoot did not see his home again for many long years. He
+was in a strange land, and soon he was traveling with the strangers
+far away from his home.
+
+A woman, whose name was Antler, took charge of Fleetfoot. She took him
+by the hand until he was too tired to walk. Then she carried him until
+they came to the place where they camped for the night.
+
+
+#THINGS TO DO#
+
+     _Choose some one for each of the parts and see if you can act out
+     this story. Draw pictures to illustrate the story._
+
+     _Name the wild animals you can find in your neighborhood. Notice
+     what they eat. Do they help or harm the people near where they
+     live?_
+
+     _Model one of these animals in clay._
+
+
+
+
+XIV
+
+THINGS TO THINK ABOUT
+
+     What kind of a shelter do you think the people will have for the
+     night?
+
+     Think of as many easy ways as you can of making a shelter out of
+     trees.
+
+
+_How the Strangers Camped for the Night_
+
+The camping place was an old one. It had been used many times. The
+strange clan always used it on their way to and from the lowland
+plains. It was under a big oak tree, and near a spring of fresh water.
+
+When the strangers reached the camp, Greybeard took charge of
+Fleetfoot. The women quickly unloaded their packs, and began to build
+a tent.
+
+It did not take long to make the tent, for it was almost ready-made.
+It was an old oak, which reached out long and low-spreading branches.
+The branches had been bent to the ground many times, and now they
+nearly touched it. So all that the women had to do was to fasten the
+ends firmly. They did it by rolling a stone over the end of a branch,
+and sometimes they tied the end of a branch to a peg which they had
+driven in the ground.
+
+All the Cave-men made such tents in the summer when they were away
+from the caves. When the branches were not thick enough for a shelter,
+the women broke saplings and leaned them against the tree.
+
+While Chipper worked at a spearhead, the other men were moving about.
+Bighorn feared that Fleetfoot's clan might follow their tracks.
+
+Long after Fleetfoot fell asleep, the strangers talked quietly. They
+held their ears close to the ground and listened. They went and looked
+at Fleetfoot, now fast asleep. Then they all sat down by the fire.
+
+[Illustration: "_The tent was an old oak, which reached out long and
+low-spreading branches._"]
+
+At length the men turned to Greybeard. And Greybeard spoke to them and
+said, "When I was young my clan lived in a cave near Sweet Briar
+River. Every year, in the salmon season, the neighboring clans met at
+the rapids. The Horse clan came from the Fork of the River, where the
+Sweet Briar joins the River of Stones. They may live there still. This
+boy may belong to them."
+
+"Do you think they will follow us?" asked Bighorn.
+
+Greybeard looked up, but did not speak. He seemed to be trying to
+think. At length he turned to the men and said, "Sleep until the moon
+sets; I'll watch and wake you."
+
+So the Cave-men went to the tent and slept while Greybeard kept watch.
+Not a sound escaped his ear that night. Not a leaf rustled that he did
+not hear. Not a twig broke, as wild animals passed, but that he found
+out what it meant.
+
+As Greybeard watched in the moonlight he heard many a familiar sound.
+Now he heard the roar of a tiger, and again the "hoo-hoo" of an owl;
+now the howling of hyenas, and again an eagle's scream.
+
+Among all these sounds Greybeard heard nothing that seemed to come
+from the lost child's clan. But when the moon was set he roused the
+people, and under cover of the darkness they hurried toward home.
+
+They let Fleetfoot sleep, for fear he might answer if he were called.
+And so the child slept while he was hurried away through the darkness.
+At daybreak, when he awoke, he found himself in a new home.
+
+
+#THINGS TO DO#
+
+     _See if there is a tree in your neighborhood that could be made
+     into such a tent as the Cave-men made._
+
+     _Find a thick branch and make such a tent in your sand-box._
+
+     _Draw one of these pictures:--_
+       _The council of the clan before going to sleep._
+       _Greybeard watching in the moonlight._
+       _Hurrying home under cover of the darkness._
+       _Fleetfoot awakes and finds himself in his new home._
+
+     _Act out part of this story and let some one guess what it is._
+
+     _Write as many calls of the birds as you know. Model one of the
+     birds in clay. If you know its nest, model that._
+
+
+
+
+XV
+
+THINGS TO THINK ABOUT
+
+     How do you think Fleetfoot felt the first few days he was with the
+     strange clan?
+
+     What do you think he will learn of them? What do you think he can
+     teach them?
+
+
+_Fleetfoot is Adopted by the Bison Clan_
+
+For a few days Fleetfoot missed his mother and Chew-chew more than he
+could tell. He missed little Pigeon, too. He missed the people he had
+always seen. But he said very little about them.
+
+It was Greybeard who told him that he was now living with the Bison
+clan. Not all of the people belonged to that clan, but there were more
+of that clan than of any other. And so they were known as the Bison
+clan.
+
+At first Fleetfoot was afraid of the men and large boys. Most of all
+he was afraid of Bighorn, for it was Bighorn who captured him.
+
+But before one moon had passed, he was adopted by the Bison clan. And
+soon after that, he began to feel at home. Greybeard told him stories,
+and gave him little spears. Antler was kind to him, and the children
+were always ready to play.
+
+[Illustration: _A skin stretched on a frame._]
+
+Fleetfoot liked to play with the children. He liked to play with
+Flaker best of all. Flaker was Antler's child, and he was about the
+size of Fleetfoot.
+
+[Illustration: _A scraper._]
+
+As the days became cold, the women worked upon skins. There was not a
+smooth spot near the cave which was not covered with a skin. Fleetfoot
+watched Antler as she cut little slits in the edges. He helped stretch
+the skins out on the ground and drive little pegs through the slits.
+He watched her stretch a skin on a frame and put it near the fire.
+
+Antler scraped a skin until the fat was off, and the inner skin was
+removed. Then she roughened it by scraping it crosswise, so as to make
+it flexible.
+
+When Fleetfoot saw Antler roll the skins in a loose roll, he asked if
+she was going to chew them. Antler smiled as she asked Fleetfoot how
+his mother softened skins.
+
+Fleetfoot showed how his mother did it. And he told Antler about
+Chew-chew. He told her that Chew-chew got her name because she learned
+to chew the skins.
+
+While Antler and Fleetfoot were talking, all the women and children
+gathered around. They wanted to see what they were doing, and to hear
+what Fleetfoot said.
+
+Then Antler said to the women and children, "These skins are ready to
+soften. Come, join hands and show Fleetfoot how we soften hard skins."
+
+[Illustration: _A hammer of reindeer horn._]
+
+What a noisy time they had for a little while! Each group wanted to
+finish first. Some of them stamped the skins, and kept time by
+singing. Others pounded the skins with their hands, and still others
+pounded with hammers of reindeer horn.
+
+They had such a merry time that Fleetfoot could not keep still. He was
+soon stamping and singing as well as any one.
+
+When the skins were softened, Antler told Fleetfoot that once her
+people chewed the skins. But since they had found an easier way, they
+chewed only the edges they wished to sew.
+
+And so Fleetfoot began to learn lessons of the Bison clan. But once he
+was the teacher. It was when he showed Flaker what happened the day
+Pigeon played with hot stones. Flaker told his mother, and Antler told
+Greybeard. And then Greybeard asked Fleetfoot to drop the hot stones
+in the water again.
+
+All the Cave-men gathered around to see what Fleetfoot did. When the
+steam began to rise from the water, they stepped back. But when they
+saw that the child was not afraid, they came forward cautiously.
+
+When the water began to bubble, they were all filled with fear. They
+looked upon Fleetfoot in silence. They called him a wonderful child.
+
+
+#THINGS TO DO#
+
+     _Tell a story about dressing skins. Draw pictures which will show
+     all that is done in dressing the skin._
+
+     _Dramatize the part of the story that tells what Fleetfoot taught
+     the Bison clan. Draw a picture of it._
+
+     _Make a song that people might sing in stamping upon the skins._
+
+     _Make a song to sing while beating the skins._
+
+
+
+
+XVI
+
+THINGS TO THINK ABOUT
+
+
+     What kind of clothes do you wear in winter? What do you think the
+     Cave-men wore? Can you think how they learned to fit skins to their
+     bodies? What part of an animal's skin could they use for sleeves?
+     What part could they use for leggings?
+
+     How do you think they learned to make mittens and gloves?
+
+     How many ways do you know of fastening garments? Which of these do
+     we use? Which of these do you think the Cave-men used?
+
+     What did they use instead of a needle? What kind of thread did they
+     have?
+
+
+[Illustration: "_Greybeard asked Fleetfoot to drop the hot stones in
+the water again._"]
+
+_How the Cave-men Protected Themselves from the Cold_
+
+One morning Fleetfoot started out of the cave, but a cold wind drove
+him back. Snow had fallen during the night, and the air had grown very
+cold. It was not fit for a bare-backed boy to go out on such a day. So
+Fleetfoot stayed in the cave all day long.
+
+All the Cave-men stayed in the cave nearly all the day. Once Chipper
+went out and found fresh tracks. He followed the tracks until he came
+within close range of a reindeer. But his bare arms shook with the
+cold, and he missed his aim.
+
+The next day was bitterly cold. The river was frozen almost into
+silence. Only the ripples of the swiftest currents laughed aloud at
+the frost. The snow was deep on the hillsides. It was deeper in the
+valleys, and the narrow ravines were almost filled with snow.
+
+The third day was still very cold and everybody was hungry and cross.
+The children were crying for food, and since Antler had nothing to
+give them, she was trying to get them to play.
+
+At length the children began to take turns at playing they were
+cave-bears. Now it was Fleetfoot's turn to be the bear, and when
+Antler saw him she laughed.
+
+The Cave-men looked up in surprise. Everybody was so hungry and cross
+it seemed strange to hear any one laugh. But Antler really was
+laughing.
+
+Fleetfoot had found a cave-bear's skin on a ledge in the cave. He had
+wrapped it around him so that he looked like a little cave-bear. The
+children kept calling him "little bear," and he was trying to act like
+one.
+
+Soon all the people were laughing. They forgot, for the time, how
+hungry they were. And the next day they had meat, for it was warm
+enough to go hunting.
+
+Many times after that the children played cave-bear. Many times the
+people laughed when they saw the children dressed in cave-bears'
+skins. Once when Antler looked at them, she got an idea about making
+clothes.
+
+When Antler took a large skin and wrapped it around her, Fleetfoot
+thought that she was going to play "bear." But Antler was not playing.
+She was thinking of the cold days when the children had no food. She
+was thinking that if she could make a warm dress, perhaps she could go
+out in the bitter cold.
+
+Antler talked with Birdcatcher about it, and Birdcatcher helped her
+fit the skin. Birdcatcher fitted the skin of the head over Antler's
+head so as to make a warm hood. Then she run a cord through the slits
+along the edges and tied the ends under Antler's chin.
+
+Antler fastened the skin down the front with buckles. She covered her
+arms with the skin of the forelegs. She cut off the skin that hung
+below the knees, and afterward used it to make a pair of leggings.
+
+When the garment was fitted, Antler took it off. Then the women sat
+down and worked until it was done. They punched holes through the
+edges with a bone awl. Then they threaded the sinew through the holes
+in an "over-and-over seam."
+
+[Illustration: "_When the men saw the new garment, they wondered how
+it was made._"]
+
+When the men saw the new garment, they wondered how it was made. So
+Antler and Birdcatcher showed them how it was done, and helped them to
+make warm garments of their own.
+
+[Illustration: _A Cave-man's glove._]
+
+And so all the Cave-men soon had warm garments of fur. Sometimes they
+fastened them with buckles, and sometimes they used bone pins. They
+made long leggings of soft skins, and moccasins for their feet.
+
+Perhaps you can think how they learned to make mittens and gloves. We
+know that they had warm mittens and gloves, for we have found pictures
+they made of them. When they dressed in their warm fur garments, the
+Cave-men did not fear the cold. If they wanted food, they put on their
+garments and went wherever they pleased.
+
+
+#THINGS TO DO#
+
+     _If you can get a small skin, fit it to a doll the way you think
+     the Cave-men fitted skins to their bodies. If you cannot get a
+     skin, cut a piece of cloth so as to make it the shape of a skin,
+     and show how the new suit was made._
+
+     _Find as many things as you can that you can use for pins, buttons,
+     and buckles._
+
+     _Find as many ways as you can of sewing a simple seam. When you go
+     to a museum notice how the seams are sewed. Why do you think people
+     invented new stitches? Visit a shoemaker and notice how he sews._
+
+     _Draw one of these pictures:_--
+       _The cold wind drives Fleetfoot into the cave._
+       _Playing "Cave-bear."_
+
+
+
+
+XVII
+
+THINGS TO THINK ABOUT
+
+     How do you think the children played in the winter? What do you
+     play in the winter?
+
+     How do you think the Cave-men would hunt when there was only a
+     light fall of snow?
+
+     How would they hunt when the snow was deep?
+
+     How would they hunt when there was a hard crust on the snow?
+
+
+_How the Children Played in Winter_
+
+When the children saw their fathers and mothers go out of doors, they,
+too, wanted to go. But they had no warm clothing, so their mothers
+tried to keep them in doors.
+
+Sometimes Fleetfoot and Flaker teased to go out and play in the snow.
+And when the days were warm enough, Antler let them go out and play.
+But on very cold days they had to stay in the cave.
+
+The children had good times in the cave. They played many animal
+games. They played they were grown men and women, and they made
+believe do all sorts of work. They peeked out of the cave many times
+each day. They heard their fathers and mothers talk. And they listened
+to Greybeard's stories.
+
+And so the children always knew what the men and women were doing.
+After a heavy fall of snow, they knew they would trap the animals in
+the drifts. When a hard crust formed, they knew they would dig
+pitfalls.
+
+Antler often wished that the children might play out doors every day.
+Greybeard wanted the boys to learn to make pitfalls and traps. But
+neither Antler nor Greybeard had thought of making clothing for little
+children.
+
+The day Antler thought of making clothes for the boys, was the day
+they ran away to the pitfall. It was soon after Chipper came to the
+cave and said that two reindeer were in the pit.
+
+When the boys heard what Chipper said, they were playing they were
+Bighorn and Chipper. They had tied the skins of wolves' heads over
+their heads, and they let the rest of the skins hang down as if they
+were capes.
+
+When the news came about the reindeer, everybody was excited.
+Everybody hurried to the pitfall so as to see the reindeer. Nobody
+noticed the boys steal out of the cave. Nobody noticed them run to the
+pitfall.
+
+But soon after she started, Antler saw the tracks of their bare feet.
+She guessed at once where the boys had gone. And it was then that she
+thought of making them clothing.
+
+While the children slept that night, Antler talked with the women. And
+when morning came, the women took skins and made the children warm
+clothes and moccasins.
+
+When the children put on their wolf-skin suits, they looked like a
+pack of wolves. Sometimes they played they were wolves. Then they
+chased make-believe wild horses.
+
+Sometimes when the children were playing in the snow, they found the
+antlers of a full-grown stag. The children began to look for the
+antlers of the full-grown stags in early winter. But they knew that
+the other reindeer kept their antlers until early spring.
+
+An old stag's antlers were large and strong, and the children liked to
+find them. They would pick them up and hold them in their hands and
+would then make believe they were Cave-men trapping reindeer in the
+snow.
+
+One day Greybeard showed Fleetfoot and Flaker how to trap the reindeer
+in the snow. He showed them how to dig a pitfall in the drifts. The
+boys found a large drift near the trail and they cut out a large block
+of snow. They hollowed a deep pit under the crust which they took
+pains not to break. Then they fitted the block of snow in its place,
+thus covering the pit.
+
+To make sure that the reindeer would come to the pitfall they
+scattered moss over the thin crust. Then Greybeard taught them to say,
+
+    "_Come down to the river, reindeer;_
+     _Come down to the river to drink._
+     _Come eat the moss I have spread for you,_
+     _Come and fall into my trap._"
+
+All the Cave-men believed that these words would charm the reindeer to
+the spot. They always muttered such lines as charms when they went out
+to hunt. And so Greybeard taught the boys the lines, for he wanted
+them to know all the Cave-men's charms.
+
+
+#THINGS TO DO#
+
+     _Name the animals which you know by their tracks. Draw a picture of
+     the tracks you know best._
+
+     _Tell a story about hunting an animal by tracking it._
+
+     _Next time there is a heavy fall of snow, play hunting animals by
+     driving them into the drifts._
+
+     _See if you can show in your sand-box how the pitfall was made._
+
+     _See if you can think of a way of having real drifts in your
+     sand-box._
+
+     _Draw a picture of the children playing with the antlers of the
+     reindeer._
+
+     _Draw a picture of the reindeer in the pitfall._
+
+
+
+
+XVIII
+
+THINGS TO THINK ABOUT
+
+     Do you know whether we can tell what the weather is going to be?
+
+     Have you ever heard any one talking about the signs of the weather?
+     What signs do you know?
+
+     Notice animals and see how they act before a storm.
+
+     Notice what animals and birds are here in summer that are not here
+     in winter. Are any here in winter that are not here in the summer?
+
+     Why did the bison go away from the Cave-men's hunting grounds each
+     winter? When they went away would they go in large or small herds?
+
+     If the weather kept pleasant how do you think they would travel?
+     What would they do if it looked like a storm?
+
+     Notice the animals that live near you and see whether they turn
+     their heads or backs toward the storm.
+
+
+_Overtaken by a Storm_
+
+Winter passed and summer came and now it was almost gone. The cattle
+had gone to the forests in the lowlands where they spent the winter.
+Straggling lines of bison were moving down the valley. Now and then
+they stopped a few days to eat the tall grass. Then they slowly moved
+onward toward the lower lands.
+
+The days were like the Indian summer days which we sometimes have in
+late autumn. Everybody enjoyed each day as it came, and thought little
+about the coming cold. But one morning the sky was gray and gloomy,
+and the sun could not pierce through the heavy clouds. The air was
+cold and now and then a snowflake was falling.
+
+There was no meat at the cave, and everybody was hungry. So Bighorn
+said to the men, "Let's hunt the bison to-day."
+
+The men crowded around, for they were always glad to go hunting with
+Bighorn. As soon as he had shown them his plan, they took their
+weapons and started toward the herd.
+
+Bighorn expected to find the herd feeding quietly on a hillside. But,
+instead, the bison were tossing their horns, sniffing the air, and
+looking this way and that.
+
+Bighorn saw that the bison were restless and that he could not take
+them by surprise. "We shall have a hard chase," said he to the men,
+"if we get a bison to-day."
+
+The men stood still for a moment, for they did not know what to do.
+Fine snowflakes were now falling and the dark clouds threatened a
+heavy storm. But the men were hungry and they were not ready to give
+up the hunt at once.
+
+"Listen!" said Bighorn, as a low rumbling sound came from the upper
+valley.
+
+The Cave-men put their ears to the ground and heard a sound like
+distant thunder. As they listened it came nearer and nearer and the
+ground seemed to shake.
+
+The Cave-men were not afraid. They knew what the sound meant. The
+bison, too, knew what it meant. They knew that winter was coming, and
+that it was time for them to be gone. They knew that the laggard herds
+were racing with the storm.
+
+And so the sentinels of the scattered herds gave signals to the bison.
+And before the Cave-men were on their feet, the bison had started
+toward the ford.
+
+Louder and louder the rumbling sound grew as the great herd galloped
+on. The snow was now falling thick and fast, and a cold northwest wind
+was blowing. But in spite of the wind and the snow, the Cave-men
+pressed on toward the ford. Bighorn still hoped to get a bison as the
+great herd passed.
+
+By the time the herd reached the ford, the wind had become a strong
+gale. The air was so thick with the snow that it nearly blinded the
+men. Then Bighorn turned and said to the men, "We must find a shelter
+from the storm."
+
+The bison, too, tried to find a shelter. Some of them hugged up
+closely to the sheltered side of the cliffs. Others sought cover in
+the ravines. But many could find no protection, so they turned about
+and faced the storm.
+
+[Illustration: "_But many could find no protection, so they turned
+about and faced the storm._"]
+
+The Cave-men wished they were safe at home, but they dared not go
+through the storm. They huddled together and felt their way to a spot
+where the snow did not drift. There they lay down in the snow and
+waited for the storm to cease.
+
+
+#THINGS TO DO#
+
+     _Name some bird that migrates. Tell all that you know about the way
+     it migrates._
+
+     _When you go out to play, show how the bison migrated in warm
+     weather. Show how they migrated in cold weather._
+
+     _Show in your sand-box where the deep drifts would be. Show places
+     where the snow would not drift. If you cannot be sure about where
+     the drifts would be, see if you can find out by watching the storms
+     during winter._
+
+     _If the Cave-men are buried in the snow, how do you think they can
+     get air to breathe? How can they tell when the storm is over?_
+
+
+
+
+XIX
+
+THINGS TO THINK ABOUT
+
+     What do you think those who stayed in the cave will do during the
+     storm? Can you think of any way by which they could get food?
+
+     Did you ever walk on snowshoes? How do you think people came to
+     make snowshoes?
+
+
+_How Antler Happened to Invent Snowshoes_
+
+Antler saw the coming storm and at once she thought of the fire. She
+called to the women. And soon they were all breaking branches with
+stone axes and mauls. The children piled the fagots together and
+carried them to the cave.
+
+[Illustration: _A stone maul._]
+
+The snow was falling fast before they finished their work. They
+watched the storm for a little while and then went into the cave.
+
+The children were hungry and asked for meat. But there was no meat in
+the cave. Antler tried to get the children to play and to forget that
+they were hungry. And the children played for a little while, but they
+soon grew tired. And so Antler gathered the children together and
+began to tell them stories.
+
+As the storm raged fiercer and fiercer, Antler told stories of other
+storms. She had braved many storms on the wooded hills and the
+children liked to hear her stories.
+
+Among the stories she told that day was the story of the Big Bear. She
+said that the Big Bear lived in a cavern away up in the mountain. She
+said that he kept watch of the game and that sometimes he shut the
+game in his cavern. Antler said she had often heard the Big Bear above
+the voice of the storm. And Fleetfoot, listening for his voice,
+thought he heard it in the wailing of the storm.
+
+In spite of the stories Antler told, the day was long and dreary. The
+next day was still more dreary, for the children were crying for food.
+Toward the close of day they were very tired, and soon they fell
+asleep.
+
+Most of the women slept that night, but there was no sleep for Antler.
+She could not sleep when the children were hungry and when the men
+were out in the storm. She stayed awake and watched and listened all
+through the long dark night.
+
+[Illustration: _Fur gloves._]
+
+Toward morning the storm began to slacken, and Antler gave a sigh of
+relief. She felt sure that many bison were floundering in the drifts.
+She hoped they were not far away from the cave. So she dressed in her
+fur garments and took a large knife and an ax. And at break of day she
+set out hoping to find a bison.
+
+But the snow was very deep and Antler could scarcely walk. She was
+faint from hunger and cold. For a while she struggled through the
+drifts, but soon her strength failed, and she sank down in the snow.
+
+As Antler lay in the deep drifts, she seemed powerless to move. The
+thought of the hungry children, however, made her turn to the gods.
+Then the branches of spruce trees seemed to urge her on.
+
+And so Antler took courage and grasping a strong branch of a friendly
+spruce struggled through the deep snow. She stepped upon the partly
+buried branches and they helped her on her way.
+
+A bison, floundering in a drift, filled her heart with hope. But when
+she started toward the bison, Antler sank down once more into the
+drifts. So again she turned to the friendly trees, and again she
+reached out to them for aid. And she broke branches from the trees and
+bound them to her feet.
+
+Starting once more, Antler walked as if on winged feet. She ran over
+the deep drifts. And since she could hunt as well as the men, she soon
+had plenty of meat.
+
+As Antler was strapping her load upon her back, she heard a familiar
+voice. Quickly she turned, and her heart beat fast as she listened to
+hear it again. And seeing the men struggling through the drifts, she
+knelt and gave thanks to the gods.
+
+Soon Antler arose and laid down her load; and breaking a handful of
+branches, she hurried over the drifts and met the Cave-men.
+
+[Illustration: _A snowshoe._]
+
+When the men saw Antler gliding over the drifts they wondered if it
+was one of the gods. Not until Antler spoke were they really sure it
+was she. And not until she showed them how to tie the branches to
+their feet did they understand what she had done. And even then they
+did not know that Antler had invented the snowshoe. Many people worked
+upon snowshoes before fine snowshoes were made. For when people heard
+what Antler had done, they tried different ways for themselves.
+
+Of course all the people were glad when Antler returned with the men.
+They feasted and told stories all day long. And afterward the children
+played they were hunters overtaken by a storm, and they made little
+snowshoes and learned to walk over the drifts.
+
+
+#THINGS TO DO#
+
+     _The next time there is a storm listen to it and see if you can
+     hear what the Cave-men thought was the voice of the Big Bear. See
+     if you can tell what it is that makes the music of the storm._
+
+     _Listen to the music of the birds and see if you can give their
+     songs and calls._
+
+     _What other animals do you hear calling one another? See if you can
+     give their calls._
+
+     _Tell a story of some storm you have seen._
+
+     _Draw one of these pictures;_--
+       _Antler praying to the gods for help._
+       _A bison floundering in the drift._
+       _Antler bringing aid to the men._
+
+     _Find a picture of a snowshoe, and tell how you think it was made._
+
+     _Find something which you can use for making snowshoes. Make a
+     pair, and use them when you have a chance._
+
+     _See if you can find out why the snowshoe keeps one from sinking in
+     the snow._
+
+
+
+
+XX
+
+THINGS TO THINK ABOUT
+
+     Why would the women be apt to make traps before the men did?
+
+     What animals did the men hunt most? How did they hunt them?
+
+     What animals did the women hunt most? How?
+
+     How many kinds of knots can you tie? Which of these knots slip?
+     Which of these knots would be the best to use in a trap?
+
+
+_How Antler made Snares_
+
+While Fleetfoot and Flaker were little boys, they learned a few
+lessons in trapping. The men seldom trapped at that time, but the
+women trapped in several ways.
+
+Antler was only a little girl when she learned to catch birds with a
+seed on a string. She was called Snowflake then and she lived in
+another cave.
+
+Snowflake's mother taught her to do all the things that little girls
+needed to know. She learned to hunt for roots and berries, to catch
+birds, and to make traps, besides learning to make tents, to prepare
+skins, and to make them into garments. It would take too long to tell
+all the things that little girls learned in those days.
+
+Snowflake learned her lessons well and she found new ways of doing
+things. It was when she found a reindeer caught in the vines that she
+took the first step in making a snare. She had started to the hillside
+to dig roots and had gone only a little way when she heard something
+pulling and tugging among the vines.
+
+She peeked through the branches to see what it was, and there stood a
+beautiful reindeer. His antlers were caught in the tangled vines and
+he was trying to get loose.
+
+Snowflake's heart went pit-a-pat, pit-a-pat, when she saw the
+reindeer. But she kept going nearer, and the reindeer pulled and
+pulled until he was strangled by the vines.
+
+When Snowflake came to the cave dragging the handsome reindeer, the
+people shouted for joy. And when they had knocked off the beautiful
+antlers, they gave them to Snowflake and changed her name.
+
+Whenever she went to the spot where the reindeer was caught she always
+looked for another reindeer. But the reindeer kept away from the
+spot.
+
+So, at length, Antler thought of cutting vines and fastening them to
+branches. Then she learned to tie knots that would slip and tighten
+when pulled. And, after a while, she used the slipknots in making many
+kinds of snares.
+
+[Illustration: "_Then she set snares on the ground and fastened them
+to strong branches._"]
+
+Antler watched the birds until she knew the spots where they liked to
+alight. Then she set snares on the ground and fastened them to strong
+branches.
+
+The birds, alighting on the spot, caught their feet in the snare. When
+they tried to fly away, they pulled the slipknot which held them fast.
+
+[Illustration: "_Antler learned to protect the cord by running it
+through a hollow bone._"]
+
+Some of the birds were frightened away, and did not return to the
+spot. So Antler tried to coax them back by scattering seeds near the
+snare.
+
+Once Antler set a snare in a rabbit path just high enough to catch the
+rabbit's head. A rabbit was caught, but he nibbled the cord and ran
+off with the snare. And so Antler learned to protect the cord by
+running it through a hollow bone.
+
+There was no better trapper than Antler among all the Cave-men. It was
+she who taught the boys and girls how to make and set traps. When the
+marmots awoke from their long winter's sleep, all the children learned
+to catch them in traps. They learned to loosen the bark of a tree
+without breaking it except along one edge. They used the bark as a
+leadway to a trap which they set near a marmot's hole. After placing
+the noose inside the bark, they fastened it to a bent sapling.
+
+[Illustration: "_So it ran along and nibbled the bait until its sharp
+teeth cut the cord._"]
+
+When the children went to the trap, they clapped their hands and
+shouted. Then they took the marmot out of the trap and carried it to
+the cave. And they made a great noise when Bighorn said, "You will
+soon be very good trappers."
+
+Then the children wanted to catch another marmot, so Antler went with
+them and showed them how the trap worked. The marmot coming out of his
+hole smelled the bait on the string. So it ran along and nibbled the
+bait until its sharp teeth cut the cord. Then the sapling sprang up
+and jerked the snare upward. And the weight of the marmot, pulling
+downward, drew the slipknot tight.
+
+
+#THINGS TO DO#
+
+     _Tie a slipknot at one end of a string, and show how to set it for
+     snaring birds. Show how to set it for snaring rabbits. Find a
+     hollow stick or a bone to protect the snare from the rabbit's
+     teeth. Show how the marmot trap was set._
+
+     _Tell how you catch mice. Tell how you catch flies._
+
+     _What animals do you know that sleep during the winter? How can
+     they live so long without eating?_
+
+     _Draw one of these pictures:_--
+       _Snowflake finds a reindeer caught in the vines._
+       _Antler teaches the children to set traps._
+
+     _Model a marmot in clay._
+
+     _Name all the animals you know that burrow in the ground. Watch one
+     of them and find out what it does._
+
+
+
+
+XXI
+
+THINGS TO THINK ABOUT
+
+     Why would the Cave-men be apt to lose many spears and javelins?
+
+     How could they keep from losing the shafts?
+
+     Can you think of how they might find a way of saving their
+     spearheads?
+
+     Find a picture of a barbed spearhead. Why did people begin to make
+     barbs?
+
+
+_How Spears were Changed into Harpoons_
+
+None of the clans could make better weapons than the men of the Bison
+clan. Since boyhood, Greybeard had been known for his delicate spear
+points and knives. No workshop in all the valley was better known than
+his. But even Greybeard's weapons sometimes were known to fail. Even
+his spear points sometimes were lost in the chase.
+
+For several days the men were at home making new weapons. They never
+made spears and javelins with sharper and finer points. They never
+made straighter and smoother shafts. When they started out to hunt,
+they were proud of their new weapons. All the Cave-men expected that
+before the day passed, they would have new trophies and fresh meat.
+
+The women, trapping birds on the hillsides, listened from time to
+time. They expected to hear Bighorn's whistle when the animals were
+ready to be skinned. But the day passed, and no signal came.
+
+At sunset the men returned, but they were gloomy and silent. They
+brought no trophies, and they spoke not a word of the chase.
+
+No wonder the men were gloomy and silent. Their precious spears and
+javelins had been lost in the chase. It was not because the men were
+careless. It was not because they were not skillful in making spears
+and javelins. It was because these weapons, when thrown from the hand,
+could not strike deadly blows.
+
+The Cave-men had thrown at the wild horses with a sure aim. Their
+javelins and spears went right to the mark. When the horses ran, the
+Cave-men followed. But in spite of all they could do, the wild horses
+were soon out of sight.
+
+Some of the horses received ugly wounds and carried the weapons far
+away. Others received slight wounds; they brushed off the spears and
+javelins, which fell and were lost in the tall grass.
+
+[Illustration: _A chisel-scraper._]
+
+Time and again, hunted animals had escaped with only a wound. Wounded
+animals had often escaped with a spear or javelin. But never before
+had so many animals escaped with so many precious weapons.
+
+Of course there was nothing for the Cave-men to do but to make new
+weapons. But it took a long time to season the sticks for straight and
+smooth shafts. It took patience and skill for the Cave-men to make
+delicate flint points. Perhaps this was why the Cave-men learned to
+retrieve the weapons they threw.
+
+Ever since the Cave-men had learned to make spears, they had lashed
+the head to the shaft. They thought that this was the only way to make
+a good spear. Chipper was the first Cave-man who invented a new way.
+
+Chipper was all alone in the workshop. He had finished a spear point
+which he held in his hand. Without thinking what he was doing, he
+slipped the tang into a hollow reed which he picked up from the
+ground. If it had not been for a hungry wolf, he might have thought no
+more about it.
+
+But the wolf had smelled the meat which was on the ground close to the
+workshop. Hearing a sound, Chipper looked just in time to see the wolf
+spring toward the meat.
+
+The spear flew from Chipper's hand before he stopped to think. And
+Chipper sprang upon the wolf and engaged in a hand-to-hand fight.
+
+At the first sound of the combat the Cave-men rushed to the spot.
+There they found that Chipper had already secured his prize.
+
+While the Cave-men looked at the wolf, Chipper told them what had
+happened. He showed them the reed which he had used in hurling his new
+spear point. The men looked at the hollow reed and tried it to see how
+it worked. Other reeds were on the ground. So the men fitted
+spearheads into the reeds and practiced throwing that way. They played
+with the reeds the rest of the day.
+
+[Illustration: _A barbed point._]
+
+When they worked at their weapons again, Chipper, alone, tried a new
+way. He made a loose shaft with a socket in the end. During the next
+chase they lost many weapons. Chipper lost many spearheads; but he
+always found his loose shaft.
+
+When the Cave-men noticed that Chipper never lost his shaft they began
+to make loose shafts. And they got the idea of a barbed spearhead from
+a wound which was made by a broken point. They found such a point deep
+down in the wound of a bison. The sharp edge had caught in the
+bison's flesh. And every movement of the bison had driven the
+spearhead deeper.
+
+[Illustration: _A harpoon._]
+
+It was by paying attention to such little things that the Cave-men
+learned to make barbed spears. When the Cave-men learned that barbed
+spearheads made very dangerous wounds, they were willing to take the
+trouble of making the barbed points.
+
+But no Cave-man was willing to lose one of his barbed spear points.
+Perhaps that is why the men began to tie the barbed heads to the loose
+shaft. When they first did this, they did not know that their spears
+had become harpoons.
+
+
+#THINGS TO DO#
+
+     _Find a hollow reed and use it for a shaft. Make a shaft with a
+     socket in it. Fit a spearhead into the socket. Change the spear so
+     as to make a harpoon._
+
+     _Draw a picture of the chase of the wild horses._
+
+     _Think of a wild horse running very fast. See if you can model a
+     wild horse in clay so as to show that it has great speed._
+
+
+
+
+XXII
+
+THINGS TO THINK ABOUT
+
+     Why was the harpoon a better weapon for hunting than the spear or
+     javelin? What could hunters do to keep smooth shafts from slipping
+     from their hands? What is the harpoon used for to-day?
+
+     Why do animals become more cunning after they are hunted?
+
+
+_How the Cave-men Hunted with Harpoons_
+
+Once again the Cave-men went out to hunt the wild horses. Once again
+they took new weapons. But instead of spears and javelins they carried
+barbed harpoons.
+
+From a high hill they saw the horses on the edge of a grassy upland.
+They hurried over the wooded hills and crept through the tall grass.
+When Bighorn gave the signal the sentinels pricked up their ears. But
+before they could give the alarm, the men had thrown their harpoons.
+
+The frightened horses crowded upon one another. Snapping sounds of
+breaking shafts, sharp cries of wounded horses, and loud shouts of
+Cave-men added to their terror.
+
+The snorting of the sentinels warned the Cave-men back. A signal from
+the leader brought order to the herd. It began to move as though it
+were one solid mass.
+
+Away the herd galloped, striking terror to all creatures in the way.
+But the wounded horses soon lagged. In vain they tried to keep up. At
+each step the shaft of the harpoon swung under their feet. At each
+step the barbed head pierced deeper and deeper. So the Cave-men had
+little trouble in finishing the chase.
+
+Perhaps you think the Cave-men had no trouble in hunting after that.
+They had less trouble for some time, and they all prized their
+harpoons. But on cold days, when their hands were stiff, the smooth
+shafts slipped from their grasp.
+
+When they used shafts with knobs and large joints, it was easy to keep
+a firm hold. So the men made shafts with larger knobs and they put
+girdles around the smooth shafts.
+
+[Illustration: _Chipper using a spear-noose._]
+
+At their games of throwing spears and javelins, Bighorn was almost
+sure to win. It was partly because he had large hands and very strong
+fingers. By bending one finger like a hook and striking the butt of
+the shaft, he could send a harpoon straight to the mark.
+
+Chipper's hands were not very large. His fingers were not so strong as
+Bighorn's. But Chipper was a bright young man, and he found a way of
+using a spear-noose so that he could throw as well as Bighorn.
+
+The spear-noose was a simple thing. Chipper made it by tying a noose
+in each end of a cord. When he used it, he slipped one noose around
+his thumb and the other around one finger. Then he grasped the spear
+near the butt and slipped the cord around the knob. The spear-noose
+was a great help to hunters whose hands were not large and strong.
+
+Every time the Cave-men made new weapons, they worked very well for a
+short time. But as soon as the animals learned about them, they became
+more cunning in getting away. Wild horses kept sentinels on knolls and
+hilltops so that they could see an enemy from afar. They guarded their
+herds so carefully that the Cave-men could scarcely get near enough to
+hit them with their harpoons.
+
+And so the Cave-men returned many times bearing no trophies. They
+returned many times giving no signal for the women to come for fresh
+meat.
+
+
+#THINGS TO DO#
+
+     _Take a harpoon and show how the shaft would swing against the feet
+     of an animal that had been hit by the head._
+
+     _Make a girdle around a smooth shaft, or make a shaft with a knob
+     or large joint near the butt._
+
+     _Make a spear-noose and show how Chipper used it._
+
+     _Think of the wild horses during the first few minutes after the
+     men threw their harpoons. See if you can draw a picture of them._
+
+
+
+
+XXIII
+
+THINGS TO THINK ABOUT
+
+     Think of as many hard things as you can that the Cave-men had to
+     do.
+
+     Why did they have to do these things? What kind of men did the
+     Cave-men have to be?
+
+     Think of as many ways as you can that the Cave-men would use to
+     teach the boys. What tests do you think they would give the boys?
+
+
+[Illustration: "_And so the Cave-men tested the boys in many different
+ways._"]
+
+_How the Cave-men Tested Fleetfoot and Flaker_
+
+Winters came and went, and Fleetfoot and Flaker grew to be large boys.
+They watched the men; they heard them talk; they learned what a
+Cave-man had to do.
+
+Greybeard told them stories of brave hunters that lived long ago. He
+told them about the animals they must learn to hunt. The boys listened
+to the stories. And they thought there was no animal too fierce for
+them to fight. They thought there was no river too swift for them to
+cross. They thought there was no mountain too steep for them to climb.
+
+But the boys had not learned how fierce a bison can be. They had never
+crossed a raging river nor climbed a mountain peak.
+
+The men knew that the boys needed to try their strength before they
+could be really strong. They knew they must do brave deeds before they
+could be really brave. They knew they must suffer patiently before
+they could have self-control. And so the Cave-men tested the boys in
+many different ways.
+
+If the boys stood the tests, the Cave-men shouted praises; but if they
+showed any sign of fear, the Cave-men jeered at them.
+
+Sometimes the boys were given nothing to eat until they brought food
+from the hunt. And even then they were not always allowed to touch the
+food which was near. When the boys were fasting, the Cave-men tempted
+them with food. And if the boys took even a bite, they failed in the
+test. So Fleetfoot and Flaker learned to fast without a word of
+complaint.
+
+One of the hardest things which the boys had to do was to make their
+own weapons. At first, Greybeard helped them; but, later, they had to
+do their own work.
+
+So the boys learned to go to the trees that had the best wood for
+shafts. They learned to cut, and peel, and scrape, and oil, and
+season, and polish the sticks before they were ready to use. No wonder
+the boys became tired before all this work was done.
+
+Then they worked very carefully before they could make good
+spearheads. They hunted for the best stones and learned to shape them
+very well. When they forgot and struck hard blows, they spoiled the
+flint points. Then Greybeard would tell them that the strongest and
+bravest hunters were those who could strike the gentlest blows.
+
+It was work of this kind that was harder for the boys than chasing a
+wild horse or a reindeer. If they had not known that they must have
+weapons, they would not have had patience to do it.
+
+While the boys worked at their weapons, they thought of what they
+would do with them. They thought of the trophies they would bring home
+and what the people would say. And they learned to sing at their work
+and to mark the time for each blow. And so they managed to keep at
+work until the weapons were done.
+
+One day when the boys were flaking spear points, Fleetfoot turned to
+Flaker and said, "Do you know who made the first flaker?"
+
+"Yes," answered Flaker, "it was Greybeard."
+
+"No, no!" said Fleetfoot, "Nimble-finger did it."
+
+Greybeard heard Fleetfoot speak his name and he came to the spot. Then
+it was that Fleetfoot learned that Greybeard was Nimble-finger.
+
+After that Fleetfoot took great pains to learn how to flake flint
+points. He watched Greybeard as he worked and he listened to all he
+said.
+
+Before many years had passed, the boys could make good weapons. They
+knew every spot on their own hunting ground. They knew the wild
+animals that lived there and what they liked to do. They knew each
+animal by its track. Each sound of the woods, each patch of light,
+they learned to read as you read a book.
+
+
+#THINGS TO DO#
+
+     _Name things you will have to learn before you are full-grown._
+
+     _What kind of tests do you have to take?_
+
+     _Tell a story of the way the Cave-men tested Fleetfoot and Flaker._
+
+     _Tell a story of all that you think happened the day that Fleetfoot
+     learned that Greybeard was Nimble-finger._
+
+     _Name the birds you can tell by their song. Name those you can tell
+     by sight._
+
+     _Draw one of these pictures:_--
+       _Testing Fleetfoot and Flaker._
+       _Fleetfoot and Flaker in the workshop._
+       _Fleetfoot discovers Nimble-finger._
+
+
+
+
+[Illustration: "_Then their antlers crashed in a swift charge._"]
+
+XXIV
+
+THINGS TO THINK ABOUT
+
+     What animals would the Cave-men see just before winter? Which of
+     these live in herds? How are the leaders of the herds chosen?
+
+     What kind of a voice does the reindeer have when it is
+     good-natured?
+
+     What kind of a voice does it have when it is angry?
+
+
+_Fleetfoot and Flaker see a Combat_
+
+One day just before winter, Fleetfoot and Flaker went out on the
+hills. The reindeer were coming back and the boys wanted to see them.
+
+They had gone only a little way, when they saw two handsome stags.
+Each wanted to be leader of the reindeer herd, and so they were trying
+their strength.
+
+The stags stood head to head, their red eyes blazing like fire. Their
+hair stood on end. They stamped their hoofs on the hard ground. They
+hissed fierce blasts to and fro.
+
+Slowly and carefully they changed their position, still keeping head
+to head. Each reindeer knew that the lances of the other could strike
+deadly blows. Each reindeer had fought too many battles to expose
+himself to such blows.
+
+And so the stags eyed each other, getting more angry all the while.
+Louder and fiercer sounded their blasts. Then their antlers crashed in
+a swift charge.
+
+They pulled and pushed with all their might in a life and death
+struggle. Not until their strength was exhausted did they stop a
+moment to rest.
+
+Then they tried to draw apart, but they found they could not do it.
+Each stag was held a prisoner by the antlers of the other. In vain the
+handsome creatures pulled and pushed. Each was held fast. And the
+boys, seeing their chance, secured both of the reindeer.
+
+Perhaps it was well for the reindeer that the boys were there. At
+least, the boys saved them from a more horrible death. Reindeer caught
+in this way have suffered from hunger and thirst many days before
+death came.
+
+The boys admired the beautiful reindeer as they lay stretched out on
+the ground. They felt of their polished antlers that had dealt many
+powerful blows. And they wished they had such weapons as these to use
+all of the time.
+
+
+#THINGS TO DO#
+
+     _Show how the reindeer stood in the combat and how they changed
+     their positions. Draw the picture._
+
+     _Take a flat surface of clay and see if you can model a reindeer so
+     that it will stand out a little from the surface._
+
+     _Tell a story of what you think happened at the cave after the boys
+     killed the reindeer._
+
+
+
+
+XXV
+
+THINGS TO THINK ABOUT
+
+     If you have ever seen a cat hunt, tell how she does it. Can you
+     think why cats do not hunt together?
+
+     Do dogs hunt alone, or with one another? How do wolves hunt?
+
+     In what ways can animals help one another in hunting? What animals
+     do wolves hunt to-day? What animals did the wolves hunt in the time
+     of the Cave-men?
+
+
+_What Happened when Fleetfoot and Flaker Hunted the Bison_
+
+When summer came, Fleetfoot and Flaker watched the bison from day to
+day. The wolves, too, watched the bison. One day the boys saw two
+wolves hunt a bison that had strayed from the herd.
+
+The wolves walked boldly up toward the bison until they were only a
+few paces away. Then they went cautiously.
+
+The bison paid no attention at first; but when the wolves came closer,
+he stamped his foot and shook his horns. Any animal could know that
+the bison meant, "It is dangerous here. Keep away!"
+
+But the wolves had a plan and they carried it out. The smaller wolf
+kept the bison's attention by making believe attack from the front.
+This gave the big wolf a chance; and he cut the large muscles of the
+bison's knees with his sharp teeth. The bison was thus crippled so
+badly that the wolves were more than a match for him.
+
+"I wonder if we could get a bison," said Flaker as the boys watched
+the wolves at their feast.
+
+"Let's try," said Fleetfoot.
+
+"But how can we get close up," said Flaker, "without frightening the
+bison away?"
+
+"Let's dress in wolf-skins," said Fleetfoot, "and make believe we are
+wolves."
+
+And the boys dressed in wolf-skins and took their best hunting knives.
+They watched the herd until they saw a large bison stray away. Then
+the boys approached the bison, and they looked so much like wolves
+that they got very close before the bison threatened with his horns.
+
+Then the boys made the attack. Flaker took the part of the little wolf
+and attacked the bison's head. Fleetfoot took the part of the big wolf
+and tried to cripple the bison.
+
+But the boys had not counted upon the bison's tough skin. They had not
+counted upon his muscles, which were as hard as boards. Flaker's
+dagger glanced off at one side and merely scratched the bison. But it
+made the creature so angry that he charged upon Flaker.
+
+Meanwhile Fleetfoot was doing his best to cut the hard muscles of the
+bison's knee. He forgot about everything else until he had lamed one
+of the forelegs. It was then that the bison charged and that Flaker
+called for help. And then Fleetfoot tried to rescue Flaker by drawing
+the bison's attention away.
+
+Fleetfoot did this just in time to save Flaker's life. He struck at
+the Bison's head, then dodged in time to escape his horns. He dodged
+again and again until he was almost exhausted. The bison limped, but
+he seemed as strong and as furious as ever. Once again the bison
+charged, and again Fleetfoot dodged. Then a spear whizzed past
+Fleetfoot's head and a voice called, "Climb a tree."
+
+[Illustration: "_They looked so much like wolves that they got very
+close before the bison threatened._"]
+
+Fleetfoot never remembered running to the tree. He never remembered
+climbing it. But for many days he seemed to see himself in the tree
+and the bison just beneath. For many days he seemed to hear
+Greybeard's welcome voice.
+
+[Illustration: _A Cave-man's carving of a "hamstrung" animal._]
+
+Greybeard and Fleetfoot stayed in the trees until the bison started up
+the ravine. Then they climbed down from one of the trees and hurried
+to see what had happened to Flaker.
+
+
+#THINGS TO DO#
+
+     _Tell something that you have learned from watching an animal._
+
+     _Mention as many things as you can that you think the Cave-men
+     learned from animals._
+
+     _Straighten and bend your elbow or knee so as to find where the
+     strong muscles are._
+
+     _Tell why the Cave-men tried to cut the strong muscles of the
+     bison's knee. We say when we cut these large muscles that we have
+     "hamstrung" the animal._
+
+     _Look at the picture of a Cave-man's carving of an animal which has
+     been "hamstrung." Can you tell what animal it is?_
+
+     _Think of the two wolves coming up toward the bison. Model one of
+     them in clay. See if the children can guess which one it is._
+
+
+
+
+XXVI
+
+THINGS TO THINK ABOUT
+
+     What do you think had happened to Flaker? If any of his bones were
+     broken, do you think the Cave-men could set them? Do you think
+     there were doctors when the Cave-men lived? Who would do the work
+     which doctors do to-day?
+
+
+_What the Cave-men did for Flaker_
+
+Fleetfoot ran ahead of Greybeard and found Flaker on the ground.
+Fleetfoot stooped and looked into his face. He called him by name. No
+answer came. Then Fleetfoot asked Greybeard if Flaker was dead.
+
+Greybeard shook his head as he bent down and laid his hands upon the
+boy. He examined his wounds, then said to Fleetfoot, "Let's carry him
+down to the cool spring."
+
+So Greybeard and Fleetfoot lifted Flaker and carried him gently down
+to the spring. There they bathed his face and the ugly wounds with
+fresh cool water. They bound his wounds with strips of the skins that
+the boys wore that day.
+
+When Greybeard tried to set the broken bones, Flaker began to moan. He
+opened his eyes for a moment; then he fell back in a swoon.
+
+Then Greybeard sent Fleetfoot to the cave for help. And Fleetfoot
+hurried and told Antler; and Antler, picking up some little things
+which she knew she would need, and telling the women to follow quickly
+with a large skin, went with Fleetfoot to the spot where Flaker lay.
+
+Greybeard was watching beside the boy when Antler arrived. He helped
+her set the broken bones and then they prepared to carry him home.
+
+[Illustration: _What the Cave-men did for Flaker._]
+
+Taking the skin which the women brought, Antler stretched it upon the
+ground. Then the women helped her lift the boy and lay him upon the
+skin. Gently they laid him upon the stretcher. Softly they stepped as
+they carried him home. They tended him carefully many days.
+
+Flaker's wounds soon healed. But when he was strong enough to walk,
+the Cave-men saw that he was lame.
+
+Flaker was always lame after that. The bones had slipped out of place
+and now it was too late to reset them. Afterwards the Cave-men learned
+better ways of setting broken bones. They found better ways of holding
+them in place while they grew together.
+
+Perhaps the Cave-men learned this by watching the wild animals. Some
+birds, when they break a leg, hold the bones in place with wet clay.
+Sometimes we use a plaster cast, but the Cave-men knew nothing about
+such a way.
+
+The days seemed long to Flaker while he was getting well. Everybody
+was kind to him, but it seemed hard to keep quiet when everybody else
+was moving about.
+
+When Fleetfoot went out to hunt, Flaker wanted to go too. But he could
+not go, and so Fleetfoot used to tell him everything that happened.
+
+
+#THINGS TO DO#
+
+     _Show how the women helped Antler put Flaker upon the skin. Show
+     how they carried him home. Draw one of the pictures._
+
+     _Find out why a child's bones will grow together more easily than
+     an old person's bones. See if you can find out what bones are made
+     of. Soak a bone in acid and see what happens to it. Burn a bone and
+     see what happens to it. Why do a child's bones break less easily
+     than an old person's?_
+
+     _If there is a spring in your neighborhood, go and see it. Find out
+     where the water comes from._
+
+
+
+
+XXVII
+
+THINGS TO THINK ABOUT
+
+     If Flaker is lame, how will he be able to get food? What do you
+     think he can do that will be useful to the clan?
+
+     Do you think the Cave-men took as good care of the sick, and the
+     lame, and the old people, as we do? What could they do for them?
+
+     Why did the men use weapons more than tools? Why did the women use
+     tools more than weapons?
+
+     Think of as many tools as you can that the women used.
+
+
+_How Flaker Learned to Make Weapons of Bone_
+
+Before Flaker was hurt he and Fleetfoot had planned to do many things.
+But now Flaker was lame, and all the Cave-men knew he would never be
+able to hunt.
+
+When Flaker first knew it, he was very sad. And so Fleetfoot tried to
+comfort him. Each day he brought him a bird or a rabbit, and he told
+him all that had happened.
+
+For a while Flaker thought that if a man could not hunt, there was
+nothing else for him to do. But soon he found there were many things
+to do besides going out to hunt.
+
+Flaker began by doing a few little things to help Fleetfoot. He helped
+him flake heads for harpoons and javelins and make strong shafts.
+
+When Greybeard and Fleetfoot praised his work, Flaker was very happy.
+And so Flaker busied himself in the workshop when the men went out to
+hunt. Sometimes Chipper helped him, and often Greybeard worked with
+him.
+
+When Flaker was tired he would look at the trophies which were
+fastened on the wall near the cave. He was always glad to see the
+locked antlers of the two stags.
+
+As he looked at the strong antlers, he could almost see the handsome
+stags. He thought of them standing head to head ready to strike deadly
+blows. And he wished he had had such powerful weapons to meet the
+bison's charge.
+
+[Illustration: _A wedge or tent pin._]
+
+The children wanted to be good to Flaker and so they brought him the
+antlers they found. They liked to play with the antlers, and their
+mothers used them in many ways. They had learned to cut them with
+choppers and chisels, and sometimes they cut them with stone knives.
+
+All the women used the small prongs of the antlers. They used them as
+wedges in prying the bark loose from the sap-wood of young trees. All
+the women had learned to make hammers of antler by making two cuts
+near the base. And sometimes they used the broad end of the brow
+antler instead of a stone chisel.
+
+Once when Flaker was watching Antler, he thought she was making a
+dagger. But Antler had not thought of making a dagger. She was making
+a hammer and wedge. When she had finished, she dropped the long beam
+of the antler upon the ground and went away with her tools.
+
+Flaker kept his eyes fixed upon the long beam. The more he looked at
+it, the more it looked like a dagger. At length he reached and picked
+it up. Then he took his knife and began to cut it.
+
+[Illustration: _The head of a javelin._]
+
+That night when Fleetfoot came home, Flaker gave him a dagger of
+reindeer horn. Fleetfoot showed it to Bighorn, who took it, then
+tossed it on the ground.
+
+Bighorn had never seen such a dagger. He thought a good dagger had to
+be made of stone. So he made fun of Flaker's weapon, then thought no
+more about it.
+
+But Greybeard and Chipper did not make fun of the weapons Flaker made.
+They tried the dagger next day, and found that it stood the test. So
+they asked Flaker to make each of them daggers and javelins of
+reindeer horn.
+
+
+#THINGS TO DO#
+
+     _Tell all you know about the antlers of full-grown stags. Tell all
+     you know about the antlers of other reindeer._
+
+     _Look at the antlers in the pictures on pages 16, 17, 108, and 121.
+     Find the part that would make such a wedge as is shown on page 119.
+     Find the part that would make such a hammer as is shown on page 74.
+     Find a part for a chisel or scraper. Find the long beam that was
+     used in making such a dagger as is shown on page 123. Do you think
+     that Flaker's first dagger was carved in this way? Can you tell why
+     the Cave-men carved their weapons?_
+
+     _Act out the part of this story you like best._
+
+     _Draw one of these pictures:_--
+       _Flaker watching for Fleetfoot's return._
+       _The children bringing antlers to Flaker._
+       _The women at work making tools._
+       _Fleetfoot showing the dagger to Bighorn._
+       _Greybeard and Chipper asking Flaker to make daggers._
+
+     _Make as many simple tools as you can out of bone or horn. Find
+     ways of using them._
+
+
+
+
+XXVIII
+
+THINGS TO THINK ABOUT
+
+     What do you think Flaker used in cutting the antler? What tools
+     will he need to use in making weapons of bone or horn?
+
+     What do you think the first saws were? How do you think people came
+     to use saws? How large do you think they were?
+
+     What are files used for? Can you think what the first files were
+     like? What do you think they were used for?
+
+
+_How Flaker Invented the Saw_
+
+[Illustration: _A small antler._]
+
+How glad Flaker was when Greybeard and Chipper asked him to make them
+some daggers! He looked at all the antlers the children had brought.
+He thought of the reindeer he had seen with antlers such as these. He
+remembered the handsome reindeer with their deadly weapons, and at
+length he chose the large antlers which had belonged to a handsome
+stag.
+
+Flaker looked at the long beams and decided to use them for daggers.
+He took his knife to cut off the prongs, but he could scarcely cut
+them with a knife.
+
+Flaker knew that the women cut the prongs with a chopper, but a
+chopper was a woman's tool. And Flaker wanted to be like the men. And
+so he kept working with his knife, but he wished he had taken a beam
+which the women had left.
+
+[Illustration: _A knife with two blades, a saw, and a file, all in
+one._]
+
+When he was tired using his knife, he played with some flint flakes.
+He ran his fingers over the sharp edges. Then he carelessly pressed
+off tiny flakes.
+
+But Flaker soon tired of this and he picked up the antler again. He
+pushed a flint flake back and forth upon one of the prongs of the
+antler.
+
+Flaker was simply playing at first; but when he saw that the flint was
+cutting, his play became real work. And he kept on pushing and pulling
+the flake until the prong fell to the ground. Then he sawed off other
+prongs, but he did not know he was sawing.
+
+Flaker had never seen a saw and he did not know what it was. He did
+not know that when he pressed off the tiny flakes he made the teeth of
+a flint saw.
+
+But Flaker had made a saw. It was only the rough edge of a flint
+flake. No doubt such rough edges had been made many times before. But
+Flaker learned to use the rough edge by pushing and pulling it back
+and forth.
+
+[Illustration: _A Cave-man's dagger of carved antler._]
+
+When Flaker sawed the prongs from the beam, some of the places were
+rough. So he rubbed them with the face of the flint until he made them
+smooth. When Flaker did this, the flake, which had been only a knife,
+became a file as well as a saw.
+
+Greybeard and Chipper tried the new daggers and found that they were
+sharp and strong. And the next time they went on the chase they took
+the new weapons along.
+
+Bighorn saw the new weapons, but he said little about them. For
+Bighorn knew better than to make fun of weapons Greybeard used.
+
+Nothing pleased Flaker more than to be able to help Greybeard. And so
+he cherished the new tool that he used in shaping reindeer horn.
+Sometimes he showed it to Greybeard, who was always kind to the boys.
+But even the wise old man had no idea of what a wonderful tool it was.
+
+The other Cave-men saw the tool, but they thought very little about
+it. They cared a great deal about the weapons they used in the chase.
+But few of the Cave-men ever thought of making anything they did not
+need right away.
+
+And so little was said about the new tool which was a knife with two
+blades, a saw, and a file, all in one. Nobody dreamed at that time
+that the little tool was the forerunner of a great change.
+
+
+#THINGS TO DO#
+
+     _If you can strike off a large flint flake with three faces, see if
+     you can make it into a knife-saw-file._
+
+     _Look at the picture, or at the real tool you have made, and find
+     the plain face that can be used as a file._
+
+     _Find the two edges which can be used as knives. Find the edge
+     which has a crest of teeth, and which can be used as a saw._
+
+     _Draw one of these pictures:_--
+       _The women chopping prongs from the beam of the antler._
+       _Flaker sawing the prongs off the antler._
+
+
+
+
+XXIX
+
+THINGS TO THINK ABOUT
+
+     Can you think why the females and the young males of the reindeer
+     herd could drive the old stags away during the winter? Could they
+     do it in the summer?
+
+     Why can the reindeer walk easily in the snow or on slippery places?
+
+     What is it that makes the clicking sound when reindeer walk or run?
+
+     Why were the Cave-men careful to make no mistake in the dance?
+
+
+_The Reindeer Dance_
+
+Fleetfoot did not hunt with the men, but he learned many things from
+them. In early winter, he heard them tell stories of dangerous
+encounters with ugly stags. When the old stags shed their antlers, he
+saw the men dance the reindeer dance.
+
+Fleetfoot mimicked the reindeer's movements and the grunting sounds
+they made. But he was not allowed to join with the men in dancing the
+reindeer dance. Only brave men were allowed to join in the dance. Only
+the bravest men were allowed to lead.
+
+[Illustration: _A Cave-man's mortar stone for grinding paint._]
+
+But Fleetfoot stood near and saw everything that was done. Some of the
+men put on headdresses made of the antlers of the reindeer. Others put
+on reindeer suits without the headdress of antlers. Those that were to
+be the Cave-men painted their faces and carried trophies.
+
+Fleetfoot wished that he could have a headdress and take part in the
+dance. He wondered how long he would have to wait before he could
+dance with the men. He wondered how many brave things he must do
+before he would rank as a man.
+
+And when Fleetfoot saw the men standing in silence while Greybeard
+made offerings to the gods, he looked at the brave old man and
+wondered how a man could be so wise. Then he thought of Chew-chew's
+stories of brave men of olden times.
+
+At length Fleetfoot saw Flaker, who was sitting all alone. He went and
+sat beside him and they watched the men dance.
+
+The men had finished dressing, and the women were seated on the
+ground. They had rolls of skin, and rude drums, and rattles of
+reindeer hoofs.
+
+At a signal from Bighorn, a group of men came dancing to the music of
+the rattles. They moved about and made low grunting sounds as though
+they were a reindeer herd.
+
+Then the music changed. The women drummed upon skins and hummed in a
+weird way. They tried to show by the sound of the music the coming of
+a storm.
+
+[Illustration: _A drum._]
+
+At the first sound of the weird music, the reindeer pricked up their
+ears. Then the larger reindeer that had lost their antlers started off
+to make-believe higher lands. There they made believe paw the snow
+until they found the moss. As the music of the storm grew louder, the
+herd followed to the higher lands. And with many an angry threat they
+drove the old stags away.
+
+Then the drumming and humming became fainter, and at last the sounds
+died away. But still the faint clicking of the rattles marked each
+step of the men in the dance.
+
+Another signal from Bighorn marked the change to a new scene. Trails
+were marked upon the ground and sticks placed for hills and streams.
+
+While the reindeer pretended to feed, a group of Cave-men appeared.
+Bighorn, who was still the leader, sent Little-bear to watch where the
+trail crossed the hills. Chipper was sent to lie in wait at the spot
+where the trail crossed the river. And Bighorn, himself, took his
+stand at the point where the trails crossed.
+
+When the men took their places, others crept back of the herd. Only
+the light music of the rattles sounded as the reindeer moved about.
+
+As the men came nearer the reindeer herd, the sentinels showed signs
+of fear. The clicking of the rattles was quicker. The herd became
+thoroughly alarmed and the women shook the rattles and made a loud
+din.
+
+Then the reindeer started on their old trails and came near the spots
+where the men were hid. The clicking of the rattles marked the time
+for the running, and the beating of the drum showed when javelins were
+hurled. Soon the shouts of the men and the rattles and drums made a
+loud noise.
+
+All the Cave-men enjoyed the dance. They danced it without a mistake.
+And so they felt sure that the god of the reindeer would give them
+success in the chase.
+
+
+#THINGS TO DO#
+
+     _Model in your sand-box the spot where the reindeer dance was
+     danced._
+
+     _Model the trails where the Cave-men thought the reindeer would run
+     when alarmed._
+
+     _Make rattles of something which you can find, and show how to mark
+     time with them._
+
+     _If you can get a skin, see if you can stretch it over something so
+     as to make a drum. Try different ways, and tell which is best._
+
+     _Dramatize this lesson._
+
+     _Draw a picture to illustrate it._
+
+
+
+
+XXX
+
+THINGS TO THINK ABOUT
+
+     Can you think why hunters frequently have famines? At what season
+     of the year would they be most likely to have a famine?
+
+     Can you think why they did not preserve and save food in times of
+     plenty?
+
+     If game should be scarce on a hunting ground, do you think all of
+     the people could stay at home? What do you think would happen at
+     such a time?
+
+     Have you ever heard that the Indians used to be afraid of having
+     their pictures taken? Why were they afraid of it?
+
+
+_Fleetfoot Prepares for His Final Test_
+
+Toward the close of winter rumors of famine came to the Bison clan.
+Several times people came from neighboring clans and asked Antler for
+food. There was plenty of meat in the cave, so she gave to those who
+asked. The strangers soon went away, and the Bison clan forgot about
+them.
+
+The next summer game was scarce on several of the old hunting grounds.
+There was not enough food for all. People began to wander away from
+their old homes. Small groups of men, women, and children, set out in
+different directions.
+
+Game was still plenty on the lands of the Bison clan. When the
+neighbors knew this, they came to hunt on these lands. The day
+Fleetfoot went away to fast, strange people came and camped.
+
+The next day the Bison clan drove them away. A few days later other
+strangers came, and they, too, were driven away. Bighorn was angry
+when the strangers first came, but soon he became alarmed.
+
+Just as the men and women were holding a council to consider what to
+do, the strangers disappeared. Not until Fleetfoot returned did the
+Bison clan know who they were or why they came.
+
+[Illustration: "_People began to wander away from their old homes._"]
+
+Before Fleetfoot went away to fast, he had been curious about the Big
+Bear. He had heard many stories about the Big Bear ever since he was a
+child. He had heard that the Big Bear guarded the game and kept the
+animals in the rocky cavern. He had wondered if he could climb the
+mountains and find the cave of the Big Bear.
+
+Before Flaker was hurt, the boys had planned to go to the mountains.
+They had planned to make friends with the Big Bear and learn where he
+kept the game. They had planned to climb the highest peaks and see
+what there was beyond.
+
+Once, when the boys asked Greybeard if they might go to the mountains,
+Greybeard said, "No, no, my children! Wait a while. You are not yet
+old enough to go."
+
+And so the boys waited, but they still talked about going to the
+cavern of the Big Bear. After Flaker was hurt they still planned, but
+they planned for Fleetfoot to go alone.
+
+One day when the boys were talking together, Greybeard came to
+Fleetfoot and said, "The time you have waited for has come. Prepare
+for your final test."
+
+This was glad news for Fleetfoot. At last he was to have a chance to
+prove himself worthy to rank with the men. Flaker rejoiced with
+Fleetfoot, yet he could not help feeling sad.
+
+The Bison clan had decided that Fleetfoot should go to a quiet spot.
+There he was to fast and pray until he received a sign from the gods.
+And when he had done their bidding, he was to return for his final
+test. This test once passed, Fleetfoot would be counted one of the
+men.
+
+Before Fleetfoot went, Greybeard instructed him in the use of prayers
+and charms. Antler gave him a magic powder and showed him how to
+prepare it from herbs. And the men told him of their tests, and the
+signs they received from the gods.
+
+Flaker had listened to every word that Greybeard had said. He had
+thought of all the dangers which Fleetfoot might encounter. And he
+wondered if there was not a way to protect Fleetfoot from harm.
+
+Flaker knew that the reindeer dance was a prayer of the Cave-men to
+their gods. He knew each movement in the dance was to help the gods
+understand. He felt sure that the gods would help Fleetfoot if he
+could make them understand. And so he determined to make a prayer
+which Fleetfoot could carry with him.
+
+[Illustration: _The engraving of a cave-bear on a pebble._]
+
+Perhaps you will think that the prayer Flaker made was a very strange
+prayer. But many people in all parts of the world have made such
+prayers. It was a prayer to the Big Bear of the mountains. Flaker
+scratched it upon a smooth pebble with a flint point. It was a picture
+of the Big Bear, and Flaker made it so that Fleetfoot could control
+the actions of the Big Bear.
+
+When Flaker gave the prayer to Fleetfoot he told him to guard it with
+great care. Fleetfoot took the prayer and promised to keep it near his
+side. Then the boys made an offering to the Big Bear and asked him to
+guide the way.
+
+When at length Fleetfoot was ready to start, Greybeard spoke these
+parting words: "Forget not the offerings to the gods, and remember
+they must be made with true words and a faithful heart."
+
+
+#THINGS TO DO#
+
+     _Show in your sand-box where you think the mountains were. Model
+     them and show that they were almost covered with snow. Show good
+     places for neighboring hunting grounds._
+
+     _Tell why game might be scarce in some hunting grounds and plenty
+     in others._
+
+     _Dramatize this story. Draw pictures which will show what happened.
+     See if you can engrave some animal upon wood or soft stone._
+
+
+
+
+XXXI
+
+THINGS TO THINK ABOUT
+
+     Where do you think Fleetfoot will go while he is away from home?
+
+     Find a picture of a glacier, and see if you can tell how a glacier
+     is made. In what places does the snow stay all the year round? If a
+     great deal of snow falls each year, what do you think will become
+     of it?
+
+     Find out whether there have ever been glaciers near where you live.
+     If there have, see if you can find any traces of them.
+
+
+_Fleetfoot Fasts and Prays_
+
+None of the Cave-men knew where Fleetfoot would go to fast and pray.
+He scarcely knew himself, but all the time he kept thinking of the
+Big Bear of the Mountains. And so he turned his steps toward the high
+mountain peaks.
+
+He followed the bison trail, for that was a sure guide. It led up the
+river a long way, and then skirted a dark forest. He crossed the river
+and went to the forest. There he sought out a lonely spot where he
+stayed several days.
+
+As soon as he had made a fire, Fleetfoot made offerings to the gods.
+His offerings were fish he caught in the river and birds he caught in
+snares.
+
+Although Fleetfoot offered meat to the gods, he did not taste it
+himself. When he was ready to sleep, he rubbed a pinch of wood-ashes
+upon his breast and prayed thus to the fire god: "O fire god, hover
+near me while I sleep. Hear my prayer. Grant good dreams to me this
+night. Grant me a sign that thou wilt aid me. Lead my feet in the
+right way."
+
+The first night Fleetfoot had no dreams. The second night he dreamed
+he was a child again and that he lived in his old home. The third
+night he dreamed of the Big Bear of the Mountains. He thought that he
+climbed the mountain crags and went to the Big Bear's cave. He dreamed
+that the Big Bear spoke to him and asked him whence he came. Then
+strange people seemed to come out of the cave and wave their weapons
+in a threatening way. After that Fleetfoot remembered nothing except
+that the Big Bear seemed like a friend.
+
+At daybreak Fleetfoot awoke, and at once he thought of his dream. He
+took the pebble from a little bag. Then he made an offering to the
+bear as he spoke these words: "O Big Bear! O mighty hunter! Show me
+the way to thy caverns. Show me where thou keepest the game. Give me
+strength to meet all dangers. Fill my enemies with fear."
+
+Then, remembering what Greybeard had said, Fleetfoot gave offerings to
+all the animals he hoped to kill. In this way he thought the gods
+would help him when he went out to hunt.
+
+As soon as the offerings were made, Fleetfoot looked for a sign from
+the gods. The winds began to blow. Dark clouds began to climb the sky.
+Then the thunders pealed through the heavens.
+
+[Illustration: _A stone borer, used in making a necklace._]
+
+Fleetfoot, faint from his long fast, took courage from these signs.
+The winds seemed to be messengers bearing his prayer to the gods. The
+dark clouds seemed to be the enemies he would meet on the way. The
+peals of thunder sounded to him like promises of strength. The bright
+lightning in the sky flashed a message of hope. A flock of swallows
+circling near seemed to point the way. And so Fleetfoot refreshed
+himself and started toward the mountains.
+
+It would take too long to tell all the things that happened to
+Fleetfoot before he returned. One of the first things he did was to
+kill a cave-bear and take the trophies.
+
+When Fleetfoot started out again, he wore a necklace of bear's teeth.
+He wore them partly because they were trophies and partly because
+they were charms.
+
+Fleetfoot followed the trail along the edge of the forest until he
+reached a ridge of hills. Behind him lay the River of Stones and all
+the places he had known. Before him lay a pretty valley about a day's
+journey across. To his left the snow-covered mountain peaks shone with
+a dazzling light.
+
+He stopped only to sleep and to make offerings to the gods. Fleetfoot
+was full of courage, and yet he was weak from his fast. He longed to
+be strong against all foes. He longed to be a great hunter. He longed
+to strengthen his people and to meet the dangers which threatened his
+clan.
+
+At midday he reached the river, where he sat down to rest. Then he
+went up the little river, which flowed over a rocky bed.
+
+Fleetfoot followed the river until he came to a spot where it seemed
+to end. Great masses of snow and ice covered the river bed. Farther up
+they reached the top of the cliffs and stretched out into the valley.
+
+It was the melting of this glacier which fed the little stream.
+
+Fleetfoot stood and gazed at the glacier with its rough billows of
+snow and ice. He looked at the green forests which stretched to its
+very edge. He looked at the great ice sheets which covered the
+mountain peaks. He looked at the bare crags which jutted out from the
+rocks. And he wondered if the Big Bear's cave was in one of these
+rocks.
+
+[Illustration: "_It was the melting of this glacier which fed the
+little stream._"]
+
+Then he crossed the stream and approached the cliff on the opposite
+side. There he found a cave, and he looked about, but he found no one
+at home.
+
+As Fleetfoot was looking about, he began to think of Chew-chew.
+Everything upon which his eyes rested seemed to speak of her. And yet
+he could not remember seeing the place before.
+
+Night came again and Fleetfoot slept. Again he saw the Big Bear in his
+dreams. Again he saw the enemies of his clan, and again he dreamed of
+his old home.
+
+For several days Fleetfoot explored the country near the mountains. He
+found several good hunting grounds, but he did not find the Big Bear.
+
+As the days passed it seemed to Fleetfoot that he was no longer alone.
+He heard no steps, and he saw no tracks; yet he felt sure that some
+one was near.
+
+One morning, when he awoke, there was some one watching him through
+the thick leaves. He grasped his spear and was ready to throw, when he
+heard a merry laugh.
+
+Then a lovely maiden appeared with dark and glossy hair. Her eyes
+shone with the morning light and her breath was as fresh as the dew.
+
+Fleetfoot dropped his spear and stepped forward to greet the girl. A
+moment they gazed in each other's eyes, and then they knew no fear.
+
+They sat on a mossy bank where they talked for a long, long time. And
+Fleetfoot learned that she was called Willow-grouse and that her
+people were away.
+
+Before he could ask her more, she inquired from whence he came. And
+then she asked him what had brought him so far away from his home.
+
+While Fleetfoot was telling his story, Willow-grouse listened with
+sparkling eyes. When he had finished, her eyes fell, and she seemed to
+be buried in thought. Willow-grouse knew that her own people were
+plotting against the Bison clan. She wanted Fleetfoot to stay with
+her; and she feared that if she told him what her people were doing,
+he would go away.
+
+For a few minutes Willow-grouse kept silent; but, at length, she
+decided to speak. She told Fleetfoot of the famine of the springtime
+and of the scarcity of game. She told how the people separated and
+traveled far and wide. Many of her own people had been to the grounds
+of the Bison clan. Now the clans were at the rapids. But as soon as
+the salmon season was over, they were going to attack the Bison clan.
+
+When Fleetfoot heard what Willow-grouse said, he gave up his search
+for the Big Bear. He decided to go to the salmon feast and learn what
+the clans were doing. He hoped he could do this and still have time to
+warn the Bison clan.
+
+
+#THINGS TO DO#
+
+     _See if you can find a way of making a glacier in your sand-box._
+
+     _Model a river valley whose upper part is filled with a glacier.
+     Show where the bed and banks are covered with snow and ice. Show
+     where the cliffs are covered. Show where the ice-sheets are. Show
+     on the sand-map Fleetfoot's journey to the place where he fasted.
+     Show the remainder of his journey._
+
+     _Draw pictures of the following:_--
+       _Fleetfoot prays to the fire-god._
+       _Fleetfoot receives signs from the gods._
+       _Fleetfoot standing on the ridge of hills._
+       _Fleetfoot's meeting with Willow-grouse._
+
+
+
+
+XXXII
+
+THINGS TO THINK ABOUT
+
+     Can you think why the salmon feast was at the rapids of the river?
+
+     Show in your sand-map a place where rapids might be. If there is a
+     river near you which has rapids, go to the spot and see if you can
+     tell what it is that makes the rapids.
+
+     Show in your map the hunting grounds of the clans which met at the
+     rapids. Find the trails they would follow in going to the rapids.
+
+     Find out all you can about the habits of the salmon.
+
+
+[Illustration: _A necklace of fossil shells._]
+
+_The Meeting of the Clans_
+
+At his parting from Willow-grouse, Fleetfoot gave her a necklace of
+fossil shells. Then saying, "We shall meet when the new moon comes,"
+he started on his way.
+
+He followed Sweet Briar River on his way to the meeting of the clans.
+At sunset he knew he was nearing the place where Willow-grouse said
+they had met. He could hear the roaring of the rapids, and above this
+sound, the shouts of the clans.
+
+Fleetfoot waited for the cover of darkness, for he did not wish to be
+seen. Then he approached cautiously toward the spot where the camp
+fire crackled and blazed. In the light of the flames dark trunks of
+oaks and fir trees stood out of the blackness. Then moving forms
+appeared on the banks and lighted the clans seated around the fire. At
+first Fleetfoot did not go near enough to see the faces distinctly.
+But he could tell from the various movements that they were preparing
+for a dance.
+
+All eyes seemed fixed on an old woman who was offering gifts to the
+gods. She lifted hot stones from the fire and dropped them into a
+basket of water. Then she took a piece of salmon and dropped it into
+the water.
+
+As Fleetfoot watched the old woman, he thought of Chew-chew and his
+old home. Then he wondered if all women would look like Chew-chew when
+they grew old.
+
+When the offerings were made, the men began a war dance. Some were
+dressed in masks of horses, and others wore masks of reindeer and
+cattle.
+
+When the men took off their masks, Fleetfoot looked as if in a dream.
+For among the strangers moving about there appeared familiar forms.
+
+For a few minutes Fleetfoot could not tell whether he was awake or
+asleep. What he saw seemed very real, and yet it seemed like a dream.
+He had almost forgotten his own people. He had not seen them since the
+day he was lost. And now, only a few paces away, stood Scarface and
+Straightshaft. Then other familiar forms appeared moving near the
+fire. And among the women who had beaten the drums were Chew-chew and
+Eagle-eye.
+
+When Fleetfoot saw his mother and Chew-chew, he almost shouted for
+joy. He wanted to go and speak to them, but something seemed to hold
+him back.
+
+Then his heart began to beat so loud and so fast that Fleetfoot was
+afraid he would be discovered; so he hurried away from the spot to a
+hollow tree where he spent the night.
+
+For a long time he lay awake thinking about what to do. He could not
+go back to Willow-grouse and leave his work undone. He could not make
+himself known to Cave-men who were planning to attack the Bison clan.
+He could not return to the Bison clan without learning the enemies'
+plans.
+
+And so Fleetfoot took the pebble from its bag and asked the Big Bear
+for aid. Then he fell asleep and did not awake until the break of day.
+
+All through the day he watched the clans. He saw them fish at the
+rapids and feast and play around the fire. He saw them go to a smooth
+spot near the bank where they played games. When night came he said to
+himself, "I'll watch the dance and learn their plans."
+
+Scarface offered gifts to the gods before the dance began. As he
+performed the magic rites, all the people were still. Every eye was
+turned toward the old man. No one suspected danger.
+
+Fleetfoot, watching from a safe retreat, had heard a rustling sound.
+And, looking in the direction from which the sound came, he saw a big
+tiger in a neighboring tree.
+
+The tiger had crept out on a strong branch and was watching for his
+prey. The eyes of the big cat snapped fire as they followed each
+movement that Scarface made.
+
+There was not a moment to be lost. The tiger was about to spring.
+Fleetfoot's spear whizzed through the air and dealt a powerful blow.
+Another followed, but with less force although Fleetfoot hurled it
+with all his might.
+
+With a cry of rage the tiger turned, and leaving Scarface upon the
+ground, he sprang toward Fleetfoot. And the Cave-men grasped their
+weapons and rushed to the spot.
+
+They found the tiger dying from the effect of the first blow. They
+watched his death struggles. Then they looked for the man who had
+hurled a spear that struck a death blow.
+
+If Fleetfoot had not been struck senseless, he might have made his
+escape. But as it happened, the Cave-men found him lying on the
+ground, and they raised him up and carried him to a spot near the
+bright camp-fire.
+
+
+#THINGS TO DO#
+
+     _Show on your sand-map where the clans had camped. Show where you
+     think Fleetfoot watched. Show where the ceremonies were performed._
+
+     _Draw one of these pictures:_--
+       _Fleetfoot bids farewell to Willow-grouse._
+       _The clans seated around the camp-fire._
+       _Fleetfoot watching the dance._
+       _Fleetfoot saves Scarface's life._
+
+     _Watch a cat as it springs upon a mouse, and then think of the
+     tiger as he sprang upon Scarface. Model it in bas-relief._
+
+
+
+
+XXXIII
+
+THINGS TO THINK ABOUT
+
+     What do you think the people will do with Fleetfoot?
+
+     Can you think of any way that Fleetfoot might prevent them from
+     attacking the Bison clan?
+
+
+_What Happened when the Clans Found Fleetfoot_
+
+While Chew-chew and Eagle-eye were attending to Scarface, others took
+care of Fleetfoot. They knew nothing about him except that he had
+saved Scarface's life. Everybody wanted to see him; and so a great
+crowd gathered around.
+
+People looked at the strange young man as he lay pale and still on the
+ground. They looked and looked again, then said, "How like he is to
+Scarface."
+
+Eagle-eye had not forgotten Fleetfoot. She never spoke of him, but she
+still hoped that he was alive and that she would see him again. When
+strangers came she always inquired for tidings of the lost boy.
+
+And so when Eagle-eye heard what the people said, she pushed her way
+through the crowd. The moment she saw him, she cried, "Fleetfoot!" and
+then bent over his lifeless form.
+
+Chew-chew, hearing Eagle-eye's cry, hurried to the spot. She knelt by
+his side and murmured his name, and thought of Scarface when he was
+young.
+
+Those who stood near turned and asked, "Who is Fleetfoot?" Many of the
+people had never heard of him. Others had heard of Eagle-eye's boy.
+All were curious to know more about the strange young man. All were
+anxious to know if he was dead or alive.
+
+Fleetfoot was not dead. He was only stunned by the tiger's blow. When
+Eagle-eye bathed him with cold water, he began to show signs of life.
+When at length he opened his eyes, he knew that he was recognized.
+
+When those who stood near found out who the young man was, they
+shouted the tidings to those who were farther away. Then the people
+rejoiced and thanked the gods for thus befriending them.
+
+Before Fleetfoot slept that night, he wondered how the meeting would
+end. He wondered if he could find a way to prevent an attack upon the
+Bison clan. And, turning once more to the Big Bear, he soon fell
+asleep. Next morning the people caught salmon just below the rapids.
+They feasted a while and then played games in which Fleetfoot took
+part.
+
+When the games were over, the young men crowded around him. They
+asked him how he could throw a spear so as to strike a deadly blow.
+Fleetfoot told all he knew about the use of spears and harpoons, but
+he scarcely knew himself how he had thrown with such force.
+
+But he took two spearheads in his hand, just as he had held them when
+he saw the tiger. He threw one at a mark and the spear went with such
+force that the young men shouted for joy. Then they all practiced
+throwing until they could throw in the same way. It was in this way
+that people learned to hurl weapons with a throwing-stick. Instead of
+hurling one spear by resting the butt against the barb of another, as
+Fleetfoot had done when he threw at the tiger, they learned to shape
+sticks for throwing spears, and they called them "throwing-sticks."
+
+[Illustration: _A throwing-stick._]
+
+The older men watched as Fleetfoot showed the young men how he threw
+spears and harpoons. And soon they all agreed to ask Fleetfoot to lead
+in the dance that night.
+
+Scarface invited him to lead, and Fleetfoot accepted. He was glad to
+lead in a real hunting dance, but he was still more glad to have a
+chance to prevent an attack upon the Bison clan. And so he resolved to
+plan a dance which would make them forget their plan.
+
+When the time came to begin the dance, Fleetfoot was ready to lead.
+He knew that the men all wanted to find good hunting grounds. So he
+showed them where to find such grounds and what trails to follow.
+
+[Illustration: _An Irish deer._]
+
+A few days later he went with the people to these very grounds. There
+they hunted the bison herds and the Irish deer. And when each of the
+clans had chosen a place to camp, Fleetfoot bade them farewell. Then
+it was that the bravest young men came forward and said that they
+would follow him. And so the young men agreed to be brothers and to
+help one another in times of need. They agreed upon signs which they
+should use when they wanted to meet. And when Fleetfoot started
+homeward, the young men escorted him.
+
+Of the adventures on the way to the Bison clan's cave there is little
+time to tell. All the young men were faithful. And as they journeyed
+on their way, they recalled Fleetfoot's brave deeds in a victory song.
+
+
+#THINGS TO DO#
+
+     _Show how the people acted from the time Fleetfoot threw his spear
+     until they knew who he was. Draw pictures which will illustrate the
+     story._
+
+     _Make such a hunting dance as you think Fleetfoot led. Show in your
+     sand-map the places where the hunting grounds were._
+
+     _Name all the running games you know. Tell how you play one of
+     them. Draw a picture of the Cave-men playing games._
+
+     _Make a throwing-stick._
+
+     _Look at the picture of the Irish deer and tell how it appears to
+     differ from other deer you know. For what do you think it uses its
+     large and heavy antlers?_
+
+
+
+
+XXXIV
+
+THINGS TO THINK ABOUT
+
+     What do you think Flaker will do while Fleetfoot is gone? What do
+     you think the Bison clan will do when Fleetfoot returns?
+
+     Which do you think will be the greater man--Fleetfoot or Flaker?
+
+     What things do you think Fleetfoot will do? What do you think
+     Flaker will do?
+
+
+_Fleetfoot's Return_
+
+[Illustration: _A fragment of a Cave-man's baton, engraved with the
+heads of bison._]
+
+Flaker missed Fleetfoot more than he could tell. Awake, he thought of
+his dangerous journey. Asleep, he was with him in his dreams. Many,
+many times each day he prayed for Fleetfoot's safe return.
+
+Ever since the strangers had camped on their lands, the Bison clan had
+been anxious. When questioned about it, Greybeard was sad and Bighorn
+shook his head. So the women were trying to arouse their courage, and
+Flaker was carving prayers.
+
+When Fleetfoot announced his return, it was Flaker who heard his
+whistle. It was he who shouted the glad tidings to all the Cave-men.
+And though he was lame, he was the first who ran ahead to greet him.
+
+Fleetfoot and his companions had halted on a hillside not far from the
+cave. It was from this hill that Fleetfoot whistled so as to announce
+his return. Here his companions waited, while Fleetfoot advanced
+alone.
+
+While Fleetfoot greeted his friends and showed them his wonderful
+necklace, his companions chanted his brave deeds in a victory song. It
+was thus that the Bison clan learned of Fleetfoot's brave deeds. It
+was thus that they learned of his courage which came from fasting and
+prayer.
+
+When the song was ended, Bighorn advanced with Fleetfoot, and together
+they escorted the brave young men to the cave of the Bison clan. There
+they feasted, and rested, and played games until it was time for
+Fleetfoot's last test.
+
+Meanwhile the young men became acquainted with Flaker. Fleetfoot had
+told them about him. He had shown them the dagger Flaker made and the
+engraving of the Big Bear. And so the young men were glad to see him
+and make him one of their brotherhood.
+
+When the time came for Fleetfoot's last test, he asked permission to
+speak. And when Bighorn nodded his head, Fleetfoot told the people the
+story of how he and Flaker had worked and played together. He told of
+Flaker's bravery the day he was hurt by the bison. He told of Flaker's
+poniard which he used to kill the cave-bear. He told of the tools
+which Flaker had made for working bone and horn.
+
+[Illustration: _A Cave-man's nose ornament._]
+
+Then he said that the people of the Bison clan had taught them to
+worship the gods. He said that Flaker had the favor of the gods and
+that his prayers would bring success. And he urged the Cave-men, on
+account of these things, to forget that Flaker was lame, and to admit
+him into the ranks of the full-grown men.
+
+The Cave-men listened to what Fleetfoot said and they all gave assent.
+And when they made ready to receive Fleetfoot, Flaker was brought
+forward. The nose of each of the boys was pierced and they were given
+nose ornaments. On account of his bravery Fleetfoot was given a baton
+which showed that he might lead the men. And Flaker, too, received a
+baton, but his was to show that he could lead in the worship of the
+gods.
+
+[Illustration: _A Cave-man's baton engraved with wild horses._]
+
+And so every one knew that Fleetfoot and Flaker were brave young men.
+They had passed the tests that had been given for courage, and
+patience, and self-control. Fleetfoot's companions stayed at the cave
+until the ceremonies were ended. Then they renewed their vows to help
+one another and took leave of the Bison clan. And Fleetfoot, having
+done his duty, was free to return to Willow-grouse.
+
+
+#THINGS TO DO#
+
+     _See if you can make such a victory song as you think the young men
+     sang. See if you can make the speech which Fleetfoot made for
+     Flaker._
+
+     _Dramatize this lesson, and then draw a picture of the part you
+     like the best._
+
+     _See if you can make a baton._
+
+
+
+
+XXXV
+
+THINGS TO THINK ABOUT
+
+     Why do you think people began to live in places where there were no
+     caves? Can you think what kind of a shelter they might find?
+
+     Find out all you can about the difference between the winter and
+     summer coat of some animal you know.
+
+     Which skins do you think would be used for curtains and beds? Which
+     skins would be used for clothing? Which for the heavy winter coats?
+
+
+_Willow-grouse_
+
+Soon after the salmon feast, Willow-grouse saw her people again. When
+they went away, no one knew why she stayed behind. When they returned,
+no one noticed how eager she was to hear all that was said. So
+Willow-grouse kept her secret from every one in the clan.
+
+Many days the people hunted; but, at length, there were signs of the
+coming cold. It was then that the wise men gave an order to prepare
+for the journey to the winter home.
+
+All but Willow-grouse obeyed; but she heeded not what was said. It was
+not because she did not hear the command. It was not because she did
+not care to live with her own people. It was simply because she
+remembered Fleetfoot and was waiting for his return.
+
+And so, when the women chided her for being a thoughtless girl, they
+little thought that Willow-grouse was making plans of her own. In the
+confusion of packing, nobody noticed that she stayed behind, and many
+moons passed before they learned what Willow-grouse did.
+
+As soon as her people were out of sight Willow-grouse began to make
+ready for Fleetfoot. There was no cave near at hand, but there were
+high overhanging rocks. Under one of these the people had camped. They
+found the roof and back wall of a dwelling ready-made. So they simply
+camped at the foot of the rock and built their camp-fire.
+
+Willow-grouse knew that the bare rock was a good shelter in summer.
+But she also knew that it would soon be too cold to live in such an
+open space. So she cut long poles and braced them under the roof so as
+to make a framework for front and side walls. Then she covered the
+framework with plaited branches, and left a narrow doorway which she
+closed with a skin.
+
+It was hard work to make the rock shelter, but Willow-grouse did not
+mind it. She kept thinking of Fleetfoot all the time, and she hoped
+the rock shelter would be their new home.
+
+[Illustration: _An Eskimo drawing of reindeer caught in snares._]
+
+When Willow-grouse looked at her dress, she saw it was much the worse
+for wear. So she set snares in the reindeer trails and caught two
+beautiful reindeer.
+
+[Illustration: "_A piece of sandstone for flattening seams._"]
+
+The soft summer skins of the reindeer had short, fine hair.
+Willow-grouse scraped and pounded them and then polished them with
+sandstone.
+
+Willow-grouse took great pains in making her new garments. She
+flattened the seams with a piece of sandstone until they were nice and
+smooth. Then she gathered fossil shells from the rocks and trimmed the
+neck and sleeves. And she made a beautiful headband and belt, and
+pretty moccasins for her feet.
+
+[Illustration: _A reindeer snare._]
+
+And when the time drew near for Fleetfoot's return, Willow-grouse
+dressed in her new garments. She put on the necklace of fossil shells
+and thought of Fleetfoot's last words.
+
+Fleetfoot kept his promise. When the new moon came he appeared. Then
+Willow-grouse became his wife and he lived with her in their new home.
+
+
+#THINGS TO DO#
+
+     _Look at the picture of a rock shelter on page 14._
+
+     _Find some large rocks and put them in your sand-box so as to show
+     a natural rock shelter. Make a framework for front and side walls,
+     and see if you can make it into a warm hut. Model the upper
+     valley._
+
+     _Find a piece of sandstone which you can use in polishing skins._
+
+     _Dress a doll the way you think Willow-grouse dressed. Dress a doll
+     the way you think Fleetfoot dressed._
+
+     _Find pretty seeds and shells which you can use in trimming belts
+     and headbands. Before sewing the seeds or shells on the band, lay
+     them so as to make a pretty pattern. After you have made your
+     pattern draw it on paper, so that you can look at it while you are
+     trimming the band._
+
+
+
+
+XXXVI
+
+THINGS TO THINK ABOUT
+
+     Look at what you have modeled in your sand-box and see if you can
+     tell in what parts of the valley the snow will be deepest.
+
+     When the snow is very deep, what do the wild animals do? What do
+     the people do?
+
+     Can you think how people learned to use poison in hunting?
+
+     Does the poisoned weapon poison any part of the animal's flesh? Why
+     do people try to be careful not to leave poison around?
+
+
+_How Fleetfoot and Willow-grouse Spent the Winter_
+
+When Willow-grouse was living alone, she had to hunt for her own food.
+Sometimes she caught animals in traps, and sometimes she hunted with
+spears and harpoons. When the wounded animal escaped, Willow-grouse
+was disappointed. So she tried all sorts of ways to make sure of the
+game.
+
+One day she happened to use a harpoon which had been thrust into a
+piece of decayed liver. She wounded a reindeer with the harpoon and
+the animal soon died.
+
+[Illustration: _Three views of a Cave-man's spearhead with a groove to
+hold poison._]
+
+And so Willow-grouse soon learned to mix and to use poisons. When
+Fleetfoot made simple spearheads of antler, she helped him make
+grooves to hold the poison. When they used poison on their weapons,
+they were sure of the game without a long chase.
+
+They lived happily in the rock shelter until the middle of winter.
+Then heavy snowstorms came and the wild animals went away. Fleetfoot
+and Willow-grouse were left without food. They ate a piece of
+sun-dried meat which Willow-grouse had left in a tree; and when that
+was gone, they put on their snowshoes and started toward the south.
+
+Before many days had passed, they arrived at the cave of the Bison
+clan. There they were made so welcome that they stayed for two moons.
+
+It was during this time that the Bison clan learned to use the
+throwing-stick. While Fleetfoot taught the use of the throwing-stick,
+Flaker made wonderful harpoons. And as fast as Fleetfoot found new
+ways of using weapons in hunting, Flaker invented new weapons for the
+men to use.
+
+Ever since Fleetfoot had been away, Flaker had been working at
+harpoons. He had made harpoon heads with two or three barbs, and now
+he was trying to make a harpoon with four or five barbs on each side.
+
+It took a long while to make a harpoon with many beautiful barbs. It
+took more patience to make it than most of the Cave-men had. For when
+Flaker traced a regular outline of the harpoon on one side of the
+antler, he traced the same outline upon the other side. Then he cut
+upon these lines, and he shaped the barbs one by one, until he had
+made them all of the same shape and size.
+
+[Illustration: "_It was during this time that the Bison clan learned
+to use the throwing-stick._"]
+
+He finished the base of the head with a large ridge near the end so as
+to make it easy to attach it to the shaft. Then he traced Fleetfoot's
+property-mark upon it, and thought that it was done.
+
+But Willow-grouse, who had been watching him, spoke up and said, "No,
+there is one thing more. You must put a groove in each of the barbs to
+carry the magic poison."
+
+And so, although Willow-grouse learned a great deal from watching
+Flaker use his tools, she taught him something he did not know.
+
+When the harpoon was really finished, Flaker gave it to Fleetfoot. And
+all the Cave-men gathered around to see the new harpoon.
+
+When everybody had seen it, Fleetfoot placed the harpoon upon his
+throwing-stick and hurled it again and again. To the people who stood
+near, the barbs carried the harpoon through the air like the wings of
+a bird. The deep grooves which held the poison carried sure death with
+each wound. And the throwing-stick with which it was hurled helped in
+getting a firm hold and a sure aim.
+
+[Illustration: _Harpoons with several barbs._]
+
+
+#THINGS TO DO#
+
+     _Find a piece of soft wood and trace the outline of a harpoon upon
+     it. See if you can whittle a harpoon with barbs._
+
+     _Experiment until you can tell whether you like to have a ridge on
+     the base of the harpoon head._
+
+     _Draw one of these pictures:_--
+      "_Heavy snowstorms came and the wild animals went away._"
+       _Fleetfoot and Willow-grouse find some dried meat in a tree._
+       _Fleetfoot and Willow-grouse arrive at the cave of the Bison clan._
+       _Flaker working at the barbed harpoon._
+      "_The barbs carried the harpoon through the air like the wings of
+        a bird._"
+
+
+
+
+XXXVII
+
+THINGS TO THINK ABOUT
+
+     How did people sew before they had needles? What bones do you think
+     the Cave-men would use first in making needles and awls? Why would
+     people want the hardest bones for needles?
+
+     [Illustration: _A bone pin._]
+
+     [Illustration: _A large bone needle._]
+
+     See if you can find out where the hardest bones are found.
+
+     See if you can think of all the things that would have to be done
+     in making a needle out of a piece of ivory or a large bone.
+
+     Why do we sometimes wax thread? What do you think the Cave-men
+     would use instead of wax?
+
+     Why did the Cave men make holes in their awls? What were the first
+     holes which they made in their needles used for?
+
+     How do you think they would think of carrying the thread through
+     the needle's eye?
+
+     Why do we use thimbles when we sew? When do you think people began
+     to use thimbles? What do you think the first thimbles were like?
+
+
+_How Willow-grouse Learned to Make Needles_
+
+[Illustration: _A bone awl._]
+
+Willow-grouse soon made friends with the women. They admired the
+clothing she wore, and they wanted to learn how to polish skins and to
+make beautiful clothing. So Willow-grouse showed the women how to
+polish skins and to make them into beautiful garments.
+
+While the women sewed with bone awls, Willow-grouse watched Flaker,
+who was sawing a bone with a flint saw.
+
+It was soon after this that Willow-grouse learned to make needles of
+large hard bones. The first ones she made were not very beautiful
+needles. They were not so smooth nor so round as the awls she had made
+of bird's bones. But she made a beginning and after a while all the
+women learned to make fine needles.
+
+[Illustration: _A bone from which the Cave-men have sawed out slender
+rods for needles._]
+
+[Illustration: _A piece of sandstone used by the Cave-men in making
+needles._]
+
+They made the needles of a hard bone which they took from the leg of a
+horse. They traced out the lines they wished to cut just as Flaker
+traced the harpoon. Then they sawed out slender rods and whittled one
+end to a point. The other end they made thin and flat, for this was
+the end where the hole was made.
+
+They made the rods round and smooth by drawing them back and forth on
+a piece of soft sandstone. This made long grooves in the sandstone,
+which became deeper and deeper every time the sandstone was used. Then
+they polished the rods by drawing them back and forth between the
+teeth of a flint comb.
+
+[Illustration: _A flint comb used in rounding and polishing needles._]
+
+The first needles had no eyes. They were more like awls and pins, than
+needles. Perhaps the first eyes were made in needles to keep them from
+getting lost.
+
+[Illustration: _A flint saw used in making needles of bone taken from
+the leg of a horse._]
+
+It was hard work to saw the bone rods and to round and polish them. No
+wonder the women did not want to lose them. No wonder they bored
+little holes in the thin flat end and hung them about their necks.
+
+[Illustration: _A short needle of bone._]
+
+It may have been Willow-grouse who first discovered that the eye of
+the needle could carry the thread. She may have discovered it when she
+was playing with a needle she carried on a cord. At any rate, the
+women soon learned to sew with the thread through the needle's eye.
+And then they began to make finer needles with very small eyes.
+
+[Illustration: _A flint comb used in shredding fibers._]
+
+These fine needles were used at first in sewing the softest skins.
+They were used, too, in sewing trimming on beautiful garments. But
+when the women sewed the hard skins, instead of a needle they used a
+bone awl.
+
+[Illustration: _A long fine needle of bone._]
+
+At the meeting of the clans in the salmon season, the Cave-men wore
+their most beautiful garments. And soon the clans began to vie with
+one another in wearing the most beautiful skins. And the women hunted
+for the choicest sands to use in polishing their needles. They still
+gave the first polish with a piece of sandstone or a gritty pebble.
+But when they gave the last polish the women used a powder of the
+finest sand.
+
+Instead of beeswax, the women used marrow which they kept in little
+bags. Instead of a thimble, they used a small piece of leather. And
+instead of pressing the seams with a hot iron, they made them smooth
+with a rounded stone.
+
+From the tough sinews of the large animals, every Cave-man made his
+own thread. All the children learned to prepare sinew and to shred the
+fibers with a jagged flint comb.
+
+
+#THINGS TO DO#
+
+     _Find bones which you can make into needles. See if you can find a
+     piece of flint for a saw._
+
+     _Find a piece of sandstone with which you can polish your needle._
+
+     _Make a collection of the different kinds of sand in your
+     neighborhood and tell what they can be used for._
+
+     _Make a collection of needles and find out how they were made._
+
+
+
+
+XXXVIII
+
+THINGS TO THINK ABOUT
+
+     If the animals went away in search of shelter from the storms, do
+     you think the Cave-men would know where they went? What do you
+     think they would say when they noticed that the animals had gone?
+
+     [Illustration: _Two views of a curved bone tool used by the
+     Cave-men in polishing skins._]
+
+     How did the Cave-men learn what they knew? Why did they make more
+     mistakes than people do to-day?
+
+     What changes did the Cave-men see take place in the buds? in seeds?
+     in eggs?
+
+     When they found shells in the hard rocks instead of in the water,
+     what do you suppose they would think?
+
+     Have you ever heard any one say "It rained angleworms?"
+
+     Have you ever heard any one say that cheese or meat had "changed to
+     maggots?"
+
+     Can you tell what really happened in each of these cases?
+
+     Can you see how stories of animals that turned into men could be
+     started? Is there anything that we can learn from these stories?
+
+
+_How Flaker Became a Priest and a Medicine Man_
+
+The winter was long and stormy. Wild animals found little food. Herds
+of horses and reindeer went to the lowland forests. Game was scarce on
+the wooded hills. Few horses or reindeer were seen near the caves. The
+trails were filled with snow and everything seemed to tell of the
+coming of a famine.
+
+The people ate the frozen meat that was left near the caves, and when
+they found they could get no more they began to pray to their gods.
+"O, Big Bear," they prayed, "send us thine aid. Help us now or we die.
+Drive the horses and reindeer out of thy caverns. Send them back to
+our hunting grounds."
+
+When the first rumor of famine came, Fleetfoot took down his drum. And
+he set out over the hills to call a meeting of the brotherhood.
+
+At the first sound of the drumbeat, the people knew what it meant.
+Everybody felt a gleam of hope. The young men passed the signal along
+and fresh courage came to the hearts of the people in the neighboring
+clans.
+
+Buckling their hunger-straps around them, the young men started at
+Fleetfoot's call. They met near the Bison clan's cave. There they told
+of the heavy snowstorms and the disappearance of the herds. They told
+of the beginnings of famine and considered ways of finding food.
+
+Some said, "Let us leave the old hunting grounds for our elders. Let
+us take wives and go to far away lands."
+
+Others said, "No, let us dwell together and let each clan keep its own
+hunting ground."
+
+"But how can we dwell together," said one, "when there is not food
+enough for all?"
+
+[Illustration: _A Cave-man's engraving of two herds of wild horses._]
+
+The silence which followed the young man's question showed that no one
+could reply. It was then that Fleetfoot turned to Flaker and asked him
+to speak what was in his mind. And Flaker arose, and turning his eyes
+toward the heavens, he raised his baton, whereupon all the young men
+were silent. Then he turned to the young men and said, "The gods will
+surely provide food for the hungry Cave-men."
+
+"But the people need food and game is scarce," said one of the brave
+young men. "How can we prevent the famine? How can we make the gods
+understand?"
+
+"Remember the Big Bear," said Flaker. "He heard our prayer when we
+made his likeness on stone. Let us make likenesses of the animals. The
+gods will then understand our prayers and send many herds to our
+hunting grounds."
+
+Saying this, Flaker picked up a flint point and a flat piece of stone
+and quickly engraved two herds of wild horses. The young men believed
+in the power of magic. And when they saw Flaker engraving the herds,
+they believed the wild horses would come. And so they all tried to
+make the likeness of an animal they wished to hunt.
+
+[Illustration: _A Cave-man's carving of horses' heads._]
+
+When they had made offerings to the gods, the young men were ready to
+go out to hunt. Flaker stayed at the cave, but it was he who directed
+them in the right way. He remembered all that the Cave-men had said
+about the reindeer and the wild horses. And so when they started
+Flaker said, "Follow the trail to the dense forests."
+
+It so happened that just as the young men were starting to hunt, the
+herds were coming back from the forests. And so the young men had
+great success, and soon all the Cave-men had plenty of food.
+
+[Illustration: _A Cave-man's engraving of a reindeer._]
+
+When the young men returned to their homes, they had strange stories
+to tell. They said that Flaker had brought back the herds by his
+wonderful magic. They showed the engravings they had made and told of
+their magical power.
+
+And so wherever stories of Fleetfoot's bravery went, stories of
+Flaker's magic were told. And just as Fleetfoot worked to learn all
+the arts of the hunter, so Flaker worked to learn the arts which made
+him both a priest and a medicine man.
+
+Flaker listened to all the stories that were told by the best hunters.
+He questioned them eagerly and learned many things which the hunters
+themselves soon forgot. He learned the haunts of the wild animals in
+the various seasons. He knew where to look for the best feeding
+grounds and the places of shelter from storms.
+
+And so when the fame of Flaker was noised about among all the clans,
+people came from near and from far to make gifts and to get his
+advice.
+
+
+#THINGS TO DO#
+
+     _Find soft wood or stone and see if you can engrave some animal on
+     it._
+
+     _Find a stick with branches and carve the head of some animal upon
+     the end of the short branches._
+
+     _Dramatize this story._
+
+     _Draw one of these pictures:_--
+       _Fleetfoot starting out with his drum._
+       _Flaker speaking to the young men of the brotherhood._
+       _Flaker inquiring of returning hunters about the game and the
+        feeding grounds._
+       _Strangers coming with gifts to get Flaker's advice._
+
+
+
+
+XXXIX
+
+THINGS TO THINK ABOUT
+
+     Think of as many simple ways of catching fish as you can. How do
+     you think the Cave-men fished?
+
+     What do you think people mean when they say that some one is living
+     a "hand-to-mouth" life?
+
+     How do you think people learned to dry meat, fish, or fruit?
+
+     Why would the people honor the one who taught them to preserve food
+     by drying it?
+
+     Can you think of anything which could be used as food when it was
+     boiled, that would not be a good food eaten raw?
+
+     Name a bitter vegetable. What happens to the water in which a
+     bitter vegetable is boiled?
+
+     Name a sweet vegetable. What happens to the water in which a sweet
+     vegetable is boiled?
+
+     What do you mean by "parboiling?"
+
+     Do you think the Cave-men will learn how to boil food?
+
+
+_How the Cave-men Learned to Boil and to Dry Foods_
+
+Again the salmon feast came, and again the neighboring clans camped at
+the rapids. This time they caught more salmon than they had ever
+caught before. And this was the summer that the Cave-men began to dry
+salmon and to fish with harpoons.
+
+It was Willow-grouse who thought of drying salmon, and carrying it to
+the caves. She remembered the berries dried on the bushes, and the
+dried meat she found in a tree. No doubt all the Cave-men had eaten
+dried meat many times before. Often the Cave-men left strips of meat
+hanging from the trees.
+
+Anybody could leave meat which he did not care to eat. Anybody could
+eat meat which had been dried in the sun. But not every one was bright
+enough to think of drying meat.
+
+Chew-chew had never dried meat, nor had any of the women. It was
+enough for them to prepare the meat which they needed day by day. Few
+of the people ever thought of laying up stores for the morrow. They
+lived a "hand-to-mouth" life.
+
+But Willow-grouse remembered the famines. She knew food was scarce in
+the early spring. And when she saw the river full of salmon, she
+thought of the sun-dried meat.
+
+And so Willow-grouse caught some salmon and cleaned them and hung them
+on the branches of a tree. And when they had dried, she took them down
+and the Cave-men said that dried salmon were good. And so all the
+people caught salmon and dried them in the sun.
+
+The first few days the people fished as they had fished before. They
+waded in the water and caught salmon with their hands, or they stunned
+them with clubs or with stones. But soon the men began to catch salmon
+by spearing them with barbed harpoons.
+
+[Illustration: _Harpoons of reindeer antler used for fishing._]
+
+Afterward the Cave-men fished with harpoons which had barbs on only
+one side. Perhaps they first used a broken harpoon. Perhaps they found
+they could throw with a surer aim when the barbs were on only one
+side. At any rate, the Cave-men used harpoons with barbs on one side
+for fishing, while they used harpoons with barbs on both sides when
+they went out to hunt.
+
+It was about the time of the salmon feast that people began to boil
+food. Pigeon first boiled food to eat. She remembered the broth and
+partly boiled meat which Chew-chew said the gods had left. And she
+boiled meat and gave it to the men, and they all sounded her praises.
+
+For a while the only boiling pot Pigeon used was a hole in the ground
+which she lined with a skin. Then she used a water-tight basket for
+boiling little things.
+
+[Illustration: _A flint harpoon with one barb._]
+
+Pigeon always boiled by dropping hot stones into the water. She had
+never heard of a boiling-pot which could be hung over the fire. She
+had never heard of a stove. The Cave-men knew nothing about such
+things as stoves. It would have done them no good if they had, for
+their boiling-pots could not stand the heat. So instead of putting the
+boiling-pot over the fire, the Cave-men brought the fire to the
+boiling-pot by means of hot stones.
+
+In times of famine, Pigeon learned to boil all sorts of roots and
+leaves. Many bitter plants, when boiled, were changed so that they
+tasted very well. Some plants which were poison when eaten raw were
+changed to good foods by being boiled.
+
+[Illustration: _A spoon-shaped stone made and used by the Cave-men._]
+
+And so the young women had their share in procuring food for the
+clans. While the young men invented new weapons for hunting, and tried
+to control the animals by magic, the young women learned to preserve
+foods and to keep them for times when game was scarce.
+
+When the end of the salmon feast came, the people had dried many
+salmon. It was soon after this that the young men captured wives and
+took them to new hunting grounds. And one of the very bravest young
+men was the one who captured Pigeon.
+
+
+#THINGS TO DO#
+
+     _Find some kind of raw food which you can dry. Dry it and tell what
+     happens. What dried foods do we eat? In what kind of a place do we
+     keep dried foods?_
+
+     _Find the best way of boiling bitter vegetables. Tell what happens
+     when you boil them. Find the best way of boiling sweet vegetables._
+
+     _Draw one of these pictures:_--
+       _Catching salmon just below the rapids._
+       _Drying salmon._
+       _Pigeon boiling meat for the Cave-men._
+
+
+
+
+XL
+
+THINGS TO THINK ABOUT
+
+     Do you think that any of the young men and their wives would live
+     with Fleetfoot and Willow-grouse? Where do you think Flaker will
+     live?
+
+     Can you think why Willow-grouse would take great pains to embroider
+     her baby's clothing?
+
+     Why would Willow-grouse want pretty colors? Think of new ways she
+     might find of getting pretty colors. How could she get the color
+     out of plants into the stuff she wished to color?
+
+     Why was it easier to make pretty dyes after people knew how to
+     boil?
+
+
+_The New Home_
+
+A year or so passed and Fleetfoot and Willow-grouse were settled with
+their kinsfolk in a new rock shelter. Its framework was covered with
+heavy skins instead of woven branches. Heavy bone pegs and strong
+thongs served to keep the skins in place.
+
+Flaker and other young men with their wives lived in the rock shelter.
+There were little children, too, and tiny babies.
+
+[Illustration: _A baby's hood._]
+
+Willow-grouse had a baby and she thought he was a wonderful child. She
+dressed him in the softest skins which she embroidered with a prayer.
+And she hung a bear's tooth about his neck because she thought it was
+a charm. In winter she put him in a skin cradle and wrapped him in the
+warmest furs. In summer he played in a basket cradle which
+Willow-grouse wove on a forked stick.
+
+In all that Willow-grouse did, she always asked the gods for help. The
+baskets she made for boiling food, were also prayers to the gods.
+
+[Illustration: "_In summer he played in the basket cradle which
+Willow-grouse wove on a forked stick._"]
+
+She searched for the choicest grasses and spread them on a clean spot
+to dry. No one knew so well as Willow-grouse when to gather the twigs.
+She knew the season when they were full-grown and gathered them before
+the sap had hardened. She gathered them when the barks peeled easily
+and when the rich juices flowed.
+
+When the twigs were gathered the women soaked them and peeled off the
+bark. They left some of the twigs round, but others they made into
+flat splints. Sometimes they stained them with the green rind of
+nuts, and sometimes they dyed them with pretty dyes.
+
+[Illustration: _First step in coiled basketry._]
+
+[Illustration: _Second step in coiled basketry._]
+
+Instead of weaving the baskets, Willow-grouse sewed them with an
+over-and-over stitch. In this way she made the soft grasses into a
+firm basket. She began by taking a wisp of grass in the left hand and
+a flat splint in the other. She wound the splint around the wisp a few
+times then turned the wrapped portion upon itself. When she had
+fastened it with a firm stitch, again she wound the splint around the
+wisp and took another stitch.
+
+[Illustration: _Three rows of coiled work._]
+
+Sometimes Willow-grouse made baskets for boiling food, and sometimes
+she made them for carrying water. The baskets she prized most were the
+ones into which she put a prayer. The prayer was a little pattern
+which she made for a picture of one of the gods. Sometimes it was a
+wild animal and sometimes it was a bird. Sometimes it was the flowing
+river and sometimes a mountain peak. And sometimes it was a flash of
+lightning, and sometimes it was the sun.
+
+All the Cave-men wanted the gods to be friendly and they wanted them
+to stay near. That is why they took so much pains in making pictures
+of them. That is why that soon after the rock shelter was made they
+engraved a reindeer upon the wall.
+
+[Illustration: "_Greybeard, now old and feeble, walked all the way to
+the spot._"]
+
+Greybeard, now old and feeble, walked all the way to the spot.
+Fleetfoot and Flaker wanted him to perform the magic rites.
+
+[Illustration: _A water basket._]
+
+Not all the people who lived there were allowed to take part in the
+ceremonies. Only the grown people were allowed to see the first part.
+And only the wisest and bravest ones went into the dark shelter.
+
+For a moment, those who went in stood in silence waiting for a sign.
+Then, by the light of a torch, Fleetfoot chiseled a reindeer on the
+hard rock, and Greybeard, holding a reindeer skull, murmured earnest
+prayers.
+
+A feeling of awe came over them while they worked. They began to feel
+that the god of the reindeer was really there with them. They asked
+the god to take good care of those who lived in the rock shelter, and
+to send many herds of reindeer to the Cave-men's hunting grounds.
+
+
+#THINGS TO DO#
+
+     _Make a rock shelter with walls of skin instead of plaited
+     branches. Use bone pegs to keep the curtains drawn tight._
+
+     _Find a forked stick and several smaller ones and make a framework
+     for a basket-cradle. If you cannot weave such a cradle as the one
+     shown in the picture, make one in some other way and fasten it to
+     the framework._
+
+     _Find grasses and splints and see if you can make a sewed mat or
+     basket. Make a simple pattern for your mat._
+
+     _Look at the picture of a water basket. Why do you think it was
+     made to bulge near the bottom? Why was the bottom made flat? Why
+     was the neck made narrow? Why were handles put on this basket? Tell
+     or write a story about this basket._
+
+     _Turn to the frontispiece and find a picture with this legend: "A
+     feeling of awe came over them while they worked."_
+
+
+
+
+XLI
+
+THINGS TO THINK ABOUT
+
+     What might happen that would lead the Cave-men to work together? At
+     what times might the clans help one another?
+
+     Think of as many ways as you can of making tents out of poles and
+     skins.
+
+
+_How the Clans United to Hunt the Bison_
+
+In spite of all the Cave-men did to appease the wrath of the gods, it
+seemed to them that a powerful god was trying to do them harm. Soon
+after the bison came, the grass near the caves disappeared. Then the
+herds scattered and the Cave-men said, "The god has driven them away."
+
+As the word passed from cave to cave, all the people were frightened.
+Wise men shook their heads and looked about in despair. Then it was
+that the younger men spoke of Fleetfoot and Flaker.
+
+Scarface knew of Fleetfoot's courage. And when he heard of Flaker's
+magical power, he sent messengers, bearing gifts, to invite them with
+their people to a meeting of the clans.
+
+Fleetfoot and Flaker accepted the gifts and made ready to go. The
+women made a stretcher for Flaker. And when they had buried their
+household treasures, all set out to the meeting of the clans.
+
+They arrived at the Fork of the River where Fleetfoot had lived when
+he was a child. There the frightened clans had gathered to seek aid
+against a common foe.
+
+When the people saw Flaker upon the stretcher, their voices were
+hushed and all was still. And when Flaker, arising, fixed his eyes
+upon something that no one else could see, they scarcely breathed.
+They were sure that something was going to happen.
+
+Instead of offering gifts, Flaker threatened the angry god. He made
+faces at him; he shook his fists, and he made a great noise. And the
+people, becoming excited, joined Flaker in making threats. They made
+faces, they joined hands, they danced about and they made such a
+horrible noise that they began to feel that the god was frightened and
+that he had gone away.
+
+When the ceremony was ended, the people hoped to find the herds.
+Scarface asked for young men to go ahead and act as scouts. Several
+young men at once stepped forward from different parts of the circle
+of the clans. And Scarface selected Fleetfoot and Blackcloud to go in
+search of the herds.
+
+[Illustration: _A Cave-man's engraving of a tent showing the interior
+structure._]
+
+The people listened as Scarface spoke thus to the young men: "Go
+follow the tracks; listen to each sound; find where the herds are
+feeding. Do not frighten them away. Return quickly and report what you
+have seen. If you speak not the truth when you return, may the fire
+burn you; may the lightning strike you; may the Big Bear shut you in
+his dark cavern!"
+
+[Illustration: _A Cave-man's engraving of a tent showing the
+exterior._]
+
+The scouts nodded their heads, and looked to Flaker for a sign. And
+Flaker, turning to the scouts, said, "The gods will lead you. Follow
+where the green grass is cropped. Follow where the grass is trampled.
+These are the signs which the gods will give to show that you are on
+the right way."
+
+The scouts departed. The first day the clans made ready to move. The
+second day the scouts returned and brought news of the herds. The
+third day all the clans were traveling toward the fertile plains.
+
+[Illustration: _A Cave-man's engraving of a tent with covering pulled
+one side so as to show the ends of the poles which support the roof._]
+
+Fleetfoot and Blackcloud led the way and at midday caught sight of the
+herds. At once, Fleetfoot gave the signal and Scarface ordered the
+clans to stop. Then the men prepared to attack the herds, while the
+women built the tents.
+
+There were no large trees in sight, but there were a few small ones. A
+grassy plain stretched all around for a long, long way. And so the
+women built their tents out of slender saplings.
+
+[Illustration: _Framework showing the best kind of a tent made by the
+Cave-men._]
+
+Most of the women made a framework by leaning poles against the branch
+of a tree. The roof and the walls of such a tent were one and the same
+thing. Willow-grouse and her companions tried a different way.
+
+It was by trying different ways in the different places where they
+camped, that the women at length learned to make tents with the roof
+separated from the wall. The Cave-men made pictures of some of these
+tents upon a piece of antler.
+
+[Illustration: _A tent pin._]
+
+When the men parted from the women, they considered ways of attacking
+the herd. It was hard to approach it on the grassy plain without being
+seen. And the men knew that if the herd was alarmed, it would gallop
+far away.
+
+At length Fleetfoot showed the Cave-men a plan for surrounding the
+herd. And he asked who would volunteer to follow two leaders in
+separate lines.
+
+All the bravest men volunteered, for they were eager to make an
+attack. Fleetfoot placed them in two lines and told them what each one
+was to do.
+
+Fleetfoot led one of the lines through the grass to the right, and
+Blackcloud led the other to the left. They crept softly through the
+tall grass until they had surrounded the herd. Approaching the herd
+cautiously, they drew nearer and nearer together.
+
+Fleetfoot gave the signal to attack when they were about a spear's
+throw away. At once the harpoons whizzed through the air and struck
+many a mortal blow. The bison were taken by surprise and they
+attempted to escape. But no sooner had they run from one side than
+they were attacked from the other.
+
+Many a bison was killed that day and many others were wounded. Many of
+the Cave-men carried away marks of an ugly bison's horns.
+
+But all of the people had food and all the people were happy. And to
+show that they honored both Fleetfoot and Flaker they bored holes
+through their batons.
+
+
+#THINGS TO DO#
+
+     _Make such a stretcher as you think the women made to carry
+     Flaker._
+
+     _Make tents whose roof and walls are one and the same thing. Make a
+     tent whose roof and walls are separated. Tell how you think people
+     learned to make such perfect tents._
+
+     _Dramatize one of the following scenes and then draw a picture to
+     illustrate it:_--
+       _The fear of the people at the disappearance of the herds._
+       _Bearing gifts to Fleetfoot and Flaker._
+       _Flaker threatening the angry god._
+       _Sending the scouts._
+       _Surrounding the herds._
+       _Showing honors to Fleetfoot and Flaker._
+
+
+
+
+XLII
+
+THINGS TO THINK ABOUT
+
+     If there were not men enough to surround a herd can you think of
+     anything the Cave-men might do to drive them where they wanted them
+     to go?
+
+     How do we get animals into traps?
+
+     Why do you think people first began to make fences and walls?
+
+     How do you think they used them?
+
+     Why do we have fences? What do we use them for?
+
+
+_How Things were Made to Do the Work of Men_
+
+When the clans returned to their own hunting grounds, they could not
+surround the large herds. There were not enough men in one cave to
+hunt in this way. Sometimes they partly surrounded a herd and drove
+the animals over a cliff, but unless the herd was near the cliff,
+there were not enough men to drive them.
+
+And so the men tried to coax the animals to the edge of the cliff.
+Sometimes they did it by imitating the cries the animals made.
+Sometimes they did it by dressing so as to look like the animals
+themselves. But even then they often failed to get the animals into
+their trap.
+
+It was when Fleetfoot saw a bison frightened by a feather that he
+thought of making things do the work of live men.
+
+The greater part of the day the bison fed some distance from the
+cliff. Fleetfoot wanted to find a way of driving them up to the very
+edge. The bison drive which he invented was the way he succeeded in
+doing it.
+
+It was shaped like a letter #V# with the point cut off. The sides were
+piles of brush, or stones, or vines stretched from tree to tree. At
+the edge of the cliff where they started, the sides were only a short
+distance apart. But the farther out they extended, the farther they
+were apart.
+
+Men, women, and children joined in making the bison drive. They piled
+stones and heaped up brush, and they hunted for long vines. Then they
+hunted for feathers and bits of fur, which they tied along the lines.
+
+Flaker performed the magical ceremony before the hunt began. Fleetfoot
+dressed in a bison's skin so as to coax the herd along. Women and
+children hid behind piles of stone and brush. And the men formed
+themselves in line far out from the cliffs in the rear of the herd.
+
+Everybody kept still until Fleetfoot's signal sounded. Then the men
+sprang up and with loud shouts they ran after the herd. The bison saw
+Fleetfoot in disguise; and, thinking he was one of the herd, they
+followed where he led.
+
+When the bison came near a pile of stones a woman or child frightened
+them. When they came near the fence of vines they were frightened away
+by the feathers and fur. And so the herd kept on toward the steep
+cliff.
+
+And with loud shouts and drumbeats, with the clatter of weapons and
+hard hoofs, the bellowing herd galloped madly on toward the steep
+cliff. Then Fleetfoot, throwing off his disguise, slipped under one of
+the lines; but the frantic herd rushed headlong to the brink of the
+precipice. Then, seeing the danger, the foremost ones attempted to
+escape. But the maddened herd pressed blindly on and pushed them over
+the cliff.
+
+After such a hunt as this, there was food enough for many days. Very
+likely the women dried meat during this time.
+
+
+#THINGS TO DO#
+
+     _Model in your sand-box a good place for the bison drive. Make the
+     drive and show what happened from first to last._
+
+     _Draw one of these pictures:_--
+       _Bison feeding some distance from the cliff._
+       _Building a bison drive._
+       _Fleetfoot leading the herd._
+       _The bison at the edge of the cliff._
+       _Drying meat._
+
+
+
+
+XLIII
+
+THINGS TO THINK ABOUT
+
+     Can you think why people make rules and laws? Why do we have them?
+
+     What kind of rules and laws do you think the Cave-men made?
+
+     What laws do you think they would make about hunting animals?
+
+     What laws would they make about the use of plants?
+
+     What people did the Cave-men honor most? What must any one do to be
+     honored? What were some of the signs that a man was honored?
+
+     When dangerous work needs to be done, what kind of men and women
+     are needed?
+
+
+[Illustration: _After the bison hunt._]
+
+_How the Cave-men Rewarded and Punished the Clansmen_
+
+Again the clans went to hunt on the fertile plains. Again the women
+built the tents while the men went out to hunt. But before the tents
+were finished, the women heard the thunder of the galloping herd.
+Angry shouts followed, and the women began to feel alarmed.
+
+All the men were angry with Blackcloud. He had frightened the herd
+away. Fleetfoot had planned to surround the bison as they were
+surrounded before. But a stronger and braver young man than
+Blackcloud, helped Fleetfoot lead the lines.
+
+[Illustration: _Handle of a Cave-man's hunting-knife with engraving of
+a man hunting the bison._]
+
+Nobody dreamed that Blackcloud would do it. Everybody knew that each
+one must be careful not to frighten the herd. The men crept quietly
+through the grass when they saw a bison browsing near the line. But
+when Blackcloud saw a young cow, he rushed forward and made an attack.
+
+The loud bellow of the wounded cow gave the alarm to the herd. And
+before the Cave-men could stop them, the bison were galloping madly
+away.
+
+And so all the men were angry with Blackcloud. Bighorn wanted to have
+him flogged. Others wanted to kill him. He dared not come near them
+for many days. No one would hunt with him, and no one would give him
+food.
+
+[Illustration: _A hunter's tally._]
+
+Afterward, when he begged to be taken back, the people let him come.
+But first they gave him a hard flogging in the presence of the clan.
+
+As years passed, the custom grew of making rules for the hunt. And
+those who broke any of the rules were punished by the clan.
+
+Every day the Cave-men recited the brave deeds of the clan. They
+watched every one carefully, so as to know who the brave men were.
+Those who were found most useful to the clan were given special
+honors. And when a man did a very brave deed he was given a hole in
+his baton.
+
+Brave hunters, besides keeping trophies, engraved a record of their
+brave deeds. Sometimes they kept a hunter's tally, and sometimes they
+engraved the animal they killed.
+
+[Illustration: _Fragment of Cave-man's baton engraved with reindeer._]
+
+Many of the Cave-men engraved these records upon the weapons they used
+in the chase. They believed that the weapons which had such engravings
+were of great value for their magical powers. The wise men, who led
+the people, engraved their records upon their batons. Others engraved
+them upon their trophies or upon bone hairpins which they used in
+their hair.
+
+[Illustration: _Engraving of a seal upon a bear's tooth._]
+
+The engraving of a seal upon a bear's tooth probably recorded a trip
+to the sea, while the rude sketch of the mammoth made on the mammoth's
+tusk, probably recorded a great hunt.
+
+By all these signs of brave deeds, the Cave-men knew who the brave men
+were. And these same records help to tell the story of THE LATER
+CAVE-MEN.
+
+
+#THINGS TO DO#
+
+     _Write out some of the rules you have helped make for your games._
+
+     _Do you think the rules are good ones?_
+
+     _See if you can engrave or carve an ornament on some weapon you
+     have made. Before doing it, think what you would like to have the
+     ornament mean._
+
+     _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._
+
+[Illustration: _A Cave-man's hairpin engraved with wild horses._]
+
+
+       *       *       *       *       *
+
+
+
+
+[Illustration: SUGGESTIONS TO TEACHERS]
+
+
+"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.
+
+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.
+
+_Lesson XXXVI._ To help the children to realize the importance of the
+discovery of the use of poison, let the children think of the many
+advantages which the Cave-men enjoyed because they could use it.
+
+The dependence of man upon animals for his food supply is shown here.
+The disappearance of the herds caused Fleetfoot and Willow-grouse to
+leave the rock-shelter. This is the beginning of a series of events
+which culminates in a famine. With this in mind, the teacher can
+emphasize the points which lead up to the famine.
+
+_Lesson XXXVII._ Let the children bring together from various sources
+the materials and tools required to make needles by the processes of
+the Cave-men. Do not require the children to make needles, but permit
+them to experiment with the materials so as to understand the subject.
+If the children label and arrange the collection they make in an
+orderly way, the work itself will be of great value to them, and the
+collection will constitute an interesting feature in the children's
+industrial museum.
+
+_Lesson XXXVIII._ Such a lesson as this ought to be helpful in freeing
+the child from superstitions without putting him out of sympathy with
+people who entertain them. In their origin superstitions are
+unsuccessful attempts to explain the phenomena of life. In spite of
+the fact that many of the beliefs of mankind have been false, they
+have served a useful purpose in the development of the individual and
+in uniting individuals into social groups.
+
+The art of the Cave-men, as illustrated in this and in other lessons,
+shows a belief in sympathetic magic, a belief that is universal among
+primitive peoples. The fear formerly entertained by the American
+Indians of having their photographs taken was due to a belief in
+sympathetic magic. The one who possessed the likeness was supposed to
+have some mysterious power over the person.
+
+Help the children to distinguish between the things the Cave-men did
+which really helped and those which they thought helped. Notice that
+Flaker actually learned a great deal about the topography of the
+country, the location of the best hunting grounds, the movements and
+habits of the herds, and, because of this, was often able to give the
+Cave-men good advice. The magical ceremonies he practiced were of use
+to him in getting the people to believe in his wonderful power. (See,
+also, notes under _XXXIV_.)
+
+_Lesson XXXIX._ Although there was a great variety and abundance of
+fish, not all the Cave-men used fish. From the remains which have been
+found, however, we know that different clans used nearly all the
+varieties of fish which still may be found in our rivers and lakes;
+and we may readily believe that a salmon stream would be held as
+property common to all the neighboring tribes, as it is to-day among
+hunting and fishing peoples.
+
+Fishing tackle of the Cave-men was very crude. Fish were sufficiently
+abundant, however, to be caught with the hands or by means of stones
+and clubs. A fish hook made of a bear's tooth, by removing the enamel
+and crown and lessening the thickness by rubbing, has been found. The
+barbed harpoons, which were originally made for hunting, were later
+used in spearing fish. Harpoons with barbs on both sides were well
+adapted for throwing through the air, while those with barbs on one
+side were better adapted for use in the water. An experiment with a
+pencil in a glass of water will show the child that the part in the
+water is not where it appears to be, and from this he can readily
+reach the conclusion given above.
+
+_Lesson XL._ If one will notice the clothing and the cradles of the
+North American Indians in a museum, he cannot fail to observe that
+care was taken in their preparation. They are comfortable and, in many
+cases, beautiful. We may well believe from what is known that among
+all primitive peoples the beauty, especially that of ornamentation,
+was for the sake of some supposed magical power. The representation of
+an animal was supposed to secure the especial protection of that
+animal, which was worshiped as a god. The bear's tooth, which was
+pierced and strung about the neck of an infant, served a useful
+purpose when the child was cutting teeth, and it was supposed to be
+a charm which served to protect the child.
+
+_Lesson XLI._ The strongest motives for coöperation were doubtless
+the common need of protection from dangerous beasts of prey and the
+need of adopting methods of hunting wild animals which required the
+united efforts of many people. Notice that the different batons and
+fragments of batons represented in this book differ in the number of
+holes bored through them. It is thought that the number of holes
+indicated the rank of the owner. Although many theories are given
+regarding the use of batons, the one which seems most tenable to
+the author is that which views them as marks of distinction and
+instruments used in magical ceremonies and in hunting dances.
+
+_Lesson XLII._ The method of hunting herds by surrounding them is a
+coöperative method suitable to such regions as grassy plains, and
+comparatively level tracts which are sparsely wooded. The drive, on
+the contrary, is adapted to regions where steep cliffs are to be
+found. It is a natural development of the earlier method of hunting by
+taking advantage of the proximity of animals to steep cliffs. In that
+case man's part was to lie in wait until a favorable opportunity
+presented itself for frightening the animals over. The lesson in _The
+Tree-dwellers_ on "How the Hyenas Hunted the Big-nosed Rhinoceros,"
+and the one in _The Early Cave-men_ on "Hunting the Mammoth,"
+illustrate early stages of this method.
+
+Notice that there is a new principle employed in this lesson--that of
+the decoy--and that the method of hunting by means of the drive makes
+use of various ideas worked out before.
+
+_Lesson XLIII._ The experience of children in games is sufficient to
+enable them to realize the necessity of making laws and rules for
+regulating the conduct of the members of the group. This lesson should
+serve to connect this narrow experience with that of the race.
+
+Many of the representations of the Cave-man's art, as shown in the
+illustrations of this book, might well have been made the subjects of
+special lessons. The limits of this book, however, forbid further
+expansion.
+
+
+       *       *       *       *       *
+
+
+
+
+Industrial and Social History Series
+
+_By KATHARINE ELIZABETH DOPP, Ph. D._
+
+_Lecturer in Education in the Extension Division of the University of
+Chicago. Author of "The Place of Industries in Elementary Education."_
+
+
+WHAT THE BOOKS ARE
+
+
+_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._
+
+This volume makes clear to the child how people lived before they had
+fire, how and why they conquered it, and the changes wrought in
+society by its use. The simple activities of gathering food, of
+weaving, building, taming fire, making use of stones for tools and
+weapons, wearing trophies, and securing coöperative action by means of
+rhythmic dances, are here shown to be the simple forms of processes
+which still minister to our daily needs.
+
+
+_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._
+
+In this volume the child is helped to realize that it is necessary not
+only to know how to use fire, but to know how to make it. Protection
+from the cold winters, which characterize the age described, is sought
+first in caves; but fire is a necessity in defending the caves. The
+serious condition to which the cave-men are reduced by the loss of
+fire during a flood is shown to be the motive which prompts them to
+hold a council; to send men to the fire country; to make improvements
+in clothing, in devices for carrying, and in tools and weapons; and,
+finally, to the discovery of how to make fire.
+
+
+_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._
+
+Here is portrayed the influence of man's presence upon wild animals.
+Man's fear, which with the conquest of fire gave way to courage, has
+resulted in his mastery of many mechanical appliances and in the
+development of social coöperation, which so increases his power as to
+make him an object of fear to the wild animals. Since the wild animals
+now try to escape from man's presence, there is a greater demand made
+upon man's ingenuity than ever before in supplying his daily food. The
+way in which man's cunning finds expression in traps, pitfalls, and in
+throwing devices, and finally in a remarkable manifestation of art, is
+made evident in these pages.
+
+
+_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._
+
+The life of fishing people upon the seashore presents a pleasing
+contrast to the life of the hunters on the wooded hills depicted in
+the previous volumes. The resources of the natural environment; the
+early steps in the evolution of the various modes of catching fish, of
+manufacturing fishing tackle, boats, and other necessary appliances;
+the invention of devices for capturing birds; the domestication of the
+dog and the consequent changes in methods of hunting; and the social
+coöperation involved in manufacturing and in expeditions on the deep
+seas, are subjects included in this volume.
+
+
+_Other volumes, dealing with the early development of pastoral and
+agricultural life, the age of metals, travel, trade, and
+transportation, will follow._
+
+
+_Write us for detailed information regarding these books and a
+complete list of our up-to-date publications._
+
+ #RAND McNALLY & COMPANY#
+ EDUCATIONAL PUBLISHERS
+ CHICAGO   NEW YORK   LONDON
+
+
+
+
+
+End of Project Gutenberg's The Later Cave-Men, by Katharine Elizabeth Dopp
+
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+
+<html xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" />
+    <title>
+      The Project Gutenberg eBook of The Later Cave-men, by Katharine E. Dopp.
+    </title>
+    <style type="text/css">
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+
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+           margin: 0 auto;
+           text-align: center;
+           padding: 2em; padding-left: 3em;
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+           border-width: thin; }
+
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+                left: 92%;
+                font-size: smaller;
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+
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+
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+
+
+<pre>
+
+Project Gutenberg's The Later Cave-Men, by Katharine Elizabeth Dopp
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Later Cave-Men
+
+Author: Katharine Elizabeth Dopp
+
+Release Date: September 13, 2008 [EBook #26603]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE LATER CAVE-MEN ***
+
+
+
+
+Produced by Chris Curnow, Joseph Cooper, Anne Storer and
+the Online Distributed Proofreading Team at
+https://www.pgdp.net
+
+
+
+
+
+
+</pre>
+
+
+<div class="box">
+
+<p><span class='pagenum'><a name="Page_1" id="Page_1">[Pg 1]</a></span></p>
+
+
+<div class="figcenter" style="width: 443px;">
+<img src="images/imgcover.jpg" width="443" height="600" alt="Cover" title="" />
+</div>
+
+<hr style="width: 65%;" />
+
+<div class="figcenter" style="width: 600px;">
+<img src="images/img001.jpg" width="600" height="520" alt="The Later Cave Men" title="" />
+</div>
+
+<hr style="width: 65%;" />
+
+<p><span class='pagenum'><a name="Page_2" id="Page_2">[Pg 2]</a></span></p>
+</div>
+
+<div class="box2">
+
+<div class="figcenter" style="width: 545px;">
+<img src="images/industrialtxt.jpg" width="545" height="36" alt="Industrial and Social History Series" title="" />
+</div>
+
+<p class="center"><strong><em>By KATHARINE ELIZABETH DOPP, Ph. D.</em></strong><br />
+<em>The Extension Division of The University of Chicago.<br />
+Author of &ldquo;The Place of Industries in Elementary Education.&rdquo;</em></p>
+
+<p class="center">&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;</p>
+
+<p style="text-indent: -2em;"><strong>Book I. THE TREE-DWELLERS.</strong> THE AGE OF FEAR.<br />
+Illustrated with a map, 14 full-page and 46 text drawings in half-tone by
+<span class="smcap">Howard V. Brown</span>. Cloth. Square 12mo. 158 pages.<br />
+<em>For the primary grades.</em></p>
+
+<p style="text-indent: -2em;"><strong>Book II. THE EARLY CAVE-MEN.</strong> THE AGE OF COMBAT.<br />
+Illustrated with a map, 16 full-page and 71 text drawings in half-tone
+by <span class="smcap">Howard V. Brown</span>. Cloth. Square 12mo. 183 pages.<br />
+<em>For the primary grades.</em></p>
+
+
+<p style="text-indent: -2em;"><strong>Book III. THE LATER CAVE-MEN.</strong> THE AGE OF THE CHASE.<br />
+Illustrated with 27 full-page and 87 text drawings in half-tone by
+<span class="smcap">Howard V. Brown</span>. Cloth. Square 12mo. 197 pages.<br />
+<em>For the primary grades.</em></p>
+
+
+<p style="text-indent: -2em;"><strong>Book IV. THE EARLY SEA PEOPLE.</strong> FIRST STEPS IN THE CONQUEST
+OF THE WATERS.<br />
+Illustrated with 21 full-page and 117 text drawings in half-tone by
+<span class="smcap">Howard V. Brown</span> and <span class="smcap">Kyohei Inukai</span>.
+Cloth. Square 12mo. 224 pages.<br />
+<em>For the intermediate grades.</em></p>
+
+
+<p class="center"><em>Other volumes, dealing with the early development of pastoral and
+agricultural life, the age of metals, travel, trade,
+and transportation, will follow.</em></p>
+
+</div>
+
+<div class="box">
+
+<hr style="width: 65%;" />
+
+
+
+<p><span class='pagenum'><a name="Page_3" id="Page_3">[Pg 3]</a></span></p>
+
+<p class="center"><strong><em>TO</em></strong></p>
+
+<div class="figcenter" style="width: 397px;">
+<img src="images/childrentxt.jpg" width="397" height="43" alt="The Children Who Are Asking for More About the Cave men" title="" />
+</div>
+<p class="center"><strong>I DEDICATE THIS BOOK</strong></p>
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_4" id="Page_4">[Pg 4]</a></span></p>
+
+<div class="figcenter" style="width: 399px;">
+<img src="images/img004.jpg" width="399" height="600" alt="image" title="" />
+<span class="caption">&ldquo;A feeling of awe came over them while they worked.&rdquo;&mdash;<span class="smcap">Page <a href="#Page_172">172</a>.</span></span>
+</div>
+
+<hr style="width: 65%;" />
+
+<p><span class='pagenum'><a name="Page_5" id="Page_5">[Pg 5]</a></span></p>
+
+<div class="figcenter" style="width: 436px;">
+<img src="images/imgtitle.jpg" width="436" height="600" alt="title page" title="" />
+</div>
+
+<hr style="width: 65%;" />
+
+<p><span class='pagenum'><a name="Page_6" id="Page_6">[Pg 6]</a></span></p>
+
+<p style="font-size: 1.3em;" class="center">
+<em>Copyright, 1906</em><br />
+By <span class="smcap">Katharine Elizabeth Dopp</span><br />
+<em>Entered at Stationers&#8217; Hall</em><br />
+Edition of 1928</p>
+
+<p>&nbsp;</p><p>&nbsp;</p><p>&nbsp;</p>
+
+<div class="figcenter" style="width: 180px;">
+<img src="images/img006.jpg" width="180" height="169" alt="publishers logo" title="" />
+</div>
+
+<p class="center"><strong>Made in U. S. A.</strong></p>
+
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_7" id="Page_7">[Pg 7]</a></span></p>
+
+<div class="figcenter" style="width: 500px;">
+<img src="images/preface.jpg" width="500" height="209" alt="preface" title="" />
+</div>
+
+
+<p>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&mdash;physically, intellectually, and
+morally&mdash;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.</p>
+
+<p>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.</p>
+
+<p>The situation that has recently deprived the child of the opportunity
+<span class='pagenum'><a name="Page_8" id="Page_8">[Pg 8]</a></span>
+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.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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,
+<span class='pagenum'><a name="Page_9" id="Page_9">[Pg 9]</a></span>
+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.</p>
+
+<p>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 arch&aelig;ologist, and the anthropologist,
+the first numbers of this series are based.</p>
+
+<p>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
+<span class='pagenum'><a name="Page_10" id="Page_10">[Pg 10]</a></span>
+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.</p>
+
+<p>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, <em>director of the United States Bureau of Ethnology, Washington,
+D. C.</em>; by Frederick J. V. Skiff, <em>director of the Field Columbian
+Museum, Chicago</em>, and by the author. Ethnological collections and
+the best illustrative works on ethnological subjects scattered
+throughout the country have been carefully searched for material.
+Many of the text illustrations of this volume are reproductions
+of originals found in the caves and rock shelters of France.<br />
+
+<span style="margin-left: 32em;">K. E. D.</span><br />
+
+<span style="margin-left: 2em;"><em>October, 1906.</em></span></p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_11" id="Page_11">[Pg 11]</a></span></p>
+
+<div class="figcenter" style="width: 500px;">
+<img src="images/contents.jpg" width="500" height="124" alt="contents" title="" />
+</div><p>&nbsp;</p>
+
+<div class='center'>
+<table border="0" cellpadding="5" cellspacing="0" summary="">
+
+<tr>  <td align='left'></td>  <td align='right'><span class="smcap">page</span></td>  </tr>
+<tr>  <td align='left'><a href="#Page_3"><em>Dedication</em></a></td>  <td align='right'>7</td>  </tr>
+<tr>  <td align='left'><a href="#Page_7"><em>Preface</em></a></td>  <td align='right'>8</td>  </tr>
+<tr>  <td align='left'><a href="#Page_11"><em>Contents</em></a></td>  <td align='right'>12</td>  </tr>
+<tr>  <td align='left'><a href="#Page_12"><em>Illustrations</em></a></td>  <td align='right'>13</td>  </tr>
+<tr>  <td align='left'>&nbsp;</td>  <td align='right'></td>  </tr>
+
+<tr>  <th colspan="2">THE LATER CAVE-MEN<br />
+<span class="smcap">the age of the chase</span></th>  </tr>
+
+<tr>  <td align='left'></td>  <td align='right'><span class="smcap">page</span></td>  </tr>
+<tr>  <td align='left'><a href="#Page_15">The Reindeer Start for their Summer Home</a></td>  <td align='right'>15</td>  </tr>
+<tr>  <td align='left'><a href="#II">Chew-chew</a></td>  <td align='right'>20</td>  </tr>
+<tr>  <td align='left'><a href="#III">Fleetfoot&#8217;s Lessons</a></td>  <td align='right'>23</td>  </tr>
+<tr>  <td align='left'><a href="#IV">After the Chase</a></td>  <td align='right'>27</td>  </tr>
+<tr>  <td align='left'><a href="#V">Why the Cave-men Made Changes in their Weapons</a></td>  <td align='right'>32</td>  </tr>
+<tr>  <td align='left'><a href="#VI">How the Cave-men Made Delicate Spear Points</a></td>  <td align='right'>36</td>  </tr>
+<tr>  <td align='left'><a href="#VII">The Return of the Bison</a></td>  <td align='right'>41</td>  </tr>
+<tr>  <td align='left'><a href="#VIII">The First Bison Hunt of the Season</a></td>  <td align='right'>46</td>  </tr>
+<tr>  <td align='left'><a href="#IX">What Happened when the Children Played with Hot Stones</a></td>  <td align='right'>50</td>  </tr>
+<tr>  <td align='left'><a href="#X">Why the Children Began to Eat Boiled Meat</a></td>  <td align='right'>54</td>  </tr>
+<tr>  <td align='left'><a href="#XI">The Nutting Season</a></td>  <td align='right'>56</td>  </tr>
+<tr>  <td align='left'><a href="#XII">Why Mothers Taught their Children the Boundary Lines</a></td>  <td align='right'>62</td>  </tr>
+<tr>  <td align='left'><a href="#XIII">What Happened to Fleetfoot</a></td>  <td align='right'>65</td>  </tr>
+<tr>  <td align='left'><a href="#XIV">How the Strangers Camped for the Night</a></td>  <td align='right'>69</td>  </tr>
+<tr>  <td align='left'><a href="#XV">Fleetfoot is Adopted by the Bison Clan</a></td>  <td align='right'>72</td>  </tr>
+<tr>  <td align='left'><a href="#XVI">How the Cave-men Protected Themselves from the Cold</a></td>  <td align='right'>77</td>  </tr>
+<tr>  <td align='left'><a href="#XVII">How the Children Played in Winter</a></td>  <td align='right'>81</td>  </tr>
+<tr>  <td align='left'><a href="#XVIII">Overtaken by a Storm</a></td>  <td align='right'>84</td>  </tr>
+<tr>  <td align='left'><a href="#XIX">How Antler Happened to Invent Snowshoes</a></td>  <td align='right'>88</td>  </tr>
+<tr>  <td align='left'><a href="#XX">How Antler Made Snares</a></td>  <td align='right'>92</td>  </tr>
+<tr>  <td align='left'><a href="#XXI">How Spears Were Changed into Harpoons</a></td>  <td align='right'>97</td>  </tr>
+<tr>  <td align='left'><a href="#XXII">How the Cave-men Hunted with Harpoons</a></td>  <td align='right'>101</td>  </tr>
+<tr>  <td align='left'><a href="#XXIII">How the Cave-men Tested Fleetfoot and Flaker</a></td>  <td align='right'>105</td>  </tr>
+<tr>  <td align='left'><a href="#XXIV">Fleetfoot and Flaker See a Combat</a></td>  <td align='right'>109</td>  </tr>
+<tr>  <td align='left'><a href="#XXV">What Happened when Fleetfoot and Flaker Hunted the Bison</a></td>  <td align='right'>111</td>  </tr>
+<tr>  <td align='left'><a href="#XXVI">What the Cave-men did for Flaker</a></td>  <td align='right'>115</td>  </tr>
+<tr>  <td align='left'><a href="#XXVII">How Flaker Learned to Make Weapons of Bone</a></td>  <td align='right'>118</td>  </tr>
+<tr>  <td align='left'><a href="#XXVIII">How Flaker Invented the Saw</a></td>  <td align='right'>121</td>  </tr>
+<tr>  <td align='left'><a href="#XXIX">The Reindeer Dance</a></td>  <td align='right'>124</td>  </tr>
+<tr>  <td align='left'><a href="#XXX">Fleetfoot Prepares for his Final Test</a></td>  <td align='right'>128</td>  </tr>
+<tr>  <td align='left'><a href="#XXXI">Fleetfoot Fasts and Prays</a></td>  <td align='right'>132</td>  </tr>
+<tr>  <td align='left'><a href="#XXXII">The Meeting of the Clans</a></td>  <td align='right'>139</td>  </tr>
+<tr>  <td align='left'><a href="#XXXIII">What Happened when the Clans Found Fleetfoot</a></td>  <td align='right'>143</td>  </tr>
+<tr>  <td align='left'><a href="#XXXIV">Fleetfoot&#8217;s Return</a></td>  <td align='right'>147</td>  </tr>
+<tr>  <td align='left'><a href="#XXXV">Willow-grouse</a></td>  <td align='right'>150</td>  </tr>
+<tr>  <td align='left'><a href="#XXXVI">How Fleetfoot and Willow-grouse Spent the Winter</a></td>  <td align='right'>153</td>  </tr>
+<tr>  <td align='left'><a href="#XXXVII">How Willow-grouse Learned to Make Needles</a></td>  <td align='right'>157</td>  </tr>
+<tr>  <td align='left'><a href="#XXXVIII">How Flaker Became a Priest and a Medicine Man</a></td>  <td align='right'>161</td>  </tr>
+<tr>  <td align='left'><a href="#XXXIX">How the Cave-men Learned to Boil and to Dry Foods</a></td>  <td align='right'>165</td>  </tr>
+<tr>  <td align='left'><a href="#XL">The New Home</a></td>  <td align='right'>168</td>  </tr>
+<tr>  <td align='left'><a href="#XLI">How the Clans United to Hunt the Bison</a></td>  <td align='right'>173</td>  </tr>
+<tr>  <td align='left'><a href="#XLII">How Things Were Made to Do the Work of Men</a></td>  <td align='right'>178</td>  </tr>
+<tr>  <td align='left'><a href="#XLIII">How the Cave-men Rewarded and Punished the Clansmen</a></td>  <td align='right'>182</td>  </tr>
+<tr>  <td align='left'><a href="#Page_185"><em>Suggestions to Teachers</em></a></td>  <td align='right'>185</td>  </tr>
+</table></div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_12" id="Page_12">[Pg 12]</a></span></p>
+
+<div class="figcenter" style="width: 550px;">
+<img src="images/illos.jpg" width="550" height="166" alt="illustrations" title="" />
+</div><p>&nbsp;</p>
+
+<div class='center'>
+<table border="0" cellpadding="5" cellspacing="0" summary="">
+
+<tr>  <th colspan="2">FULL PAGE</th>  </tr>
+<tr>  <td align='left'></td>
+             <td align='right'><span class="smcap">page</span></td>  </tr>
+<tr>  <td align='left'><a href="#Page_4">&ldquo;<em>A feeling of awe came over them while they worked</em>&rdquo;</a></td>
+             <td align='right'>Frontispiece</td>  </tr>
+<tr>  <td align='left'><a href="#Page_14">&ldquo;<em>Pigeon boiled meat and gave it to the men, and they all<br /> sounded her praises</em>&rdquo;</a></td>
+             <td align='right'>14</td>  </tr>
+<tr>  <td align='left'><a href="#swam">&ldquo;<em>The reindeer swam through the deep water and waded<br /> out to the opposite bank</em>&rdquo;</a></td>
+             <td align='right'>17</td>  </tr>
+<tr>  <td align='left'><a href="#img21"><em>Chew-chew telling stories to Fleetfoot</em></a></td>
+             <td align='right'>21</td>  </tr>
+<tr>  <td align='left'><a href="#Page_25">&ldquo;<em>Then Scarface threw, and all the horses took fright</em>&rdquo;</a></td>
+             <td align='right'>25</td>  </tr>
+<tr>  <td align='left'><a href="#img29">&ldquo;<em>Chew-chew took her basket and started up the dry ravine</em>&rdquo;</a></td>
+             <td align='right'>29</td>  </tr>
+<tr>  <td align='left'><a href="#Page_31">&ldquo;<em>She took a flint point and scratched the men&#8217;s arms until<br /> she made big scars</em>&rdquo;</a></td>
+             <td align='right'>31</td>  </tr>
+<tr>  <td align='left'><a href="#img42">&ldquo;<em>Straightshaft saw the herd at sunrise and made a sign<br /> to the men</em>&rdquo;</a></td>
+             <td align='right'>42</td>  </tr>
+<tr>  <td align='left'><a href="#Page_45">&ldquo;<em>At the close of the day there was not a little valley in the<br /> surrounding country that did not have a herd of two or<br /> three hundred bison</em>&rdquo;</a></td>
+             <td align='right'>45</td>  </tr>
+<tr>  <td align='left'><a href="#img47">&ldquo;<em>With a quick snort he turned and charged</em>&rdquo;</a></td>
+             <td align='right'>47</td>  </tr>
+<tr>  <td align='left'><a href="#img53">&ldquo;<em>Chew-chew tried to teach the children how to know the<br /> hissing sound</em>&rdquo;</a></td>
+             <td align='right'>53</td>  </tr>
+<tr>  <td align='left'><a href="#Page_57">&ldquo;<em>All the women and children went nutting</em>&rdquo;</a></td>
+             <td align='right'>57</td>  </tr>
+<tr>  <td align='left'><a href="#Page_59"><em>The wild hogs were having a feast</em></a></td>
+             <td align='right'>59</td>  </tr>
+<tr>  <td align='left'><a href="#Page_63">&ldquo;<em>Mothers taught their children what the boundaries were</em>&rdquo;</a></td>
+             <td align='right'>63</td>  </tr>
+<tr>  <td align='left'><a href="#img67">&ldquo;<em>A big man caught him, and put him upon his shoulder</em>&rdquo;</a></td>
+             <td align='right'>67</td>  </tr>
+<tr>  <td align='left'><a href="#Page_70">&ldquo;<em>The tent was an old oak, which reached out long and<br /> low-spreading branches</em>&rdquo;</a></td>
+             <td align='right'>70</td>  </tr>
+<tr>  <td align='left'><a href="#Page_76">&ldquo;<em>Greybeard asked Fleetfoot to drop the hot stones in the<br /> water again</em>&rdquo;</a></td>
+             <td align='right'>76</td>  </tr>
+<tr>  <td align='left'><a href="#Page_79">&ldquo;<em>When the men saw the new garment they wondered how<br /> it was made</em>&rdquo;</a></td>
+             <td align='right'>79</td>  </tr>
+<tr>  <td align='left'><a href="#Page_87">&ldquo;<em>But many could find no protection, so they turned about<br /> and faced the storm</em>&rdquo;</a></td>
+             <td align='right'>87</td>  </tr>
+<tr>  <td align='left'><a href="#Page_104">&ldquo;<em>And so the Cave-men tested the boys in many different ways</em>&rdquo;</a></td>
+             <td align='right'>104</td>  </tr>
+<tr>  <td align='left'><a href="#Page_108">&ldquo;<em>Then their antlers crashed in a swift charge</em>&rdquo;</a></td>
+             <td align='right'>108</td>  </tr>
+<tr>  <td align='left'><a href="#img113">&ldquo;<em>They looked so much like wolves that they got very close<br /> before the bison threatened</em>&rdquo;</a></td>
+             <td align='right'>113</td>  </tr>
+<tr>  <td align='left'><a href="#img116">&ldquo;<em>What the Cave-men did for Flaker</em>&rdquo;</a></td>
+             <td align='right'>116</td>  </tr>
+<tr>  <td align='left'><a href="#Page_129">&ldquo;<em>People began to wander away from their old homes</em>&rdquo;</a></td>
+             <td align='right'>129</td>  </tr>
+<tr>  <td align='left'><a href="#Page_136">&ldquo;<em>It was the melting of this glacier which fed the little stream</em>&rdquo;</a></td>
+             <td align='right'>136</td>  </tr>
+<tr>  <td align='left'><a href="#img171">&ldquo;<em>Greybeard, now old and feeble, walked all the way to the spot</em>&rdquo;</a></td>
+             <td align='right'>171</td>  </tr>
+<tr>  <td align='left'><a href="#Page_181"><em>After the bison hunt</em></a></td>
+             <td align='right'>181</td>  </tr>
+<tr>  <td align='left'>&nbsp;</td>
+             <td align='right'></td>  </tr>
+
+<tr>  <th colspan="2">TEXT</th>
+             <td align='right'></td>  </tr>
+<tr>  <td align='left'><a href="#Page_16"><em>A reindeer</em></a></td>
+             <td align='right'>16</td>  </tr>
+<tr>  <td align='left'><a href="#Page_24"><em>A stone ax</em></a></td>
+             <td align='right'>24</td>  </tr>
+<tr>  <td align='left'><a href="#Page_32"><em>A stone knife</em></a></td>
+             <td align='right'>32</td>  </tr>
+<tr>  <td align='left'><a href="#Page_32"><em>A laurel leaf</em></a></td>
+             <td align='right'>32</td>  </tr>
+<tr>  <td align='left'><a href="#Page_32"><em>Laurel leaf-shaped spear point</em></a></td>
+             <td align='right'>32</td>  </tr>
+<tr>  <td align='left'><a href="#Page_34"><em>A stone scraper</em></a></td>
+             <td align='right'>34</td>  </tr>
+<tr>  <td align='left'><a href="#Page_35"><em>A shaft-straightener</em></a></td>
+             <td align='right'>35</td>  </tr>
+<tr>  <td align='left'><a href="#Page_36"><em>A delicate spearhead</em></a></td>
+             <td align='right'>36</td>  </tr>
+<tr>  <td align='left'><a href="#Page_37">&ldquo;<em>When the Cave-men held the flint in the hand,<br /> the hand yielded to the light blow</em>&rdquo;</a></td>
+             <td align='right'>37</td>  </tr>
+<tr>  <td align='left'><a href="#Page_37">&ldquo;<em>While Scarface placed the punch he sang in low tones</em>&rdquo;</a></td>
+             <td align='right'>37</td>  </tr>
+<tr>  <td align='left'><a href="#Page_38"><em>Straightshaft using a flaker</em></a></td>
+             <td align='right'>38</td>  </tr>
+<tr>  <td align='left'><a href="#Page_39"><em>A flaker</em></a></td>
+             <td align='right'>39</td>  </tr>
+<tr>  <td align='left'><a href="#img43"><em>An ibex</em></a></td>
+             <td align='right'>43</td>  </tr>
+<tr>  <td align='left'><a href="#Page_51"><em>A bear&#8217;s tooth awl</em></a></td>
+             <td align='right'>51</td>  </tr>
+<tr>  <td align='left'><a href="#Page_73"><em>A scraper</em></a></td>
+             <td align='right'>73</td>  </tr>
+<tr>  <td align='left'><a href="#Page_73"><em>A skin stretched on a frame</em></a></td>
+             <td align='right'>73</td>  </tr>
+<tr>  <td align='left'><a href="#Page_74"><em>A hammer of reindeer horn</em></a></td>
+             <td align='right'>74</td>  </tr>
+<tr>  <td align='left'><a href="#Page_80"><em>A cave-man&#8217;s glove</em></a></td>
+             <td align='right'>80</td>  </tr>
+<tr>  <td align='left'><a href="#Page_89"><em>A stone maul</em></a></td>
+             <td align='right'>89</td>  </tr>
+<tr>  <td align='left'><a href="#Page_90"><em>Fur gloves</em></a></td>
+             <td align='right'>90</td>  </tr>
+<tr>  <td align='left'><a href="#Page_91"><em>A snowshoe</em></a></td>
+             <td align='right'>91</td>  </tr>
+<tr>  <td align='left'><a href="#Page_94">&ldquo;<em>Then she set snares on the ground and fastened<br /> them to strong branches</em>&rdquo;</a></td>
+             <td align='right'>94</td>  </tr>
+<tr>  <td align='left'><a href="#Page_94">&ldquo;<em>Antler learned to protect the cord by running it<br /> through a hollow bone</em>&rdquo;</a></td>
+             <td align='right'>94</td>  </tr>
+<tr>  <td align='left'><a href="#Page_95">&ldquo;<em>So it ran along and nibbled the bait until its sharp<br /> teeth cut the cord</em>&rdquo;</a></td>
+             <td align='right'>95</td>  </tr>
+<tr>  <td align='left'><a href="#Page_98"><em>A chisel-scraper</em></a></td>
+             <td align='right'>98</td>  </tr>
+<tr>  <td align='left'><a href="#Page_99"><em>A barbed point</em></a></td>
+             <td align='right'>99</td>  </tr>
+<tr>  <td align='left'><a href="#Page_100"><em>A harpoon</em></a></td>
+             <td align='right'>100</td>  </tr>
+<tr>  <td align='left'><a href="#Page_102"><em>Chipper using a spear-noose</em></a></td>
+             <td align='right'>102</td>  </tr>
+<tr>  <td align='left'><a href="#Page_114"><em>A Cave-man&#8217;s carving of a &ldquo;hamstrung&rdquo; animal</em></a></td>
+             <td align='right'>114</td>  </tr>
+<tr>  <td align='left'><a href="#Page_119"><em>A wedge or tent pin</em></a></td>
+             <td align='right'>119</td>  </tr>
+<tr>  <td align='left'><a href="#Page_120"><em>The head of a javelin</em></a></td>
+             <td align='right'>120</td>  </tr>
+<tr>  <td align='left'><a href="#flaker"><em>A small antler</em></a></td>
+             <td align='right'>121</td>  </tr>
+<tr>  <td align='left'><a href="#Page_122"><em>A knife with two blades, a saw, and a file, all in one</em></a></td>
+             <td align='right'>122</td>  </tr>
+<tr>  <td align='left'><a href="#Page_123"><em>A Cave-man&#8217;s dagger</em></a></td>
+             <td align='right'>123</td>  </tr>
+<tr>  <td align='left'><a href="#Page_125"><em>A Cave-man&#8217;s mortar stone</em></a></td>
+             <td align='right'>125</td>  </tr>
+<tr>  <td align='left'><a href="#Page_126"><em>A drum</em></a></td>
+             <td align='right'>126</td>  </tr>
+<tr>  <td align='left'><a href="#Page_131"><em>The engraving of a cave-bear</em></a></td>
+             <td align='right'>131</td>  </tr>
+<tr>  <td align='left'><a href="#Page_134"><em>A stone borer</em></a></td>
+             <td align='right'>134</td>  </tr>
+<tr>  <td align='left'><a href="#Page_139"><em>A necklace of fossil shells</em></a></td>
+             <td align='right'>139</td>  </tr>
+<tr>  <td align='left'><a href="#Page_145"><em>A throwing-stick</em></a></td>
+             <td align='right'>145</td>  </tr>
+<tr>  <td align='left'><a href="#Page_146"><em>An Irish deer</em></a></td>
+             <td align='right'>146</td>  </tr>
+<tr>  <td align='left'><a href="#Page_147"><em>A fragment of a Cave-man&#8217;s baton, engraved</em></a></td>
+             <td align='right'>147</td>  </tr>
+<tr>  <td align='left'><a href="#Page_149"><em>A Cave-man&#8217;s nose ornament</em></a></td>
+             <td align='right'>149</td>  </tr>
+<tr>  <td align='left'><a href="#Page_149"><em>A Cave-man&#8217;s baton, engraved</em></a></td>
+             <td align='right'>149</td>  </tr>
+<tr>  <td align='left'><a href="#Page_151"><em>An Eskimo drawing of reindeer caught in snares</em></a></td>
+             <td align='right'>151</td>  </tr>
+<tr>  <td align='left'><a href="#Page_152">&ldquo;<em>A piece of sandstone for flattening seams</em>&rdquo;</a></td>
+             <td align='right'>152</td>  </tr>
+<tr>  <td align='left'><a href="#Page_152"><em>A reindeer snare</em></a></td>
+             <td align='right'>152</td>  </tr>
+<tr>  <td align='left'><a href="#Page_154"><em>Three views of a Cave-man&#8217;s spearhead</em></a></td>
+             <td align='right'>154</td>  </tr>
+<tr>  <td align='left'><a href="#Page_155">&ldquo;<em>It was during this time that the Bison clan learned<br /> to use the throwing-stick</em>&rdquo;</a></td>
+             <td align='right'>155</td>  </tr>
+<tr>  <td align='left'><a href="#Page_156"><em>Harpoons with several barbs</em></a></td>
+             <td align='right'>156</td>  </tr>
+<tr>  <td align='left'><a href="#awl"><em>A bone awl</em></a></td>
+             <td align='right'>157</td>  </tr>
+<tr>  <td align='left'><a href="#Page_157"><em>A bone pin</em></a></td>
+             <td align='right'>157</td>  </tr>
+<tr>  <td align='left'><a href="#Page_157"><em>A large bone needle</em></a></td>
+             <td align='right'>157</td>  </tr>
+<tr>  <td align='left'><a href="#awl"><em>A bone from which the Cave-men have sawed out<br /> slender rods for needles</em></a></td>
+             <td align='right'>158</td>  </tr>
+<tr>  <td align='left'><a href="#awl"><em>A piece of sandstone used by the Cave-men in<br /> making needles</em></a></td>
+             <td align='right'>158</td>  </tr>
+<tr>  <td align='left'><a href="#Page_158"><em>A flint comb used in rounding and polishing needles</em></a></td>
+             <td align='right'>158</td>  </tr>
+<tr>  <td align='left'><a href="#Page_158"><em>A flint saw used in making needles of bone</em></a></td>
+             <td align='right'>158</td>  </tr>
+<tr>  <td align='left'><a href="#Page_159"><em>A short needle of bone</em></a></td>
+             <td align='right'>159</td>  </tr>
+<tr>  <td align='left'><a href="#Page_159"><em>A flint comb used in shredding fibers</em></a></td>
+             <td align='right'>159</td>  </tr>
+<tr>  <td align='left'><a href="#Page_159"><em>A long fine needle of bone</em></a></td>
+             <td align='right'>159</td>  </tr>
+<tr>  <td align='left'><a href="#XXXVIII"><em>Two views of a curved bone tool</em></a></td>
+             <td align='right'>160</td>  </tr>
+<tr>  <td align='left'><a href="#Page_162"><em>A Cave-man&#8217;s engraving of two herds of wild horses</em></a></td>
+             <td align='right'>162</td>  </tr>
+<tr>  <td align='left'><a href="#Page_163"><em>A Cave-man&#8217;s carving of horses&#8217; heads</em></a></td>
+             <td align='right'>163</td>  </tr>
+<tr>  <td align='left'><a href="#Page_163"><em>A Cave-man&#8217;s engraving of a reindeer</em></a></td>
+             <td align='right'>163</td>  </tr>
+<tr>  <td align='left'><a href="#Page_166"><em>Harpoons of reindeer antler</em></a></td>
+             <td align='right'>166</td>  </tr>
+<tr>  <td align='left'><a href="#Page_167"><em>A flint harpoon with one barb</em></a></td>
+             <td align='right'>167</td>  </tr>
+<tr>  <td align='left'><a href="#Page_167"><em>A spoon-shaped stone</em></a></td>
+             <td align='right'>167</td>  </tr>
+<tr>  <td align='left'><a href="#Page_169"><em>A baby&#8217;s hood</em></a></td>
+             <td align='right'>169</td>  </tr>
+<tr>  <td align='left'><a href="#Page_169">&ldquo;<em>In summer he played in the basket cradle</em>&rdquo;</a></td>
+             <td align='right'>169</td>  </tr>
+<tr>  <td align='left'><a href="#Page_170"><em>First step in coiled basketry</em></a></td>
+             <td align='right'>170</td>  </tr>
+<tr>  <td align='left'><a href="#Page_170"><em>Second step in coiled basketry</em></a></td>
+             <td align='right'>170</td>  </tr>
+<tr>  <td align='left'><a href="#Page_170"><em>Three rows of coiled work</em></a></td>
+             <td align='right'>170</td>  </tr>
+<tr>  <td align='left'><a href="#img172"><em>A water basket</em></a></td>
+             <td align='right'>172</td>  </tr>
+<tr>  <td align='left'><a href="#img175"><em>A Cave-man&#8217;s engraving of a tent showing the<br /> interior structure</em></a></td>
+             <td align='right'>175</td>  </tr>
+<tr>  <td align='left'><a href="#img175"><em>A Cave-man&#8217;s engraving of a tent showing the exterior</em></a></td>
+             <td align='right'>175</td>  </tr>
+<tr>  <td align='left'><a href="#Page_175"><em>A Cave-man&#8217;s engraving of a tent with covering pulled<br /> one side so as to show the ends of the poles which support<br /> the roof</em></a></td>
+             <td align='right'>175</td>  </tr>
+<tr>  <td align='left'><a href="#Page_176"><em>Framework showing the best kind of a tent made<br /> by the Cave-men</em></a></td>
+             <td align='right'>176</td>  </tr>
+<tr>  <td align='left'><a href="#Page_176"><em>A tent pin</em></a></td>
+             <td align='right'>176</td>  </tr>
+<tr>  <td align='left'><a href="#Page_182"><em>Handle of a Cave-man&#8217;s hunting-knife with engraving</em></a></td>
+             <td align='right'>182</td>  </tr>
+<tr>  <td align='left'><a href="#img183"><em>A hunter&#8217;s tally</em></a></td>
+             <td align='right'>183</td>  </tr>
+<tr>  <td align='left'><a href="#Page_183"><em>Fragment of Cave-man&#8217;s baton</em></a></td>
+             <td align='right'>183</td>  </tr>
+
+<tr>  <td align='left'><a href="#Page_184"><em>Engraving of a seal upon a bear&#8217;s tooth</em></a></td>
+             <td align='right'>184</td>  </tr>
+<tr>  <td align='left'><a href="#hairpin"><em>A Cave-man&#8217;s hairpin, engraved</em></a></td>
+             <td align='right'>184</td>  </tr>
+
+</table></div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_14" id="Page_14">[Pg 14]</a></span></p>
+
+<div class="figcenter" style="width: 431px;">
+<img src="images/img014.jpg" width="431" height="600" alt="image" title="" />
+<span class="caption">&ldquo;Pigeon boiled meat and gave it to the men, and they all sounded
+her praises.&rdquo;&mdash;Page <a href="#Page_166">166</a>.</span>
+</div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_15" id="Page_15">[Pg 15]</a></span></p>
+<h1>THE LATER CAVE-MEN</h1>
+
+<p class="center"><strong>THE AGE OF THE CHASE</strong></p>
+
+<p>&nbsp;</p>
+
+<h2>I</h2>
+
+<p style="font-size: 1.5em;" class="center"><em>The Reindeer Start for their Summer Home</em></p>
+
+
+<p>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 scraped up the snow with their
+forefeet and found dry grass.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p><span class='pagenum'><a name="Page_16" id="Page_16">[Pg 16]</a></span>
+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.</p>
+
+<div class="figleft" style="width: 400px;">
+<img src="images/img016.jpg" width="400" height="300" alt="image" title="" />
+<span class="caption">A reindeer.</span>
+</div>
+
+<p>The children had listened to all that was said about
+the great herd. They could scarcely wait to see it.
+Fleetfoot pulled his grandmother&#8217;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.</p>
+
+<p>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.</p>
+
+<p>The scattered herds were coming slowly down the
+little valleys. Each followed a handsome
+leader headed toward the ford.</p>
+
+<p>&ldquo;Look!&rdquo; said Chew-chew as the leader of
+a herd plunged into the river.</p>
+
+<p>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.</p>
+
+<p><a name="swam" id="swam"></a></p>
+<div class="figcenter" style="width: 396px;">
+<img src="images/img017.jpg" width="396" height="600" alt="image" title="" />
+<span class="caption">&ldquo;The reindeer swam through the deep water and waded out to the
+opposite bank.&rdquo;</span>
+</div>
+
+<p>&ldquo;Why did the reindeer jump
+into the river?&rdquo; 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
+<span class='pagenum'><a name="Page_18" id="Page_18">[Pg 18]</a></span>
+heard his mother say, &ldquo;Cave-bears and hyenas hide in
+the thickets. They lie in wait for the herds.&rdquo;</p>
+
+<p>Scarface seemed to be lying in wait on some rocks
+by an evergreen tree. He had stopped on his way to
+the reindeer pass to see what had frightened the herd.</p>
+
+<p>While the men were going to the pass, 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.</p>
+
+<p>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.</p>
+
+<p>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 pass.</p>
+
+<p>Meanwhile the men had reached the pass 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.</p>
+
+<p>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.</p>
+
+<p><span class='pagenum'><a name="Page_19" id="Page_19">[Pg 19]</a></span>
+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.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>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.</em></p>
+
+<p><em>Find rocks and make the reindeer pass. Make the trail from the
+ford through the narrow valley to the pass.</em></p>
+
+<p><em>Play the story this lesson tells.</em></p>
+
+<p><em>Draw one of these pictures</em>:&mdash;<br />
+
+<span style="margin-left: 2em;"><em>The reindeer stretched their slender necks and ate moss from
+the trees.</em></span><br />
+
+<span style="margin-left: 2em;"><em>The reindeer sniffed the warm wind and knew it was time to go.</em></span><br />
+
+<span style="margin-left: 2em;"><em>Fleetfoot pulled his grandmother&#8217;s hand and started up the cliff.</em></span><br />
+
+<span style="margin-left: 2em;"><em>The cave-bears and hyenas hide in the thickets.</em></span><br />
+
+<span style="margin-left: 2em;"><em>Hunting at the reindeer pass.</em></span></p>
+
+<p><em>Show how Eagle-eye loaded a reindeer upon her back. Model Eagle-eye
+in clay so as to show how she carried the reindeer.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="II" id="II"></a>II</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>If you have read the story of &ldquo;The Early Cave-men,&rdquo; tell how the
+cave that was flooded was made.</p>
+
+<p>Can you think of any other way in which a cave might be made?</p>
+
+<p>If you have ever seen a shallow hole in a cliff, see if you can find
+out how it was made. If such a hole was made in a very soft rock
+<span class='pagenum'><a name="Page_20" id="Page_20">[Pg 20]</a></span>
+what would happen to it? What would happen to a hole made in a
+hard rock?</p>
+
+<p>See if you can find a piece of limestone. What do we use
+limestone for?</p>
+
+<p>If we wanted a house of limestone, what would we do to get it?
+When the Cave-men wanted a limestone house, what did they do?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Chew-chew</em></p>
+
+<p>Chew-chew was the oldest woman in the cave at the
+Fork of the River. She was not as strong as she once
+had been; but she was still able to lead the women in
+their work. Her sons&#8217; wives carried the heaviest burdens,
+but Chew-chew still carried heavy loads.</p>
+
+<p>Chew-chew was the wisest woman in the cave.
+When the other women did not know what to do,
+they always asked Chew-chew. The bravest men
+were always glad to get Chew-chew&#8217;s advice. The
+children thought nobody could tell such stories as
+Chew-chew told.</p>
+
+<p>Chew-chew and all of her children belonged to the
+Horse clan. All the children in those days took the
+clan name of their mother. Chew-chew&#8217;s sons had
+captured wives from the Reindeer clan. And so the
+children in Chew-chew&#8217;s cave belonged to the Reindeer
+clan. It thus happened that in every cave there were
+people of different clans. But since Chew-chew was
+the oldest woman in the cave, we shall call the people
+at the Fork of the River by the name of the Horse clan.</p>
+
+<p><a name="img21" id="img21"></a></p>
+<div class="figcenter" style="width: 434px;">
+<img src="images/img021.jpg" width="434" height="600" alt="image" title="" />
+<span class="caption">Chew-chew telling stories to Fleetfoot.</span>
+</div>
+
+<p>Chew-chew often told the children about her first
+home. She told them about the cave near the River
+of Snow, which was much like the cave which sheltered
+<span class='pagenum'><a name="Page_22" id="Page_22">[Pg 22]</a></span>
+them. She told them about the wide shelving rocks
+which were like the ones above their cave. And she
+told how frightened her people were the day a rock fell
+near the mouth of their cave.</p>
+
+<p>No one knew at the time what made the rock fall.
+No one knew there was no need of being afraid. Some
+one said that the god of the cliff was angry and that he
+had pushed the rock down. Everybody believed the
+story. So nobody dared go near the cave.</p>
+
+<p>But the Cave-men needed a shelter. So they offered
+gifts to the god of the cliffs. When they thought he was
+satisfied, they all went back to the cave. And after a
+while they used the big rock as a table for their work.</p>
+
+<p>Chew-chew wanted the children to grow to be brave
+and wise. So she told them stories of the bravest and
+wisest people of her clan. She told them stories about
+their grandfathers who were the heroes of the olden
+times. And Fleetfoot never grew tired of hearing
+about the wonderful things which his grandfathers did.</p>
+
+<p>And so Chew-chew taught the children all she
+thought they ought to know. And they looked into
+her eyes and listened to all that she said.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>If there are cliffs or shelving rocks near by, go and see them. Find
+places where you think caves may form. Find out why it is that the
+rocks shelve. Why does a shelving rock sometimes break and fall to the
+ground?</em></p>
+
+<p><em>Model the cliffs which you find. Model a cave which is formed in a cliff.</em></p>
+
+<p><em>Tell a story which you think Chew-chew might have told to the
+children.</em></p>
+
+<p><span class='pagenum'><a name="Page_23" id="Page_23">[Pg 23]</a></span>
+<em>Play one of these plays:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Chew-chew telling stories to the children.</em></span><br />
+<span style="margin-left: 2em;"><em>What the people did when the rock fell near the mouth of the cave.</em></span></p>
+
+<p><em>Draw a picture of something which you have played.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="III" id="III"></a>III</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Why did Chew-chew tell the children stories about their forefathers?</p>
+
+<p>Why do we like to hear such stories?</p>
+
+<p>Do you think that the later Cave-men will hunt in just the same
+way that the early Cave-men did?</p>
+
+<p>What change took place in the animals while the Cave-men were
+learning to be good hunters? What change did the Cave-men have to
+make in their hunting on account of this?</p>
+
+<p>Of all the animals you know, which are the fastest runners? Can
+you think how they became fast runners?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Fleetfoot&#8217;s Lessons</em></p>
+
+<p>When the men were at home, Fleetfoot liked to
+stay with them. He liked to watch them make spears;
+he liked to watch them run races; he liked to listen
+to the stories they told about the wild animals.</p>
+
+<div class="figleft" style="width: 120px;">
+<img src="images/img024.jpg" width="120" height="350" alt="image" title="" />
+<span class="caption">A stone ax.</span>
+</div>
+
+<p>When the men went out to hunt, Fleetfoot wanted
+to go with them. But he was a little boy, and had to
+stay at home. Sometimes he went with his mother
+when she went to dig roots; sometimes he went with
+her to gather twigs for baskets. But the safest place
+for little children was not far from the fire. So Fleetfoot
+stayed at home nearly all the time.</p>
+
+<p>While the children played near the cave, Chew-chew
+broke fagots with a stone ax. When she was
+ready to sit down, they all gathered around her.
+<span class='pagenum'><a name="Page_24" id="Page_24">[Pg 24]</a></span>
+They knew that that was one of the times when
+Chew-chew told them stories.</p>
+
+<p>This time Chew-chew began with a story of the
+early Cave-men. She told of animals that stood
+their ground and fought instead of running away.
+She told about the strong spears and axes made to
+conquer the wild beasts. She told of brave and
+daring deeds of the heroes of olden times.</p>
+
+<p>None of the animals feared man before he had
+fire. And for a long time afterward none of them
+feared him without a torch. But the early Cave-men
+made strong weapons after they had fire.
+They struck hard blows with their stone axes,
+which the animals learned to fear.</p>
+
+<p>Grass-eating animals feared beasts of prey long
+before the Tree-dwellers lived. Wild horses learned to
+run fast by trying to escape from packs of wolves.
+They learned to keep sentinels to watch while the
+herd fed. All the grass-eating animals learned to do
+this. The sentinels signaled at a sign of danger, and
+then the herd ran; and so their enemies learned to
+hunt by following the chase.</p>
+
+<p>When Chew-chew was tired of telling stories, she
+marked out a path for a race. Then she showed the
+children how to get a fair start, by standing abreast
+and holding a stick.</p>
+
+<p>The children learned to keep in step until they
+reached the real starting place. Then they dropped
+the stick and ran. And they all clapped their hands
+and cheered the one who won the race.</p>
+
+<p><span class='pagenum'><a name="Page_25" id="Page_25">[Pg 25]</a></span></p>
+
+<div class="figcenter" style="width: 436px;">
+<img src="images/img025.jpg" width="436" height="600" alt="image" title="" />
+<span class="caption">Then Scarface threw, and all the horses took fright.</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_26" id="Page_26">[Pg 26]</a></span>
+After the children had raced a long time, they
+came back to Chew-chew for another story. And
+this time she told them stories about the men of their
+own clan. They often chased the animals from
+early morn until noon. At first they got very tired
+when they went on a long chase. But the more
+they practiced running, the better they hunted in
+the real chase.</p>
+
+<p>When the story was ended, the children climbed the
+cliff. Chew-chew went with them and they all looked
+at the wild horses going up the trail.</p>
+
+<p>The horses had been to the river to drink and now
+they were going away. They were following their
+leader up the trail which led to the grassy plains.</p>
+
+<p>Chew-chew knew where the men were lying in wait
+and she pointed out the spot. The children looked just
+in time to see Straightshaft throw his spear. Then
+Scarface threw, and all the horses took fright.</p>
+
+<p>Up hill and down, through bushes and briars, the
+horses galloped away. The Cave-men followed the
+wounded ones, hurling their spears as they ran.</p>
+
+<p>The chase was long and weary, and some of the
+wounded horses escaped. But the men returned with
+many trophies and the women brought heavy loads of
+meat.</p>
+
+<p>The trophies the Cave-men prized the most were the
+heads of the wild horses. They kept these trophies near
+the cave, and they thought that they were charms.
+The Cave-men thought that the horses&#8217; heads would
+bring more horses to the hunting grounds.</p>
+
+
+<p><span class='pagenum'><a name="Page_27" id="Page_27">[Pg 27]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Tell a story about the age of combat. Tell a story about the age of
+the chase. Draw a picture to illustrate each story.</em></p>
+
+<p><em>Show on your sand-map where the men were lying in wait for the
+horses. Model the trail which the horses followed.</em></p>
+
+<p><em>What chasing game do you know how to play? Can you think how
+some of these games first started?</em></p>
+
+<p><em>Why do people not try to run as fast in a long race as in a short one?</em></p>
+
+<p><em>Model in clay something which you might name &ldquo;The Age of Combat.&rdquo;</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="IV" id="IV"></a>IV</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot"><p>How do you feel after you have had a long, hard chase?</p>
+
+<p>What does your mother tell you to do when you come in dripping
+with sweat?</p>
+
+<p>How do you think the Cave-men learned to take care of themselves?</p>
+
+<p>When they were lame and stiff, do you think they would know
+what made them so? Think of as many things as you can that
+they might do to make themselves feel better.</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>After the Chase</em></p>
+
+<p>When the long, hard chase was over, the Cave-men
+were tired and dripping with sweat. All but Scarface
+threw themselves upon the cold ground to rest.</p>
+
+<p>It was Scarface who blew the whistle which called
+the women to the spot. It was he who guarded the
+carcasses until the women came. And while the
+women skinned the horses he sat on a log to rest.</p>
+
+<p>It was sunset when they reached the cave. All
+joined in a feast upon horse flesh, then they slept until
+<span class='pagenum'><a name="Page_28" id="Page_28">[Pg 28]</a></span>
+break of day. It was then that the men groaned with
+pain. Their muscles ached, and they were so lame
+that they could scarcely move. Scarface alone of all
+the men was not suffering with pain.</p>
+
+<p>Perhaps you can tell what made the men lame.
+None of the Cave-men knew. Everybody thought that
+an angry god was trying to punish them.</p>
+
+<p>And so the men tried to drive the god away by raising
+fearful shouts. Then they asked Chew-chew&#8217;s
+advice, and Chew-chew took her basket and started up
+the dry ravine. There she found bitter roots which
+she gathered and carried home.</p>
+
+<p>No one knew at that time how to steep roots, for
+people had not learned how to boil. So Chew-chew
+chopped the roots with a stone chopper and laid them
+upon hot stones. And while the men breathed the bitter
+fumes, Chew-chew threatened the angry god and
+commanded him to go away.</p>
+
+<p>In a few days the men were well and it was almost
+time to go hunting again. Straightshaft feared the
+angry god. He talked with the men and they wondered
+why it was that Scarface escaped. They looked
+at his deep scar which a tiger&#8217;s claw had made. And
+then they looked at the trophies of Scarface which he
+wore about his neck.</p>
+
+<p>Every Cave-man admired the deep scar of the bravest
+man in the clan. Every man wished that he, too,
+could show such a scar as that. And the men began
+to wonder if the scar was a kind of a charm.</p>
+
+<p><a name="img29" id="img29"></a></p>
+<div class="figcenter" style="width: 410px;">
+<img src="images/img029.jpg" width="410" height="600" alt="image" title="" />
+<span class="caption">Chew-chew took her basket and started up the dry ravine.</span>
+</div>
+
+<p>The more the men talked about the scar, the more
+<span class='pagenum'><a name="Page_30" id="Page_30">[Pg 30]</a></span>
+they wanted scars. They talked with Chew-chew about
+it, and at last decided to let her make scars.</p>
+
+<p>So Chew-chew muttered prayers to the gods, and
+asked them not to hurt the Cave-men. Then she took
+a flint point and scratched the men&#8217;s arms until she
+made big scars.</p>
+
+<p>Years afterward, when people made scars, they
+stained them with all sorts of things. Sometimes they
+stained the scars with juices of plants, and sometimes
+they colored them with paints.</p>
+
+<p>The Cave-men thought they could protect themselves
+by scars, and by all sorts of charms. So they
+kept on making scars, and they hunted for all sorts of
+charms.</p>
+
+<p>But no matter how many charms they wore, they
+often were lame and stiff. Some one must have noticed
+that they were more apt to be lame after sitting on the
+cold ground while they were warm. For after a while
+the custom grew of never sitting on the bare ground
+while they were warm.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Draw or paint a pattern which you think the Cave-men might have
+tattooed upon their arms. Where do we put the pictures which we make?</em></p>
+
+<p><em>Find and name as many roots and herbs as you can that are used as
+medicines.</em></p>
+
+<p><em>What animals have you seen eating herbs?</em></p>
+
+<p><em>What mistakes did the Cave-men make when they tried to cure
+themselves?</em></p></div>
+
+<p><span class='pagenum'><a name="Page_31" id="Page_31">[Pg 31]</a></span></p>
+
+<div class="figcenter" style="width: 438px;">
+<img src="images/img031.jpg" width="438" height="600" alt="image" title="" />
+<span class="caption">&ldquo;She took a flint point and scratched the men&#8217;s arms until she made big scars.&rdquo;</span>
+</div>
+
+
+
+<hr style="width: 65%;" /><p><span class='pagenum'><a name="Page_32" id="Page_32">[Pg 32]</a></span></p>
+<h2><a name="V" id="V"></a>V</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What way can you use a spear besides thrusting it with one or both
+hands?</p>
+
+<p>What changes do you think the Cave-men made in their spearheads
+when they began to throw spears? What changes do you think they
+made in the shafts?</p>
+
+<p>How do you think the Cave-men made straight shafts for their
+spears? What do we do with wood when we wish to bend it?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Why the Cave-men made Changes in their Weapons</em></p>
+
+<div class="figleft" style="width: 61px;">
+<img src="images/img032a.jpg" width="61" height="350" alt="image" title="" />
+<span class="caption">A stone knife.</span>
+</div>
+
+<p>While the Cave-men were resting from the hunt,
+they did a great many things. They practiced running;
+they hunted for stuff to make new weapons; they
+worked upon their weapons and trophies; they
+learned new hunting dances. No matter what
+they did, they always asked their gods to help.</p>
+
+<div class="figright" style="width: 206px;">
+<img src="images/img032b.jpg" width="206" height="250" alt="image" title="" />
+<span class="caption">(l) A laurel leaf. (r) Laurel leaf-shaped spear point.</span>
+</div>
+
+<p>All the later Cave-men learned
+to make light spears and javelins.
+The clumsy spear which served
+Strongarm so well was not what
+Scarface needed. But in the days
+of the early Cave-men the heavy
+spear was a good weapon. Strongarm
+cared as much for his spear as
+you do for your dog. It was like a
+friend in time of need. Few animals
+could withstand Strongarm&#8217;s blow when he
+grasped his spear in one or both hands and lunged
+<span class='pagenum'><a name="Page_33" id="Page_33">[Pg 33]</a></span>
+forward with all his might. His spear was a powerful
+weapon. But Strongarm lived in the age of combat
+when people fought animals at close range.</p>
+
+<p>The later Cave-men did not make light spears and
+javelins all at once. They began by throwing heavy
+spears. Chew-chew could tell of many a hunter
+who lost his life throwing a spear. Sometimes
+it was because the spear was too heavy to throw
+with enough force. Sometimes it was because the
+shaft was crooked and the spear did not go to the
+right spot.</p>
+
+<p>When the Cave-men practiced throwing, they did
+not stand still and throw. They took aim and threw
+as they ran. That was the kind of practice they
+needed for the real chase.</p>
+
+<p>The mark, too, was a moving mark. It was made
+of a bundle of branches, or an old skin stuffed with
+leaves. While one man dragged it by a long cord, the
+others ran after it, throwing their spears.</p>
+
+<p>A Cave-man could wound an animal with a spear,
+but he could not give a deadly blow. There was
+always danger of the wounded animal turning upon
+the hunter. A skilled hunter with a good spear ran
+little risk in throwing it. But not all the Cave-men
+had enough skill. Not all of the Cave-men made good
+enough weapons to be thrown with a sure aim.</p>
+
+<p>And so the Cave-men learned new ways of making
+and using spears. Perhaps they did not want to do it.
+But they had to do it or die. So you see why the men
+and boys spent most of their time in learning to follow
+<span class='pagenum'><a name="Page_34" id="Page_34">[Pg 34]</a></span>
+the chase. Even the women and girls learned to hunt
+and to make all sorts of weapons.</p>
+
+<p>Long before Scarface lived the Cave-men began to
+make lighter spears. The straighter they made the
+shaft, the easier it was to hit the mark. And so the
+Cave-men began to vie with one another in making
+the straightest and smoothest shafts.</p>
+
+<div class="figleft" style="width: 105px;">
+<img src="images/img034.jpg" width="105" height="250" alt="image" title="" />
+<span class="caption">A stone scraper.</span>
+</div>
+
+<p>When they cut the sticks for the shafts the Cave-men
+made gifts to the wood-gods, and asked for
+the straightest and toughest branches that grew
+on the trees. Then they cut the branches carefully
+and carried them home to the cave. There
+they peeled them from butt to tip and smoothed
+them with stone scrapers. Sometimes they rubbed
+them with fat and laid them away to dry. It was
+hard work to make a crooked stick straight.
+But the Cave-men tried many ways and at last
+they learned to make as beautiful shafts as ever
+have been made.</p>
+
+<div class="figright" style="width: 211px;">
+<img src="images/img035.jpg" width="211" height="300" alt="image" title="" />
+<span class="caption">A shaft-straightener.</span>
+</div>
+
+<p>When the Cave-men pulled the shaft back
+and forth on the sandstone, they made deep grooves
+in it. We have found pieces of grooved sandstone
+that the later Cave-men used. Sometimes they
+would clamp a crooked stick between a grooved piece
+of sandstone and a flat bone. Then they would
+pull and twist, and pull and twist, and pull and
+twist that stick back and forth until the crooked place
+was made straight.</p>
+
+<p>When Scarface was very old he made a shaft-straightener
+of a piece of reindeer horn. He carved
+<span class='pagenum'><a name="Page_35" id="Page_35">[Pg 35]</a></span>
+the head of the reindeer upon it, and made a hole
+for the shaft. Then he thrust the
+crooked stick through the hole and
+turned the shaft-straightener round and
+round as we turn a wrench, until he
+straightened the shaft.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>See if you can find a good branch for a shaft. If you have a right
+to cut the branch, see if you can make it into a shaft.</em></p>
+
+<p><em>Find a stone which you can use for a scraper. What else can you use
+as a scraper?</em></p>
+
+<p><em>If you do not care to make a shaft, make something else out of the
+stick which you straighten.</em></p>
+
+<p><em>Name the things which you have at home or at school made of wood.</em></p>
+
+<p><em>Make a collection of the different kinds of wood which you know.</em></p>
+
+<p><em>Which of these are soft wood? What do we use soft wood for?
+Which are hard? What do we use hard wood for?</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="VI" id="VI"></a>VI.</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Can you think why the Cave-men used stone for their spear points
+and knives before they used bone or horn?</p>
+
+<p>What tools did the Cave-men need in making flint spear points?</p>
+
+<p>Why did the Cave-men have to learn to strike gentle blows in
+making their weapons? Can you think of any way of removing little
+pieces of flint besides striking them off?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_36" id="Page_36">[Pg 36]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center">
+<em>How the Cave-men made Delicate Spear Points</em></p>
+
+
+<div class="figleft" style="width: 80px;">
+<img src="images/img036.jpg" width="80" height="300" alt="image" title="" />
+</div>
+
+<p>Perhaps you have seen very beautiful Indian arrows.
+Perhaps you have wished you could make such arrows
+yourself. The later Cave-men first made such weapons
+and no people since have ever been able to make more
+beautiful ones.</p>
+
+<p>The early Cave-men did not need such beautiful
+spear points. Rough points of flint and heavy stone
+axes were the weapons they needed most. It was not
+until the Age of the Chase that people shaped stone
+into beautiful forms.</p>
+
+<p>Scarface always used flakes of flint for the points of
+spears and javelins. But in earlier times, people
+did not know how to strike off flakes of flint.
+They put the flint on a hard rock and struck it
+with a heavy blow. They smashed the flint, for
+the hard rock did not yield. They had not
+learned to let the flint break in its own way.</p>
+
+<p>When the Cave-men held the flint in the
+hand, the hand yielded to the light blow. The
+flint broke in its own way. But the sharp
+edges cut the men&#8217;s hands. So they covered
+the palms of their hands with rawhide and
+kept from getting hurt. When they worked
+in this way, they had no trouble in striking off
+flakes for spear points and knives.</p>
+
+<p>When the men worked on their flint points,
+Fleetfoot liked to play near the workshop. He
+<span class='pagenum'><a name="Page_37" id="Page_37">[Pg 37]</a></span>
+liked to watch Straightshaft strike off flakes with a
+hammer-stone and punch. He liked to listen to the
+song that Scarface and Straightshaft sang.</p>
+
+<div class="figleft" style="width: 146px;">
+<img src="images/img037a.jpg" width="146" height="400" alt="image" title="" />
+<span class="caption">&ldquo;When the Cave-men held the flint
+in the hand, the hand yielded to the light blow.&rdquo;</span>
+</div>
+
+<p>Scarface and Straightshaft always sang when
+they worked with the hammer-stone and
+punch. While Scarface placed the punch
+he sang in low tones. And when he was
+ready for Straightshaft to strike, he sang
+so as to let him know. Then Straightshaft
+took up the song and marked the
+time for each blow.</p>
+
+<div class="figright" style="width: 276px;">
+<img src="images/img037b.jpg" width="276" height="400" alt="image" title="" />
+<span class="caption">&ldquo;While Scarface placed the
+punch he sang in low tones.&rdquo;</span>
+</div>
+
+<p>The men always
+sang when they
+worked together.
+If one man stopped
+when it was his
+turn to sing, the
+other did not know
+what to do. Besides
+marking the time,
+the song helped
+the men to measure
+the force of
+each blow. It
+helped them to
+strike off tiny flakes so as not to
+break the point. So, at length,
+the Cave-men began to think
+that the song they sang was a
+charm.</p>
+
+<p><span class='pagenum'><a name="Page_38" id="Page_38">[Pg 38]</a></span>
+While the men struck off large flint flakes, Fleetfoot
+played not far away. He played while they hafted long
+narrow flakes for knives, but when they began to chip
+spearheads, he came and watched them at their work.
+He listened to the song of Scarface and Straightshaft,
+while they shaped a fine spearhead.</p>
+
+<p>At length the spearhead was ready for the finishing
+touches. So Straightshaft dropped his hammer-stone
+and picked up a queer little tool. He called it
+a flaker, and he used it to press off tiny flakes from
+the beautiful point.</p>
+
+<p>When Straightshaft had finished, he
+dropped the flaker and Fleetfoot picked
+it up. And he asked Straightshaft if
+he might use it to press off little flakes.</p>
+
+<div class="figleft" style="width: 188px;">
+<img src="images/img038.jpg" width="188" height="400" alt="image" title="" />
+<span class="caption">Straightshaft using a flaker.</span>
+</div>
+
+<p>Straightshaft let him try, but Fleetfoot
+was not strong enough to press
+off hard flint flakes. So he listened to
+the story that Scarface told of the young
+man who first made a flaker.</p>
+
+<p>Holding up a little bone flaker, Scarface
+turned to the men and said:
+&ldquo;When I was a boy, no one pressed
+off flakes of flint. No one had a flaker.
+We hammered off flint flakes.</p>
+
+<p>&ldquo;One summer when there were plenty
+of salmon, the neighboring clans had a
+great feast. Nimble-finger came. I
+saw him. I heard him speak. The third
+day of the feast I saw him flake flint.&rdquo;</p>
+
+<p><span class='pagenum'><a name="Page_39" id="Page_39">[Pg 39]</a></span></p>
+
+<div class="figright" style="width: 100px;">
+<img src="images/img039.jpg" width="100" height="350" alt="image" title="" />
+<span class="caption">A flaker.</span>
+</div>
+
+<p>As Scarface went on he told how Nimble-finger
+invented the flaker. He did it one day when he
+was making a bone handle for a knife. When
+he was scraping a bone with a flint scraper he
+happened to press off a flint flake.</p>
+
+<p>Nimble-finger did not know how it happened.
+He tried again and again. At last he pressed off
+another flake; and this time he knew that he did
+it by pressing the point of the bone against one
+edge of the flint.</p>
+
+<p>Nimble-finger never finished that bone-handled
+hunting knife. But he showed the people how
+to make a flaker. He became an inventor; for
+he gave the world a tool it had never had before.</p>
+
+<p>When the people returned from the feast many
+forgot about the flaker. Others longed for delicate
+spear points like those Nimble-finger made. So,
+at length, they tried to make flakers of their own.
+Some tried to make them of wood; but the wood
+was too soft to break the stone. Others tried to
+make them of ivory; but ivory was too hard to get
+a hold. At length all the Cave-men made flakers
+of antler and bone, for they were hard enough to break
+the stone and soft enough to get a hold.</p>
+
+<p>When Scarface finished, Fleetfoot began to talk
+about Nimble-finger. He asked Scarface, &ldquo;Where
+does Nimble-finger live? Does he always come to the
+great feasts?&rdquo;</p>
+
+<p>To the child&#8217;s questions Scarface replied, &ldquo;While
+Nimble-finger was still a young man he went far away.
+<span class='pagenum'><a name="Page_40" id="Page_40">[Pg 40]</a></span>
+For many years he lived far north in a cave beside the
+River of Stones. But years have come and gone since
+then. If he still lives, he is an old man; but of that I
+know not.&rdquo;</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>If you can find a piece of flint strike off a flake with a hammer-stone.
+Strike off a flake with an angular stone. Strike off a flake
+by using a hammer and punch.</em></p>
+
+<p><em>Sort out the flakes that are good for knives. Put handles on them.
+Sort out the flakes that are good for making into spearheads. See if
+you can strike off tiny flakes until the large flake looks like a spearhead.</em></p>
+
+<p><em>Find something which you can use as a flaker. When you have made
+one, see if you can use it.</em></p>
+
+<p><em>Make a collection of stones which you can chip or flake. Tell all you
+know about each of those stones.</em></p>
+
+<p><em>Think of Scarface as he was telling the story. Draw the picture.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="VII" id="VII"></a>VII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What do our horses and cattle eat? Where do we get their food?
+What do wild cattle and horses eat? See if you can find out whether
+wild cattle or horses have ever lived in a place where the ground is
+covered with snow part of the year.</p>
+
+<p>Did you ever see cattle pawing the ground? Did you ever see
+horses pawing the ground? Did you ever see them paw the snow?</p>
+
+<p>See if you can find out something about the great herds of bison
+that used to live in this country. What has become of them?</p>
+
+<p>Can you think why bison live in herds? What officers does a herd
+of bison have? Can you think how the officers of a herd of bison are
+chosen?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_41" id="Page_41">[Pg 41]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>The Return of the Bison</em></p>
+
+<p>Ever since the reindeer went away the Cave-men
+had been looking for the return of the bison. Each
+summer the herds came up the valley to feed on green
+grass and tender shoots. Each winter they went to the
+forests of the lowlands where they found shelter from
+the cold.</p>
+
+<p>The snow was now gone from the wooded hills and
+the days were warm again. The dingy brown coats of
+the hillsides were changing to the palest green. The
+buds were beginning to swell. Everything seemed to
+say that summer was coming.</p>
+
+<p>Each day the Cave-men watched for signs of the
+coming of the great herd. Each night they danced the
+bison dance and tried to make the bison come.</p>
+
+<p>One morning Straightshaft climbed the cliff and
+looked far up and down the valley. Looking north he
+could see the River of Stones with high cliffs on one or
+both banks. He could see dense forests of evergreen
+that grew on the low banks. He could see hills and
+valleys beyond the cliffs where many wild animals lived.</p>
+
+<p>Looking south, near at hand, was the Fork of the
+River where Little River joined the River of Stones.
+Here the cliffs were not very high; farther down, they
+became lower, and at last there were no cliffs. The
+edge of the lowland forest where the bison wintered
+could be seen far away. Grassy lowlands near the
+forests stretched farther than the eye could see. It was
+here that the bison and cattle found the best winter
+<span class='pagenum'><a name="Page_43" id="Page_43">[Pg 43]</a></span>
+pastures. It was in the lowland forests that they found
+shelter from the cold.</p>
+
+<p><a name="img42" id="img42"></a></p>
+<div class="figcenter" style="width: 438px;">
+<img src="images/img042.jpg" width="438" height="600" alt="image" title="" />
+<span class="caption">&ldquo;Straightshaft saw the herd at sunrise and made a sign to the men.&rdquo;</span>
+</div>
+
+<p>Straightshaft looked toward
+the lowlands, hoping to see a
+bison. Mammoths were feeding
+not far away, and beyond were woolly
+rhinoceroses. But there was not one bison.</p>
+
+<p><a name="img43" id="img43"></a></p>
+<div class="figright" style="width: 246px;">
+<img src="images/img043.jpg" width="246" height="350" alt="image" title="" />
+<span class="caption">An ibex.</span>
+</div>
+
+<p>As Straightshaft watched the second day,
+chamois and ibexes played on the hills.
+Herds of horses came from the grassy uplands
+and returned after drinking at the
+ford. But no sign of a bison yet appeared.</p>
+
+<p>The third day Straightshaft saw a
+black spot in the distance. It was far
+down on the river trail. As he watched,
+it became larger and larger. And then
+Straightshaft knew that it was a bison
+coming in advance of the great herd.</p>
+
+<p>The morning of the fourth day the great
+herd came. A powerful bison led the way.
+Strong sentinels guarded either side. The herd followed
+blindly, galloping eight or ten abreast.</p>
+
+<p>Straightshaft saw the herd at sunrise and made a
+sign to the men. Those who saw it passed it along,
+and soon all the people had seen the sign. Then
+everybody climbed up a hill or a high cliff and watched
+the coming of the bison.</p>
+
+<p>Nearer and nearer the great herd came, like a sea of
+tossing manes and horns. The earth trembled beneath
+their tread and the air was filled with their bellowing.</p>
+
+<p><span class='pagenum'><a name="Page_44" id="Page_44">[Pg 44]</a></span>
+When the bison reached the ford, the foremost
+creatures stopped to drink. But the solid mass, pressing
+on from the rear, crowded them up the river. Soon
+the ford was packed with struggling beasts. Some
+tried to escape by swimming up the river. Others
+swam down the stream. And still the solid mass from
+the rear kept crowding on and on.</p>
+
+<p>At length the herd divided. One part followed the
+river trail, while the other went up the narrow valley.
+Whenever a herd reached a branching valley, a big
+bison led off a small herd. This happened many a
+time. And at the close of the day there was not a little
+valley in the surrounding country that did not have a
+herd of two or three hundred bison.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Play you are a herd of bison, and show how the herd marched. Show
+how it divided. Show how you think it would come together again.</em></p>
+
+<p><em>Show in your sand-box where Straightshaft stood while he watched.
+Show the trails the bison followed.</em></p>
+
+<p><em>Think of the herd as it galloped up the river trail. Draw the picture.</em></p>
+
+<p><em>Make such a sign as you think Straightshaft made.</em></p>
+
+<p><em>Plan a bison dance.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="VIII" id="VIII"></a>VIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>If you were to hunt bison, what would you want to know about them?</p>
+
+<p>In what ways can bison notice signs of danger? In what ways
+can they help one another?</p>
+
+<p>Watch animals, and see if they give signs to one another.</p>
+
+<p>What weapons do you think the Cave-men would take when they
+went to hunt the bison? How could the Cave-men help one another
+in hunting? How might one man hinder the others?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_45" id="Page_45">[Pg 45]</a></span></p>
+
+<div class="figcenter" style="width: 436px;">
+<img src="images/img045.jpg" width="436" height="600" alt="image" title="" />
+<span class="caption">&ldquo;At the close of the day there was not a little valley in the surrounding
+country that did not have a herd of two or three hundred bison.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_46" id="Page_46">[Pg 46]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>The First Bison Hunt of the Season</em></p>
+
+<p>And now the great herd of bison had come, and the
+Cave-men were eager to hunt them. While they were
+getting ready to start they kept up this merry song:&mdash;</p>
+
+<p style="margin-left: 17em;">
+<em>The bison have come;</em><br />
+<em>The bison have come;</em><br />
+<em>Now for the chase!</em><br />
+<em>Now for the chase!</em><br />
+<em>Bring axes and spears;</em><br />
+<em>Bring axes and spears;</em><br />
+<em>Now for the chase!</em><br />
+<em>Now for the chase!</em></p>
+
+<p>When Scarface climbed the cliff he saw three herds
+of bison. The first was feeding in an open space; the
+second was on a hillside, and the third was in a narrow
+valley close by a deep and hidden ravine. This was a
+place where the Cave-men liked to hunt. So they
+agreed to follow Scarface through the hidden ravine.</p>
+
+<p>Scarface led the way, and all the men followed. Not
+a leaf rustled beneath their tread. Not a twig broke as
+they crept up the side of the deep ravine and looked
+out at the herd.</p>
+
+<p>Everybody wanted to get the yearlings or young
+cows, for their flesh was tender and sweet. But the
+cows and young bison were in the center of the herd.
+They were guarded by the sentinels, whose flesh was
+hard and tough.</p>
+
+<p>And so the Cave-men wondered how to get a young
+bison. They wondered if the vigilant leader was more
+<span class='pagenum'><a name="Page_48" id="Page_48">[Pg 48]</a></span>
+than a match for them. They watched his signals,
+and saw fresh sentinels take the places of the hungry
+ones. They noticed how quickly the bison obeyed
+every signal the leader gave.</p>
+
+<p><a name="img47" id="img47"></a></p>
+<div class="figcenter" style="width: 434px;">
+<img src="images/img047.jpg" width="434" height="600" alt="image" title="" />
+<span class="caption">&ldquo;With a quick snort he turned and charged.&rdquo;</span>
+</div>
+
+<p>At last the Cave-men decided to attack the leader
+first. They waited till he was not more than a stone&#8217;s
+throw away. Then Scarface gave the signal and the
+men made a bold attack.</p>
+
+<p>Straightshaft hurled his spear with all his might,
+then turned to give place to the others. The leader
+was taken by surprise. The men had crept up so
+quietly that not till the spear whizzed through the air
+did he suspect danger.</p>
+
+<p>With a quick snort he turned and charged. Straightshaft
+ran, but the others met the charge. They hurled
+their spears and dealt heavy blows with their stone axes.</p>
+
+<p>Before the leader could give the alarm he lay
+stretched out on the ground. The sentinels looked for
+a signal. Meanwhile the cows and yearlings tried to
+make their escape.</p>
+
+<p>Then each of several sentinels tried to lead. But
+the frightened herd did not know which one to follow.
+Some of the bison rushed one way and some rushed
+another. Then there was a general stampede. They
+gored one another with their sharp horns. They trampled
+one another under their feet. They were too
+frightened to know what they were doing.</p>
+
+<p>It was then that the Cave-men singled out the young
+bison. When they had secured them for their prize,
+they started toward the cave, singing&mdash;</p>
+
+<p><span class='pagenum'><a name="Page_49" id="Page_49">[Pg 49]</a></span></p>
+
+<p style="margin-left: 15em;">
+<em>To-day we went hunting.</em><br />
+<em>We crept up the ravine;</em><br />
+<em>We surprised the leader of the bison.</em><br />
+<em>He made a charge upon us</em>&mdash;<br />
+<em>We have his horns for a headdress.</em><br />
+<em>We killed many a young bison;</em><br />
+<em>We have plenty of tender meat.</em></p>
+
+<p>Perhaps one of the sentinels became leader of the
+herd that very day. Perhaps several battles were
+fought to see which sentinel was the strongest. For
+bison never follow a leader that is not stronger and
+wiser than themselves.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot"><p><em>Show in your sand-box where each of the three herds was feeding.</em></p>
+
+<p><em>Make a plan for hunting the herd that was feeding in an open space.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>The Cave-men creeping up the banks of the steep ravine.</em></span><br />
+<span style="margin-left: 2em;"><em>The charge of the leader.</em></span><br />
+<span style="margin-left: 2em;"><em>The stampede.</em></span><br />
+<span style="margin-left: 2em;"><em>Deciding which bison shall be leader of the herd.</em></span></p>
+
+<p><em>Make a song to sing in getting ready to hunt the way you have
+planned. Make a song to sing on your return.</em></p>
+
+<p><em>Model a large, strong bison.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="IX" id="IX"></a>IX</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot"><p>Watch water when it is boiling, and see if you can tell what happens.</p>
+
+<p>Why would it be harder for people to learn to boil than to roast?</p>
+
+<p>What kind of dishes did the Cave-men have? What would happen
+to them if they were put over the fire?</p>
+
+<p><span class='pagenum'><a name="Page_50" id="Page_50">[Pg 50]</a></span>
+What does your mother do, when she wants to find out whether the
+flatiron is hot enough to iron?</p>
+
+<p>When the Cave-men first learned to boil water, do you think they
+would think of boiling food? What might make them think of boiling
+food?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>What Happened when the Children Played
+with Hot Stones</em></p>
+
+<p>Again the Cave-men went out to hunt. Again the
+women went out to gather roots and berries. Only
+Chew-chew and the children were left near the cave.</p>
+
+<p>Chew-chew was curing the skins which the women
+had brought home. Some of them were stretched out
+on the ground. Others were stretched on frames.
+Many of these were ready to be rolled up and put away.</p>
+
+<p>While the skins were drying, Chew-chew had time
+for other work. She wanted to finish her basket, and
+so the splints must be put to soak.</p>
+
+<p>At a sign from Chew-chew, Fleetfoot went to the
+river for a bag of water. While he was gone, Chew-chew
+began to make a place to put it. She dug a shallow
+hole in the ground and lined it with a skin.</p>
+
+<p>When Fleetfoot came back they patted down the
+skin. Then they poured the water into the skin-lined
+hole, and put the splints to soak.</p>
+
+<p>While Chew-chew worked at her basket, Fleetfoot
+played near at hand. Often he came to his grandmother&#8217;s
+side and talked about many things.</p>
+
+<p>At length Chew-chew, holding up a skin, turned to
+<span class='pagenum'><a name="Page_51" id="Page_51">[Pg 51]</a></span>
+Fleetfoot and said, &ldquo;Do you know what animal wore
+this skin?&rdquo;</p>
+
+<div class="figright" style="width: 190px;">
+<img src="images/img051.jpg" width="190" height="300" alt="image" title="" />
+<span class="caption">A bear&#8217;s tooth awl.</span>
+</div>
+
+<p>&ldquo;One of the reindeer we saw at the
+ford,&rdquo; quickly responded Fleetfoot.</p>
+
+<p>&ldquo;Where have all the reindeer gone?&rdquo;
+was Chew-chew&#8217;s next question.</p>
+
+<p>&ldquo;To the cave of the Big Bear of the mountains,&rdquo;
+came the prompt answer.</p>
+
+<p>While Chew-chew and Fleetfoot talked
+the children played near the cave. Pigeon
+was playing with stones which she had
+gathered and tossed into the fire. In
+trying to get them out again she burned
+her fingers, and began to cry.</p>
+
+<p>When Chew-chew saw what had happened,
+she told Fleetfoot to play with Pigeon.
+And Fleetfoot played with Pigeon, and he showed her
+how to lift hot stones without getting burned.</p>
+
+<p>The children played and carried hot stones with
+tongs made of sticks. They ran back and forth between
+rows of skins until Pigeon dropped a hot stone
+into the hole.</p>
+
+<p>No sooner had Pigeon dropped the stone than she
+screamed, &ldquo;A snake! a snake!&rdquo; And she ran to her
+grandmother and sobbed, while she hid her face in her
+chubby arm.</p>
+
+<p>Chew-chew thought that a snake was crawling
+about. Fleetfoot helped her look under all the skins.
+They looked for some time, but they found no trace of
+a snake.</p>
+
+<p><span class='pagenum'><a name="Page_52" id="Page_52">[Pg 52]</a></span>
+Then Chew-chew asked Pigeon to tell her all about
+it. And Pigeon said, &ldquo;A big snake hissed and made
+me drop the stone.&rdquo;</p>
+
+<p>Just then Fleetfoot dropped a hot stone and something
+went &ldquo;s-s-s-s-s-s.&rdquo;</p>
+
+<p>Pigeon screamed again, but a hearty laugh from
+Chew-chew showed there was nothing to fear. Chew-chew
+knew that the hissing sound was not the hiss of
+a snake. It was the sizzling of the water when it
+touched the hot stone.</p>
+
+<p>And so Chew-chew tried to teach the children how
+to know the hissing sound. She picked up hot stones
+and dropped them into the water. Each time a stone
+was dropped, the hissing sound was heard; and the
+children learned to know the sound, and they were no
+longer afraid.</p>
+
+<p>As Chew-chew kept on dropping the hot stones, she
+did not notice all that happened. She thought only of
+teaching the children, so that they would not be afraid.
+But at last such a strange thing happened, that even
+Chew-chew was afraid.</p>
+
+<p>The water no longer was still. It kept moving like
+the angry water in the rapids of the river. A thin mist
+began to rise, and a strange voice came from the water,
+saying:&mdash;</p>
+
+<p style="margin-left: 17em;">
+&ldquo;<em>Bubble, bubble, bubble;</em><br />
+ <span style="margin-left: .4em;"><em>Bubble, bubble, bubble.</em>&rdquo;</span></p>
+
+<p>At the sound Chew-chew was filled with fear. She
+was afraid the gods were angry. She looked about for
+an offering, and found a piece of bison meat. She
+<span class='pagenum'><a name="Page_54" id="Page_54">[Pg 54]</a></span>
+dropped the meat into the water, hoping to appease the
+angry god.</p>
+
+<p><a name="img53" id="img53"></a></p>
+<div class="figcenter" style="width: 435px;">
+<img src="images/img053.jpg" width="435" height="600" alt="image" title="" />
+<span class="caption">&ldquo;Chew-chew tried to teach the children how to know the hissing sound.&rdquo;</span>
+</div>
+
+<p>The bubbling ceased, but Chew-chew was still afraid.
+So she called the children together, and took them into
+the cave.</p>
+
+<p>When the men and women came home that night,
+Chew-chew told them what had happened. They went
+to the spot and saw the meat, which they thought the
+god had left. Then they listened in silence as Chew-chew
+told them the story again and again.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Choose some one for each of the parts and dramatize the story.</em></p>
+
+<p><em>Draw pictures which will show what happened.</em></p>
+
+<p><em>See if you can boil water by dropping hot stones into it.</em></p>
+
+<p><em>Show in your sand-box how the skins were stretched out, and how the
+skin-lined hole was made.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="X" id="X"></a>X</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What do you think Chew-chew might learn by dropping the meat
+into the hot water?</p>
+
+<p>What kind of boiling-pots did people first use?</p>
+
+<p>Why didn&#8217;t they hang their boiling-pots over the fire?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Why the Children Began to Eat Boiled Meat</em></p>
+
+<p>The more Chew-chew thought about the bubbling
+sound, the more she wanted to hear it again. She
+wondered what the god wanted to say, and if he was
+asking for food. She wondered if she could make
+friends with him by giving him something to eat.</p>
+
+<p><span class='pagenum'><a name="Page_55" id="Page_55">[Pg 55]</a></span>
+Chew-chew talked with Eagle-eye and at length they
+tried to make friends with the god. They prepared a
+place for the water by making a skin-lined hole. Eagle-eye
+poured the water into the hole, while Chew-chew
+dropped in a piece of meat. Then they looked and
+listened for a sign, but no sign was made. They tried
+it again and again, but still there was no sign.</p>
+
+<p>At length Chew-chew thought of the hot stones she
+had dropped when she heard the voice. So she and
+Eagle-eye heated stones and dropped them into the
+water. As they did it they muttered prayers to the
+gods and asked them to protect the Cave-men.</p>
+
+<p>Before the women had dropped many stones, the
+children crowded around. Nobody was frightened this
+time when the hissing sound was heard. But their
+eyes opened wide when the water began to bubble.</p>
+
+<p>Chew-chew dropped the meat into the water as an
+offering to the god. Everybody watched as she dropped
+the meat. Everybody breathed more freely when the
+bubbling ceased. And Chew-chew said, &ldquo;The god is
+pleased with the offering of meat.&rdquo;</p>
+
+<p>Many times after that Chew-chew dropped hot
+stones into the water, and offered meat to the god. But
+when she did it she never thought that she was cooking
+meat. She thought she was helping the Cave-men by
+winning the favor of the god.</p>
+
+<p>Sometimes when the children were hungry, Chew-chew
+let them tear off strips of partly boiled meat.
+Sometimes she let them drink the broth from bone dippers
+and horns.</p>
+
+<p><span class='pagenum'><a name="Page_56" id="Page_56">[Pg 56]</a></span>
+The children liked to eat the boiled meat and to
+drink the rich broth. But they always thought the
+meat and broth were what the god had left.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Make tongs out of sticks and see if you can lift small objects with them.</em></p>
+
+<p><em>Watch water when it boils, and tell where the steam comes from.</em></p>
+
+<p><em>Where does it go? Hold a cold plate over the steam and see what
+happens. Where do the drops of water on the plate come from?</em></p>
+
+<p><em>When water stands in the open air, what becomes of part of it?</em></p>
+
+<p><em>Why do we hang clothes out on the clothes-line to dry?</em></p>
+
+<p><em>What becomes of the water that was in the clothes?</em></p>
+
+<p><em>Tell what you think happens just as clouds form. See if you can do
+something that will show what happens at the time.</em></p>
+
+<p><em>What happens to the clouds just as it begins to rain?</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XI" id="XI"></a>XI</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Why would the grass-eating animals go from place to place during
+the summer? What do you think the Cave-men would do when the
+herds went away?</p>
+
+<p>At what season of the year are nuts fit to gather? Is there any
+place near by where you have a right to go nutting?</p>
+
+<p>What animals eat nuts? What animals store nuts? Do you think
+the Cave-men would gather many nuts?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>The Nutting Season</em></p>
+
+<p>Summer passed as summers had passed before. When
+the bison went to the higher lands, the Cave-men followed
+them. When they started toward their winter
+pastures, the Cave-men came home.</p>
+
+<p><span class='pagenum'><a name="Page_57" id="Page_57">[Pg 57]</a></span></p>
+
+<div class="figcenter" style="width: 438px;">
+<img src="images/img057.jpg" width="438" height="600" alt="image" title="" />
+<span class="caption">&ldquo;All the women and children went nutting.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_58" id="Page_58">[Pg 58]</a></span>
+It was the nutting season when they returned. All
+the beech, walnut, and butternut trees were heavily
+laden that year. The ground underneath their
+branches was nearly covered with nuts. Slender
+hazel bushes bent under their heavy loads.</p>
+
+<p>Wild hogs and bears had begun to harvest the nuts
+before the Cave-men returned. Each day they went to
+the trees and ate the nuts that had fallen. When
+Eagle-eye saw what they were doing, she said, &ldquo;Bring
+your bags and baskets and come. If we do not look
+out the hogs will get the best of the nuts this year.&rdquo;</p>
+
+<p>Then all the women and children went nutting.
+They gathered the nuts that lay upon the ground and put
+them in their baskets. Some climbed trees and shook
+the branches until they got a shower of nuts; others took
+their digging sticks and beat the heavily laden branches.</p>
+
+<p>The children had a feast that day. They sat down
+under the trees and cracked all the nuts they could eat.
+They gathered handfuls and helped their mothers fill
+baskets and skin bags. They climbed the trees and
+they laughed and played all day long.</p>
+
+<p>When the women first came to the trees, they heard
+the wild hogs in the distance. Once a big hog came
+up and tried to eat the nuts out of a basket. But Eagle-eye
+chased him with a big stick and drove him away
+from the spot.</p>
+
+<p>When Eagle-eye was coming back from the chase,
+she saw other trees heavily laden. She called to the
+women, and they came to the spot and forgot all about
+the nuts they had gathered.</p>
+
+<p><span class='pagenum'><a name="Page_59" id="Page_59">[Pg 59]</a></span></p>
+
+<div class="figcenter" style="width: 439px;">
+<img src="images/img059.jpg" width="439" height="600" alt="image" title="" />
+<span class="caption">The wild hogs were having a feast.</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_60" id="Page_60">[Pg 60]</a></span>
+It was Chew-chew who first thought of the pile of
+nuts they had left on the ground. It was she who ran
+to the trees and found the wild hogs having a feast.</p>
+
+<p>Chew-chew struck one of the hogs with her digging
+stick. He was munching the nuts she had gathered.
+He turned away and she struck another; then the first
+hog came back.</p>
+
+<p>Chew-chew soon found that unless she had help the
+hogs would eat all the nuts, for as fast as she drove
+one hog away another one came back. Chew-chew
+screamed for help and the women came with their
+digging-sticks.</p>
+
+<p>The women drove the hogs away, but they returned
+again and again. And so the women learned to keep a
+close watch while they were gathering nuts. But in
+spite of all their trouble, they had a good time that day.</p>
+
+<p>It was not until they were starting home that they
+found that a serious thing had happened. They did
+not know all about it then, and some of them never
+knew.</p>
+
+<p>It was all about Fleetfoot. When Eagle-eye looked
+for him, he was nowhere to be seen. At first she
+thought he was with Chew-chew, but Chew-chew had
+not seen him since morn.</p>
+
+<p>Fleetfoot had played near his mother nearly all day.
+He had cracked nuts; he had climbed trees; he had
+mimicked the squirrels; he had scattered burrs in the
+rabbits&#8217; paths, and he had done all sorts of things.</p>
+
+<p>But now Fleetfoot was lost, and everybody began to
+hunt for him. Eagle-eye found the stones he had left
+<span class='pagenum'><a name="Page_61" id="Page_61">[Pg 61]</a></span>
+only a short time before. She found his tracks and followed
+them until they crossed the boundary of the hunting
+ground. There she lost all trace of him. She called,
+but the &ldquo;caw-caw&rdquo; of a crow was the only answer.</p>
+
+<p>The men heard her call, and came to join in the
+search. But in spite of all they could do, they did not
+find the child.</p>
+
+<p>And so the Cave-men thought they would never see
+Fleetfoot again. They thought he had lost his way in
+the forest and had been killed by a cave-bear. For a
+few days they mourned for the child, then they spoke
+no more of him.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Tell a story of what happened one time when you went nutting.</em></p>
+
+<p><em>Name all the nuts you can that grow on trees. Name those that
+grow on bushes. Where do peanuts grow?</em></p>
+
+<p><em>Dramatize this story.</em></p>
+
+<p><em>Draw a picture of the part you like the best.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XII" id="XII"></a>XII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Why do people put up such signs as &ldquo;Keep off,&rdquo; &ldquo;Do not trespass&rdquo;?</p>
+
+<p>Why do people build fences around their land?</p>
+
+<p>Do you think the Cave-men could hunt wherever they chose?</p>
+
+<p>Why did each clan have its own hunting ground? What kind of
+boundaries did the hunting grounds have? Why was it not safe to go
+on the land of a stranger?</p>
+
+<p>Why did mothers teach their children the boundary lines?</p>
+
+<p>What do you think some mothers mean when they tell their children
+that the &ldquo;Bogie-man&rdquo; will get them?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_62" id="Page_62">[Pg 62]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>Why Mothers Taught their Children the
+Boundary Lines</em></p>
+
+<p>Each day brought so many hard things to do that
+most of the Cave-men forgot Fleetfoot. But his mother
+and grandmother did not forget him. They often
+thought of the boy they had lost.</p>
+
+<p>Other mothers were afraid they might lose their
+children. So they tried to keep them from running
+away. Most of all, they tried to keep them from running
+across the boundary line.</p>
+
+<p>When Pigeon tried to run away, Eagle-eye would
+say, &ldquo;The cave-bear will get you.&rdquo; Mothers tried all
+sorts of ways to keep their children from danger.</p>
+
+<p>Each clan had its own hunting ground. The people
+who lived together shared it, but no one else was
+allowed to hunt on the land. It was not even safe to
+cross the land of a stranger. Sometimes the Cave-men
+had to do it. Sometimes they had to call upon their
+neighbors for help. But since there were people who
+had lost their lives when trying to cross the land of
+strangers, the Cave-men learned to use signs to show
+what they wanted. They carved pictures upon sticks,
+which told what we might tell in a letter.</p>
+
+<p>When a stranger carried a message-stick, it was safe
+for him to do his errand. People knew what he wanted
+and why he came, so they let him go on his way
+unharmed. But when a stranger had no message-stick,
+his life was not safe in a strange land.</p>
+
+<p><span class='pagenum'><a name="Page_63" id="Page_63">[Pg 63]</a></span></p>
+
+<div class="figcenter" style="width: 394px;">
+<img src="images/img063.jpg" width="394" height="600" alt="image" title="" />
+<span class="caption">&ldquo;Mothers taught their children what the boundaries were.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_64" id="Page_64">[Pg 64]</a></span>
+And so people learned to stay on their own lands and
+mothers taught their children what the boundaries were.
+They taught the children to name them over and over
+again. They taught them to know how the boundaries
+looked.</p>
+
+<p>For a long time Pigeon had to tell her mother each day
+the boundaries of the hunting grounds. She would stand
+on the cliff and point north to the narrow valley, then
+south to Little River. Then she pointed to a high ridge
+of hills toward the east and west to the River of Stones.</p>
+
+<p>While Pigeon was so small that Eagle-eye had to
+take her by the hand, her mother took her to the
+boundaries. Eagle-eye had taught her so well that she
+knew them as soon as she saw them.</p>
+
+<p>Perhaps you have heard the story told about mothers
+who taught their children the boundary lines. It is told
+that mothers used to be so anxious to have their children
+remember the boundaries that they whipped them at
+each one. Then the story is told that in later times
+instead of beating the children, people let them beat the
+boundaries. Some day you may be able to learn more
+about the strange customs of beating the boundary lines.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Mark out in your sand-box the boundary lines of the hunting ground
+of the Horse clan. Show a good place for another hunting ground.</em></p>
+
+<p><em>Ask some one to read you the story, &ldquo;The Goblins will get you if you
+don&#8217;t watch out.&rdquo; What do you think the story means?</em></p>
+
+<p><em>Climb a hill, or look out of a high window, and see if you can find
+land which at one time was a good hunting ground.</em></p>
+
+<p><em>See if you can make a message-stick.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_65" id="Page_65">[Pg 65]</a></span></p>
+<h2><a name="XIII" id="XIII"></a>XIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot"><p>What do you think had happened to Fleetfoot?</p>
+
+<p>If strangers found him, what do you think they would do with him?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>What Happened to Fleetfoot</em></p>
+
+<p>Perhaps you have been wondering what happened
+to Fleetfoot. Perhaps you would like to know how he
+happened to wander away from his clan.</p>
+
+<p>It happened in this way. He cracked all the nuts
+he could eat; he climbed trees; he threw sticks and
+stones; he watched the wild hogs eating nuts; he
+listened to the whistle which Scarface blew to call the
+men to the hunt. He wished that he could blow the
+whistle and hunt with the men.</p>
+
+<p>Then a rabbit hopped across his path and stopped
+and looked at him. How Fleetfoot longed to catch the
+rabbit and to hold him in his hands! He stood perfectly
+still; he could hear himself breathe; he tried to breathe
+more quietly, for he did not want to frighten the rabbit.</p>
+
+<p>The rabbit started. How Fleetfoot wished he would
+go down the path where he had scattered burrs! But
+the rabbit took another path and Fleetfoot ran to catch
+him. He was almost sure he could lay his hands on
+the rabbit&#8217;s stumpy white tail.</p>
+
+<p>The rabbit was too quick for him, yet Fleetfoot did
+not give up. He started on a hard chase and forgot
+about everything else. Up hill and down the rabbit
+<span class='pagenum'><a name="Page_66" id="Page_66">[Pg 66]</a></span>
+ran and Fleetfoot followed after. Not until the rabbit
+was out of sight did Fleetfoot give up the chase. Then
+he stopped and rested a while and tried to get his breath.</p>
+
+<p>While Fleetfoot was resting he looked at the squirrels
+which were chattering in the trees. He watched them
+hold nuts with their forepaws while they gnawed
+through the shells. He listened to their chattering and
+then he wandered on.</p>
+
+<p>Fleetfoot did not know that he had crossed the narrow
+valley. He did not know that he had wandered
+into a strange land. He thought nothing about where
+he was until some time had passed. But after a while
+everything seemed still, and Fleetfoot began to feel
+lonesome. And so he turned around to go back to the
+women and children.</p>
+
+<p>Fleetfoot walked and walked, but he did not find
+them. He called, but no answer came. So he wandered
+on and on.</p>
+
+<p>Soon Fleetfoot knew he was in a spot he had never
+seen before. Everything seemed strange. He looked
+this way and that; but he could not tell which way to
+go. And so the lost child wandered farther and farther
+away from home.</p>
+
+<p>He was choking down a sob when he caught sight of
+some women with packs upon their backs. Fleetfoot
+thought he had found his people going home with their
+loads of nuts. He ran and called to his mother.</p>
+
+<p>A strange woman stopped and looked at the child.
+Then she gave a signal to her clan.</p>
+
+<p>Fleetfoot was within reach of the strange woman
+<span class='pagenum'><a name="Page_68" id="Page_68">[Pg 68]</a></span>
+before he saw his mistake. He tried to run away. But he
+could not do it. A big man caught him and lifted him
+up and put him upon his shoulder. Strange men, women,
+and children crowded around and stared into his face.</p>
+
+<p><a name="img67" id="img67"></a></p>
+<div class="figcenter" style="width: 431px;">
+<img src="images/img067.jpg" width="431" height="600" alt="image" title="" />
+<span class="caption">&ldquo;A big man caught him, and put him upon his shoulder.&rdquo;</span>
+</div>
+
+<p>Bighorn asked him where he lived; but Fleetfoot was
+too frightened to speak. He remembered the stories
+Chew-chew had told about strange clans. He wondered
+what the strangers would do. How he wished he were
+safe at home!</p>
+
+<p>But poor Fleetfoot did not see his home again for
+many long years. He was in a strange land, and soon
+he was traveling with the strangers far away from his
+home.</p>
+
+<p>A woman, whose name was Antler, took charge of
+Fleetfoot. She took him by the hand until he was too
+tired to walk. Then she carried him until they came
+to the place where they camped for the night.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Choose some one for each of the parts and see if you can act out this
+story. Draw pictures to illustrate the story.</em></p>
+
+<p><em>Name the wild animals you can find in your neighborhood. Notice
+what they eat. Do they help or harm the people near where they live?</em></p>
+
+<p><em>Model one of these animals in clay.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XIV" id="XIV"></a>XIV</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What kind of a shelter do you think the people will have for the
+night?</p>
+
+<p>Think of as many easy ways as you can of making a shelter out of
+trees.</p></div>
+
+
+<p><span class='pagenum'><a name="Page_69" id="Page_69">[Pg 69]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>How the Strangers Camped for the Night</em></p>
+
+<p>The camping place was an old one. It had been
+used many times. The strange clan always used it on
+their way to and from the lowland plains. It was
+under a big oak tree, and near a spring of fresh water.</p>
+
+<p>When the strangers reached the camp, Greybeard
+took charge of Fleetfoot. The women quickly unloaded
+their packs, and began to build a tent.</p>
+
+<p>It did not take long to make the tent, for it was
+almost ready-made. It was an old oak, which reached
+out long and low-spreading branches. The branches
+had been bent to the ground many times, and now they
+nearly touched it. So all that the women had to do
+was to fasten the ends firmly. They did it by rolling
+a stone over the end of a branch, and sometimes
+they tied the end of a branch to a peg which they had
+driven in the ground.</p>
+
+<p>All the Cave-men made such tents in the summer
+when they were away from the caves. When the
+branches were not thick enough for a shelter, the women
+broke saplings and leaned them against the tree.</p>
+
+<p>While Chipper worked at a spearhead, the other men
+were moving about. Bighorn feared that Fleetfoot&#8217;s
+clan might follow their tracks.</p>
+
+<p>Long after Fleetfoot fell asleep, the strangers talked
+quietly. They held their ears close to the ground and
+listened. They went and looked at Fleetfoot, now
+fast asleep. Then they all sat down by the fire.</p>
+
+<p><span class='pagenum'><a name="Page_70" id="Page_70">[Pg 70]</a></span></p>
+
+<div class="figcenter" style="width: 600px;">
+<img src="images/img070.jpg" width="600" height="420" alt="image" title="" />
+<span class="caption">&ldquo;The tent was an old oak, which reached out long and low-spreading branches.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_71" id="Page_71">[Pg 71]</a></span>
+At length the men turned to Greybeard. And Greybeard
+spoke to them and said, &ldquo;When I was young my
+clan lived in a cave near Sweet Briar River. Every
+year, in the salmon season, the neighboring clans met
+at the rapids. The Horse clan came from the Fork of
+the River, where the Sweet Briar joins the River of
+Stones. They may live there still. This boy may
+belong to them.&rdquo;</p>
+
+<p>&ldquo;Do you think they will follow us?&rdquo; asked Bighorn.</p>
+
+<p>Greybeard looked up, but did not speak. He seemed
+to be trying to think. At length he turned to the men
+and said, &ldquo;Sleep until the moon sets; I&#8217;ll watch and
+wake you.&rdquo;</p>
+
+<p>So the Cave-men went to the tent and slept while
+Greybeard kept watch. Not a sound escaped his ear
+that night. Not a leaf rustled that he did not hear.
+Not a twig broke, as wild animals passed, but that he
+found out what it meant.</p>
+
+<p>As Greybeard watched in the moonlight he heard
+many a familiar sound. Now he heard the roar of a
+tiger, and again the &ldquo;hoo-hoo&rdquo; of an owl; now the
+howling of hyenas, and again an eagle&#8217;s scream.</p>
+
+<p>Among all these sounds Greybeard heard nothing
+that seemed to come from the lost child&#8217;s clan. But
+when the moon was set he roused the people, and under
+cover of the darkness they hurried toward home.</p>
+
+<p>They let Fleetfoot sleep, for fear he might answer if
+he were called. And so the child slept while he was
+hurried away through the darkness. At daybreak, when
+he awoke, he found himself in a new home.</p>
+
+
+<p><span class='pagenum'><a name="Page_72" id="Page_72">[Pg 72]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>See if there is a tree in your neighborhood that could be made into such
+a tent as the Cave-men made.</em></p>
+
+<p><em>Find a thick branch and make such a tent in your sand-box.</em></p>
+
+<p><em>Draw one of these pictures:&mdash;</em><br />
+<span style="margin-left: 2em;"><em>The council of the clan before going to sleep.</em></span><br />
+<span style="margin-left: 2em;"><em>Greybeard watching in the moonlight.</em></span><br />
+<span style="margin-left: 2em;"><em>Hurrying home under cover of the darkness.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot awakes and finds himself in his new home.</em></span></p>
+
+<p><em>Act out part of this story and let some one guess what it is.</em></p>
+
+<p><em>Write as many calls of the birds as you know. Model one of the
+birds in clay. If you know its nest, model that.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XV" id="XV"></a>XV</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>How do you think Fleetfoot felt the first few days he was with the
+strange clan?</p>
+
+<p>What do you think he will learn of them? What do you think he
+can teach them?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Fleetfoot is Adopted by the Bison Clan</em></p>
+
+<p>For a few days Fleetfoot missed his mother and
+Chew-chew more than he could tell. He missed little
+Pigeon, too. He missed the people he had always seen.
+But he said very little about them.</p>
+
+<p>It was Greybeard who told him that he was now
+living with the Bison clan. Not all of the people
+belonged to that clan, but there were more of that
+clan than of any other. And so they were known as
+the Bison clan.</p>
+
+<p><span class='pagenum'><a name="Page_73" id="Page_73">[Pg 73]</a></span>
+At first Fleetfoot was afraid of the men and large
+boys. Most of all he was afraid of Bighorn, for it was
+Bighorn who captured him.</p>
+
+<p>But before one moon had passed, he was adopted by
+the Bison clan. And soon after that, he began to feel
+at home. Greybeard told him stories, and gave him
+little spears. Antler was kind to him, and the children
+were always ready to play.</p>
+
+<div class="figright" style="width: 260px;">
+<img src="images/img073a.jpg" width="260" height="350" alt="image" title="" />
+<span class="caption">A skin stretched on a frame.</span>
+</div>
+
+<p>Fleetfoot liked to play with
+the children. He liked to play
+with Flaker best of all. Flaker
+was Antler&#8217;s child, and he was
+about the size of Fleetfoot.</p>
+
+<div class="figleft" style="width: 160px;">
+<img src="images/img073b.jpg" width="160" height="300" alt="image" title="" />
+<span class="caption">A scraper.</span>
+</div>
+
+<p>As the days became cold, the
+women worked upon skins.
+There was not a smooth spot near
+the cave which was not covered
+with a skin. Fleetfoot watched
+Antler as she cut little
+slits in the edges.
+He helped stretch
+the skins out on the
+ground and drive
+little pegs through
+the slits. He watched her stretch a skin
+on a frame and put it near the fire.</p>
+
+<p>Antler scraped a skin until the fat was
+off, and the inner skin was removed. Then
+she roughened it by scraping it crosswise,
+so as to make it flexible.</p>
+
+<p><span class='pagenum'><a name="Page_74" id="Page_74">[Pg 74]</a></span>
+When Fleetfoot saw Antler roll the skins in a loose
+roll, he asked if she was going to chew them. Antler
+smiled as she asked Fleetfoot how his mother softened
+skins.</p>
+
+<p>Fleetfoot showed how his mother did it. And he told
+Antler about Chew-chew. He told her that Chew-chew
+got her name because she learned to chew the skins.</p>
+
+<p>While Antler and Fleetfoot were talking, all the
+women and children gathered around. They wanted
+to see what they were doing, and to hear what Fleetfoot
+said.</p>
+
+<p>Then Antler said to the women and children,
+&ldquo;These skins are ready to soften. Come, join hands
+and show Fleetfoot how we soften hard skins.&rdquo;</p>
+
+<div class="figleft" style="width: 250px;">
+<img src="images/img074.jpg" width="250" height="111" alt="image" title="" />
+<span class="caption">A hammer of reindeer horn.</span>
+</div>
+
+<p>What a noisy time they had
+for a little while! Each group
+wanted to finish first. Some of them
+stamped the skins, and kept time by
+singing. Others pounded the skins with
+their hands, and still others pounded
+with hammers of reindeer horn.</p>
+
+<p>They had such a merry time that Fleetfoot could
+not keep still. He was soon stamping and singing as
+well as any one.</p>
+
+<p>When the skins were softened, Antler told Fleetfoot
+that once her people chewed the skins. But since they
+had found an easier way, they chewed only the edges
+they wished to sew.</p>
+
+<p>And so Fleetfoot began to learn lessons of the Bison
+clan. But once he was the teacher. It was when he
+<span class='pagenum'><a name="Page_75" id="Page_75">[Pg 75]</a></span>
+showed Flaker what happened the day Pigeon played
+with hot stones. Flaker told his mother, and Antler
+told Greybeard. And then Greybeard asked Fleetfoot
+to drop the hot stones in the water again.</p>
+
+<p>All the Cave-men gathered around to see what Fleetfoot
+did. When the steam began to rise from the
+water, they stepped back. But when they saw that the
+child was not afraid, they came forward cautiously.</p>
+
+<p>When the water began to bubble, they were all filled
+with fear. They looked upon Fleetfoot in silence.
+They called him a wonderful child.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Tell a story about dressing skins. Draw pictures which will show
+all that is done in dressing the skin.</em></p>
+
+<p><em>Dramatize the part of the story that tells what Fleetfoot taught the
+Bison clan. Draw a picture of it.</em></p>
+
+<p><em>Make a song that people might sing in stamping upon the skins.</em></p>
+
+<p><em>Make a song to sing while beating the skins.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XVI" id="XVI"></a>XVI</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+
+<div class="blockquot">
+<p>What kind of clothes do you wear in winter? What do you think
+the Cave-men wore? Can you think how they learned to fit skins to
+their bodies? What part of an animal&#8217;s skin could they use for
+sleeves? What part could they use for leggings?</p>
+
+<p>How do you think they learned to make mittens and gloves?</p>
+
+<p>How many ways do you know of fastening garments? Which of
+these do we use? Which of these do you think the Cave-men used?</p>
+
+<p>What did they use instead of a needle? What kind of thread did
+they have?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_76" id="Page_76">[Pg 76]</a></span></p>
+
+<div class="figcenter" style="width: 440px;">
+<img src="images/img076.jpg" width="440" height="600" alt="image" title="" />
+<span class="caption">&ldquo;Greybeard asked Fleetfoot to drop the hot stones in the water again.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_77" id="Page_77">[Pg 77]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>How the Cave-men Protected Themselves from the Cold</em></p>
+
+<p>One morning Fleetfoot started out of the cave, but
+a cold wind drove him back. Snow had fallen during
+the night, and the air had grown very cold. It was not
+fit for a bare-backed boy to go out on such a day. So
+Fleetfoot stayed in the cave all day long.</p>
+
+<p>All the Cave-men stayed in the cave nearly all the
+day. Once Chipper went out and found fresh tracks.
+He followed the tracks until he came within close range
+of a reindeer. But his bare arms shook with the cold,
+and he missed his aim.</p>
+
+<p>The next day was bitterly cold. The river was
+frozen almost into silence. Only the ripples of the
+swiftest currents laughed aloud at the frost. The snow
+was deep on the hillsides. It was deeper in the valleys,
+and the narrow ravines were almost filled with snow.</p>
+
+<p>The third day was still very cold and everybody was
+hungry and cross. The children were crying for food,
+and since Antler had nothing to give them, she was
+trying to get them to play.</p>
+
+<p>At length the children began to take turns at playing
+they were cave-bears. Now it was Fleetfoot&#8217;s turn to
+be the bear, and when Antler saw him she laughed.</p>
+
+<p>The Cave-men looked up in surprise. Everybody
+was so hungry and cross it seemed strange to hear any
+one laugh. But Antler really was laughing.</p>
+
+<p>Fleetfoot had found a cave-bear&#8217;s skin on a ledge in
+<span class='pagenum'><a name="Page_78" id="Page_78">[Pg 78]</a></span>
+the cave. He had wrapped it around him so that he
+looked like a little cave-bear. The children kept calling
+him &ldquo;little bear,&rdquo; and he was trying to act like one.</p>
+
+<p>Soon all the people were laughing. They forgot, for
+the time, how hungry they were. And the next day
+they had meat, for it was warm enough to go hunting.</p>
+
+<p>Many times after that the children played cave-bear.
+Many times the people laughed when they saw the
+children dressed in cave-bears&#8217; skins. Once when Antler
+looked at them, she got an idea about making clothes.</p>
+
+<p>When Antler took a large skin and wrapped it around
+her, Fleetfoot thought that she was going to play
+&ldquo;bear.&rdquo; But Antler was not playing. She was thinking
+of the cold days when the children had no food.
+She was thinking that if she could make a warm dress,
+perhaps she could go out in the bitter cold.</p>
+
+<p>Antler talked with Birdcatcher about it, and Birdcatcher
+helped her fit the skin. Birdcatcher fitted the
+skin of the head over Antler&#8217;s head so as to make a
+warm hood. Then she run a cord through the slits
+along the edges and tied the ends under Antler&#8217;s chin.</p>
+
+<p>Antler fastened the skin down the front with buckles.
+She covered her arms with the skin of the forelegs. She
+cut off the skin that hung below the knees, and afterward
+used it to make a pair of leggings.</p>
+
+<p>When the garment was fitted, Antler took it off.
+Then the women sat down and worked until it was
+done. They punched holes through the edges with a
+bone awl. Then they threaded the sinew through the
+holes in an &ldquo;over-and-over seam.&rdquo;</p>
+
+<p><span class='pagenum'><a name="Page_79" id="Page_79">[Pg 79]</a></span></p>
+
+<div class="figcenter" style="width: 432px;">
+<img src="images/img079.jpg" width="432" height="600" alt="image" title="" />
+<span class="caption">&ldquo;When the men saw the new garment, they wondered how it was made.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_80" id="Page_80">[Pg 80]</a></span>
+When the men saw the new garment, they wondered
+how it was made. So Antler and Birdcatcher showed
+them how it was done, and helped them to make
+warm garments of their own.</p>
+
+<div class="figleft" style="width: 182px;">
+<img src="images/img080.jpg" width="182" height="300" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s glove.</span>
+</div>
+
+<p>And so all the Cave-men soon had warm garments
+of fur. Sometimes they fastened them with
+buckles, and sometimes they used bone pins.
+They made long leggings of soft skins,
+and moccasins for their feet.</p>
+
+<p>Perhaps you can think how they learned
+to make mittens and gloves. We know
+that they had warm mittens and gloves, for
+we have found pictures they made of them.
+When they dressed in their warm fur garments,
+the Cave-men did not fear the cold. If they
+wanted food, they put on their garments and
+went wherever they pleased.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>If you can get a small skin, fit it to a doll the way you think the
+Cave-men fitted skins to their bodies. If you cannot get a skin, cut a
+piece of cloth so as to make it the shape of a skin, and show how the new
+suit was made.</em></p>
+
+<p><em>Find as many things as you can that you can use for pins, buttons,
+and buckles.</em></p>
+
+<p><em>Find as many ways as you can of sewing a simple seam. When you
+go to a museum notice how the seams are sewed. Why do you think
+people invented new stitches? Visit a shoemaker and notice how he sews.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>The cold wind drives Fleetfoot into the cave.</em></span><br />
+<span style="margin-left: 2em;"><em>Playing &ldquo;Cave-bear.&rdquo;</em></span></p>
+</div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_81" id="Page_81">[Pg 81]</a></span></p>
+<h2><a name="XVII" id="XVII"></a>XVII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>How do you think the children played in the winter? What do you
+play in the winter?</p>
+
+<p>How do you think the Cave-men would hunt when there was only
+a light fall of snow?</p>
+
+<p>How would they hunt when the snow was deep?</p>
+
+<p>How would they hunt when there was a hard crust on the snow?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How the Children Played in Winter</em></p>
+
+<p>When the children saw their fathers and mothers go
+out of doors, they, too, wanted to go. But they had no
+warm clothing, so their mothers tried to keep them in
+doors.</p>
+
+<p>Sometimes Fleetfoot and Flaker teased to go out
+and play in the snow. And when the days were warm
+enough, Antler let them go out and play. But on very
+cold days they had to stay in the cave.</p>
+
+<p>The children had good times in the cave. They
+played many animal games. They played they were
+grown men and women, and they made believe do all
+sorts of work. They peeked out of the cave many
+times each day. They heard their fathers and mothers
+talk. And they listened to Greybeard&#8217;s stories.</p>
+
+<p>And so the children always knew what the men and
+women were doing. After a heavy fall of snow, they
+knew they would trap the animals in the drifts. When
+a hard crust formed, they knew they would dig pitfalls.</p>
+
+<p><span class='pagenum'><a name="Page_82" id="Page_82">[Pg 82]</a></span>
+Antler often wished that the children might play out
+doors every day. Greybeard wanted the boys to learn
+to make pitfalls and traps. But neither Antler nor
+Greybeard had thought of making clothing for little
+children.</p>
+
+<p>The day Antler thought of making clothes for the
+boys, was the day they ran away to the pitfall. It was
+soon after Chipper came to the cave and said that two
+reindeer were in the pit.</p>
+
+<p>When the boys heard what Chipper said, they were
+playing they were Bighorn and Chipper. They had tied
+the skins of wolves&#8217; heads over their heads, and they
+let the rest of the skins hang down as if they were capes.</p>
+
+<p>When the news came about the reindeer, everybody
+was excited. Everybody hurried to the pitfall so as to
+see the reindeer. Nobody noticed the boys steal out of
+the cave. Nobody noticed them run to the pitfall.</p>
+
+<p>But soon after she started, Antler saw the tracks of
+their bare feet. She guessed at once where the boys
+had gone. And it was then that she thought of making
+them clothing.</p>
+
+<p>While the children slept that night, Antler talked
+with the women. And when morning came, the
+women took skins and made the children warm clothes
+and moccasins.</p>
+
+<p>When the children put on their wolf-skin suits, they
+looked like a pack of wolves. Sometimes they played
+they were wolves. Then they chased make-believe
+wild horses.</p>
+
+<p>Sometimes when the children were playing in the
+<span class='pagenum'><a name="Page_83" id="Page_83">[Pg 83]</a></span>
+snow, they found the antlers of a full-grown stag. The
+children began to look for the antlers of the full-grown
+stags in early winter. But they knew that the other
+reindeer kept their antlers until early spring.</p>
+
+<p>An old stag&#8217;s antlers were large and strong, and the
+children liked to find them. They would pick them up
+and hold them in their hands and would then make
+believe they were Cave-men trapping reindeer in the
+snow.</p>
+
+<p>One day Greybeard showed Fleetfoot and Flaker
+how to trap the reindeer in the snow. He showed
+them how to dig a pitfall in the drifts. The boys
+found a large drift near the trail and they cut out a
+large block of snow. They hollowed a deep pit under
+the crust which they took pains not to break. Then
+they fitted the block of snow in its place, thus covering
+the pit.</p>
+
+<p>To make sure that the reindeer would come to the
+pitfall they scattered moss over the thin crust. Then
+Greybeard taught them to say,</p>
+
+<p style="margin-left: 14em;">
+<span style="margin-left: -.4em;">&ldquo;<em>Come down to the river, reindeer;</em></span><br />
+ <em>Come down to the river to drink.</em><br />
+ <em>Come eat the moss I have spread for you,</em><br />
+ <em>Come and fall into my trap.</em>&rdquo;</p>
+
+<p>All the Cave-men believed that these words would
+charm the reindeer to the spot. They always muttered
+such lines as charms when they went out to hunt.
+And so Greybeard taught the boys the lines, for he
+wanted them to know all the Cave-men&#8217;s charms.</p>
+
+
+<p><span class='pagenum'><a name="Page_84" id="Page_84">[Pg 84]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Name the animals which you know by their tracks. Draw a picture
+of the tracks you know best.</em></p>
+
+<p><em>Tell a story about hunting an animal by tracking it.</em></p>
+
+<p><em>Next time there is a heavy fall of snow, play hunting animals by
+driving them into the drifts.</em></p>
+
+<p><em>See if you can show in your sand-box how the pitfall was made.</em></p>
+
+<p><em>See if you can think of a way of having real drifts in your sand-box.</em></p>
+
+<p><em>Draw a picture of the children playing with the antlers of the
+reindeer.</em></p>
+
+<p><em>Draw a picture of the reindeer in the pitfall.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XVIII" id="XVIII"></a>XVIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Do you know whether we can tell what the weather is going to be?</p>
+
+<p>Have you ever heard any one talking about the signs of the
+weather? What signs do you know?</p>
+
+<p>Notice animals and see how they act before a storm.</p>
+
+<p>Notice what animals and birds are here in summer that are not here
+in winter. Are any here in winter that are not here in the summer?</p>
+
+<p>Why did the bison go away from the Cave-men&#8217;s hunting grounds
+each winter? When they went away would they go in large or small
+herds?</p>
+
+<p>If the weather kept pleasant how do you think they would travel?
+What would they do if it looked like a storm?</p>
+
+<p>Notice the animals that live near you and see whether they turn
+their heads or backs toward the storm.</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Overtaken by a Storm</em></p>
+
+<p>Winter passed and summer came and now it was
+almost gone. The cattle had gone to the forests in the
+<span class='pagenum'><a name="Page_85" id="Page_85">[Pg 85]</a></span>
+lowlands where they spent the winter. Straggling lines
+of bison were moving down the valley. Now and then
+they stopped a few days to eat the tall grass. Then
+they slowly moved onward toward the lower lands.</p>
+
+<p>The days were like the Indian summer days which
+we sometimes have in late autumn. Everybody
+enjoyed each day as it came, and thought little about
+the coming cold. But one morning the sky was gray
+and gloomy, and the sun could not pierce through the
+heavy clouds. The air was cold and now and then a
+snowflake was falling.</p>
+
+<p>There was no meat at the cave, and everybody was
+hungry. So Bighorn said to the men, &ldquo;Let&#8217;s hunt the
+bison to-day.&rdquo;</p>
+
+<p>The men crowded around, for they were always glad
+to go hunting with Bighorn. As soon as he had shown
+them his plan, they took their weapons and started
+toward the herd.</p>
+
+<p>Bighorn expected to find the herd feeding quietly on
+a hillside. But, instead, the bison were tossing their
+horns, sniffing the air, and looking this way and that.</p>
+
+<p>Bighorn saw that the bison were restless and that he
+could not take them by surprise. &ldquo;We shall have a
+hard chase,&rdquo; said he to the men, &ldquo;if we get a bison
+to-day.&rdquo;</p>
+
+<p>The men stood still for a moment, for they did not
+know what to do. Fine snowflakes were now falling
+and the dark clouds threatened a heavy storm. But
+the men were hungry and they were not ready to give
+up the hunt at once.</p>
+
+<p><span class='pagenum'><a name="Page_86" id="Page_86">[Pg 86]</a></span>
+&ldquo;Listen!&rdquo; said Bighorn, as a low rumbling sound
+came from the upper valley.</p>
+
+<p>The Cave-men put their ears to the ground and
+heard a sound like distant thunder. As they listened
+it came nearer and nearer and the ground seemed to
+shake.</p>
+
+<p>The Cave-men were not afraid. They knew what
+the sound meant. The bison, too, knew what it meant.
+They knew that winter was coming, and that it was
+time for them to be gone. They knew that the laggard
+herds were racing with the storm.</p>
+
+<p>And so the sentinels of the scattered herds gave signals
+to the bison. And before the Cave-men were on
+their feet, the bison had started toward the ford.</p>
+
+<p>Louder and louder the rumbling sound grew as the
+great herd galloped on. The snow was now falling
+thick and fast, and a cold northwest wind was blowing.
+But in spite of the wind and the snow, the Cave-men
+pressed on toward the ford. Bighorn still hoped to get
+a bison as the great herd passed.</p>
+
+<p>By the time the herd reached the ford, the wind had
+become a strong gale. The air was so thick with the
+snow that it nearly blinded the men. Then Bighorn
+turned and said to the men, &ldquo;We must find a shelter
+from the storm.&rdquo;</p>
+
+<p>The bison, too, tried to find a shelter. Some of
+them hugged up closely to the sheltered side of the
+cliffs. Others sought cover in the ravines. But many
+could find no protection, so they turned about and faced
+the storm.</p>
+
+<p><span class='pagenum'><a name="Page_87" id="Page_87">[Pg 87]</a></span></p>
+
+<div class="figcenter" style="width: 600px;">
+<img src="images/img087.jpg" width="600" height="423" alt="image" title="" />
+<span class="caption">&ldquo;But many could find no protection, so they turned about and faced the storm.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_88" id="Page_88">[Pg 88]</a></span>
+The Cave-men wished they were safe at home, but
+they dared not go through the storm. They huddled
+together and felt their way to a spot where the snow
+did not drift. There they lay down in the snow and
+waited for the storm to cease.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Name some bird that migrates. Tell all that you know about the
+way it migrates.</em></p>
+
+<p><em>When you go out to play, show how the bison migrated in warm
+weather. Show how they migrated in cold weather.</em></p>
+
+<p><em>Show in your sand-box where the deep drifts would be. Show places
+where the snow would not drift. If you cannot be sure about where the
+drifts would be, see if you can find out by watching the storms during
+winter.</em></p>
+
+<p><em>If the Cave-men are buried in the snow, how do you think they can
+get air to breathe? How can they tell when the storm is over?</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XIX" id="XIX"></a>XIX</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What do you think those who stayed in the cave will do during the
+storm? Can you think of any way by which they could get food?</p>
+
+<p>Did you ever walk on snowshoes? How do you think people came
+to make snowshoes?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How Antler Happened to Invent Snowshoes</em></p>
+
+<p>Antler saw the coming storm and at once she thought
+of the fire. She called to the women. And soon they
+were all breaking branches with stone axes and mauls.
+The children piled the fagots together and carried them
+to the cave.</p>
+
+<p><span class='pagenum'><a name="Page_89" id="Page_89">[Pg 89]</a></span></p>
+
+<div class="figright" style="width: 170px;">
+<img src="images/img089.jpg" width="170" height="300" alt="image" title="" />
+<span class="caption">A stone maul.</span>
+</div>
+
+<p>The snow was falling fast before they finished
+their work. They watched the storm for
+a little while and then went into the cave.</p>
+
+<p>The children were hungry and asked for
+meat. But there was no meat in the cave.
+Antler tried to get the children to play and
+to forget that they were hungry. And the
+children played for a little while, but they
+soon grew tired. And so Antler gathered
+the children together and began to tell
+them stories.</p>
+
+<p>As the storm raged fiercer and fiercer,
+Antler told stories of other storms. She had
+braved many storms on the wooded hills and
+the children liked to hear her stories.</p>
+
+<p>Among the stories she told that day was the story of
+the Big Bear. She said that the Big Bear lived in a
+cavern away up in the mountain. She said that he
+kept watch of the game and that sometimes he shut
+the game in his cavern. Antler said she had often
+heard the Big Bear above the voice of the storm. And
+Fleetfoot, listening for his voice, thought he heard it
+in the wailing of the storm.</p>
+
+<p>In spite of the stories Antler told, the day was long
+and dreary. The next day was still more dreary, for
+the children were crying for food. Toward the close
+of day they were very tired, and soon they fell asleep.</p>
+
+<p>Most of the women slept that night, but there was
+no sleep for Antler. She could not sleep when the
+children were hungry and when the men were out in
+<span class='pagenum'><a name="Page_90" id="Page_90">[Pg 90]</a></span>
+the storm. She stayed awake and watched and listened
+all through the long dark night.</p>
+
+<div class="figleft" style="width: 377px;">
+<img src="images/img090.jpg" width="377" height="300" alt="image" title="" />
+<span class="caption">Fur gloves.</span>
+</div>
+
+<p>Toward morning the storm began
+to slacken, and Antler gave a sigh of
+relief. She felt sure that many bison
+were floundering in the drifts. She
+hoped they were not far away from
+the cave. So she dressed in her fur
+garments and took a large knife and
+an ax. And at break of day she set
+out hoping to find a bison.</p>
+
+<p>But the snow was very deep and
+Antler could scarcely walk. She was faint from hunger
+and cold. For a while she struggled through the drifts,
+but soon her strength failed, and she sank down in the
+snow.</p>
+
+<p>As Antler lay in the deep drifts, she seemed powerless
+to move. The thought of the hungry children,
+however, made her turn to the gods. Then the branches
+of spruce trees seemed to urge her on.</p>
+
+<p>And so Antler took courage and grasping a strong
+branch of a friendly spruce struggled through the deep
+snow. She stepped upon the partly buried branches
+and they helped her on her way.</p>
+
+<p>A bison, floundering in a drift, filled her heart with
+hope. But when she started toward the bison, Antler
+sank down once more into the drifts. So again she
+turned to the friendly trees, and again she reached out
+to them for aid. And she broke branches from the
+trees and bound them to her feet.</p>
+
+<div class="figright" style="width: 145px;">
+<img src="images/img091.jpg" width="145" height="350" alt="image" title="" />
+<span class="caption">A snowshoe.</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_91" id="Page_91">[Pg 91]</a></span>
+Starting once more, Antler walked as if on winged
+feet. She ran over the deep drifts. And since she
+could hunt as well as the men, she soon had plenty
+of meat.</p>
+
+<p>As Antler was strapping her load upon her back, she
+heard a familiar voice. Quickly she turned, and her
+heart beat fast as she listened to hear it again. And
+seeing the men struggling through the drifts, she knelt
+and gave thanks to the gods.</p>
+
+<p>Soon Antler arose and laid down her load; and
+breaking a handful of branches, she hurried over the
+drifts and met the Cave-men.</p>
+
+<p>When the men saw Antler gliding over the
+drifts they wondered if it was one of the gods.
+Not until Antler spoke were they really sure
+it was she. And not until she showed them
+how to tie the branches to their feet did
+they understand what she had done. And
+even then they did not know that Antler
+had invented the snowshoe. Many people
+worked upon snowshoes before fine snowshoes
+were made. For when people heard
+what Antler had done, they tried different
+ways for themselves.</p>
+
+<p>Of course all the people were glad when
+Antler returned with the men. They feasted
+and told stories all day long. And afterward the
+children played they were hunters overtaken
+by a storm, and they made little snowshoes and
+learned to walk over the drifts.</p>
+
+
+<p><span class='pagenum'><a name="Page_92" id="Page_92">[Pg 92]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>The next time there is a storm listen to it and see if you can hear
+what the Cave-men thought was the voice of the Big Bear. See if you
+can tell what it is that makes the music of the storm.</em></p>
+
+<p><em>Listen to the music of the birds and see if you can give their songs
+and calls.</em></p>
+
+<p><em>What other animals do you hear calling one another? See if you
+can give their calls.</em></p>
+
+<p><em>Tell a story of some storm you have seen.</em></p>
+
+<p><em>Draw one of these pictures;</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Antler praying to the gods for help.</em></span><br />
+<span style="margin-left: 2em;"><em>A bison floundering in the drift.</em></span><br />
+<span style="margin-left: 2em;"><em>Antler bringing aid to the men.</em></span></p>
+
+<p><em>Find a picture of a snowshoe, and tell how you think it was made.</em></p>
+
+<p><em>Find something which you can use for making snowshoes. Make a
+pair, and use them when you have a chance.</em></p>
+
+<p><em>See if you can find out why the snowshoe keeps one from sinking in
+the snow.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XX" id="XX"></a>XX</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Why would the women be apt to make traps before the men did?</p>
+
+<p>What animals did the men hunt most? How did they hunt them?</p>
+
+<p>What animals did the women hunt most? How?</p>
+
+<p>How many kinds of knots can you tie? Which of these knots slip?
+Which of these knots would be the best to use in a trap?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How Antler made Snares</em></p>
+
+<p>While Fleetfoot and Flaker were little boys, they
+learned a few lessons in trapping. The men seldom
+trapped at that time, but the women trapped in several
+ways.</p>
+
+<p><span class='pagenum'><a name="Page_93" id="Page_93">[Pg 93]</a></span>
+Antler was only a little girl when she learned to
+catch birds with a seed on a string. She was called
+Snowflake then and she lived in another cave.</p>
+
+<p>Snowflake&#8217;s mother taught her to do all the things
+that little girls needed to know. She learned to hunt
+for roots and berries, to catch birds, and to make traps,
+besides learning to make tents, to prepare skins, and to
+make them into garments. It would take too long to
+tell all the things that little girls learned in those days.</p>
+
+<p>Snowflake learned her lessons well and she found
+new ways of doing things. It was when she found a
+reindeer caught in the vines that she took the first step
+in making a snare. She had started to the hillside to
+dig roots and had gone only a little way when she
+heard something pulling and tugging among the vines.</p>
+
+<p>She peeked through the branches to see what it was,
+and there stood a beautiful reindeer. His antlers were
+caught in the tangled vines and he was trying to get
+loose.</p>
+
+<p>Snowflake&#8217;s heart went pit-a-pat, pit-a-pat, when she
+saw the reindeer. But she kept going nearer, and the
+reindeer pulled and pulled until he was strangled by
+the vines.</p>
+
+<p>When Snowflake came to the cave dragging the
+handsome reindeer, the people shouted for joy. And
+when they had knocked off the beautiful antlers, they
+gave them to Snowflake and changed her name.</p>
+
+<p>Whenever she went to the spot where the reindeer
+was caught she always looked for another reindeer.
+But the reindeer kept away from the spot.</p>
+
+<p><span class='pagenum'><a name="Page_94" id="Page_94">[Pg 94]</a></span></p>
+
+<div class="figleft" style="width: 232px;">
+<img src="images/img094a.jpg" width="232" height="350" alt="image" title="" />
+<span class="caption">&ldquo;Then she set snares on the ground and fastened
+them to strong branches.&rdquo;</span>
+</div>
+
+<div class="figright" style="width: 93px;">
+<img src="images/img094b.jpg" width="93" height="350" alt="image" title="" />
+<span class="caption">&ldquo;Antler learned to protect the cord
+by running it through a hollow bone.&rdquo;</span>
+</div>
+
+<p>So, at length, Antler thought of cutting vines and
+fastening them to branches. Then she learned to tie
+knots that would slip and tighten when pulled. And,
+after a while, she used the slipknots in making many
+kinds of snares.</p>
+
+<p>Antler watched the birds until she knew
+the spots where they liked to alight. Then
+she set snares on the ground and fastened
+them to strong branches.</p>
+
+<p>The birds, alighting on the spot, caught
+their feet in the snare. When they tried to
+fly away, they pulled the slipknot which
+held them fast.</p>
+
+<p>Some of the birds were frightened
+away, and did not return to the spot.
+So Antler tried to coax them back by
+scattering seeds near the snare.</p>
+
+<p>Once Antler set a snare in a rabbit
+path just high enough to catch the
+rabbit&#8217;s head. A rabbit was caught,
+but he nibbled the cord and ran off with the snare.
+And so Antler learned to protect the cord by running
+it through a hollow bone.</p>
+
+<p>There was no better trapper than Antler
+among all the Cave-men. It was she who
+taught the boys and girls how to make and set
+traps. When the marmots awoke from their
+long winter&#8217;s sleep, all the children learned
+to catch them in traps. They learned to
+loosen the bark of a tree without breaking
+<span class='pagenum'><a name="Page_95" id="Page_95">[Pg 95]</a></span>
+it except along one edge. They used the bark as a
+leadway to a trap which they set near a marmot&#8217;s hole.
+After placing the noose inside the bark, they fastened
+it to a bent sapling.</p>
+
+<div class="figcenter" style="width: 550px;">
+<img src="images/img095.jpg" width="550" height="456" alt="image" title="" />
+<span class="caption">&ldquo;So it ran along and nibbled the bait until its sharp teeth cut the cord.&rdquo;</span>
+</div>
+
+<p>When the children went to the trap, they clapped
+their hands and shouted. Then they took the marmot
+out of the trap and carried it to the cave. And they
+made a great noise when Bighorn said, &ldquo;You will
+soon be very good trappers.&rdquo;</p>
+
+<p><span class='pagenum'><a name="Page_96" id="Page_96">[Pg 96]</a></span>
+Then the children wanted to catch another marmot,
+so Antler went with them and showed them how the
+trap worked. The marmot coming out of his hole
+smelled the bait on the string. So it ran along and
+nibbled the bait until its sharp teeth cut the cord.
+Then the sapling sprang up and jerked the snare
+upward. And the weight of the marmot, pulling downward,
+drew the slipknot tight.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Tie a slipknot at one end of a string, and show how to set it for
+snaring birds. Show how to set it for snaring rabbits. Find a hollow
+stick or a bone to protect the snare from the rabbit&#8217;s teeth. Show how the
+marmot trap was set.</em></p>
+
+<p><em>Tell how you catch mice. Tell how you catch flies.</em></p>
+
+<p><em>What animals do you know that sleep during the winter? How can
+they live so long without eating?</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Snowflake finds a reindeer caught in the vines.</em></span><br />
+<span style="margin-left: 2em;"><em>Antler teaches the children to set traps.</em></span></p>
+
+<p><em>Model a marmot in clay.</em></p>
+
+<p><em>Name all the animals you know that burrow in the ground. Watch
+one of them and find out what it does.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXI" id="XXI"></a>XXI</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Why would the Cave-men be apt to lose many spears and javelins?</p>
+
+<p>How could they keep from losing the shafts?</p>
+
+<p>Can you think of how they might find a way of saving their spearheads?</p>
+
+<p>Find a picture of a barbed spearhead. Why did people begin to
+make barbs?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_97" id="Page_97">[Pg 97]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>How Spears were Changed into Harpoons</em></p>
+
+<p>None of the clans could make better weapons than
+the men of the Bison clan. Since boyhood, Greybeard
+had been known for his delicate spear points and
+knives. No workshop in all the valley was better
+known than his. But even Greybeard&#8217;s weapons sometimes
+were known to fail. Even his spear points sometimes
+were lost in the chase.</p>
+
+<p>For several days the men were at home making new
+weapons. They never made spears and javelins with
+sharper and finer points. They never made straighter
+and smoother shafts. When they started out to hunt,
+they were proud of their new weapons. All the Cave-men
+expected that before the day passed, they would
+have new trophies and fresh meat.</p>
+
+<p>The women, trapping birds on the hillsides, listened
+from time to time. They expected to hear Bighorn&#8217;s
+whistle when the animals were ready to be skinned.
+But the day passed, and no signal came.</p>
+
+<p>At sunset the men returned, but they were gloomy
+and silent. They brought no trophies, and they spoke
+not a word of the chase.</p>
+
+<p>No wonder the men were gloomy and silent. Their
+precious spears and javelins had been lost in the chase.
+It was not because the men were careless. It was not
+because they were not skillful in making spears and
+javelins. It was because these weapons, when thrown
+from the hand, could not strike deadly blows.</p>
+
+<p><span class='pagenum'><a name="Page_98" id="Page_98">[Pg 98]</a></span>
+The Cave-men had thrown at the wild horses with a
+sure aim. Their javelins and spears went right to the
+mark. When the horses ran, the Cave-men followed.
+But in spite of all they could do, the wild horses were
+soon out of sight.</p>
+
+<p>Some of the horses received ugly wounds and carried
+the weapons far away. Others received slight wounds;
+they brushed off the spears and javelins, which fell and
+were lost in the tall grass.</p>
+
+<div class="figleft" style="width: 94px;">
+<img src="images/img098.jpg" width="94" height="300" alt="image" title="" />
+<span class="caption">A chisel-scraper.</span>
+</div>
+
+<p>Time and again, hunted animals had escaped
+with only a wound. Wounded animals had
+often escaped with a spear or javelin. But never
+before had so many animals escaped with so
+many precious weapons.</p>
+
+<p>Of course there was nothing for the Cave-men
+to do but to make new weapons. But it took a
+long time to season the sticks for straight and
+smooth shafts. It took patience and skill for the
+Cave-men to make delicate flint points. Perhaps
+this was why the Cave-men learned to
+retrieve the weapons they threw.</p>
+
+<p>Ever since the Cave-men had learned to make
+spears, they had lashed the head to the shaft. They
+thought that this was the only way to make a good
+spear. Chipper was the first Cave-man who invented
+a new way.</p>
+
+<p>Chipper was all alone in the workshop. He had
+finished a spear point which he held in his hand.
+Without thinking what he was doing, he slipped the
+tang into a hollow reed which he picked up from the
+<span class='pagenum'><a name="Page_99" id="Page_99">[Pg 99]</a></span>
+ground. If it had not been for a hungry wolf, he
+might have thought no more about it.</p>
+
+<p>But the wolf had smelled the meat which was on the
+ground close to the workshop. Hearing a sound, Chipper
+looked just in time to see the wolf spring toward
+the meat.</p>
+
+<p>The spear flew from Chipper&#8217;s hand before he stopped
+to think. And Chipper sprang upon the wolf and
+engaged in a hand-to-hand fight.</p>
+
+<p>At the first sound of the combat the Cave-men rushed
+to the spot. There they found that Chipper had already
+secured his prize.</p>
+
+<div class="figright" style="width: 81px;">
+<img src="images/img099.jpg" width="81" height="250" alt="image" title="" />
+<span class="caption">A barbed point.</span>
+</div>
+
+<p>While the Cave-men looked at the wolf, Chipper
+told them what had happened. He showed them the
+reed which he had used in hurling his new spear point.
+The men looked at the hollow reed and tried it to see
+how it worked. Other reeds were on the ground. So
+the men fitted spearheads into the reeds and practiced
+throwing that way. They played with the reeds the
+rest of the day.</p>
+
+<div class="figleft" style="width: 63px;">
+<img src="images/img100.jpg" width="63" height="300" alt="image" title="" />
+<span class="caption">A harpoon.</span>
+</div>
+
+<p>When they worked at their weapons again, Chipper,
+alone, tried a new way. He made a loose shaft with a
+socket in the end. During the next chase they
+lost many weapons. Chipper lost many spearheads;
+but he always found his loose shaft.</p>
+
+<p>When the Cave-men noticed that Chipper
+never lost his shaft they began to make loose
+shafts. And they got the idea of a barbed spearhead
+from a wound which was made by a broken
+point. They found such a point deep down in
+<span class='pagenum'><a name="Page_100" id="Page_100">[Pg 100]</a></span>
+the wound of a bison. The sharp edge had caught in
+the bison&#8217;s flesh. And every movement of the bison
+had driven the spearhead deeper.</p>
+
+<p>It was by paying attention to such little
+things that the Cave-men learned to make
+barbed spears. When the Cave-men learned
+that barbed spearheads made very dangerous
+wounds, they were willing to take the trouble
+of making the barbed points.</p>
+
+<p>But no Cave-man was willing to lose one of
+his barbed spear points. Perhaps that is why
+the men began to tie the barbed heads to the
+loose shaft. When they first did this, they did
+not know that their spears had become harpoons.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Find a hollow reed and use it for a shaft. Make a shaft with a
+socket in it. Fit a spearhead into the socket. Change the spear so as to
+make a harpoon.</em></p>
+
+<p><em>Draw a picture of the chase of the wild horses.</em></p>
+
+<p><em>Think of a wild horse running very fast. See if you can model a
+wild horse in clay so as to show that it has great speed.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXII" id="XXII"></a>XXII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Why was the harpoon a better weapon for hunting than the spear
+or javelin? What could hunters do to keep smooth shafts from slipping
+from their hands? What is the harpoon used for to-day?</p>
+
+<p>Why do animals become more cunning after they are hunted?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_101" id="Page_101">[Pg 101]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>How the Cave-men Hunted with Harpoons</em></p>
+
+<p>Once again the Cave-men went out to hunt the wild
+horses. Once again they took new weapons. But
+instead of spears and javelins they carried barbed
+harpoons.</p>
+
+<p>From a high hill they saw the horses on the edge of
+a grassy upland. They hurried over the wooded hills
+and crept through the tall grass. When Bighorn gave
+the signal the sentinels pricked up their ears. But
+before they could give the alarm, the men had thrown
+their harpoons.</p>
+
+<p>The frightened horses crowded upon one another.
+Snapping sounds of breaking shafts, sharp cries of
+wounded horses, and loud shouts of Cave-men added
+to their terror.</p>
+
+<p>The snorting of the sentinels warned the Cave-men
+back. A signal from the leader brought order to the
+herd. It began to move as though it were one solid
+mass.</p>
+
+<p>Away the herd galloped, striking terror to all creatures
+in the way. But the wounded horses soon lagged.
+In vain they tried to keep up. At each step the shaft
+of the harpoon swung under their feet. At each step
+the barbed head pierced deeper and deeper. So the
+Cave-men had little trouble in finishing the chase.</p>
+
+<p>Perhaps you think the Cave-men had no trouble in
+hunting after that. They had less trouble for some
+time, and they all prized their harpoons. But on cold
+<span class='pagenum'><a name="Page_102" id="Page_102">[Pg 102]</a></span>
+days, when their hands were stiff, the smooth shafts
+slipped from their grasp.</p>
+
+<p>When they used shafts with knobs and large joints,
+it was easy to keep a firm hold. So the men made
+shafts with larger knobs and they put girdles around
+the smooth shafts.</p>
+
+<div class="figleft" style="width: 400px;">
+<img src="images/img102.jpg" width="400" height="397" alt="image" title="" />
+<span class="caption">Chipper using a spear-noose.</span>
+</div>
+
+<p>At their games of throwing spears and javelins, Bighorn
+was almost sure to win. It was partly because he
+had large hands and very strong fingers. By bending
+one finger like a hook and striking the butt of
+the shaft, he
+could send a
+harpoon
+straight to the
+mark.</p>
+
+<p>Chipper&#8217;s hands
+were not very large.
+His fingers were not
+so strong as Bighorn&#8217;s.
+But Chipper was a bright
+young man, and he found
+a way of using a spear-noose
+so that he could
+throw as well as Bighorn.</p>
+
+<p>The spear-noose was
+a simple thing. Chipper
+made it by tying a noose
+in each end of a cord.
+When he used it, he
+slipped one noose
+<span class='pagenum'><a name="Page_103" id="Page_103">[Pg 103]</a></span>
+around his thumb and the other around one finger.
+Then he grasped the spear near the butt and slipped the
+cord around the knob. The spear-noose was a great
+help to hunters whose hands were not large and strong.</p>
+
+<p>Every time the Cave-men made new weapons, they
+worked very well for a short time. But as soon as the
+animals learned about them, they became more cunning
+in getting away. Wild horses kept sentinels on
+knolls and hilltops so that they could see an enemy
+from afar. They guarded their herds so carefully that
+the Cave-men could scarcely get near enough to hit
+them with their harpoons.</p>
+
+<p>And so the Cave-men returned many times bearing
+no trophies. They returned many times giving no
+signal for the women to come for fresh meat.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Take a harpoon and show how the shaft would swing against the feet
+of an animal that had been hit by the head.</em></p>
+
+<p><em>Make a girdle around a smooth shaft, or make a shaft with a knob
+or large joint near the butt.</em></p>
+
+<p><em>Make a spear-noose and show how Chipper used it.</em></p>
+
+<p><em>Think of the wild horses during the first few minutes after the men
+threw their harpoons. See if you can draw a picture of them.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXIII" id="XXIII"></a>XXIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Think of as many hard things as you can that the Cave-men had to do.</p>
+
+<p>Why did they have to do these things? What kind of men did the
+Cave-men have to be?</p>
+
+<p>Think of as many ways as you can that the Cave-men would use to
+teach the boys. What tests do you think they would give the boys?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_104" id="Page_104">[Pg 104]</a></span></p>
+
+<div class="figcenter" style="width: 600px;">
+<img src="images/img104.jpg" width="600" height="430" alt="image" title="" />
+<span class="caption">&ldquo;And so the Cave-men tested the boys in many different ways.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_105" id="Page_105">[Pg 105]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>How the Cave-men Tested Fleetfoot and Flaker</em></p>
+
+<p>Winters came and went, and Fleetfoot and Flaker
+grew to be large boys. They watched the men; they
+heard them talk; they learned what a Cave-man had
+to do.</p>
+
+<p>Greybeard told them stories of brave hunters that
+lived long ago. He told them about the animals they
+must learn to hunt. The boys listened to the stories.
+And they thought there was no animal too fierce for
+them to fight. They thought there was no river too
+swift for them to cross. They thought there was no
+mountain too steep for them to climb.</p>
+
+<p>But the boys had not learned how fierce a bison can
+be. They had never crossed a raging river nor climbed
+a mountain peak.</p>
+
+<p>The men knew that the boys needed to try their
+strength before they could be really strong. They
+knew they must do brave deeds before they could be
+really brave. They knew they must suffer patiently
+before they could have self-control. And so the Cave-men
+tested the boys in many different ways.</p>
+
+<p>If the boys stood the tests, the Cave-men shouted
+praises; but if they showed any sign of fear, the Cave-men
+jeered at them.</p>
+
+<p>Sometimes the boys were given nothing to eat until
+they brought food from the hunt. And even then
+they were not always allowed to touch the food which
+<span class='pagenum'><a name="Page_106" id="Page_106">[Pg 106]</a></span>
+was near. When the boys were fasting, the Cave-men
+tempted them with food. And if the boys took even a
+bite, they failed in the test. So Fleetfoot and Flaker
+learned to fast without a word of complaint.</p>
+
+<p>One of the hardest things which the boys had to do
+was to make their own weapons. At first, Greybeard
+helped them; but, later, they had to do their own work.</p>
+
+<p>So the boys learned to go to the trees that had the
+best wood for shafts. They learned to cut, and peel,
+and scrape, and oil, and season, and polish the sticks
+before they were ready to use. No wonder the boys
+became tired before all this work was done.</p>
+
+<p>Then they worked very carefully before they could
+make good spearheads. They hunted for the best
+stones and learned to shape them very well. When
+they forgot and struck hard blows, they spoiled the
+flint points. Then Greybeard would tell them that the
+strongest and bravest hunters were those who could
+strike the gentlest blows.</p>
+
+<p>It was work of this kind that was harder for the boys
+than chasing a wild horse or a reindeer. If they had
+not known that they must have weapons, they would
+not have had patience to do it.</p>
+
+<p>While the boys worked at their weapons, they
+thought of what they would do with them. They
+thought of the trophies they would bring home and
+what the people would say. And they learned to sing
+at their work and to mark the time for each blow.
+And so they managed to keep at work until the weapons
+were done.</p>
+
+<p><span class='pagenum'><a name="Page_107" id="Page_107">[Pg 107]</a></span>
+One day when the boys were flaking spear points,
+Fleetfoot turned to Flaker and said, &ldquo;Do you know
+who made the first flaker?&rdquo;</p>
+
+<p>&ldquo;Yes,&rdquo; answered Flaker, &ldquo;it was Greybeard.&rdquo;</p>
+
+<p>&ldquo;No, no!&rdquo; said Fleetfoot, &ldquo;Nimble-finger did it.&rdquo;</p>
+
+<p>Greybeard heard Fleetfoot speak his name and he
+came to the spot. Then it was that Fleetfoot learned
+that Greybeard was Nimble-finger.</p>
+
+<p>After that Fleetfoot took great pains to learn how to
+flake flint points. He watched Greybeard as he worked
+and he listened to all he said.</p>
+
+<p>Before many years had passed, the boys could make
+good weapons. They knew every spot on their own
+hunting ground. They knew the wild animals that
+lived there and what they liked to do. They knew
+each animal by its track. Each sound of the woods,
+each patch of light, they learned to read as you read a
+book.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Name things you will have to learn before you are full-grown.</em></p>
+
+<p><em>What kind of tests do you have to take?</em></p>
+
+<p><em>Tell a story of the way the Cave-men tested Fleetfoot and Flaker.</em></p>
+
+<p><em>Tell a story of all that you think happened the day that Fleetfoot
+learned that Greybeard was Nimble-finger.</em></p>
+
+<p><em>Name the birds you can tell by their song. Name those you can tell
+by sight.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Testing Fleetfoot and Flaker.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot and Flaker in the workshop.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot discovers Nimble-finger.</em></span></p>
+</div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_108" id="Page_108">[Pg 108]</a></span></p>
+
+<div class="figcenter" style="width: 600px;">
+<img src="images/img108.jpg" width="600" height="422" alt="image" title="" />
+<span class="caption">&ldquo;Then their antlers crashed in a swift charge.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_109" id="Page_109">[Pg 109]</a></span></p>
+
+<h2><a name="XXIV" id="XXIV"></a>XXIV</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What animals would the Cave-men see just before winter? Which
+of these live in herds? How are the leaders of the herds chosen?</p>
+
+<p>What kind of a voice does the reindeer have when it is good-natured?</p>
+
+<p>What kind of a voice does it have when it is angry?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Fleetfoot and Flaker see a Combat</em></p>
+
+<p>One day just before winter, Fleetfoot and Flaker
+went out on the hills. The reindeer were coming back
+and the boys wanted to see them.</p>
+
+<p>They had gone only a little way, when they saw two
+handsome stags. Each wanted to be leader of the reindeer
+herd, and so they were trying their strength.</p>
+
+<p>The stags stood head to head, their red eyes blazing
+like fire. Their hair stood on end. They stamped
+their hoofs on the hard ground. They hissed fierce
+blasts to and fro.</p>
+
+<p>Slowly and carefully they changed their position,
+still keeping head to head. Each reindeer knew that
+the lances of the other could strike deadly blows. Each
+reindeer had fought too many battles to expose himself
+to such blows.</p>
+
+<p>And so the stags eyed each other, getting more
+angry all the while. Louder and fiercer sounded their
+blasts. Then their antlers crashed in a swift charge.</p>
+
+<p>They pulled and pushed with all their might in a
+life and death struggle. Not until their strength was
+exhausted did they stop a moment to rest.</p>
+
+<p><span class='pagenum'><a name="Page_110" id="Page_110">[Pg 110]</a></span>
+Then they tried to draw apart, but they found they
+could not do it. Each stag was held a prisoner by the
+antlers of the other. In vain the handsome creatures
+pulled and pushed. Each was held fast. And the
+boys, seeing their chance, secured both of the reindeer.</p>
+
+<p>Perhaps it was well for the reindeer that the boys
+were there. At least, the boys saved them from a more
+horrible death. Reindeer caught in this way have
+suffered from hunger and thirst many days before
+death came.</p>
+
+<p>The boys admired the beautiful reindeer as they lay
+stretched out on the ground. They felt of their polished
+antlers that had dealt many powerful blows.
+And they wished they had such weapons as these to
+use all of the time.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Show how the reindeer stood in the combat and how they changed
+their positions. Draw the picture.</em></p>
+
+<p><em>Take a flat surface of clay and see if you can model a reindeer so that
+it will stand out a little from the surface.</em></p>
+
+<p><em>Tell a story of what you think happened at the cave after the boys
+killed the reindeer.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXV" id="XXV"></a>XXV</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>If you have ever seen a cat hunt, tell how she does it. Can you
+think why cats do not hunt together?</p>
+
+<p>Do dogs hunt alone, or with one another? How do wolves hunt?</p>
+
+<p>In what ways can animals help one another in hunting? What
+animals do wolves hunt to-day? What animals did the wolves hunt in
+the time of the Cave-men?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_111" id="Page_111">[Pg 111]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>What Happened when Fleetfoot and Flaker
+Hunted the Bison</em></p>
+
+<p>When summer came, Fleetfoot and Flaker watched
+the bison from day to day. The wolves, too, watched
+the bison. One day the boys saw two wolves hunt a
+bison that had strayed from the herd.</p>
+
+<p>The wolves walked boldly up toward the bison until
+they were only a few paces away. Then they went
+cautiously.</p>
+
+<p>The bison paid no attention at first; but when the
+wolves came closer, he stamped his foot and shook his
+horns. Any animal could know that the bison meant,
+&ldquo;It is dangerous here. Keep away!&rdquo;</p>
+
+<p>But the wolves had a plan and they carried it out.
+The smaller wolf kept the bison&#8217;s attention by making
+believe attack from the front. This gave the big wolf
+a chance; and he cut the large muscles of the bison&#8217;s
+knees with his sharp teeth. The bison was thus crippled
+so badly that the wolves were more than a match
+for him.</p>
+
+<p>&ldquo;I wonder if we could get a bison,&rdquo; said Flaker as
+the boys watched the wolves at their feast.</p>
+
+<p>&ldquo;Let&#8217;s try,&rdquo; said Fleetfoot.</p>
+
+<p>&ldquo;But how can we get close up,&rdquo; said Flaker, &ldquo;without
+frightening the bison away?&rdquo;</p>
+
+<p>&ldquo;Let&#8217;s dress in wolf-skins,&rdquo; said Fleetfoot, &ldquo;and
+make believe we are wolves.&rdquo;</p>
+
+<p><span class='pagenum'><a name="Page_112" id="Page_112">[Pg 112]</a></span>
+And the boys dressed in wolf-skins and took their
+best hunting knives. They watched the herd until
+they saw a large bison stray away. Then the boys
+approached the bison, and they looked so much like
+wolves that they got very close before the bison threatened
+with his horns.</p>
+
+<p>Then the boys made the attack. Flaker took the
+part of the little wolf and attacked the bison&#8217;s head.
+Fleetfoot took the part of the big wolf and tried to
+cripple the bison.</p>
+
+<p>But the boys had not counted upon the bison&#8217;s tough
+skin. They had not counted upon his muscles, which
+were as hard as boards. Flaker&#8217;s dagger glanced off at
+one side and merely scratched the bison. But it made
+the creature so angry that he charged upon Flaker.</p>
+
+<p>Meanwhile Fleetfoot was doing his best to cut the
+hard muscles of the bison&#8217;s knee. He forgot about
+everything else until he had lamed one of the forelegs.
+It was then that the bison charged and that Flaker
+called for help. And then Fleetfoot tried to rescue
+Flaker by drawing the bison&#8217;s attention away.</p>
+
+<p>Fleetfoot did this just in time to save Flaker&#8217;s life.
+He struck at the Bison&#8217;s head, then dodged in time to
+escape his horns. He dodged again and again until he
+was almost exhausted. The bison limped, but he
+seemed as strong and as furious as ever. Once again
+the bison charged, and again Fleetfoot dodged. Then
+a spear whizzed past Fleetfoot&#8217;s head and a voice
+called, &ldquo;Climb a tree.&rdquo;</p>
+
+<p><a name="img113" id="img113"></a></p>
+<div class="figcenter" style="width: 424px;">
+<img src="images/img113.jpg" width="424" height="600" alt="image" title="" />
+<span class="caption">&ldquo;They looked so much like wolves that they got very close before the bison
+threatened.&rdquo;</span>
+</div>
+
+<p>Fleetfoot never remembered running to the tree.
+<span class='pagenum'><a name="Page_114" id="Page_114">[Pg 114]</a></span>
+He never remembered climbing it. But for many
+days he seemed to see himself
+in the tree and the bison just
+beneath. For many days he
+seemed to hear Greybeard&#8217;s
+welcome voice.</p>
+
+<div class="figleft" style="width: 350px;">
+<img src="images/img114.jpg" width="350" height="243" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s carving of a &ldquo;hamstrung&rdquo; animal.</span>
+</div>
+
+<p>Greybeard and Fleetfoot stayed
+in the trees until the bison started
+up the ravine. Then they climbed
+down from one of the trees and hurried
+to see what had happened to Flaker.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Tell something that you have learned from watching an animal.</em></p>
+
+<p><em>Mention as many things as you can that you think the Cave-men
+learned from animals.</em></p>
+
+<p><em>Straighten and bend your elbow or knee so as to find where the strong
+muscles are.</em></p>
+
+<p><em>Tell why the Cave-men tried to cut the strong muscles of the bison&#8217;s
+knee. We say when we cut these large muscles that we have &ldquo;hamstrung&rdquo;
+the animal.</em></p>
+
+<p><em>Look at the picture of a Cave-man&#8217;s carving of an animal which has
+been &ldquo;hamstrung.&rdquo; Can you tell what animal it is?</em></p>
+
+<p><em>Think of the two wolves coming up toward the bison. Model one of
+them in clay. See if the children can guess which one it is.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXVI" id="XXVI"></a>XXVI</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What do you think had happened to Flaker? If any of his bones
+were broken, do you think the Cave-men could set them? Do you
+think there were doctors when the Cave-men lived? Who would do
+the work which doctors do to-day?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_115" id="Page_115">[Pg 115]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>What the Cave-men did for Flaker</em></p>
+
+<p>Fleetfoot ran ahead of Greybeard and found Flaker
+on the ground. Fleetfoot stooped and looked into his
+face. He called him by name. No answer came.
+Then Fleetfoot asked Greybeard if Flaker was dead.</p>
+
+<p>Greybeard shook his head as he bent down and laid
+his hands upon the boy. He examined his wounds,
+then said to Fleetfoot, &ldquo;Let&#8217;s carry him down to the
+cool spring.&rdquo;</p>
+
+<p>So Greybeard and Fleetfoot lifted Flaker and carried
+him gently down to the spring. There they bathed his
+face and the ugly wounds with fresh cool water. They
+bound his wounds with strips of the skins that the boys
+wore that day.</p>
+
+<p>When Greybeard tried to set the broken bones, Flaker
+began to moan. He opened his eyes for a moment;
+then he fell back in a swoon.</p>
+
+<p>Then Greybeard sent Fleetfoot to the cave for help.
+And Fleetfoot hurried and told Antler; and Antler,
+picking up some little things which she knew she would
+need, and telling the women to follow quickly with a
+large skin, went with Fleetfoot to the spot where
+Flaker lay.</p>
+
+<p>Greybeard was watching beside the boy when Antler
+arrived. He helped her set the broken bones and then
+they prepared to carry him home.</p>
+
+<p><a name="img116" id="img116"></a></p>
+<div class="figcenter" style="width: 430px;">
+<img src="images/img116.jpg" width="430" height="600" alt="image" title="" />
+<span class="caption">What the Cave-men did for Flaker.</span>
+</div>
+
+<p>Taking the skin which the women brought, Antler
+stretched it upon the ground. Then the women helped
+<span class='pagenum'><a name="Page_117" id="Page_117">[Pg 117]</a></span>
+her lift the boy and lay him upon the skin. Gently
+they laid him upon the stretcher. Softly they stepped
+as they carried him home. They tended him carefully
+many days.</p>
+
+<p>Flaker&#8217;s wounds soon healed. But when he was
+strong enough to walk, the Cave-men saw that he was
+lame.</p>
+
+<p>Flaker was always lame after that. The bones had
+slipped out of place and now it was too late to reset
+them. Afterwards the Cave-men learned better ways
+of setting broken bones. They found better ways of
+holding them in place while they grew together.</p>
+
+<p>Perhaps the Cave-men learned this by watching the
+wild animals. Some birds, when they break a leg,
+hold the bones in place with wet clay. Sometimes we
+use a plaster cast, but the Cave-men knew nothing
+about such a way.</p>
+
+<p>The days seemed long to Flaker while he was getting
+well. Everybody was kind to him, but it seemed hard
+to keep quiet when everybody else was moving about.</p>
+
+<p>When Fleetfoot went out to hunt, Flaker wanted to
+go too. But he could not go, and so Fleetfoot used to
+tell him everything that happened.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Show how the women helped Antler put Flaker upon the skin. Show
+how they carried him home. Draw one of the pictures.</em></p>
+
+<p><em>Find out why a child&#8217;s bones will grow together more easily than an
+old person&#8217;s bones. See if you can find out what bones are made of. Soak
+a bone in acid and see what happens to it. Burn a bone and see what
+<span class='pagenum'><a name="Page_118" id="Page_118">[Pg 118]</a></span>
+happens to it. Why do a child&#8217;s bones break less easily than an old
+person&#8217;s?</em></p>
+
+<p><em>If there is a spring in your neighborhood, go and see it. Find out
+where the water comes from.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXVII" id="XXVII"></a>XXVII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>If Flaker is lame, how will he be able to get food? What do you
+think he can do that will be useful to the clan?</p>
+
+<p>Do you think the Cave-men took as good care of the sick, and the
+lame, and the old people, as we do? What could they do for them?</p>
+
+<p>Why did the men use weapons more than tools? Why did the
+women use tools more than weapons?</p>
+
+<p>Think of as many tools as you can that the women used.</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How Flaker Learned to Make Weapons of Bone</em></p>
+
+<p>Before Flaker was hurt he and Fleetfoot had planned
+to do many things. But now Flaker was lame, and all
+the Cave-men knew he would never be able to hunt.</p>
+
+<p>When Flaker first knew it, he was very sad. And
+so Fleetfoot tried to comfort him. Each day he
+brought him a bird or a rabbit, and he told him all that
+had happened.</p>
+
+<p>For a while Flaker thought that if a man could not
+hunt, there was nothing else for him to do. But soon
+he found there were many things to do besides going
+out to hunt.</p>
+
+<p>Flaker began by doing a few little things to help
+Fleetfoot. He helped him flake heads for harpoons
+and javelins and make strong shafts.</p>
+
+<p><span class='pagenum'><a name="Page_119" id="Page_119">[Pg 119]</a></span>
+When Greybeard and Fleetfoot praised his work,
+Flaker was very happy. And so Flaker busied himself
+in the workshop when the men went out to hunt.
+Sometimes Chipper helped him, and often Greybeard
+worked with him.</p>
+
+<p>When Flaker was tired he would look at the trophies
+which were fastened on the wall near the cave.
+He was always glad to see the locked antlers of the
+two stags.</p>
+
+<div class="figright" style="width: 87px;">
+<img src="images/img119.jpg" width="87" height="300" alt="image" title="" />
+<span class="caption">A wedge or tent pin.</span>
+</div>
+
+<p>As he looked at the strong antlers, he could almost
+see the handsome stags. He thought of them standing
+head to head ready to strike deadly blows. And he
+wished he had had such powerful weapons to meet the
+bison&#8217;s charge.</p>
+
+<p>The children wanted to be good to Flaker and so
+they brought him the antlers they found. They liked
+to play with the antlers, and their mothers used
+them in many ways. They had learned to cut
+them with choppers and chisels, and sometimes
+they cut them with stone knives.</p>
+
+<p>All the women used the small prongs of the
+antlers. They used them as wedges in prying the
+bark loose from the sap-wood of young trees. All
+the women had learned to make hammers of antler
+by making two cuts near the base. And sometimes
+they used the broad end of the brow antler
+instead of a stone chisel.</p>
+
+<div class="figleft" style="width: 91px;">
+<img src="images/img120.jpg" width="91" height="300" alt="image" title="" />
+<span class="caption">The head of a javelin.</span>
+</div>
+
+<p>Once when Flaker was watching Antler, he
+thought she was making a dagger. But Antler had
+not thought of making a dagger. She was
+<span class='pagenum'><a name="Page_120" id="Page_120">[Pg 120]</a></span>
+making a hammer and wedge. When she had finished,
+she dropped the long beam of the antler upon the
+ground and went away with her tools.</p>
+
+<p>Flaker kept his eyes fixed upon the long beam. The
+more he looked at it, the more it looked like a dagger.
+At length he reached and picked it up. Then he took
+his knife and began to cut it.</p>
+
+<p>That night when Fleetfoot came home, Flaker
+gave him a dagger of reindeer horn. Fleetfoot
+showed it to Bighorn, who took it, then tossed it on
+the ground.</p>
+
+<p>Bighorn had never seen such a dagger. He
+thought a good dagger had to be made of stone. So
+he made fun of Flaker&#8217;s weapon, then thought no
+more about it.</p>
+
+<p>But Greybeard and Chipper did not make fun of
+the weapons Flaker made. They tried the dagger
+next day, and found that it stood the test. So they
+asked Flaker to make each of them daggers and
+javelins of reindeer horn.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Tell all you know about the antlers of full-grown stags. Tell all
+you know about the antlers of other reindeer.</em></p>
+
+<p><em>Look at the antlers in the pictures on pages <a href="#Page_16">16</a>, <a href="#swam">17</a>, <a href="#Page_108">108</a>, and <a href="#XXVIII">121</a>.
+Find the part that would make such a wedge as is shown on page <a href="#Page_119">119</a>.
+Find the part that would make such a hammer as is shown on page <a href="#Page_74">74</a>.
+Find a part for a chisel or scraper. Find the long beam that
+was used in making such a dagger as is shown on page <a href="#Page_123">123</a>. Do you
+think that Flaker&#8217;s first dagger was carved in this way? Can you
+tell why the Cave-men carved their weapons?</em></p>
+
+<p><span class='pagenum'><a name="Page_121" id="Page_121">[Pg 121]</a></span></p>
+
+<p><em>Act out the part of this story you like best.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Flaker watching for Fleetfoot&#8217;s return.</em></span><br />
+<span style="margin-left: 2em;"><em>The children bringing antlers to Flaker.</em></span><br />
+<span style="margin-left: 2em;"><em>The women at work making tools.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot showing the dagger to Bighorn.</em></span><br />
+<span style="margin-left: 2em;"><em>Greybeard and Chipper asking Flaker to make daggers.</em></span></p>
+
+<p><em>Make as many simple tools as you can out of bone or horn. Find
+ways of using them.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXVIII" id="XXVIII"></a>XXVIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What do you think Flaker used in cutting the antler? What tools
+will he need to use in making weapons of bone or horn?</p>
+
+<p>What do you think the first saws were? How do you think people
+came to use saws? How large do you think they were?</p>
+
+<p>What are files used for? Can you think what the first files were
+like? What do you think they were used for?</p></div>
+
+<p><a name="flaker" id="flaker"></a></p>
+<p style="font-size: 1.5em;" class="center"><em>How Flaker Invented the Saw</em></p>
+
+<div class="figright" style="width: 350px;">
+<img src="images/img121.jpg" width="350" height="188" alt="image" title="" />
+<span class="caption">A small antler.</span>
+</div>
+
+<p>How glad Flaker was when Greybeard and Chipper
+asked him to make them some daggers!
+He looked at all the antlers
+the children had brought.
+He thought of the reindeer
+he had seen with
+antlers such as these.
+He remembered the
+handsome reindeer with
+their deadly weapons, and at
+length he chose the large antlers which had belonged
+to a handsome stag.</p>
+
+<p><span class='pagenum'><a name="Page_122" id="Page_122">[Pg 122]</a></span>
+Flaker looked at the long beams and decided to use
+them for daggers. He took his knife to cut off the
+prongs, but he could scarcely cut them with a knife.</p>
+
+<p>Flaker knew that the women cut the prongs with a
+chopper, but a chopper was a woman&#8217;s tool. And
+Flaker wanted to be like the men. And so he kept
+working with his knife, but he wished he had taken a
+beam which the women had left.</p>
+
+<div class="figleft" style="width: 112px;">
+<img src="images/img122.jpg" width="112" height="400" alt="image" title="" />
+<span class="caption">A knife with two blades, a
+saw, and a file, all in one.</span>
+</div>
+
+<p>When he was tired using his knife, he
+played with some flint flakes. He ran his fingers
+over the sharp edges. Then he carelessly pressed
+off tiny flakes.</p>
+
+<p>But Flaker soon tired of this and he picked up
+the antler again. He pushed a flint flake back and
+forth upon one of the prongs of the antler.</p>
+
+<p>Flaker was simply playing at first; but when he
+saw that the flint was cutting, his play became real
+work. And he kept on pushing and pulling the
+flake until the prong fell to the ground. Then he
+sawed off other prongs, but he did not know he
+was sawing.</p>
+
+<p>Flaker had never seen a saw and he did not
+know what it was. He did not know that when
+he pressed off the tiny flakes he made the teeth
+of a flint saw.</p>
+
+<p>But Flaker had made a saw. It was only the
+rough edge of a flint flake. No doubt such rough
+edges had been made many times before.
+But Flaker learned to use the rough edge by
+pushing and pulling it back and forth.</p>
+
+<p><span class='pagenum'><a name="Page_123" id="Page_123">[Pg 123]</a></span></p>
+
+<div class="figright" style="width: 125px;">
+<img src="images/img123.jpg" width="125" height="400" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s dagger of
+carved antler.</span>
+</div>
+
+<p>When Flaker sawed the prongs from the beam, some
+of the places were rough. So he rubbed
+them with the face of the flint until he
+made them smooth. When Flaker did this,
+the flake, which had been only a knife,
+became a file as well as a saw.</p>
+
+<p>Greybeard and Chipper tried the new
+daggers and found that they were sharp
+and strong. And the next time they went on
+the chase they took the new weapons along.</p>
+
+<p>Bighorn saw the new weapons, but he said
+little about them. For Bighorn knew better
+than to make fun of weapons Greybeard used.</p>
+
+<p>Nothing pleased Flaker more than to be
+able to help Greybeard. And so he cherished
+the new tool that he used in shaping reindeer
+horn. Sometimes he showed it to Greybeard,
+who was always kind to the boys. But even
+the wise old man had no idea of what a wonderful
+tool it was.</p>
+
+<p>The other Cave-men saw the tool, but they
+thought very little about it. They cared a
+great deal about the weapons they used in
+the chase. But few of the Cave-men ever
+thought of making anything they did not
+need right away.</p>
+
+<p>And so little was said about the new tool
+which was a knife with two blades, a saw, and a file,
+all in one. Nobody dreamed at that time that the little
+tool was the forerunner of a great change.</p>
+
+
+<p><span class='pagenum'><a name="Page_124" id="Page_124">[Pg 124]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>If you can strike off a large flint flake with three faces, see if you
+can make it into a knife-saw-file.</em></p>
+
+<p><em>Look at the picture, or at the real tool you have made, and find the
+plain face that can be used as a file.</em></p>
+
+<p><em>Find the two edges which can be used as knives. Find the edge which
+has a crest of teeth, and which can be used as a saw.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>The women chopping prongs from the beam of the antler.</em></span><br />
+<span style="margin-left: 2em;"><em>Flaker sawing the prongs off the antler.</em></span></p>
+</div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXIX" id="XXIX"></a>XXIX</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Can you think why the females and the young males of the reindeer
+herd could drive the old stags away during the winter? Could they do
+it in the summer?</p>
+
+<p>Why can the reindeer walk easily in the snow or on slippery places?</p>
+
+<p>What is it that makes the clicking sound when reindeer walk or run?</p>
+
+<p>Why were the Cave-men careful to make no mistake in the dance?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>The Reindeer Dance</em></p>
+
+<p>Fleetfoot did not hunt with the men, but he learned
+many things from them. In early winter, he heard
+them tell stories of dangerous encounters with ugly
+stags. When the old stags shed their antlers, he saw
+the men dance the reindeer dance.</p>
+
+<p>Fleetfoot mimicked the reindeer&#8217;s movements and
+the grunting sounds they made. But he was not
+allowed to join with the men in dancing the reindeer
+dance. Only brave men were allowed to join in
+the dance. Only the bravest men were allowed to lead.</p>
+
+<p><span class='pagenum'><a name="Page_125" id="Page_125">[Pg 125]</a></span></p>
+
+<div class="figright" style="width: 250px;">
+<img src="images/img125.jpg" width="250" height="244" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s mortar
+stone for grinding paint.</span>
+</div>
+
+<p>But Fleetfoot stood near and saw
+everything that was done. Some of
+the men put on headdresses made of
+the antlers of the reindeer. Others
+put on reindeer suits without the
+headdress of antlers. Those that
+were to be the Cave-men painted their
+faces and carried trophies.</p>
+
+<p>Fleetfoot wished that he could
+have a headdress and take part in the
+dance. He wondered how long he would
+have to wait before he could dance with the men. He
+wondered how many brave things he must do before he
+would rank as a man.</p>
+
+<p>And when Fleetfoot saw the men standing in silence
+while Greybeard made offerings to the gods, he looked
+at the brave old man and wondered how a man could
+be so wise. Then he thought of Chew-chew&#8217;s stories of
+brave men of olden times.</p>
+
+<p>At length Fleetfoot saw Flaker, who was sitting all
+alone. He went and sat beside him and they watched
+the men dance.</p>
+
+<p>The men had finished dressing, and the women
+were seated on the ground. They had rolls of skin,
+and rude drums, and rattles of reindeer hoofs.</p>
+
+<p>At a signal from Bighorn, a group of men came
+dancing to the music of the rattles. They moved about
+and made low grunting sounds as though they were a
+reindeer herd.</p>
+
+<p>Then the music changed. The women drummed
+<span class='pagenum'><a name="Page_126" id="Page_126">[Pg 126]</a></span>
+upon skins and hummed in a weird way. They tried
+to show by the sound of the music the coming of a storm.</p>
+
+<div class="figleft" style="width: 300px;">
+<img src="images/img126.jpg" width="300" height="293" alt="image" title="" />
+<span class="caption">A drum.</span>
+</div>
+
+<p>At the first sound of the weird
+music, the reindeer pricked up
+their ears. Then the larger
+reindeer that had lost their
+antlers started off to make-believe
+higher lands. There
+they made believe paw the
+snow until they found the moss.
+As the music of the storm grew
+louder, the herd followed to the
+higher lands. And with many an angry
+threat they drove the old stags away.</p>
+
+<p>Then the drumming and humming became fainter,
+and at last the sounds died away. But still the faint
+clicking of the rattles marked each step of the men in
+the dance.</p>
+
+<p>Another signal from Bighorn marked the change to
+a new scene. Trails were marked upon the ground
+and sticks placed for hills and streams.</p>
+
+<p>While the reindeer pretended to feed, a group of
+Cave-men appeared. Bighorn, who was still the leader,
+sent Little-bear to watch where the trail crossed the
+hills. Chipper was sent to lie in wait at the spot where
+the trail crossed the river. And Bighorn, himself, took
+his stand at the point where the trails crossed.</p>
+
+<p>When the men took their places, others crept back
+of the herd. Only the light music of the rattles
+sounded as the reindeer moved about.</p>
+
+<p><span class='pagenum'><a name="Page_127" id="Page_127">[Pg 127]</a></span>
+As the men came nearer the reindeer herd, the sentinels
+showed signs of fear. The clicking of the rattles
+was quicker. The herd became thoroughly alarmed
+and the women shook the rattles and made a loud din.</p>
+
+<p>Then the reindeer started on their old trails and
+came near the spots where the men were hid. The
+clicking of the rattles marked the time for the running,
+and the beating of the drum showed when javelins
+were hurled. Soon the shouts of the men and the
+rattles and drums made a loud noise.</p>
+
+<p>All the Cave-men enjoyed the dance. They danced
+it without a mistake. And so they felt sure that the
+god of the reindeer would give them success in the
+chase.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Model in your sand-box the spot where the reindeer dance was danced.</em></p>
+
+<p><em>Model the trails where the Cave-men thought the reindeer would
+run when alarmed.</em></p>
+
+<p><em>Make rattles of something which you can find, and show how to mark
+time with them.</em></p>
+
+<p><em>If you can get a skin, see if you can stretch it over something so as to
+make a drum. Try different ways, and tell which is best.</em></p>
+
+<p><em>Dramatize this lesson.</em></p>
+
+<p><em>Draw a picture to illustrate it.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXX" id="XXX"></a>XXX</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Can you think why hunters frequently have famines? At what
+season of the year would they be most likely to have a famine?</p>
+
+<p>Can you think why they did not preserve and save food in times of
+plenty?</p>
+
+<p><span class='pagenum'><a name="Page_128" id="Page_128">[Pg 128]</a></span>
+If game should be scarce on a hunting ground, do you think all of
+the people could stay at home? What do you think would happen at
+such a time?</p>
+
+<p>Have you ever heard that the Indians used to be afraid of having
+their pictures taken? Why were they afraid of it?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Fleetfoot Prepares for His Final Test</em></p>
+
+<p>Toward the close of winter rumors of famine came
+to the Bison clan. Several times people came from
+neighboring clans and asked Antler for food. There
+was plenty of meat in the cave, so she gave to those
+who asked. The strangers soon went away, and the
+Bison clan forgot about them.</p>
+
+<p>The next summer game was scarce on several of the
+old hunting grounds. There was not enough food for
+all. People began to wander away from their old homes.
+Small groups of men, women, and children, set out in
+different directions.</p>
+
+<p>Game was still plenty on the lands of the Bison clan.
+When the neighbors knew this, they came to hunt on
+these lands. The day Fleetfoot went away to fast,
+strange people came and camped.</p>
+
+<p>The next day the Bison clan drove them away. A
+few days later other strangers came, and they, too,
+were driven away. Bighorn was angry when the
+strangers first came, but soon he became alarmed.</p>
+
+<p>Just as the men and women were holding a council
+to consider what to do, the strangers disappeared. Not
+until Fleetfoot returned did the Bison clan know who
+they were or why they came.</p>
+
+<p><span class='pagenum'><a name="Page_129" id="Page_129">[Pg 129]</a></span></p>
+
+<div class="figcenter" style="width: 378px;">
+<img src="images/img129.jpg" width="378" height="600" alt="image" title="" />
+<span class="caption">&ldquo;People began to wander away from their old homes.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_130" id="Page_130">[Pg 130]</a></span>
+Before Fleetfoot went away to fast, he had been
+curious about the Big Bear. He had heard many stories
+about the Big Bear ever since he was a child. He had
+heard that the Big Bear guarded the game and kept the
+animals in the rocky cavern. He had wondered if he
+could climb the mountains and find the cave of the
+Big Bear.</p>
+
+<p>Before Flaker was hurt, the boys had planned to go
+to the mountains. They had planned to make friends
+with the Big Bear and learn where he kept the game.
+They had planned to climb the highest peaks and see
+what there was beyond.</p>
+
+<p>Once, when the boys asked Greybeard if they might
+go to the mountains, Greybeard said, &ldquo;No, no, my
+children! Wait a while. You are not yet old enough
+to go.&rdquo;</p>
+
+<p>And so the boys waited, but they still talked about
+going to the cavern of the Big Bear. After Flaker was
+hurt they still planned, but they planned for Fleetfoot
+to go alone.</p>
+
+<p>One day when the boys were talking together, Greybeard
+came to Fleetfoot and said, &ldquo;The time you have
+waited for has come. Prepare for your final test.&rdquo;</p>
+
+<p>This was glad news for Fleetfoot. At last he was
+to have a chance to prove himself worthy to rank with
+the men. Flaker rejoiced with Fleetfoot, yet he could
+not help feeling sad.</p>
+
+<p>The Bison clan had decided that Fleetfoot should go
+to a quiet spot. There he was to fast and pray until he
+received a sign from the gods. And when he had done
+<span class='pagenum'><a name="Page_131" id="Page_131">[Pg 131]</a></span>
+their bidding, he was to return for his final test. This
+test once passed, Fleetfoot would be counted one of
+the men.</p>
+
+<p>Before Fleetfoot went, Greybeard instructed him in
+the use of prayers and charms. Antler gave him a
+magic powder and showed him how to prepare it from
+herbs. And the men told him of their tests, and the
+signs they received from the gods.</p>
+
+<p>Flaker had listened to every word that Greybeard
+had said. He had thought of all the dangers which
+Fleetfoot might encounter. And he wondered if there
+was not a way to protect Fleetfoot from harm.</p>
+
+<p>Flaker knew that the reindeer dance was a prayer of
+the Cave-men to their gods. He knew each movement
+in the dance was to help the gods understand. He felt
+sure that the gods would help Fleetfoot if he could
+make them understand. And so he determined to
+make a prayer which Fleetfoot could carry with him.</p>
+
+<div class="figright" style="width: 300px;">
+<img src="images/img131.jpg" width="300" height="176" alt="image" title="" />
+<span class="caption">The engraving of a cave-bear
+on a pebble.</span>
+</div>
+
+<p>Perhaps you will think that the prayer Flaker made
+was a very strange prayer. But
+many people in all parts of
+the world have made such
+prayers. It was a prayer to
+the Big Bear of the mountains.
+Flaker scratched it
+upon a smooth pebble with
+a flint point. It was a picture
+of the Big Bear, and Flaker
+made it so that Fleetfoot could
+control the actions of the Big Bear.</p>
+
+<p><span class='pagenum'><a name="Page_132" id="Page_132">[Pg 132]</a></span>
+When Flaker gave the prayer to Fleetfoot he told
+him to guard it with great care. Fleetfoot took the
+prayer and promised to keep it near his side. Then
+the boys made an offering to the Big Bear and asked
+him to guide the way.</p>
+
+<p>When at length Fleetfoot was ready to start, Greybeard
+spoke these parting words: &ldquo;Forget not the
+offerings to the gods, and remember they must be made
+with true words and a faithful heart.&rdquo;</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Show in your sand-box where you think the mountains were. Model
+them and show that they were almost covered with snow. Show good
+places for neighboring hunting grounds.</em></p>
+
+<p><em>Tell why game might be scarce in some hunting grounds and plenty in
+others.</em></p>
+
+<p><em>Dramatize this story. Draw pictures which will show what happened.
+See if you can engrave some animal upon wood or soft stone.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXI" id="XXXI"></a>XXXI</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Where do you think Fleetfoot will go while he is away from home?</p>
+
+<p>Find a picture of a glacier, and see if you can tell how a glacier is
+made. In what places does the snow stay all the year round? If a
+great deal of snow falls each year, what do you think will become of it?</p>
+
+<p>Find out whether there have ever been glaciers near where you
+live. If there have, see if you can find any traces of them.</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Fleetfoot Fasts and Prays</em></p>
+
+<p>None of the Cave-men knew where Fleetfoot would
+go to fast and pray. He scarcely knew himself, but all
+<span class='pagenum'><a name="Page_133" id="Page_133">[Pg 133]</a></span>
+the time he kept thinking of the Big Bear of the
+Mountains. And so he turned his steps toward the
+high mountain peaks.</p>
+
+<p>He followed the bison trail, for that was a sure guide.
+It led up the river a long way, and then skirted a dark
+forest. He crossed the river and went to the forest.
+There he sought out a lonely spot where he stayed
+several days.</p>
+
+<p>As soon as he had made a fire, Fleetfoot made offerings
+to the gods. His offerings were fish he caught in
+the river and birds he caught in snares.</p>
+
+<p>Although Fleetfoot offered meat to the gods, he did
+not taste it himself. When he was ready to sleep, he
+rubbed a pinch of wood-ashes upon his breast and
+prayed thus to the fire god: &ldquo;O fire god, hover near me
+while I sleep. Hear my prayer. Grant good dreams to
+me this night. Grant me a sign that thou wilt aid me.
+Lead my feet in the right way.&rdquo;</p>
+
+<p>The first night Fleetfoot had no dreams. The second
+night he dreamed he was a child again and that he
+lived in his old home. The third night he dreamed of
+the Big Bear of the Mountains. He thought that he
+climbed the mountain crags and went to the Big Bear&#8217;s
+cave. He dreamed that the Big Bear spoke to him and
+asked him whence he came. Then strange people
+seemed to come out of the cave and wave their weapons
+in a threatening way. After that Fleetfoot remembered
+nothing except that the Big Bear seemed like a friend.</p>
+
+<p>At daybreak Fleetfoot awoke, and at once he thought
+of his dream. He took the pebble from a little bag.
+<span class='pagenum'><a name="Page_134" id="Page_134">[Pg 134]</a></span>
+Then he made an offering to the bear as he spoke these
+words: &ldquo;O Big Bear! O mighty hunter! Show me the
+way to thy caverns. Show me where thou keepest the
+game. Give me strength to meet all dangers. Fill my
+enemies with fear.&rdquo;</p>
+
+<p>Then, remembering what Greybeard had said, Fleetfoot
+gave offerings to all the animals he hoped to kill.
+In this way he thought the gods would help him when
+he went out to hunt.</p>
+
+<p>As soon as the offerings were made, Fleetfoot looked
+for a sign from the gods. The winds began to blow.
+Dark clouds began to climb the sky. Then the thunders
+pealed through the heavens.</p>
+
+<div class="figleft" style="width: 98px;">
+<img src="images/img134.jpg" width="98" height="300" alt="image" title="" />
+<span class="caption">A stone borer, used in making a necklace.</span>
+</div>
+
+<p>Fleetfoot, faint from his long fast, took courage from
+these signs. The winds seemed to be messengers
+bearing his prayer to the gods. The dark
+clouds seemed to be the enemies he would
+meet on the way. The peals of thunder
+sounded to him like promises of strength.
+The bright lightning in the sky flashed a
+message of hope. A flock of swallows circling
+near seemed to point the way. And so Fleetfoot
+refreshed himself and started toward
+the mountains.</p>
+
+<p>It would take too long to tell all the things
+that happened to Fleetfoot before he returned.
+One of the first things he did was to kill a
+cave-bear and take the trophies.</p>
+
+<p>When Fleetfoot started out again, he wore
+a necklace of bear&#8217;s teeth. He wore them
+<span class='pagenum'><a name="Page_135" id="Page_135">[Pg 135]</a></span>
+partly because they were trophies and partly because
+they were charms.</p>
+
+<p>Fleetfoot followed the trail along the edge of the
+forest until he reached a ridge of hills. Behind him
+lay the River of Stones and all the places he had known.
+Before him lay a pretty valley about a day&#8217;s journey
+across. To his left the snow-covered mountain peaks
+shone with a dazzling light.</p>
+
+<p>He stopped only to sleep and to make offerings to
+the gods. Fleetfoot was full of courage, and yet he
+was weak from his fast. He longed to be strong against
+all foes. He longed to be a great hunter. He longed
+to strengthen his people and to meet the dangers which
+threatened his clan.</p>
+
+<p>At midday he reached the river, where he sat down
+to rest. Then he went up the little river, which flowed
+over a rocky bed.</p>
+
+<p>Fleetfoot followed the river until he came to a spot
+where it seemed to end. Great masses of snow and ice
+covered the river bed. Farther up they reached the
+top of the cliffs and stretched out into the valley.</p>
+
+<p>It was the melting of this glacier which fed the little
+stream.</p>
+
+<p>Fleetfoot stood and gazed at the glacier with its
+rough billows of snow and ice. He looked at the green
+forests which stretched to its very edge. He looked at
+the great ice sheets which covered the mountain peaks.
+He looked at the bare crags which jutted out from the
+rocks. And he wondered if the Big Bear&#8217;s cave was in
+one of these rocks.</p>
+
+<p><span class='pagenum'><a name="Page_136" id="Page_136">[Pg 136]</a></span></p>
+
+<div class="figcenter" style="width: 436px;">
+<img src="images/img136.jpg" width="436" height="600" alt="image" title="" />
+<span class="caption">&ldquo;It was the melting of this glacier which fed the little stream.&rdquo;</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_137" id="Page_137">[Pg 137]</a></span>
+Then he crossed the stream and approached the cliff
+on the opposite side. There he found a cave, and he
+looked about, but he found no one at home.</p>
+
+<p>As Fleetfoot was looking about, he began to think
+of Chew-chew. Everything upon which his eyes rested
+seemed to speak of her. And yet he could not remember
+seeing the place before.</p>
+
+<p>Night came again and Fleetfoot slept. Again he
+saw the Big Bear in his dreams. Again he saw the
+enemies of his clan, and again he dreamed of his old
+home.</p>
+
+<p>For several days Fleetfoot explored the country
+near the mountains. He found several good hunting
+grounds, but he did not find the Big Bear.</p>
+
+<p>As the days passed it seemed to Fleetfoot that he
+was no longer alone. He heard no steps, and he saw
+no tracks; yet he felt sure that some one was near.</p>
+
+<p>One morning, when he awoke, there was some one
+watching him through the thick leaves. He grasped
+his spear and was ready to throw, when he heard a
+merry laugh.</p>
+
+<p>Then a lovely maiden appeared with dark and glossy
+hair. Her eyes shone with the morning light and her
+breath was as fresh as the dew.</p>
+
+<p>Fleetfoot dropped his spear and stepped forward to
+greet the girl. A moment they gazed in each other&#8217;s
+eyes, and then they knew no fear.</p>
+
+<p>They sat on a mossy bank where they talked for a
+long, long time. And Fleetfoot learned that she was
+called Willow-grouse and that her people were away.</p>
+
+<p><span class='pagenum'><a name="Page_138" id="Page_138">[Pg 138]</a></span>
+Before he could ask her more, she inquired from
+whence he came. And then she asked him what had
+brought him so far away from his home.</p>
+
+<p>While Fleetfoot was telling his story, Willow-grouse
+listened with sparkling eyes. When he had finished,
+her eyes fell, and she seemed to be buried in thought.
+Willow-grouse knew that her own people were plotting
+against the Bison clan. She wanted Fleetfoot to stay
+with her; and she feared that if she told him what her
+people were doing, he would go away.</p>
+
+<p>For a few minutes Willow-grouse kept silent; but,
+at length, she decided to speak. She told Fleetfoot of
+the famine of the springtime and of the scarcity of
+game. She told how the people separated and traveled
+far and wide. Many of her own people had been to the
+grounds of the Bison clan. Now the clans were at the
+rapids. But as soon as the salmon season was over,
+they were going to attack the Bison clan.</p>
+
+<p>When Fleetfoot heard what Willow-grouse said, he
+gave up his search for the Big Bear. He decided to go
+to the salmon feast and learn what the clans were doing.
+He hoped he could do this and still have time to warn
+the Bison clan.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>See if you can find a way of making a glacier in your sand-box.</em></p>
+
+<p><em>Model a river valley whose upper part is filled with a glacier. Show
+where the bed and banks are covered with snow and ice. Show where
+the cliffs are covered. Show where the ice-sheets are. Show on the
+sand-map Fleetfoot&#8217;s journey to the place where he fasted. Show the
+remainder of his journey.</em></p>
+
+<p><span class='pagenum'><a name="Page_139" id="Page_139">[Pg 139]</a></span>
+<em>Draw pictures of the following:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Fleetfoot prays to the fire-god.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot receives signs from the gods.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot standing on the ridge of hills.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot&#8217;s meeting with Willow-grouse.</em></span></p>
+</div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXII" id="XXXII"></a>XXXII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Can you think why the salmon feast was at the rapids of the river?</p>
+
+<p>Show in your sand-map a place where rapids might be. If there is
+a river near you which has rapids, go to the spot and see if you can
+tell what it is that makes the rapids.</p>
+
+<p>Show in your map the hunting grounds of the clans which met at
+the rapids. Find the trails they would follow in going to the rapids.</p>
+
+<p>Find out all you can about the habits of the salmon.</p></div>
+
+
+<div class="figcenter" style="width: 550px;">
+<img src="images/img139.jpg" width="550" height="195" alt="image" title="" />
+<span class="caption">A necklace of fossil shells.</span>
+</div>
+
+<p style="font-size: 1.5em;" class="center"><em>The Meeting of the Clans</em></p>
+
+<p>At his parting from Willow-grouse, Fleetfoot gave
+her a necklace of fossil shells. Then saying, &ldquo;We
+shall meet when the new moon comes,&rdquo; he started on
+his way.</p>
+
+<p><span class='pagenum'><a name="Page_140" id="Page_140">[Pg 140]</a></span>
+He followed Sweet Briar River on his way to the
+meeting of the clans. At sunset he knew he was nearing
+the place where Willow-grouse said they had met.
+He could hear the roaring of the rapids, and above this
+sound, the shouts of the clans.</p>
+
+<p>Fleetfoot waited for the cover of darkness, for he did
+not wish to be seen. Then he approached cautiously
+toward the spot where the camp fire crackled and
+blazed. In the light of the flames dark trunks of oaks
+and fir trees stood out of the blackness. Then moving
+forms appeared on the banks and lighted the clans
+seated around the fire. At first Fleetfoot did not go
+near enough to see the faces distinctly. But he could
+tell from the various movements that they were preparing
+for a dance.</p>
+
+<p>All eyes seemed fixed on an old woman who was
+offering gifts to the gods. She lifted hot stones from
+the fire and dropped them into a basket of water.
+Then she took a piece of salmon and dropped it into
+the water.</p>
+
+<p>As Fleetfoot watched the old woman, he thought
+of Chew-chew and his old home. Then he wondered
+if all women would look like Chew-chew when they
+grew old.</p>
+
+<p>When the offerings were made, the men began a war
+dance. Some were dressed in masks of horses, and
+others wore masks of reindeer and cattle.</p>
+
+<p>When the men took off their masks, Fleetfoot looked
+as if in a dream. For among the strangers moving
+about there appeared familiar forms.</p>
+
+<p><span class='pagenum'><a name="Page_141" id="Page_141">[Pg 141]</a></span>
+For a few minutes Fleetfoot could not tell whether
+he was awake or asleep. What he saw seemed very
+real, and yet it seemed like a dream. He had almost
+forgotten his own people. He had not seen them since
+the day he was lost. And now, only a few paces away,
+stood Scarface and Straightshaft. Then other familiar
+forms appeared moving near the fire. And among the
+women who had beaten the drums were Chew-chew
+and Eagle-eye.</p>
+
+<p>When Fleetfoot saw his mother and Chew-chew, he
+almost shouted for joy. He wanted to go and speak to
+them, but something seemed to hold him back.</p>
+
+<p>Then his heart began to beat so loud and so fast
+that Fleetfoot was afraid he would be discovered; so he
+hurried away from the spot to a hollow tree where
+he spent the night.</p>
+
+<p>For a long time he lay awake thinking about what
+to do. He could not go back to Willow-grouse and
+leave his work undone. He could not make himself
+known to Cave-men who were planning to attack the
+Bison clan. He could not return to the Bison clan
+without learning the enemies&#8217; plans.</p>
+
+<p>And so Fleetfoot took the pebble from its bag and
+asked the Big Bear for aid. Then he fell asleep and
+did not awake until the break of day.</p>
+
+<p>All through the day he watched the clans. He saw
+them fish at the rapids and feast and play around the
+fire. He saw them go to a smooth spot near the bank
+where they played games. When night came he said
+to himself, &ldquo;I&#8217;ll watch the dance and learn their plans.&rdquo;</p>
+
+<p><span class='pagenum'><a name="Page_142" id="Page_142">[Pg 142]</a></span>
+Scarface offered gifts to the gods before the dance
+began. As he performed the magic rites, all the people
+were still. Every eye was turned toward the old man.
+No one suspected danger.</p>
+
+<p>Fleetfoot, watching from a safe retreat, had heard
+a rustling sound. And, looking in the direction from
+which the sound came, he saw a big tiger in a neighboring
+tree.</p>
+
+<p>The tiger had crept out on a strong branch and was
+watching for his prey. The eyes of the big cat snapped
+fire as they followed each movement that Scarface
+made.</p>
+
+<p>There was not a moment to be lost. The tiger was
+about to spring. Fleetfoot&#8217;s spear whizzed through
+the air and dealt a powerful blow. Another followed,
+but with less force although Fleetfoot hurled it with
+all his might.</p>
+
+<p>With a cry of rage the tiger turned, and leaving
+Scarface upon the ground, he sprang toward Fleetfoot.
+And the Cave-men grasped their weapons and rushed
+to the spot.</p>
+
+<p>They found the tiger dying from the effect of the
+first blow. They watched his death struggles. Then
+they looked for the man who had hurled a spear that
+struck a death blow.</p>
+
+<p>If Fleetfoot had not been struck senseless, he might
+have made his escape. But as it happened, the Cave-men
+found him lying on the ground, and they raised
+him up and carried him to a spot near the bright
+camp-fire.</p>
+
+
+<p><span class='pagenum'><a name="Page_143" id="Page_143">[Pg 143]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Show on your sand-map where the clans had camped. Show where you
+think Fleetfoot watched. Show where the ceremonies were performed.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Fleetfoot bids farewell to Willow-grouse.</em></span><br />
+<span style="margin-left: 2em;"><em>The clans seated around the camp-fire.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot watching the dance.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot saves Scarface&#8217;s life</em>.</span></p>
+
+<p><em>Watch a cat as it springs upon a mouse, and then think of the tiger
+as he sprang upon Scarface. Model it in bas-relief.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXIII" id="XXXIII"></a>XXXIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What do you think the people will do with Fleetfoot?</p>
+
+<p>Can you think of any way that Fleetfoot might prevent them from
+attacking the Bison clan?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>What Happened when the Clans Found Fleetfoot</em></p>
+
+<p>While Chew-chew and Eagle-eye were attending to
+Scarface, others took care of Fleetfoot. They knew
+nothing about him except that he had saved Scarface&#8217;s
+life. Everybody wanted to see him; and so a great
+crowd gathered around.</p>
+
+<p>People looked at the strange young man as he lay
+pale and still on the ground. They looked and looked
+again, then said, &ldquo;How like he is to Scarface.&rdquo;</p>
+
+<p>Eagle-eye had not forgotten Fleetfoot. She never
+spoke of him, but she still hoped that he was alive and
+<span class='pagenum'><a name="Page_144" id="Page_144">[Pg 144]</a></span>
+that she would see him again. When strangers came
+she always inquired for tidings of the lost boy.</p>
+
+<p>And so when Eagle-eye heard what the people said,
+she pushed her way through the crowd. The moment
+she saw him, she cried, &ldquo;Fleetfoot!&rdquo; and then bent over
+his lifeless form.</p>
+
+<p>Chew-chew, hearing Eagle-eye&#8217;s cry, hurried to the
+spot. She knelt by his side and murmured his name,
+and thought of Scarface when he was young.</p>
+
+<p>Those who stood near turned and asked, &ldquo;Who is
+Fleetfoot?&rdquo; Many of the people had never heard of
+him. Others had heard of Eagle-eye&#8217;s boy. All were
+curious to know more about the strange young man.
+All were anxious to know if he was dead or alive.</p>
+
+<p>Fleetfoot was not dead. He was only stunned by
+the tiger&#8217;s blow. When Eagle-eye bathed him with
+cold water, he began to show signs of life. When at
+length he opened his eyes, he knew that he was recognized.</p>
+
+<p>When those who stood near found out who the
+young man was, they shouted the tidings to those who
+were farther away. Then the people rejoiced and
+thanked the gods for thus befriending them.</p>
+
+<p>Before Fleetfoot slept that night, he wondered how
+the meeting would end. He wondered if he could find
+a way to prevent an attack upon the Bison clan. And,
+turning once more to the Big Bear, he soon fell asleep.
+Next morning the people caught salmon just below the
+rapids. They feasted a while and then played games
+in which Fleetfoot took part.</p>
+
+<p><span class='pagenum'><a name="Page_145" id="Page_145">[Pg 145]</a></span>
+When the games were over, the young men crowded
+around him. They asked him how he could throw a
+spear so as to strike a deadly blow. Fleetfoot told all
+he knew about the use of spears and harpoons, but he
+scarcely knew himself how he had thrown with such
+force.</p>
+
+<p>But he took two spearheads in his hand, just as he
+had held them when he saw the tiger. He threw one at
+a mark and the spear went with such force that the
+young men shouted for joy. Then they all practiced
+throwing until they could throw in the same way. It
+was in this way that people learned to hurl weapons
+with a throwing-stick.
+Instead of hurling one spear by resting
+the butt against the barb of another, as
+Fleetfoot had done when he threw at the tiger, they
+learned to shape sticks for throwing spears, and they
+called them &ldquo;throwing-sticks.&rdquo;</p>
+
+<div class="figcenter" style="width: 600px;">
+<img src="images/img145.jpg" width="600" height="115" alt="image" title="" />
+<span class="caption">A throwing-stick.</span>
+</div>
+
+<p>The older men watched as Fleetfoot showed the
+young men how he threw spears and harpoons. And
+soon they all agreed to ask Fleetfoot to lead in the
+dance that night.</p>
+
+<p>Scarface invited him to lead, and Fleetfoot accepted.
+He was glad to lead in a real hunting dance,
+but he was still more glad to have a chance to prevent
+an attack upon the Bison clan. And so he resolved to
+plan a dance which would make them forget their plan.</p>
+
+<p>When the time came to begin the dance, Fleetfoot
+<span class='pagenum'><a name="Page_146" id="Page_146">[Pg 146]</a></span>
+was ready to lead. He knew that the men all wanted
+to find good hunting grounds. So he showed them
+where to find such grounds and what trails to follow.</p>
+
+<div class="figleft" style="width: 306px;">
+<img src="images/img146.jpg" width="306" height="350" alt="image" title="" />
+<span class="caption">An Irish deer.</span>
+</div>
+
+<p>A few days later he went with the people to these
+very grounds. There they hunted the bison herds and
+the Irish deer. And when each of the clans had chosen
+a place to camp, Fleetfoot bade
+them farewell. Then it was that
+the bravest young men came
+forward and said that they would
+follow him. And so the young
+men agreed to be brothers and
+to help one another in times of
+need. They agreed upon signs
+which they should use when
+they wanted to meet. And
+when Fleetfoot started
+homeward, the young men
+escorted him.</p>
+
+<p>Of the adventures on the
+way to the Bison clan&#8217;s cave
+there is little time to tell.
+All the young men were faithful. And as they
+journeyed on their way, they recalled Fleetfoot&#8217;s brave
+deeds in a victory song.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Show how the people acted from the time Fleetfoot threw his spear
+until they knew who he was. Draw pictures which will illustrate
+the story.</em></p>
+
+<p><span class='pagenum'><a name="Page_147" id="Page_147">[Pg 147]</a></span>
+<em>Make such a hunting dance as you think Fleetfoot led. Show in your
+sand-map the places where the hunting grounds were.</em></p>
+
+<p><em>Name all the running games you know. Tell how you play one of
+them. Draw a picture of the Cave-men playing games.</em></p>
+
+<p><em>Make a throwing-stick.</em></p>
+
+<p><em>Look at the picture of the Irish deer and tell how it appears to differ
+from other deer you know. For what do you think it uses its large and
+heavy antlers?</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXIV" id="XXXIV"></a>XXXIV</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What do you think Flaker will do while Fleetfoot is gone? What
+do you think the Bison clan will do when Fleetfoot returns?</p>
+
+<p>Which do you think will be the greater man&mdash;Fleetfoot or Flaker?</p>
+
+<p>What things do you think Fleetfoot will do? What do you think
+Flaker will do?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Fleetfoot&#8217;s Return</em></p>
+
+<div class="figright" style="width: 350px;">
+<img src="images/img147.jpg" width="350" height="67" alt="image" title="" />
+<span class="caption">A fragment of a Cave-man&#8217;s baton, engraved
+with the heads of bison.</span>
+</div>
+
+<p>Flaker missed Fleetfoot more than he could tell.
+Awake, he thought
+of his dangerous
+journey. Asleep, he
+was with him in his
+dreams. Many, many
+times each day he prayed for Fleetfoot&#8217;s safe return.</p>
+
+<p>Ever since the strangers had camped on their lands,
+the Bison clan had been anxious. When questioned
+about it, Greybeard was sad and Bighorn shook his
+head. So the women were trying to arouse their
+courage, and Flaker was carving prayers.</p>
+
+<p>When Fleetfoot announced his return, it was Flaker
+<span class='pagenum'><a name="Page_148" id="Page_148">[Pg 148]</a></span>
+who heard his whistle. It was he who shouted the
+glad tidings to all the Cave-men. And though he was
+lame, he was the first who ran ahead to greet him.</p>
+
+<p>Fleetfoot and his companions had halted on a
+hillside not far from the cave. It was from this hill
+that Fleetfoot whistled so as to announce his return.
+Here his companions waited, while Fleetfoot advanced
+alone.</p>
+
+<p>While Fleetfoot greeted his friends and showed them
+his wonderful necklace, his companions chanted his
+brave deeds in a victory song. It was thus that the
+Bison clan learned of Fleetfoot&#8217;s brave deeds. It was
+thus that they learned of his courage which came from
+fasting and prayer.</p>
+
+<p>When the song was ended, Bighorn advanced with
+Fleetfoot, and together they escorted the brave young
+men to the cave of the Bison clan. There they feasted,
+and rested, and played games until it was time for
+Fleetfoot&#8217;s last test.</p>
+
+<p>Meanwhile the young men became acquainted with
+Flaker. Fleetfoot had told them about him. He had
+shown them the dagger Flaker made and the engraving
+of the Big Bear. And so the young men were glad
+to see him and make him one of their brotherhood.</p>
+
+<p>When the time came for Fleetfoot&#8217;s last test, he
+asked permission to speak. And when Bighorn nodded
+his head, Fleetfoot told the people the story of how
+he and Flaker had worked and played together. He
+told of Flaker&#8217;s bravery the day he was hurt by the
+bison. He told of Flaker&#8217;s poniard which he used to
+<span class='pagenum'><a name="Page_149" id="Page_149">[Pg 149]</a></span>
+kill the cave-bear. He told of the tools which Flaker
+had made for working bone and horn.</p>
+
+<div class="figright" style="width: 350px;">
+<img src="images/img149a.jpg" width="350" height="69" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s nose ornament.</span>
+</div>
+
+<p>Then he said that the people of the Bison clan
+had taught them to worship the gods. He said that
+Flaker had the favor
+of the gods and
+that his prayers
+would bring success.
+And he urged the Cave-men, on account of these
+things, to forget that Flaker was lame, and to admit
+him into the ranks of the full-grown men.</p>
+
+<p>The Cave-men listened to what Fleetfoot said and
+they all gave assent. And when they made ready to
+receive Fleetfoot, Flaker was brought forward. The
+nose of each of the boys was pierced and they were
+given nose ornaments. On account of his bravery
+Fleetfoot was given a baton which showed that he
+might lead the men. And Flaker, too, received a baton,
+but his was to show that he could lead in the worship
+of the gods.</p>
+
+<div class="figleft" style="width: 350px;">
+<img src="images/img149b.jpg" width="350" height="151" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s baton engraved
+with wild horses.</span>
+</div>
+
+<p>And so every one knew that Fleetfoot and Flaker
+were brave young men. They had passed the tests that
+had been given for courage, and patience, and self-control.
+Fleetfoot&#8217;s companions stayed at the cave
+until the ceremonies were ended. Then they
+renewed their vows to help one another and
+took leave of the Bison clan. And Fleetfoot,
+having done his duty,
+was free to return
+to Willow-grouse.</p>
+
+
+<p><span class='pagenum'><a name="Page_150" id="Page_150">[Pg 150]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>See if you can make such a victory song as you think the young men
+sang. See if you can make the speech which Fleetfoot made for Flaker.</em></p>
+
+<p><em>Dramatize this lesson, and then draw a picture of the part you like
+the best.</em></p>
+
+<p><em>See if you can make a baton.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXV" id="XXXV"></a>XXXV</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Why do you think people began to live in places where there were
+no caves? Can you think what kind of a shelter they might find?</p>
+
+<p>Find out all you can about the difference between the winter and
+summer coat of some animal you know.</p>
+
+<p>Which skins do you think would be used for curtains and beds?
+Which skins would be used for clothing? Which for the heavy winter
+coats?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>Willow-grouse</em></p>
+
+<p>Soon after the salmon feast, Willow-grouse saw her
+people again. When they went away, no one knew
+why she stayed behind. When they returned, no one
+noticed how eager she was to hear all that was said.
+So Willow-grouse kept her secret from every one in
+the clan.</p>
+
+<p>Many days the people hunted; but, at length, there
+were signs of the coming cold. It was then that the
+wise men gave an order to prepare for the journey to
+the winter home.</p>
+
+<p>All but Willow-grouse obeyed; but she heeded not
+what was said. It was not because she did not hear the
+<span class='pagenum'><a name="Page_151" id="Page_151">[Pg 151]</a></span>
+command. It was not because she did not care to live
+with her own people. It was simply because she
+remembered Fleetfoot and was waiting for his return.</p>
+
+<p>And so, when the women chided her for being a
+thoughtless girl, they little thought that Willow-grouse
+was making plans of her own. In the confusion of packing,
+nobody noticed that she stayed behind, and many
+moons passed before they learned what Willow-grouse
+did.</p>
+
+<p>As soon as her people were out of sight Willow-grouse
+began to make ready for Fleetfoot. There was
+no cave near at hand, but there were high overhanging
+rocks. Under one of these the people had camped.
+They found the roof and back wall of a dwelling ready-made.
+So they simply camped at the foot of the rock
+and built their camp-fire.</p>
+
+<p>Willow-grouse knew that the bare rock was a good
+shelter in summer. But she also knew that it would
+soon be too cold to live in such an open space. So she
+cut long poles and braced them under the roof so as to
+make a framework for front and side walls. Then she
+covered the framework with plaited branches, and left
+a narrow doorway which she closed with a skin.</p>
+
+<p>It was hard work to make the rock shelter, but
+Willow-grouse did not mind it. She kept thinking of
+Fleetfoot all the time, and she hoped the rock
+shelter would be their
+new home.</p>
+
+<div class="figcenter" style="width: 450px;">
+<img src="images/img151.jpg" width="450" height="83" alt="image" title="" />
+<span class="caption">An Eskimo drawing of reindeer caught in snares.</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_152" id="Page_152">[Pg 152]</a></span>
+When Willow-grouse looked at her dress, she saw it
+was much the worse for wear. So she
+set snares in the reindeer trails and
+caught two beautiful reindeer.</p>
+
+<div class="figright" style="width: 300px;">
+<img src="images/img152a.jpg" width="300" height="154" alt="image" title="" />
+<span class="caption">&ldquo;A piece of sandstone for
+flattening seams.&rdquo;</span>
+</div>
+
+<p>The soft summer skins of
+the reindeer had short, fine
+hair. Willow-grouse scraped
+and pounded them and then
+polished them with sandstone.</p>
+
+<p>Willow-grouse took great pains in making her new
+garments. She flattened the seams with a piece of
+sandstone until they were nice and smooth. Then she
+gathered fossil shells from the rocks and trimmed the
+neck and sleeves. And she made
+a beautiful headband and belt, and
+pretty moccasins for her feet.</p>
+
+<div class="figleft" style="width: 229px;">
+<img src="images/img152b.jpg" width="229" height="400" alt="image" title="" />
+<span class="caption">A reindeer snare.</span>
+</div>
+
+<p>And when the time drew near
+for Fleetfoot&#8217;s return, Willow-grouse
+dressed in her new garments.
+She put on the necklace of
+fossil shells and thought of Fleetfoot&#8217;s
+last words.</p>
+
+<p>Fleetfoot kept his promise.
+When the new moon came he
+appeared. Then Willow-grouse
+became his wife and he lived with
+her in their new home.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Look at the picture of a rock shelter on page <a href="#Page_14">14</a>.</em></p>
+
+<p><em>Find some large rocks and put them in your sand-box so as to show a<span class='pagenum'><a name="Page_153" id="Page_153">[Pg 153]</a></span>
+natural rock shelter. Make a framework for front and side walls, and
+see if you can make it into a warm hut. Model the upper valley.</em></p>
+
+<p><em>Find a piece of sandstone which you can use in polishing skins.</em></p>
+
+<p><em>Dress a doll the way you think Willow-grouse dressed. Dress a doll
+the way you think Fleetfoot dressed.</em></p>
+
+<p><em>Find pretty seeds and shells which you can use in trimming belts and
+headbands. Before sewing the seeds or shells on the band, lay them so as
+to make a pretty pattern. After you have made your pattern draw it on
+paper, so that you can look at it while you are trimming the band.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXVI" id="XXXVI"></a>XXXVI</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Look at what you have modeled in your sand-box and see if you
+can tell in what parts of the valley the snow will be deepest.</p>
+
+<p>When the snow is very deep, what do the wild animals do? What
+do the people do?</p>
+
+<p>Can you think how people learned to use poison in hunting?</p>
+
+<p>Does the poisoned weapon poison any part of the animal&#8217;s flesh?
+Why do people try to be careful not to leave poison around?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How Fleetfoot and Willow-grouse Spent the Winter</em></p>
+
+<p>When Willow-grouse was living alone, she had to
+hunt for her own food. Sometimes she caught animals
+in traps, and sometimes she hunted with spears and
+harpoons. When the wounded animal escaped, Willow-grouse
+was disappointed. So she tried all sorts of
+ways to make sure of the game.</p>
+
+<p>One day she happened to use a harpoon which had
+been thrust into a piece of decayed liver. She wounded
+a reindeer with the harpoon and the animal soon died.</p>
+
+<p><span class='pagenum'><a name="Page_154" id="Page_154">[Pg 154]</a></span></p>
+
+<div class="figleft" style="width: 246px;">
+<img src="images/img154.jpg" width="246" height="250" alt="image" title="" />
+<span class="caption">Three views of a Cave-man&#8217;s
+spearhead with a groove to hold poison.</span>
+</div>
+
+<p>And so Willow-grouse soon learned to mix and to
+use poisons. When Fleetfoot made simple spearheads
+of antler, she helped him make grooves
+to hold the poison. When they used
+poison on their weapons, they were
+sure of the game without a long chase.</p>
+
+<p>They lived happily in the rock
+shelter until the middle of winter.
+Then heavy snowstorms came and
+the wild animals went away. Fleetfoot
+and Willow-grouse were left without
+food. They ate a piece of sun-dried
+meat which Willow-grouse had left in a tree; and
+when that was gone, they put on their snowshoes and
+started toward the south.</p>
+
+<p>Before many days had passed, they arrived at the
+cave of the Bison clan. There they were made so welcome
+that they stayed for two moons.</p>
+
+<p>It was during this time that the Bison clan learned
+to use the throwing-stick. While Fleetfoot taught the
+use of the throwing-stick, Flaker made wonderful harpoons.
+And as fast as Fleetfoot found new ways of
+using weapons in hunting, Flaker invented new
+weapons for the men to use.</p>
+
+<p>Ever since Fleetfoot had been away, Flaker had
+been working at harpoons. He had made harpoon
+heads with two or three barbs, and now he was trying
+to make a harpoon with four or five barbs on each side.</p>
+
+<p>It took a long while to make a harpoon with many
+beautiful barbs. It took more patience to make it than
+<span class='pagenum'><a name="Page_155" id="Page_155">[Pg 155]</a></span>
+most of the Cave-men had. For when Flaker traced a
+regular outline of the harpoon on one side of the antler,
+he traced the same outline upon the other side. Then he
+cut upon these lines, and he shaped the barbs one by one,
+until he had made them all of the same shape and size.</p>
+
+<div class="figright" style="width: 397px;">
+<img src="images/img155.jpg" width="397" height="400" alt="image" title="" />
+<span class="caption">&ldquo;It was during this time that the Bison
+clan learned to use the throwing-stick.&rdquo;</span>
+</div>
+
+<p>He finished the base of the head with a large ridge
+near the end so as to make it easy to attach it to the
+shaft. Then he traced Fleetfoot&#8217;s property-mark upon
+it, and thought that it was done.</p>
+
+<p>But Willow-grouse, who
+had been watching
+him, spoke
+up and said, &ldquo;No,
+there is one thing more.
+You must put a groove
+in each of the barbs to
+carry the magic poison.&rdquo;</p>
+
+<p>And so, although Willow-grouse
+learned a great deal from
+watching Flaker use his tools,
+she taught him something he
+did not know.</p>
+
+<p>When the harpoon was
+really finished,
+Flaker gave
+it to Fleetfoot.
+And all the
+Cave-men gathered around
+to see the new harpoon.</p>
+
+<p><span class='pagenum'><a name="Page_156" id="Page_156">[Pg 156]</a></span>
+When everybody had seen it, Fleetfoot placed the
+harpoon upon his throwing-stick and hurled it again
+and again. To the people who stood near, the barbs
+carried the harpoon through the air like the wings of a
+bird. The deep grooves which held the poison carried
+sure death with each wound. And the throwing-stick
+with which it was hurled helped in getting a firm
+hold and a sure aim.</p>
+
+<div class="figcenter" style="width: 350px;">
+<img src="images/img156.jpg" width="350" height="108" alt="image" title="" />
+<span class="caption">Harpoons with several barbs.</span>
+</div>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Find a piece of soft wood and trace the outline of a harpoon upon
+it. See if you can whittle a harpoon with barbs.</em></p>
+
+<p><em>Experiment until you can tell whether you like to have a ridge on
+the base of the harpoon head.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;">&ldquo;<em>Heavy snowstorms came and the wild animals went away.</em>&rdquo;</span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot and Willow-grouse find some dried meat in a tree.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot and Willow-grouse arrive at the cave of the Bison clan.</em></span><br />
+<span style="margin-left: 2em;"><em>Flaker working at the barbed harpoon.</em></span><br />
+<span style="margin-left: 2em;">&ldquo;<em>The barbs carried the harpoon through the air like the wings of a bird.</em>&rdquo;</span></p>
+</div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXVII" id="XXXVII"></a>XXXVII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>How did people sew before they had needles? What bones do you
+think the Cave-men would use first in making needles and awls? Why
+would people want the hardest bones for needles?</p>
+
+<p><span class='pagenum'><a name="Page_157" id="Page_157">[Pg 157]</a></span></p>
+
+<div class="figright" style="width: 100px;">
+<img src="images/img157a.jpg" width="100" height="300" alt="image" title="" />
+<span class="caption">(l) A bone pin. (r) A large bone needle.</span>
+</div>
+
+<p>See if you can find out where the hardest bones are found.</p>
+
+<p>See if you can think of all the things that would have to be
+done in making a needle out of a piece of ivory or a large bone.</p>
+
+<p>Why do we sometimes wax thread? What do you think
+the Cave-men would use instead of wax?</p>
+
+<p>Why did the Cave men make holes in their awls? What
+were the first holes which they made in their needles used for?</p>
+
+<p>How do you think they would think of carrying the thread
+through the needle&#8217;s eye?</p>
+
+<p>Why do we use thimbles when we sew? When do you
+think people began to use thimbles? What do you think the
+first thimbles were like?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How Willow-grouse Learned to Make Needles</em></p>
+
+<p><a name="awl" id="awl"></a></p>
+<div class="figleft" style="width: 178px;">
+<img src="images/img157b.jpg" width="178" height="300" alt="image" title="" />
+<span class="caption">A bone awl.</span>
+</div>
+
+<p>Willow-grouse soon made friends
+with the women. They admired the clothing
+she wore, and they wanted to learn how to
+polish skins and to make beautiful clothing.
+So Willow-grouse showed the women how to
+polish skins and to make them into beautiful
+garments.</p>
+
+<p>While the women sewed with bone awls,
+Willow-grouse watched Flaker, who was
+sawing a bone with a flint saw.</p>
+
+<div class="figright" style="width: 350px;">
+<img src="images/img158.jpg" width="350" height="286" alt="image" title="" />
+<span class="caption">(l) A bone from which the Cave-men have
+sawed out slender rods for needles. (r) A piece of sandstone used by the Cave-men
+in making needles.</span>
+</div>
+
+<p>It was soon after this that Willow-grouse learned to
+make needles of large hard bones. The first ones she
+made were not very beautiful needles. They were not
+so smooth nor so round as the awls she had made of
+bird&#8217;s bones. But she made a beginning and after a
+while all the women learned to make fine needles.</p>
+
+<p><span class='pagenum'><a name="Page_158" id="Page_158">[Pg 158]</a></span></p>
+
+<p>They made the needles
+of a hard bone which
+they took from the leg
+of a horse. They traced
+out the lines they wished
+to cut just as Flaker traced
+the harpoon. Then they
+sawed out slender rods and
+whittled one end to a point. The
+other end they made thin and flat,
+for this was the end where the
+hole was made.</p>
+
+<div class="figleft" style="width: 350px;">
+<img src="images/img158b.jpg" width="350" height="49" alt="image" title="" />
+<span class="caption">A flint comb used in rounding and
+polishing needles.</span>
+</div>
+
+<p>They made the rods round
+and smooth by drawing them
+back and forth on a piece of
+soft sandstone. This made long grooves in the sandstone,
+which became deeper and deeper every time
+the sandstone was used. Then they polished the rods
+by drawing them back
+and forth between the
+teeth of a flint comb.</p>
+
+<div class="figright" style="width: 350px;">
+<img src="images/img158c.jpg" width="350" height="38" alt="image" title="" />
+<span class="caption">A flint saw used in making needles of bone taken
+from the leg of a horse.</span>
+</div>
+
+<p>The first needles had
+no eyes. They were more like awls and pins, than
+needles. Perhaps the first eyes were made in needles
+to keep them from getting lost.</p>
+
+<p>It was hard work to saw the bone rods and to round
+and polish them. No wonder the women did not want to lose
+<span class='pagenum'><a name="Page_159" id="Page_159">[Pg 159]</a></span>
+them. No wonder they bored little holes in the
+thin flat end and hung them about their necks.</p>
+
+<div class="figright" style="width: 61px;">
+<img src="images/img159a.jpg" width="61" height="250" alt="image" title="" />
+<span class="caption">A short needle of bone.</span>
+</div>
+
+<p>It may have been Willow-grouse who first discovered
+that the eye of the needle could carry the
+thread. She may have discovered it when she
+was playing with a needle she carried on a cord.
+At any rate, the women soon learned to sew with
+the thread through the needle&#8217;s eye. And then
+they began to make finer needles with very
+small eyes.</p>
+
+<div class="figcenter" style="width: 200px;">
+<img src="images/img159b.jpg" width="200" height="85" alt="image" title="" />
+<span class="caption">A flint comb used in shredding fibers.</span>
+</div>
+
+<p>These fine needles were used at first in sewing
+the softest skins. They were used, too, in sewing
+trimming on beautiful garments. But when the women
+sewed the hard skins, instead of a needle
+they used a bone awl.</p>
+
+<div class="figleft" style="width: 65px;">
+<img src="images/img159c.jpg" width="65" height="300" alt="image" title="" />
+<span class="caption">A long fine needle of bone.</span>
+</div>
+
+<p>At the meeting of the clans in the
+salmon season, the Cave-men wore
+their most beautiful garments. And
+soon the clans began to vie with one another in
+wearing the most beautiful skins. And the women
+hunted for the choicest sands to use in polishing
+their needles. They still gave the first polish with
+a piece of sandstone or a gritty pebble. But when
+they gave the last polish the women used a powder
+of the finest sand.</p>
+
+<p>Instead of beeswax, the women used marrow
+which they kept in little bags. Instead of a thimble,
+they used a small piece of leather. And instead
+of pressing the seams with a hot iron, they
+made them smooth with a rounded stone.</p>
+
+<p><span class='pagenum'><a name="Page_160" id="Page_160">[Pg 160]</a></span>
+From the tough sinews of the large animals, every
+Cave-man made his own thread. All the children
+learned to prepare sinew and to shred the fibers with
+a jagged flint comb.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Find bones which you can make into needles. See if you can find a
+piece of flint for a saw.</em></p>
+
+<p><em>Find a piece of sandstone with which you can polish your needle.</em></p>
+
+<p><em>Make a collection of the different kinds of sand in your neighborhood
+and tell what they can be used for.</em></p>
+
+<p><em>Make a collection of needles and find out how they were made.</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXVIII" id="XXXVIII"></a>XXXVIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>If the animals went away in search of shelter from the storms,
+do you think the Cave-men would know where they went? What do
+you think they would say when they
+noticed that the animals had
+gone?</p>
+
+<div class="figcenter" style="width: 400px;">
+<img src="images/img160.jpg" width="400" height="134" alt="image" title="" />
+<span class="caption">Two views of a curved bone tool used by
+the Cave-men in polishing skins.</span>
+</div>
+
+<p>How did the Cave-men
+learn what they knew? Why
+did they make more mistakes
+than people do to-day?</p>
+
+<p>What changes did the
+Cave-men see take place in the buds? in seeds? in eggs?</p>
+
+<p>When they found shells in the hard rocks instead of in the water,
+what do you suppose they would think?</p>
+
+<p>Have you ever heard any one say &ldquo;It rained angleworms?&rdquo;</p>
+
+<p>Have you ever heard any one say that cheese or meat had &ldquo;changed
+to maggots?&rdquo;</p>
+
+<p>Can you tell what really happened in each of these cases?</p>
+
+<p>Can you see how stories of animals that turned into men could be
+started? Is there anything that we can learn from these stories?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_161" id="Page_161">[Pg 161]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>How Flaker Became a Priest and a Medicine Man</em></p>
+
+<p>The winter was long and stormy. Wild animals
+found little food. Herds of horses and reindeer went to
+the lowland forests. Game was scarce on the wooded
+hills. Few horses or reindeer were seen near the
+caves. The trails were filled with snow and everything
+seemed to tell of the coming of a famine.</p>
+
+<p>The people ate the frozen meat that was left near
+the caves, and when they found they could get no more
+they began to pray to their gods. &ldquo;O, Big Bear,&rdquo; they
+prayed, &ldquo;send us thine aid. Help us now or we die.
+Drive the horses and reindeer out of thy caverns. Send
+them back to our hunting grounds.&rdquo;</p>
+
+<p>When the first rumor of famine came, Fleetfoot took
+down his drum. And he set out over the hills to call a
+meeting of the brotherhood.</p>
+
+<p>At the first sound of the drumbeat, the people knew
+what it meant. Everybody felt a gleam of hope. The
+young men passed the signal along and fresh courage
+came to the hearts of the people in the neighboring
+clans.</p>
+
+<p>Buckling their hunger-straps around them, the
+young men started at Fleetfoot&#8217;s call. They met near
+the Bison clan&#8217;s cave. There they told of the heavy
+snowstorms and the disappearance of the herds. They
+told of the beginnings of famine and considered ways
+of finding food.</p>
+
+<p><span class='pagenum'><a name="Page_162" id="Page_162">[Pg 162]</a></span>
+Some said, &ldquo;Let us leave the old hunting grounds for
+our elders. Let us take wives and go to far away lands.&rdquo;</p>
+
+<p>Others said, &ldquo;No, let us dwell together and let each
+clan keep its own hunting ground.&rdquo;</p>
+
+<p>&ldquo;But how can we dwell together,&rdquo; said one, &ldquo;when
+there is not food enough for all?&rdquo;</p>
+
+<div class="figleft" style="width: 300px;">
+<img src="images/img162.jpg" width="300" height="171" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s engraving
+of two herds of wild horses.</span>
+</div>
+
+<p>The silence which followed the young man&#8217;s question
+showed that no one could reply. It was then that
+Fleetfoot turned to Flaker and asked him to speak
+what was in his mind. And Flaker arose, and turning
+his eyes toward the heavens, he
+raised his baton, whereupon all
+the young men were silent.
+Then he turned to the young
+men and said, &ldquo;The gods will
+surely provide food for the hungry
+Cave-men.&rdquo;</p>
+
+<p>&ldquo;But the people need food
+and game is scarce,&rdquo; said one of the brave young men.
+&ldquo;How can we prevent the famine? How can we make
+the gods understand?&rdquo;</p>
+
+<p>&ldquo;Remember the Big Bear,&rdquo; said Flaker. &ldquo;He heard
+our prayer when we made his likeness on stone. Let
+us make likenesses of the animals. The gods will then
+understand our prayers and send many herds to our
+hunting grounds.&rdquo;</p>
+
+<p>Saying this, Flaker picked up a flint point and a flat
+piece of stone and quickly engraved two herds of wild
+horses. The young men believed in the power of
+magic. And when they saw Flaker engraving the
+<span class='pagenum'><a name="Page_163" id="Page_163">[Pg 163]</a></span>
+herds, they believed the wild horses would come.
+And so they all tried to make the likeness of
+an animal they wished to hunt.</p>
+
+<div class="figright" style="width: 197px;">
+<img src="images/img163a.jpg" width="197" height="300" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s carving of horses&#8217; heads.</span>
+</div>
+
+<p>When they had made offerings to the
+gods, the young men were ready to go out
+to hunt. Flaker stayed at the cave, but it
+was he who directed them in the right way.
+He remembered all that the Cave-men had
+said about the reindeer and the wild
+horses. And so when they started Flaker
+said, &ldquo;Follow the trail to the dense forests.&rdquo;</p>
+
+<p>It so happened that just as the young men were
+starting to hunt, the herds were coming back from the
+forests. And so the young men had great success, and
+soon all the Cave-men had plenty of food.</p>
+
+<div class="figleft" style="width: 178px;">
+<img src="images/img163b.jpg" width="178" height="350" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s engraving of a
+reindeer.</span>
+</div>
+
+<p>When the young men returned to
+their homes, they had strange stories to
+tell. They said that Flaker had brought
+back the herds by his wonderful magic.
+They showed the engravings they had
+made and told of their magical power.</p>
+
+<p>And so wherever stories of Fleetfoot&#8217;s
+bravery went, stories of Flaker&#8217;s magic
+were told. And just as Fleetfoot worked
+to learn all the arts of the hunter, so
+Flaker worked to learn the arts which
+made him both a priest and a medicine
+man.</p>
+
+<p>Flaker listened to all the stories that
+were told by the best hunters. He questioned
+<span class='pagenum'><a name="Page_164" id="Page_164">[Pg 164]</a></span>
+them eagerly and learned many things which
+the hunters themselves soon forgot. He learned the
+haunts of the wild animals in the various seasons. He
+knew where to look for the best feeding grounds and
+the places of shelter from storms.</p>
+
+<p>And so when the fame of Flaker was noised about
+among all the clans, people came from near and from
+far to make gifts and to get his advice.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Find soft wood or stone and see if you can engrave some animal on it.</em></p>
+
+<p><em>Find a stick with branches and carve the head of some animal upon
+the end of the short branches.</em></p>
+
+<p><em>Dramatize this story.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Fleetfoot starting out with his drum.</em></span><br />
+<span style="margin-left: 2em;"><em>Flaker speaking to the young men of the brotherhood.</em></span><br />
+<span style="margin-left: 2em;"><em>Flaker inquiring of returning hunters about the game and the
+feeding grounds.</em></span><br />
+<span style="margin-left: 2em;"><em>Strangers coming with gifts to get Flaker&#8217;s advice.</em></span></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XXXIX" id="XXXIX"></a>XXXIX</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Think of as many simple ways of catching fish as you can. How
+do you think the Cave-men fished?</p>
+
+<p>What do you think people mean when they say that some one is
+living a &ldquo;hand-to-mouth&rdquo; life?</p>
+
+<p>How do you think people learned to dry meat, fish, or fruit?</p>
+
+<p>Why would the people honor the one who taught them to preserve
+food by drying it?</p>
+
+<p>Can you think of anything which could be used as food when it
+was boiled, that would not be a good food eaten raw?</p>
+
+<p><span class='pagenum'><a name="Page_165" id="Page_165">[Pg 165]</a></span>
+Name a bitter vegetable. What happens to the water in which a
+bitter vegetable is boiled?</p>
+
+<p>Name a sweet vegetable. What happens to the water in which a
+sweet vegetable is boiled?</p>
+
+<p>What do you mean by &ldquo;parboiling?&rdquo;</p>
+
+<p>Do you think the Cave-men will learn how to boil food?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How the Cave-men Learned to Boil and to Dry Foods</em></p>
+
+<p>Again the salmon feast came, and again the neighboring
+clans camped at the rapids. This time they
+caught more salmon than they had ever caught before.
+And this was the summer that the Cave-men began to
+dry salmon and to fish with harpoons.</p>
+
+<p>It was Willow-grouse who thought of drying salmon,
+and carrying it to the caves. She remembered the
+berries dried on the bushes, and the dried meat she
+found in a tree. No doubt all the Cave-men had eaten
+dried meat many times before. Often the Cave-men
+left strips of meat hanging from the trees.</p>
+
+<p>Anybody could leave meat which he did not care
+to eat. Anybody could eat meat which had been dried
+in the sun. But not every one was bright enough to
+think of drying meat.</p>
+
+<div class="figleft" style="width: 120px;">
+<img src="images/img166.jpg" width="120" height="350" alt="image" title="" />
+<span class="caption">Harpoons of reindeer antler
+used for fishing.</span>
+</div>
+
+<p>Chew-chew had never dried meat, nor had any of
+the women. It was enough for them to prepare the
+meat which they needed day by day. Few of the
+people ever thought of laying up stores for the morrow.
+They lived a &ldquo;hand-to-mouth&rdquo; life.</p>
+
+<p>But Willow-grouse remembered the famines. She
+<span class='pagenum'><a name="Page_166" id="Page_166">[Pg 166]</a></span>
+knew food was scarce in the early spring. And when
+she saw the river full of salmon, she thought of the
+sun-dried meat.</p>
+
+<p>And so Willow-grouse caught some salmon and
+cleaned them and hung them on the branches of a tree.
+And when they had dried, she took them down and the
+Cave-men said that dried salmon were good. And so all
+the people caught salmon and dried them in the sun.</p>
+
+<p>The first few days the people fished as they had
+fished before. They waded in the water and caught
+salmon with their hands, or they stunned them with
+clubs or with stones. But soon the men began to catch
+salmon by spearing them with barbed harpoons.</p>
+
+<div class="figright" style="width: 91px;">
+<img src="images/img167a.jpg" width="91" height="350" alt="image" title="" />
+<span class="caption">A flint harpoon with one barb.</span>
+</div>
+
+<p>Afterward the Cave-men fished with harpoons
+which had barbs on only one side.
+Perhaps they first used a broken harpoon.
+Perhaps they found they could throw with
+a surer aim when the barbs were on only
+one side. At any rate, the Cave-men used
+harpoons with barbs on one side for fishing,
+while they used harpoons with barbs on
+both sides when they went out to hunt.</p>
+
+<p>It was about the time of the salmon feast
+that people began to boil food. Pigeon first
+boiled food to eat. She remembered the
+broth and partly boiled meat which Chew-chew
+said the gods had left. And she
+boiled meat and gave it to the men, and
+they all sounded her praises.</p>
+
+<p>For a while the only boiling pot Pigeon
+<span class='pagenum'><a name="Page_167" id="Page_167">[Pg 167]</a></span>
+used was a hole in the ground which she lined
+with a skin. Then she used a water-tight basket
+for boiling little things.</p>
+
+<div class="figleft" style="width: 128px;">
+<img src="images/img167b.jpg" width="128" height="300" alt="image" title="" />
+<span class="caption">A spoon-shaped stone made and
+used by the Cave-men.</span>
+</div>
+
+<p>Pigeon always boiled by dropping hot stones
+into the water. She had never heard of a boiling-pot
+which could be hung over the fire.
+She had never heard of a stove. The Cave-men
+knew nothing about such things as stoves. It
+would have done them no good if they had, for
+their boiling-pots could not stand the heat. So
+instead of putting the boiling-pot over the fire,
+the Cave-men brought the fire to the boiling-pot
+by means of hot stones.</p>
+
+<p>In times of famine, Pigeon learned to
+boil all sorts of roots and leaves. Many
+bitter plants, when boiled, were changed so that they
+tasted very well. Some plants which were poison when
+eaten raw were changed to good foods by being boiled.</p>
+
+<p>And so the young women had their share in
+procuring food for the clans. While the young
+men invented new weapons for hunting, and
+tried to control the animals by magic, the young
+women learned to preserve foods and to keep
+them for times when game was scarce.</p>
+
+<p>When the end of the salmon feast came, the
+people had dried many salmon. It was soon
+after this that the young men captured wives
+and took them to new hunting grounds.
+And one of the very bravest young men
+was the one who captured Pigeon.</p>
+
+
+<p><span class='pagenum'><a name="Page_168" id="Page_168">[Pg 168]</a></span></p>
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Find some kind of raw food which you can dry. Dry it and tell
+what happens. What dried foods do we eat? In what kind of a place
+do we keep dried foods?</em></p>
+
+<p><em>Find the best way of boiling bitter vegetables. Tell what happens
+when you boil them. Find the best way of boiling sweet vegetables.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Catching salmon just below the rapids.</em></span><br />
+<span style="margin-left: 2em;"><em>Drying salmon.</em></span><br />
+<span style="margin-left: 2em;"><em>Pigeon boiling meat for the Cave-men.</em></span></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XL" id="XL"></a>XL</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Do you think that any of the young men and their wives would live
+with Fleetfoot and Willow-grouse? Where do you think Flaker will live?</p>
+
+<p>Can you think why Willow-grouse would take great pains to embroider
+her baby&#8217;s clothing?</p>
+
+<p>Why would Willow-grouse want pretty colors? Think of new ways
+she might find of getting pretty colors. How could she get the color
+out of plants into the stuff she wished to color?</p>
+
+<p>Why was it easier to make pretty dyes after people knew how to boil?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>The New Home</em></p>
+
+<div class="figleft" style="width: 121px;">
+<img src="images/img169a.jpg" width="121" height="350" alt="image" title="" />
+<span class="caption">A baby&#8217;s hood.</span>
+</div>
+
+<p>A year or so passed and Fleetfoot and Willow-grouse
+were settled with their kinsfolk in a new rock shelter.
+Its framework was covered with heavy skins instead
+of woven branches. Heavy bone pegs and strong
+thongs served to keep the skins in place.</p>
+
+<div class="figright" style="width: 255px;">
+<img src="images/img169b.jpg" width="255" height="400" alt="image" title="" />
+<span class="caption">&ldquo;In summer he played in the
+basket cradle which Willow-grouse wove
+on a forked stick.&rdquo;</span>
+</div>
+
+<p>Flaker and other young men with their wives lived
+in the rock shelter. There were little children, too, and
+tiny babies.</p>
+
+<p><span class='pagenum'><a name="Page_169" id="Page_169">[Pg 169]</a></span></p>
+
+<p>Willow-grouse had a baby and she
+thought he was a wonderful child. She
+dressed him in the softest skins which
+she embroidered with a prayer. And she
+hung a bear&#8217;s tooth about his neck because
+she thought it was a charm. In
+winter she put him in a skin cradle and
+wrapped him in the warmest furs. In summer
+he played in a basket cradle which Willow-grouse
+wove on a forked stick.</p>
+
+<p>In all that Willow-grouse did, she always
+asked the gods for help. The baskets she
+made for boiling food,
+were also prayers to the
+gods.</p>
+
+<p>She searched for the
+choicest grasses and spread
+them on a clean spot to dry.
+No one knew so well as
+Willow-grouse when to
+gather the twigs. She knew the season
+when they were full-grown and
+gathered them before the sap had hardened.
+She gathered them when the
+barks peeled easily and when the rich
+juices flowed.</p>
+
+<p>When the twigs were gathered the
+women soaked them and peeled off the
+bark. They left some of the twigs round,
+but others they made into flat splints.
+<span class='pagenum'><a name="Page_170" id="Page_170">[Pg 170]</a></span>
+Sometimes they stained
+them with the green
+rind of nuts, and sometimes
+they dyed them
+with pretty dyes.</p>
+
+<div class="figcenter" style="width: 350px;">
+<img src="images/img170a1.jpg" width="350" height="97" alt="image" title="" />
+<span class="caption">First step in coiled basketry.</span>
+</div>
+
+<div class="figcenter" style="width: 350px;">
+<img src="images/img170a2.jpg" width="350" height="153" alt="image" title="" />
+<span class="caption">Second step in coiled basketry.</span>
+</div>
+
+<div class="figright" style="width: 197px; margin-top: -2em;">
+<img src="images/img170b.jpg" width="197" height="350" alt="image" title="" />
+<span class="caption">Three rows of coiled work.</span>
+</div>
+
+<p>Instead of weaving
+the baskets, Willow-grouse
+sewed them with
+an over-and-over stitch.
+In this way she made the soft grasses into a firm basket.
+She began by taking a wisp of grass in the left hand
+and a flat splint in the other. She wound the splint
+around the wisp a few times then turned the wrapped
+portion upon itself. When she had fastened it with a
+firm stitch, again she wound the splint around the wisp
+and took another stitch.</p>
+
+<p>Sometimes Willow-grouse made
+baskets for boiling food, and sometimes
+she made them for carrying
+water. The baskets she prized most
+were the ones into which she put a
+prayer. The prayer was a little pattern
+which she made for a picture of one of
+the gods. Sometimes it was a wild animal
+and sometimes it was a bird. Sometimes it was
+the flowing river and sometimes a mountain
+peak. And sometimes it was a flash of lightning,
+and sometimes it was the sun.</p>
+
+<p>All the Cave-men wanted the gods to be
+friendly and they wanted them to stay near.
+<span class='pagenum'><a name="Page_172" id="Page_172">[Pg 172]</a></span>
+That is why they took so much pains in making pictures
+of them. That is why that soon after the rock shelter
+was made they engraved a reindeer upon the wall.</p>
+
+<p><a name="img171" id="img171"></a></p>
+<div class="figcenter" style="width: 300px; margin-top: 2em;">
+<img src="images/img171.jpg" width="300" height="500" alt="image" title="" />
+<span class="caption">&ldquo;Greybeard, now old and feeble, walked
+all the way to the spot.&rdquo;</span>
+</div>
+
+<p>Greybeard, now old and feeble, walked all the way
+to the spot. Fleetfoot and Flaker wanted him to perform
+the magic rites.</p>
+
+<p><a name="img172" id="img172"></a></p>
+<div class="figleft" style="width: 234px;">
+<img src="images/img172.jpg" width="234" height="300" alt="image" title="" />
+<span class="caption">A water basket.</span>
+</div>
+
+<p>Not all the people who lived there were allowed to
+take part in the ceremonies. Only the
+grown people were allowed to see the
+first part. And only the wisest and bravest
+ones went into the dark shelter.</p>
+
+<p>For a moment, those who went in
+stood in silence waiting for a sign. Then,
+by the light of a torch, Fleetfoot
+chiseled a reindeer on the hard rock,
+and Greybeard, holding a reindeer
+skull, murmured earnest
+prayers.</p>
+
+<p>A feeling of awe came over
+them while they worked.
+They began to feel that the
+god of the reindeer was really
+there with them. They asked the
+god to take good care of those who
+lived in the rock shelter, and to send many herds
+of reindeer to the Cave-men&#8217;s hunting grounds.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Make a rock shelter with walls of skin instead of plaited branches.
+Use bone pegs to keep the curtains drawn tight.</em></p>
+
+<p><em>Find a forked stick and several smaller ones and make a framework
+<span class='pagenum'><a name="Page_173" id="Page_173">[Pg 173]</a></span>
+for a basket-cradle. If you cannot weave such a cradle as the one shown
+in the picture, make one in some other way and fasten it to the framework.</em></p>
+
+<p><em>Find grasses and splints and see if you can make a sewed mat or
+basket. Make a simple pattern for your mat.</em></p>
+
+<p><em>Look at the picture of a water basket. Why do you think it was
+made to bulge near the bottom? Why was the bottom made flat? Why
+was the neck made narrow? Why were handles put on this basket?
+Tell or write a story about this basket.</em></p>
+
+<p><em>Turn to the <a href="#Page_4">frontispiece</a> and find a picture with this legend: &ldquo;A feeling
+of awe came over them while they worked.&rdquo;</em></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XLI" id="XLI"></a>XLI</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>What might happen that would lead the Cave-men to work
+together? At what times might the clans help one another?</p>
+
+<p>Think of as many ways as you can of making tents out of poles
+and skins.</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How the Clans United to Hunt the Bison</em></p>
+
+<p>In spite of all the Cave-men did to appease the wrath
+of the gods, it seemed to them that a powerful god was
+trying to do them harm. Soon after the bison came,
+the grass near the caves disappeared. Then the herds
+scattered and the Cave-men said, &ldquo;The god has driven
+them away.&rdquo;</p>
+
+<p>As the word passed from cave to cave, all the people
+were frightened. Wise men shook their heads and
+looked about in despair. Then it was that the younger
+men spoke of Fleetfoot and Flaker.</p>
+
+<p><span class='pagenum'><a name="Page_174" id="Page_174">[Pg 174]</a></span>
+Scarface knew of Fleetfoot&#8217;s courage. And when he
+heard of Flaker&#8217;s magical power, he sent messengers,
+bearing gifts, to invite them with their people to a
+meeting of the clans.</p>
+
+<p>Fleetfoot and Flaker accepted the gifts and made
+ready to go. The women made a stretcher for Flaker.
+And when they had buried their household treasures,
+all set out to the meeting of the clans.</p>
+
+<p>They arrived at the Fork of the River where Fleetfoot
+had lived when he was a child. There the frightened
+clans had gathered to seek aid against a common
+foe.</p>
+
+<p>When the people saw Flaker upon the stretcher, their
+voices were hushed and all was still. And when
+Flaker, arising, fixed his eyes upon something that no
+one else could see, they scarcely breathed. They
+were sure that something was going to happen.</p>
+
+<p>Instead of offering gifts, Flaker threatened the angry
+god. He made faces at him; he shook his fists, and he
+made a great noise. And the people, becoming excited,
+joined Flaker in making threats. They made faces,
+they joined hands, they danced about and they made
+such a horrible noise that they began to feel that the
+god was frightened and that he had gone away.</p>
+
+<p><a name="img175" id="img175"></a></p>
+<div class="figright" style="width: 300px; margin-top: -1em;">
+<img src="images/img175a.jpg" width="300" height="133" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s engraving of a tent
+showing the interior structure.</span>
+</div>
+
+<p>When the ceremony was ended, the people hoped to
+find the herds. Scarface asked for young men to go
+ahead and act as scouts. Several young men at once
+stepped forward from different parts of the circle of the
+clans. And Scarface selected Fleetfoot and Blackcloud
+to go in search of the herds.</p>
+
+<p><span class='pagenum'><a name="Page_175" id="Page_175">[Pg 175]</a></span></p>
+
+<p>The people listened as Scarface spoke
+thus to the young men: &ldquo;Go follow
+the tracks; listen to each sound; find
+where the herds are feeding. Do not
+frighten them away. Return quickly
+and report what you have seen. If
+you speak not the truth when you
+return, may the fire burn you; may the lightning strike
+you; may the Big Bear shut you in his dark cavern!&rdquo;</p>
+
+<div class="figright" style="width: 300px; margin-top: -2em;">
+<img src="images/img175b.jpg" width="300" height="141" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s engraving of a tent
+showing the exterior.</span>
+</div>
+
+<p>The scouts nodded their heads, and looked to Flaker
+for a sign. And Flaker, turning to the scouts, said,
+&ldquo;The gods will lead you. Follow where the
+green grass is cropped. Follow where
+the grass is trampled. These are the
+signs which the gods will give to
+show that you are on the right way.&rdquo;</p>
+
+<p>The scouts departed. The first
+day the clans made ready to move.
+The second day the scouts returned and brought
+news of the herds. The third day all the clans were
+traveling toward the fertile plains.</p>
+
+<div class="figright" style="width: 300px; margin-top: -1em;">
+<img src="images/img175c.jpg" width="300" height="161" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s engraving of a tent with covering
+pulled one side so as to show the ends of the poles which support
+the roof.</span>
+</div>
+
+<p>Fleetfoot and Blackcloud led the way and at midday
+caught sight of the herds. At once, Fleetfoot
+gave the signal and Scarface
+ordered the clans to stop. Then the
+men prepared to attack the herds,
+while the women built the tents.</p>
+
+<p>There were no large trees in
+sight, but there were a few small
+ones. A grassy plain stretched all
+<span class='pagenum'><a name="Page_176" id="Page_176">[Pg 176]</a></span>
+around for a long, long way. And
+so the women built their tents
+out of slender saplings.</p>
+
+<div class="figleft" style="width: 350px;">
+<img src="images/img176a.jpg" width="350" height="174" alt="image" title="" />
+<span class="caption">Framework showing the best kind of a
+tent made by the Cave-men.</span>
+</div>
+
+<p>Most of the women made
+a framework by leaning
+poles against the
+branch of a tree. The
+roof and the walls of
+such a tent were one and
+the same thing. Willow-grouse
+and her companions tried a different way.</p>
+
+<p>It was by trying different ways in the different places
+where they camped, that the women at length learned
+to make tents with the roof separated from the wall.
+The Cave-men made pictures of some of these tents
+upon a piece of antler.</p>
+
+<div class="figright" style="width: 86px;">
+<img src="images/img176b.jpg" width="86" height="300" alt="image" title="" />
+<span class="caption">A tent pin.</span>
+</div>
+
+<p>When the men parted from the women,
+they considered ways of attacking the herd.
+It was hard to approach it on the grassy plain
+without being seen. And the men knew that if
+the herd was alarmed, it would gallop far away.</p>
+
+<p>At length Fleetfoot showed the Cave-men a
+plan for surrounding the herd. And he asked
+who would volunteer to follow two leaders in
+separate lines.</p>
+
+<p>All the bravest men volunteered, for they were
+eager to make an attack. Fleetfoot placed them
+in two lines and told them what each one
+was to do.</p>
+
+<p>Fleetfoot led one of the lines through the
+<span class='pagenum'><a name="Page_177" id="Page_177">[Pg 177]</a></span>
+grass to the right, and Blackcloud led the other to the
+left. They crept softly through the tall grass until
+they had surrounded the herd. Approaching the herd
+cautiously, they drew nearer and nearer together.</p>
+
+<p>Fleetfoot gave the signal to attack when they were
+about a spear&#8217;s throw away. At once the harpoons
+whizzed through the air and struck many a mortal
+blow. The bison were taken by surprise and they
+attempted to escape. But no sooner had they run from
+one side than they were attacked from the other.</p>
+
+<p>Many a bison was killed that day and many others
+were wounded. Many of the Cave-men carried away
+marks of an ugly bison&#8217;s horns.</p>
+
+<p>But all of the people had food and all the people
+were happy. And to show that they honored both
+Fleetfoot and Flaker they bored holes through their
+batons.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Make such a stretcher as you think the women made to carry Flaker.</em></p>
+
+<p><em>Make tents whose roof and walls are one and the same thing. Make
+a tent whose roof and walls are separated. Tell how you think people
+learned to make such perfect tents.</em></p>
+
+<p><em>Dramatize one of the following scenes and then draw a picture to
+illustrate it:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>The fear of the people at the disappearance of the herds.</em></span><br />
+<span style="margin-left: 2em;"><em>Bearing gifts to Fleetfoot and Flaker.</em></span><br />
+<span style="margin-left: 2em;"><em>Flaker threatening the angry god.</em></span><br />
+<span style="margin-left: 2em;"><em>Sending the scouts.</em></span><br />
+<span style="margin-left: 2em;"><em>Surrounding the herds.</em></span><br />
+<span style="margin-left: 2em;"><em>Showing honors to Fleetfoot and Flaker.</em></span></p></div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_178" id="Page_178">[Pg 178]</a></span></p>
+<h2><a name="XLII" id="XLII"></a>XLII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>If there were not men enough to surround a herd can you think of
+anything the Cave-men might do to drive them where they wanted
+them to go?</p>
+
+<p>How do we get animals into traps?</p>
+
+<p>Why do you think people first began to make fences and walls?</p>
+
+<p>How do you think they used them?</p>
+
+<p>Why do we have fences? What do we use them for?</p></div>
+
+
+<p style="font-size: 1.5em;" class="center"><em>How Things were Made to Do the Work of Men</em></p>
+
+<p>When the clans returned to their own hunting
+grounds, they could not surround the large herds.
+There were not enough men in one cave to hunt in this
+way. Sometimes they partly surrounded a herd and
+drove the animals over a cliff, but unless the herd was
+near the cliff, there were not enough men to drive them.</p>
+
+<p>And so the men tried to coax the animals to the edge
+of the cliff. Sometimes they did it by imitating the
+cries the animals made. Sometimes they did it by
+dressing so as to look like the animals themselves.
+But even then they often failed to get the animals into
+their trap.</p>
+
+<p>It was when Fleetfoot saw a bison frightened by a
+feather that he thought of making things do the work
+of live men.</p>
+
+<p>The greater part of the day the bison fed some distance
+from the cliff. Fleetfoot wanted to find a way of
+<span class='pagenum'><a name="Page_179" id="Page_179">[Pg 179]</a></span>
+driving them up to the very edge. The bison drive
+which he invented was the way he succeeded in doing it.</p>
+
+<p>It was shaped like a letter <strong>V</strong> with the point cut off.
+The sides were piles of brush, or stones, or vines
+stretched from tree to tree. At the edge of the cliff
+where they started, the sides were only a short distance
+apart. But the farther out they extended, the farther
+they were apart.</p>
+
+<p>Men, women, and children joined in making the
+bison drive. They piled stones and heaped up brush,
+and they hunted for long vines. Then they hunted
+for feathers and bits of fur, which they tied along the
+lines.</p>
+
+<p>Flaker performed the magical ceremony before the
+hunt began. Fleetfoot dressed in a bison&#8217;s skin so as
+to coax the herd along. Women and children hid
+behind piles of stone and brush. And the men formed
+themselves in line far out from the cliffs in the rear of
+the herd.</p>
+
+<p>Everybody kept still until Fleetfoot&#8217;s signal sounded.
+Then the men sprang up and with loud shouts they ran
+after the herd. The bison saw Fleetfoot in disguise;
+and, thinking he was one of the herd, they followed
+where he led.</p>
+
+<p>When the bison came near a pile of stones a woman
+or child frightened them. When they came near the
+fence of vines they were frightened away by the
+feathers and fur. And so the herd kept on toward
+the steep cliff.</p>
+
+<p>And with loud shouts and drumbeats, with the clatter
+<span class='pagenum'><a name="Page_180" id="Page_180">[Pg 180]</a></span>
+of weapons and hard hoofs, the bellowing herd
+galloped madly on toward the steep cliff. Then Fleetfoot,
+throwing off his disguise, slipped under one of the
+lines; but the frantic herd rushed headlong to the brink
+of the precipice. Then, seeing the danger, the foremost
+ones attempted to escape. But the maddened
+herd pressed blindly on and pushed them over the cliff.</p>
+
+<p>After such a hunt as this, there was food enough
+for many days. Very likely the women dried meat
+during this time.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Model in your sand-box a good place for the bison drive. Make the
+drive and show what happened from first to last.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;"><em>Bison feeding some distance from the cliff.</em></span><br />
+<span style="margin-left: 2em;"><em>Building a bison drive.</em></span><br />
+<span style="margin-left: 2em;"><em>Fleetfoot leading the herd.</em></span><br />
+<span style="margin-left: 2em;"><em>The bison at the edge of the cliff.</em></span><br />
+<span style="margin-left: 2em;"><em>Drying meat.</em></span></p></div>
+
+
+
+<hr style="width: 65%;" />
+<h2><a name="XLIII" id="XLIII"></a>XLIII</h2>
+
+<p class="center"><strong>THINGS TO THINK ABOUT</strong></p>
+
+<div class="blockquot">
+<p>Can you think why people make rules and laws? Why do we have
+them?</p>
+
+<p>What kind of rules and laws do you think the Cave-men made?</p>
+
+<p>What laws do you think they would make about hunting animals?</p>
+
+<p>What laws would they make about the use of plants?</p>
+
+<p>What people did the Cave-men honor most? What must any one
+do to be honored? What were some of the signs that a man was
+honored?</p>
+
+<p>When dangerous work needs to be done, what kind of men and women are needed?</p></div>
+
+
+<p><span class='pagenum'><a name="Page_181" id="Page_181">[Pg 181]</a></span></p>
+
+<div class="figcenter" style="width: 436px;">
+<img src="images/img181.jpg" width="436" height="600" alt="image" title="" />
+<span class="caption">After the bison hunt.</span>
+</div>
+
+<p><span class='pagenum'><a name="Page_182" id="Page_182">[Pg 182]</a></span></p>
+
+<p style="font-size: 1.5em;" class="center"><em>How the Cave-men Rewarded and Punished the Clansmen</em></p>
+
+<p>Again the clans went to hunt on the fertile plains.
+Again the women built the tents while the men went
+out to hunt. But before the tents were finished, the
+women heard the thunder of the galloping herd. Angry
+shouts followed, and the women began to feel alarmed.</p>
+
+<p>All the men were angry with Blackcloud. He had
+frightened the herd away. Fleetfoot had planned to
+surround the bison as they were surrounded before.
+But a stronger and braver young
+man than Blackcloud,
+helped Fleetfoot
+lead the lines.</p>
+
+<div class="figleft" style="width: 350px;">
+<img src="images/img182.jpg" width="350" height="116" alt="image" title="" />
+<span class="caption">Handle of a Cave-man&#8217;s
+hunting-knife with engraving
+of a man hunting the bison.</span>
+</div>
+
+<p>Nobody dreamed
+that Blackcloud
+would do it. Everybody
+knew that each one must be careful not to frighten
+the herd. The men crept quietly through the grass
+when they saw a bison browsing near the line. But
+when Blackcloud saw a young cow, he rushed forward
+and made an attack.</p>
+
+<p>The loud bellow of the wounded cow gave the alarm
+to the herd. And before the Cave-men could stop
+them, the bison were galloping madly away.</p>
+
+<p>And so all the men were angry with Blackcloud.
+Bighorn wanted to have him flogged. Others wanted
+<span class='pagenum'><a name="Page_183" id="Page_183">[Pg 183]</a></span>
+to kill him. He dared not come near them
+for many days. No one would hunt with
+him, and no one would give him food.</p>
+
+<p><a name="img183" id="img183"></a></p>
+<div class="figright" style="width: 117px;">
+<img src="images/img183a.jpg" width="117" height="300" alt="image" title="" />
+<span class="caption">A hunter&#8217;s tally.</span>
+</div>
+
+<p>Afterward, when he begged to be taken
+back, the people let him come. But first
+they gave him a hard flogging in the
+presence of the clan.</p>
+
+<p>As years passed, the custom grew of making
+rules for the hunt. And those who broke
+any of the rules were punished by the clan.</p>
+
+<p>Every day the Cave-men recited the brave
+deeds of the clan. They watched every one
+carefully, so as to know who the brave men
+were. Those who were found most useful
+to the clan were given special honors. And when a man
+did a very brave deed he was given a hole in his baton.</p>
+
+<p>Brave hunters, besides keeping trophies, engraved a
+record of their brave deeds. Sometimes they kept a
+hunter&#8217;s tally, and sometimes they engraved the animal
+they killed.</p>
+
+<div class="figleft" style="width: 350px;">
+<img src="images/img183b.jpg" width="350" height="125" alt="image" title="" />
+<span class="caption">Fragment of Cave-man&#8217;s baton engraved with
+reindeer.</span>
+</div>
+
+<p>Many of the Cave-men engraved these records upon
+the weapons they used in the chase. They believed
+that the weapons which had such engravings were of
+great value for
+their magical powers.
+The wise
+men, who led the
+people, engraved
+their records upon
+their batons.
+<span class='pagenum'><a name="Page_184" id="Page_184">[Pg 184]</a></span>
+Others engraved them upon their trophies or upon
+bone hairpins which they used in their hair.</p>
+
+<div class="figcenter" style="width: 350px;">
+<img src="images/img184a.jpg" width="350" height="175" alt="image" title="" />
+<span class="caption">Engraving of a seal upon
+a bear&#8217;s tooth.</span>
+</div>
+
+<p>The engraving of a seal
+upon a bear&#8217;s tooth
+probably recorded
+a trip to the sea,
+while the rude
+sketch of the mammoth
+made on the
+mammoth&#8217;s tusk, probably
+recorded a great hunt.</p>
+
+<p>By all these signs of brave deeds, the Cave-men
+knew who the brave men were. And these same
+records help to tell the story of <span class="smcap">The Later Cave-men</span>.</p>
+
+
+<p class="center"><strong>THINGS TO DO</strong></p>
+
+<div class="blockquot">
+<p><em>Write out some of the rules you have helped make for your games.</em></p>
+
+<p><em>Do you think the rules are good ones?</em></p>
+
+<p><em>See if you can engrave or carve an ornament on some weapon you
+have made. Before doing it, think what you would like to have the
+ornament mean.</em></p>
+
+<p><em>Draw one of these pictures:</em>&mdash;<br />
+<span style="margin-left: 2em;">&ldquo;<em>All the Cave-men were angry with Blackcloud.</em>&rdquo;</span><br />
+<span style="margin-left: 2em;"><em>Engraving records upon trophies and batons.</em></span></p>
+
+<p><em>Tell a story of how bone hairpins came to be used.</em></p>
+
+<p><em>Tell a story of the Cave-men&#8217;s trip to the sea.</em></p>
+
+<p><em>Tell a story of a mammoth hunt.</em></p></div>
+
+<p><a name="hairpin" id="hairpin"></a></p>
+<div class="figcenter" style="width: 500px;">
+<img src="images/img184b.jpg" width="500" height="60" alt="image" title="" />
+<span class="caption">A Cave-man&#8217;s hairpin engraved with wild horses.</span>
+</div>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_185" id="Page_185">[Pg 185]</a></span></p>
+
+<div class="figcenter" style="width: 550px;">
+<img src="images/img185.jpg" width="550" height="185" alt="SUGGESTIONS TO TEACHERS" title="" />
+</div>
+
+
+<p>&ldquo;The Industrial and Social History Series,&rdquo; 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 &ldquo;Things
+to Think About&rdquo; and &ldquo;Things to Do&rdquo; 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.</p>
+
+<p>The list of references and the tabulated facts presented in <em>The
+Early Cave-men</em>, pp. 159-165, will be of service to the teacher who
+wishes to engage in a further study of the subject.</p>
+
+
+<p class="center">SPECIAL SUGGESTIONS</p>
+
+<p><em>Lesson I.</em> 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
+<span class='pagenum'><a name="Page_186" id="Page_186">[Pg 186]</a></span>
+now? Where were the reindeer at the time of the Tree-dwellers?
+Where were they at the time of the early Cave-men? (See <em>The Tree-dwellers</em>,
+pp. 125-129, and <em>The Early Cave-men</em>, 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?</p>
+
+<p>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 <a href="#Page_136">136</a>, 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.</p>
+
+<p>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&#8217;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.</p>
+
+<p>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.</p>
+
+<p><em>Lesson II.</em> 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
+<span class='pagenum'><a name="Page_187" id="Page_187">[Pg 187]</a></span>
+people than themselves, when the latter were no longer able to do hard
+work.</p>
+
+<p><em>Lesson III.</em> 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 <em>The Tree-dwellers</em>,
+which show the influence of such flesh-eating animals as wolves in
+developing the speed of the wild horse on the grassy uplands.</p>
+
+<p><em>Lesson IV.</em> This lesson illustrates the ideas of primitive peoples
+regarding sickness and methods of treating the sick, which consisted
+largely of ceremonies for driving the &ldquo;angry god,&rdquo; the &ldquo;evil spirit,&rdquo;
+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.</p>
+
+<p><em>Lesson V.</em> Let the children experiment in making straight shafts.
+The value of this work is not in the product&mdash;the shaft&mdash;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.</p>
+
+<p><em>Reference</em>: Katharine E. Dopp, <em>The Place of Industries in Elementary
+Education</em>, pp. 133, 140, 145.</p>
+
+<p><em>Lesson VI.</em> 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.</p>
+
+<p><em>References</em>: Katharine E. Dopp, <em>The Place of Industries in Elementary
+Education</em>, pp. 72, 138-140.</p>
+
+<p><em>Lessons VII and VIII.</em> 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.</p>
+
+<p>Since few children now have the opportunity to observe the bison,
+<span class='pagenum'><a name="Page_188" id="Page_188">[Pg 188]</a></span>
+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.</p>
+
+<p>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.</p>
+
+<p>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
+<span class='pagenum'><a name="Page_189" id="Page_189">[Pg 189]</a></span>
+able to assert his authority, there is great confusion until the question
+of leadership is settled.</p>
+
+<p><em>References</em>: Richard Irving Dodge, <em>The Plains of the Great West</em>, pp.
+119-147. W. T. Hornaday, <em>The Extermination of the American Bison</em>, in
+&ldquo;The Smithsonian Report of the U. S. National Museum,&rdquo; 1887, pp.
+367-548. Poole&#8217;s Index will supply references to magazines, and the
+encyclopedias and natural histories will furnish further facts.</p>
+
+<p><em>Lessons IX and X.</em> 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.</p>
+
+<p><em>Lessons XI and XII.</em> 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.</p>
+
+<p><em>Lessons XIII and XIV.</em> 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.</p>
+
+<p><em>Lesson XV.</em> 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.</p>
+
+<p>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.</p>
+
+<p><em>Lessons XVI and XVII.</em> 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.</p>
+
+<p><span class='pagenum'><a name="Page_190" id="Page_190">[Pg 190]</a></span>
+<em>Lesson XVIII.</em> 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.</p>
+
+<p><em>Lesson XIX.</em> 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.</p>
+
+<p><em>Lesson XX.</em> 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&#8217;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.</p>
+
+<p>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.</p>
+
+<p><em>Lesson XXI.</em> This lesson illustrates the constant interaction between
+man&#8217;s inventions and the animal&#8217;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&#8217;s presence. Hence,
+man is constantly stimulated to make new inventions, in order to be
+successful in the hunt.</p>
+
+<p><em>Reference</em>: Katharine E. Dopp. <em>The Place of Industries in Elementary
+Education</em>. (See Index under <em>Animals</em> and <em>Traps</em>.)</p>
+
+<p><em>Lesson XXII.</em> 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&mdash;the
+old, experienced, wise, cautious, and observant members of the herd&mdash;would
+<span class='pagenum'><a name="Page_191" id="Page_191">[Pg 191]</a></span>
+be sent out to search for good feeding grounds and to report to
+the herd.</p>
+
+<p><em>Lesson XXIII.</em> 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.</p>
+
+<p><em>Lesson XXIV.</em> Instances of stags meeting death by having their
+horns interlocked are well known.</p>
+
+<p><em>Lesson XXV.</em> 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&#8217;s <em>Call of the Wild</em>, and Ernest Thompson
+Seton&#8217;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.</p>
+
+<p><em>Lesson XXVI.</em> 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. &ldquo;No one could have
+survived such wounds as we have described,&rdquo; writes Mr. Nadaillac,
+&ldquo;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.&rdquo;</p>
+
+<p><em>Lesson XXVII.</em> 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
+<em>The Tree-dwellers</em> how people used the tools in their bodies and how
+they supplemented these by the use of natural tools, such as sticks,
+<span class='pagenum'><a name="Page_192" id="Page_192">[Pg 192]</a></span>
+stones, shells, bones, and horns. In reading <em>The Early Cave-men</em> 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&mdash;materials which require the use of
+<em>tools</em> 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.</p>
+
+<p>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.</p>
+
+<p>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.</p>
+
+<p><em>Lesson XXVIII.</em> 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.</p>
+
+<p><em>Lesson XXIX.</em> 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.</p>
+
+<p><span class='pagenum'><a name="Page_193" id="Page_193">[Pg 193]</a></span>
+<em>Lesson XXX.</em> 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.</p>
+
+<p>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.</p>
+
+<p><em>Lesson XXXI.</em> 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.</p>
+
+<p>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:
+&ldquo;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&mdash;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 pre&euml;xisting river valleys.&rdquo;</p>
+
+<p>If this subject is studied while snow is on the ground it will be interesting
+<span class='pagenum'><a name="Page_194" id="Page_194">[Pg 194]</a></span>
+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.</p>
+
+<p><em>Lesson XXXII.</em> 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.</p>
+
+<p><em>Lesson XXXIII.</em> On the side of invention the throwing-stick is
+a point to be emphasized in this lesson. On the side of social co&ouml;peration,
+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.</p>
+
+<p><em>Lesson XXXIV.</em> 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.</p>
+
+<p><em>Lesson XXXV.</em> 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.</p>
+
+<p><span class='pagenum'><a name="Page_195" id="Page_195">[Pg 195]</a></span>
+Let the children compare summer and winter skins, if possible; if
+not, let them notice the difference between the horse&#8217;s coat in winter
+and summer.</p>
+
+<p><em>Lesson XXXVI.</em> To help the children to realize the importance of
+the discovery of the use of poison, let the children think of the many
+advantages which the Cave-men enjoyed because they could use it.</p>
+
+<p>The dependence of man upon animals for his food supply is shown
+here. The disappearance of the herds caused Fleetfoot and Willow-grouse
+to leave the rock-shelter. This is the beginning of a series of
+events which culminates in a famine. With this in mind, the teacher
+can emphasize the points which lead up to the famine.</p>
+
+<p><em>Lesson XXXVII.</em> Let the children bring together from various
+sources the materials and tools required to make needles by the processes
+of the Cave-men. Do not require the children to make needles,
+but permit them to experiment with the materials so as to understand
+the subject. If the children label and arrange the collection they
+make in an orderly way, the work itself will be of great value to them,
+and the collection will constitute an interesting feature in the children&#8217;s
+industrial museum.</p>
+
+<p><em>Lesson XXXVIII.</em> Such a lesson as this ought to be helpful in
+freeing the child from superstitions without putting him out of sympathy
+with people who entertain them. In their origin superstitions are
+unsuccessful attempts to explain the phenomena of life. In spite of
+the fact that many of the beliefs of mankind have been false, they have
+served a useful purpose in the development of the individual and in
+uniting individuals into social groups.</p>
+
+<p>The art of the Cave-men, as illustrated in this and in other lessons,
+shows a belief in sympathetic magic, a belief that is universal among
+primitive peoples. The fear formerly entertained by the American
+Indians of having their photographs taken was due to a belief in sympathetic
+magic. The one who possessed the likeness was supposed to have
+some mysterious power over the person.</p>
+
+<p>Help the children to distinguish between the things the Cave-men did
+which really helped and those which they thought helped. Notice that
+Flaker actually learned a great deal about the topography of the country,
+<span class='pagenum'><a name="Page_196" id="Page_196">[Pg 196]</a></span>
+the location of the best hunting grounds, the movements and habits
+of the herds, and, because of this, was often able to give the Cave-men
+good advice. The magical ceremonies he practiced were of use to him
+in getting the people to believe in his wonderful power. (See, also,
+notes under <a href="#XXXIV"><em>XXXIV</em></a>.)</p>
+
+<p><em>Lesson XXXIX.</em> Although there was a great variety and abundance
+of fish, not all the Cave-men used fish. From the remains which have
+been found, however, we know that different clans used nearly all the
+varieties of fish which still may be found in our rivers and lakes; and
+we may readily believe that a salmon stream would be held as property
+common to all the neighboring tribes, as it is to-day among hunting
+and fishing peoples.</p>
+
+<p>Fishing tackle of the Cave-men was very crude. Fish were sufficiently
+abundant, however, to be caught with the hands or by means
+of stones and clubs. A fish hook made of a bear&#8217;s tooth, by removing
+the enamel and crown and lessening the thickness by rubbing, has been
+found. The barbed harpoons, which were originally made for hunting,
+were later used in spearing fish. Harpoons with barbs on both sides
+were well adapted for throwing through the air, while those with barbs
+on one side were better adapted for use in the water. An experiment
+with a pencil in a glass of water will show the child that the part in the
+water is not where it appears to be, and from this he can readily reach
+the conclusion given above.</p>
+
+<p><em>Lesson XL.</em> If one will notice the clothing and the cradles of
+the North American Indians in a museum, he cannot fail to observe
+that care was taken in their preparation. They are comfortable and, in
+many cases, beautiful. We may well believe from what is known that
+among all primitive peoples the beauty, especially that of ornamentation,
+was for the sake of some supposed magical power. The representation
+of an animal was supposed to secure the especial protection
+of that animal, which was worshiped as a god. The bear&#8217;s tooth,
+which was pierced and strung about the neck of an infant, served a
+useful purpose when the child was cutting teeth, and it was supposed
+to be a charm which served to protect the child.</p>
+
+<p><em>Lesson XLI.</em> The strongest motives for co&ouml;peration were doubtless
+<span class='pagenum'><a name="Page_197" id="Page_197">[Pg 197]</a></span>
+the common need of protection from dangerous beasts of prey and the
+need of adopting methods of hunting wild animals which required the
+united efforts of many people. Notice that the different batons and
+fragments of batons represented in this book differ in the number of
+holes bored through them. It is thought that the number of holes
+indicated the rank of the owner. Although many theories are given
+regarding the use of batons, the one which seems most tenable to the
+author is that which views them as marks of distinction and instruments
+used in magical ceremonies and in hunting dances.</p>
+
+<p><em>Lesson XLII.</em> The method of hunting herds by surrounding them
+is a co&ouml;perative method suitable to such regions as grassy plains,
+and comparatively level tracts which are sparsely wooded. The drive,
+on the contrary, is adapted to regions where steep cliffs are to be
+found. It is a natural development of the earlier method of hunting
+by taking advantage of the proximity of animals to steep cliffs. In
+that case man&#8217;s part was to lie in wait until a favorable opportunity
+presented itself for frightening the animals over. The lesson in <em>The
+Tree-dwellers</em> on &ldquo;How the Hyenas Hunted the Big-nosed Rhinoceros,&rdquo;
+and the one in <em>The Early Cave-men</em> on &ldquo;Hunting the Mammoth,&rdquo;
+illustrate early stages of this method.</p>
+
+<p>Notice that there is a new principle employed in this lesson&mdash;that
+of the decoy&mdash;and that the method of hunting by means of the drive
+makes use of various ideas worked out before.</p>
+
+<p><em>Lesson XLIII.</em> The experience of children in games is sufficient to
+enable them to realize the necessity of making laws and rules for regulating
+the conduct of the members of the group. This lesson should
+serve to connect this narrow experience with that of the race.</p>
+
+<p>Many of the representations of the Cave-man&#8217;s art, as shown in the
+illustrations of this book, might well have been made the subjects of
+special lessons. The limits of this book, however, forbid further expansion.</p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class='pagenum'><a name="Page_198" id="Page_198">[Pg 198]</a></span></p>
+
+</div>
+
+<div class="box2">
+
+<div class="figcenter" style="width: 545px;">
+<img src="images/industrialtxt.jpg" width="545" height="36" alt="Industrial and Social History Series" title="" />
+</div>
+
+<p class="center"><strong><em>By KATHARINE ELIZABETH DOPP, Ph. D.</em></strong><br />
+<em>Lecturer in Education in the Extension Division of The University of Chicago.<br />
+Author of &ldquo;The Place of Industries in Elementary Education.&rdquo;</em></p>
+
+<p class="center">&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;&mdash;</p>
+
+<h1>WHAT THE BOOKS ARE</h1>
+
+
+<p style="text-indent: -2em;"><em>Book I.</em> <strong>THE TREE-DWELLERS.</strong> <span class="smcap">The Age Of Fear.</span></p>
+
+<div class="blockquot">
+<p><em>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.</em></p></div>
+
+<p style="margin-left: -2em;">This volume makes clear to the child how people lived before they had fire, how and why they conquered
+it, and the changes wrought in society by its use. The simple activities of gathering food, of weaving,
+building, taming fire, making use of stones for tools and weapons, wearing trophies, and securing co&ouml;perative
+action by means of rhythmic dances, are here shown to be the simple forms of processes which still
+minister to our daily needs.</p>
+
+<p>&nbsp;</p>
+<p style="text-indent: -2em;"><em>Book II.</em> <strong>THE EARLY CAVE-MEN.</strong> <span class="smcap">The Age of Combat</span>.</p>
+
+<div class="blockquot">
+<p><em>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.</em></p></div>
+
+<p style="margin-left: -2em;">In this volume the child is helped to realize that it is necessary not only to know how to use fire, but to
+know how to make it. Protection from the cold winters, which characterize the age described, is sought
+first in caves; but fire is a necessity in defending the caves. The serious condition to which the cave-men
+are reduced by the loss of fire during a flood is shown to be the motive which prompts them to hold a
+council; to send men to the fire country; to make improvements in clothing, in devices for carrying, and in
+tools and weapons; and, finally, to the discovery of how to make fire.</p>
+
+<p>&nbsp;</p>
+<p style="text-indent: -2em;"><em>Book III.</em> <strong>THE LATER CAVE-MEN.</strong> <span class="smcap">The Age of the Chase</span>.</p>
+
+<div class="blockquot"><p><em>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.</em></p></div>
+
+<p style="margin-left: -2em;">Here is portrayed the influence of man&#8217;s presence upon wild animals. Man&#8217;s fear, which with the conquest
+of fire gave way to courage, has resulted in his mastery of many mechanical appliances and in
+the development of social co&ouml;peration, which so increases his power as to make him an object of fear to the
+wild animals. Since the wild animals now try to escape from man&#8217;s presence, there is a greater demand
+made upon man&#8217;s ingenuity than ever before in supplying his daily food. The way in which man&#8217;s cunning
+finds expression in traps, pitfalls, and in throwing devices, and finally in a remarkable manifestation of
+art, is made evident in these pages.</p>
+
+<p>&nbsp;</p>
+<p style="text-indent: -2em;"><em>Book IV.</em> <strong>THE EARLY SEA PEOPLE.</strong> <span class="smcap">First Steps in the
+Conquest of the Waters.</span></p>
+
+<div class="blockquot"><p><em>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.</em></p></div>
+
+<p style="margin-left: -2em;">The life of fishing people upon the seashore presents a pleasing contrast to the life of the hunters on the
+wooded hills depicted in the previous volumes. The resources of the natural environment; the early
+steps in the evolution of the various modes of catching fish, of manufacturing fishing tackle, boats, and
+other necessary appliances; the invention of devices for capturing birds; the domestication of the dog and
+the consequent changes in methods of hunting; and the social co&ouml;peration involved in manufacturing and in
+expeditions on the deep seas, are subjects included in this volume.</p>
+
+<p>&nbsp;</p>
+<p class="center"><em>Other volumes, dealing with the early development of pastoral and agricultural life, the
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+CHICAGO          <span style="margin-left: 6em;">NEW YORK</span>          <span style="margin-left: 6em;">LONDON</span></p>
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+<pre>
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+End of Project Gutenberg's The Later Cave-Men, by Katharine Elizabeth Dopp
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+</body>
+</html>
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+Project Gutenberg's The Later Cave-Men, by Katharine Elizabeth Dopp
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: The Later Cave-Men
+
+Author: Katharine Elizabeth Dopp
+
+Release Date: September 13, 2008 [EBook #26603]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK THE LATER CAVE-MEN ***
+
+
+
+
+Produced by Chris Curnow, Joseph Cooper, Anne Storer and
+the Online Distributed Proofreading Team at
+https://www.pgdp.net
+
+
+
+
+
+
+[Illustration: THE LATER CAVE-MEN]
+
+
+
+
+ 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
+
+[Illustration: "_A feeling of awe came over them while they
+worked._"--PAGE 172.]
+
+
+
+
+ THE
+ LATER CAVE-MEN
+
+ KATHARINE ELIZABETH DOPP
+
+ _Lecturer in Education
+ In the Extension Division of the
+ University of Chicago_
+
+ [Illustration]
+
+ RAND McNALLY & COMPANY
+ CHICAGO   NEW YORK   LONDON
+
+
+
+
+ _Copyright, 1906_
+ By KATHARINE ELIZABETH DOPP
+
+ _Entered at Stationers' Hall_
+ Edition of 1928
+
+ [Illustration: THE RAND McNALLY PRESS
+                RMN
+                & Co]
+
+ Made in U. S. A.
+
+
+       *       *       *       *       *
+
+
+
+
+[Illustration: 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 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
+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 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. Many of the text illustrations of this
+volume are reproductions of originals found in the caves and rock shelters
+of France.
+
+                                                        K. E. D.
+
+_October, 1906._
+
+
+       *       *       *       *       *
+
+
+
+
+[Illustration: CONTENTS]
+
+
+                                                          PAGE
+ _Dedication_                                                7
+ _Preface_                                                   8
+ _Contents_                                                 12
+ _Illustrations_                                            13
+
+
+ THE LATER CAVE-MEN
+ THE AGE OF THE CHASE
+
+                                                          PAGE
+ The Reindeer Start for their Summer Home                   15
+ Chew-chew                                                  20
+ Fleetfoot's Lessons                                        23
+ After the Chase                                            27
+ Why the Cave-men Made Changes in their Weapons             32
+ How the Cave-men Made Delicate Spear Points                36
+ The Return of the Bison                                    41
+ The First Bison Hunt of the Season                         46
+ What Happened when the Children Played with Hot Stones     50
+ Why the Children Began to Eat Boiled Meat                  54
+ The Nutting Season                                         56
+ Why Mothers Taught their Children the Boundary Lines       62
+ What Happened to Fleetfoot                                 65
+ How the Strangers Camped for the Night                     69
+ Fleetfoot is Adopted by the Bison Clan                     72
+ How the Cave-men Protected Themselves from the Cold        77
+ How the Children Played in Winter                          81
+ Overtaken by a Storm                                       84
+ How Antler Happened to Invent Snowshoes                    88
+ How Antler Made Snares                                     92
+ How Spears Were Changed into Harpoons                      97
+ How the Cave-men Hunted with Harpoons                     101
+ How the Cave-men Tested Fleetfoot and Flaker              105
+ Fleetfoot and Flaker See a Combat                         109
+ What Happened when Fleetfoot and Flaker Hunted the Bison  111
+ What the Cave-men did for Flaker                          115
+ How Flaker Learned to Make Weapons of Bone                118
+ How Flaker Invented the Saw                               121
+ The Reindeer Dance                                        124
+ Fleetfoot Prepares for his Final Test                     128
+ Fleetfoot Fasts and Prays                                 132
+ The Meeting of the Clans                                  139
+ What Happened when the Clans Found Fleetfoot              143
+ Fleetfoot's Return                                        147
+ Willow-grouse                                             150
+ How Fleetfoot and Willow-grouse Spent the Winter          153
+ How Willow-grouse Learned to Make Needles                 157
+ How Flaker Became a Priest and a Medicine Man             161
+ How the Cave-men Learned to Boil and to Dry Foods         165
+ The New Home                                              168
+ How the Clans United to Hunt the Bison                    173
+ How Things Were Made to Do the Work of Men                178
+ How the Cave-men Rewarded and Punished the Clansmen       182
+_Suggestions to Teachers_                                  185
+
+
+
+
+[Illustration: ILLUSTRATIONS]
+
+
+FULL PAGE
+
+                                                     PAGE
+
+ "_A feeling of awe came over them while
+     they worked_"                           Frontispiece
+
+ "_Pigeon boiled meat and gave it to
+     the men, and they all sounded her
+     praises_"                                         14
+
+ "_The reindeer swam through the deep
+     water and waded out to the opposite
+     bank_"                                            17
+
+  _Chew-chew telling stories to Fleetfoot_             21
+
+ "_Then Scarface threw, and all the
+     horses took fright_"                              25
+
+ "_Chew-chew took her basket and started
+     up the dry ravine_"                               29
+
+ "_She took a flint point and scratched
+     the men's arms until she made big
+     scars_"                                           31
+
+ "_Straightshaft saw the herd at sunrise
+     and made a sign to the men_"                      42
+
+ "_At the close of the day there was not
+     a little valley in the surrounding
+     country that did not have a herd of
+     two or three hundred bison_"                      45
+
+ "_With a quick snort he turned and
+     charged_"                                         47
+
+ "_Chew-chew tried to teach the children
+     how to know the hissing sound_"                   53
+
+ "_All the women and children went
+     nutting_"                                         57
+
+  _The wild hogs were having a feast_                  59
+
+ "_Mothers taught their children what
+     the boundaries were_"                             63
+
+ "_A big man caught him, and put him
+     upon his shoulder_"                               67
+
+ "_The tent was an old oak, which reached
+     out long and low-spreading branches_"             70
+
+ "_Greybeard asked Fleetfoot to drop the
+     hot stones in the water again_"                   76
+
+ "_When the men saw the new garment they
+     wondered how it was made_"                        79
+
+ "_But many could find no protection, so
+     they turned about and faced the storm_"           87
+
+ "_And so the Cave-men tested the boys in
+     many different ways_"                            104
+
+ "_Then their antlers crashed in a swift
+     charge_"                                         108
+
+ "_They looked so much like wolves that
+     they got very close before the bison
+     threatened_"                                     113
+
+ "_What the Cave-men did for Flaker_"                 116
+
+ "_People began to wander away from their
+     old homes_"                                      129
+
+ "_It was the melting of this glacier which
+     fed the little stream_"                          136
+
+ "_Greybeard, now old and feeble, walked
+     all the way to the spot_"                        171
+
+  _After the bison hunt_                              181
+
+
+TEXT
+
+  _A reindeer_                                         16
+
+  _A stone ax_                                         24
+
+  _A stone knife_                                      32
+
+  _A laurel leaf_                                      32
+
+  _Laurel leaf-shaped spear point_                     32
+
+  _A stone scraper_                                    34
+
+  _A shaft-straightener_                               35
+
+  _A delicate spearhead_                               36
+
+ "_When the Cave-men held the flint in
+     the hand, the hand yielded to the
+     light blow_"                                      37
+
+ "_While Scarface placed the punch he
+     sang in low tones_"                               37
+
+  _Straightshaft using a flaker_                       38
+
+  _A flaker_                                           39
+
+  _An ibex_                                            43
+
+  _A bear's tooth awl_                                 51
+
+  _A scraper_                                          73
+
+  _A skin stretched on a frame_                        73
+
+  _A hammer of reindeer horn_                          74
+
+  _A cave-man's glove_                                 80
+
+  _A stone maul_                                       89
+
+  _Fur gloves_                                         90
+
+  _A snowshoe_                                         91
+
+ "_Then she set snares on the ground
+     and fastened them to strong branches_"            94
+
+ "_Antler learned to protect the cord
+     by running it through a hollow bone_"             94
+
+ "_So it ran along and nibbled the bait
+     until its sharp teeth cut the cord_"              95
+
+  _A chisel-scraper_                                   98
+
+  _A barbed point_                                     99
+
+  _A harpoon_                                         100
+
+  _Chipper using a spear-noose_                       102
+
+  _A Cave-man's carving of a "hamstrung"
+     animal_                                          114
+
+  _A wedge or tent pin_                               119
+
+  _The head of a javelin_                             120
+
+  _A small antler_                                    121
+
+  _A knife with two blades, a saw, and
+     a file, all in one_                              122
+
+  _A Cave-man's dagger_                               123
+
+  _A Cave-man's mortar stone_                         125
+
+  _A drum_                                            126
+
+  _The engraving of a cave-bear_                      131
+
+  _A stone borer_                                     134
+
+  _A necklace of fossil shells_                       139
+
+  _A throwing-stick_                                  145
+
+  _An Irish deer_                                     146
+
+  _A fragment of a Cave-man's baton,
+     engraved_                                        147
+
+  _A Cave-man's nose ornament_                        149
+
+  _A Cave-man's baton, engraved_                      149
+
+  _An Eskimo drawing of reindeer
+     caught in snares_                                151
+
+ "_A piece of sandstone for
+     flattening seams_"                               152
+
+  _A reindeer snare_                                  152
+
+  _Three views of a Cave-man's
+     spearhead_                                       154
+
+ "_It was during this time that the
+     Bison clan learned to use the
+     throwing-stick_"                                 155
+
+  _Harpoons with several barbs_                       156
+
+  _A bone awl_                                        157
+
+  _A bone pin_                                        157
+
+  _A large bone needle_                               157
+
+  _A bone from which the Cave-men
+     have sawed out slender rods
+     for needles_                                     158
+
+  _A piece of sandstone used by
+     the Cave-men in making needles_                  158
+
+  _A flint comb used in rounding and
+     polishing needles_                               158
+
+  _A flint saw used in making needles
+     of bone_                                         158
+
+  _A short needle of bone_                            159
+
+  _A flint comb used in shredding fibers_             159
+
+  _A long fine needle of bone_                        159
+
+  _Two views of a curved bone tool_                   160
+
+  _A Cave-man's engraving of two herds
+     of wild horses_                                  162
+
+  _A Cave-man's carving of horses' heads_             163
+
+  _A Cave-man's engraving of a reindeer_              163
+
+  _Harpoons of reindeer antler_                       166
+
+  _A flint harpoon with one barb_                     167
+
+  _A spoon-shaped stone_                              167
+
+  _A baby's hood_                                     169
+
+ "_In summer he played in the basket
+     cradle_"                                         169
+
+  _First step in coiled basketry_                     170
+
+  _Second step in coiled basketry_                    170
+
+  _Three rows of coiled work_                         170
+
+  _A water basket_                                    172
+
+  _A Cave-man's engraving of a tent
+     showing the interior structure_                  175
+
+  _A Cave-man's engraving of a tent
+     showing the exterior_                            175
+
+  _A Cave-man's engraving of a tent
+     with covering pulled one side so
+     as to show the ends of the poles
+     which support the roof_                          175
+
+  _Framework showing the best kind of
+     a tent made by the Cave-men_                     176
+
+  _A tent pin_                                        176
+
+  _Handle of a Cave-man's hunting-knife
+     with engraving_                                  182
+
+  _A hunter's tally_                                  183
+
+  _Fragment of Cave-man's baton_                      183
+
+  _Engraving of a seal upon a bear's
+     tooth_                                           184
+
+  _A Cave-man's hairpin, engraved_                    184
+
+
+
+
+[Illustration: "_Pigeon boiled meat and gave it to the men, and they
+all sounded her praises._"--_Page 166._]
+
+
+       *       *       *       *       *
+
+
+
+
+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 scraped up the snow with their forefeet and found dry grass.
+
+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.
+
+[Illustration: _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.
+
+[Illustration: "_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 pass to see what had
+frightened the herd.
+
+While the men were going to the pass, 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 pass.
+
+Meanwhile the men had reached the pass 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 pass. Make the trail from the ford
+    through the narrow valley to the pass._
+
+    _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 pass._
+
+    _Show how Eagle-eye loaded a reindeer upon her back. Model Eagle-eye
+    in clay so as to show how she carried the reindeer._
+
+
+
+
+II
+
+THINGS TO THINK ABOUT
+
+     If you have read the story of "The Early Cave-men," tell how the
+     cave that was flooded was made.
+
+     Can you think of any other way in which a cave might be made?
+
+     If you have ever seen a shallow hole in a cliff, see if you can
+     find out how it was made. If such a hole was made in a very soft
+     rock what would happen to it? What would happen to a hole made in
+     a hard rock?
+
+     See if you can find a piece of limestone. What do we use limestone
+     for?
+
+     If we wanted a house of limestone, what would we do to get it? When
+     the Cave-men wanted a limestone house, what did they do?
+
+
+_Chew-chew_
+
+Chew-chew was the oldest woman in the cave at the Fork of the River.
+She was not as strong as she once had been; but she was still able to
+lead the women in their work. Her sons' wives carried the heaviest
+burdens, but Chew-chew still carried heavy loads.
+
+Chew-chew was the wisest woman in the cave. When the other women did
+not know what to do, they always asked Chew-chew. The bravest men were
+always glad to get Chew-chew's advice. The children thought nobody
+could tell such stories as Chew-chew told.
+
+Chew-chew and all of her children belonged to the Horse clan. All the
+children in those days took the clan name of their mother. Chew-chew's
+sons had captured wives from the Reindeer clan. And so the children in
+Chew-chew's cave belonged to the Reindeer clan. It thus happened that
+in every cave there were people of different clans. But since
+Chew-chew was the oldest woman in the cave, we shall call the people
+at the Fork of the River by the name of the Horse clan.
+
+[Illustration: _Chew-chew telling stories to Fleetfoot._]
+
+Chew-chew often told the children about her first home. She told them
+about the cave near the River of Snow, which was much like the cave
+which sheltered them. She told them about the wide shelving rocks
+which were like the ones above their cave. And she told how frightened
+her people were the day a rock fell near the mouth of their cave.
+
+No one knew at the time what made the rock fall. No one knew there was
+no need of being afraid. Some one said that the god of the cliff was
+angry and that he had pushed the rock down. Everybody believed the
+story. So nobody dared go near the cave.
+
+But the Cave-men needed a shelter. So they offered gifts to the god of
+the cliffs. When they thought he was satisfied, they all went back to
+the cave. And after a while they used the big rock as a table for
+their work.
+
+Chew-chew wanted the children to grow to be brave and wise. So she
+told them stories of the bravest and wisest people of her clan. She
+told them stories about their grandfathers who were the heroes of the
+olden times. And Fleetfoot never grew tired of hearing about the
+wonderful things which his grandfathers did.
+
+And so Chew-chew taught the children all she thought they ought to
+know. And they looked into her eyes and listened to all that she said.
+
+
+#THINGS TO DO#
+
+    _If there are cliffs or shelving rocks near by, go and see them.
+    Find places where you think caves may form. Find out why it is that
+    the rocks shelve. Why does a shelving rock sometimes break and fall
+    to the ground?_
+
+    _Model the cliffs which you find. Model a cave which is formed in a
+    cliff._
+
+    _Tell a story which you think Chew-chew might have told to the
+    children._
+
+    _Play one of these plays:_--
+      _Chew-chew telling stories to the children._
+      _What the people did when the rock fell near the mouth of the
+       cave._
+
+    _Draw a picture of something which you have played._
+
+
+
+
+III
+
+THINGS TO THINK ABOUT
+
+     Why did Chew-chew tell the children stories about their
+     forefathers?
+
+     Why do we like to hear such stories?
+
+     Do you think that the later Cave-men will hunt in just the same way
+     that the early Cave-men did?
+
+     What change took place in the animals while the Cave-men were
+     learning to be good hunters? What change did the Cave-men have to
+     make in their hunting on account of this?
+
+     Of all the animals you know, which are the fastest runners? Can you
+     think how they became fast runners?
+
+
+_Fleetfoot's Lessons_
+
+When the men were at home, Fleetfoot liked to stay with them. He liked
+to watch them make spears; he liked to watch them run races; he liked
+to listen to the stories they told about the wild animals.
+
+When the men went out to hunt, Fleetfoot wanted to go with them. But
+he was a little boy, and had to stay at home. Sometimes he went with
+his mother when she went to dig roots; sometimes he went with her to
+gather twigs for baskets. But the safest place for little children was
+not far from the fire. So Fleetfoot stayed at home nearly all the
+time.
+
+While the children played near the cave, Chew-chew broke fagots with a
+stone ax. When she was ready to sit down, they all gathered around
+her. They knew that that was one of the times when Chew-chew told
+them stories.
+
+[Illustration: _A stone ax._]
+
+This time Chew-chew began with a story of the early Cave-men. She told
+of animals that stood their ground and fought instead of running away.
+She told about the strong spears and axes made to conquer the wild
+beasts. She told of brave and daring deeds of the heroes of olden
+times.
+
+None of the animals feared man before he had fire. And for a long time
+afterward none of them feared him without a torch. But the early
+Cave-men made strong weapons after they had fire. They struck hard
+blows with their stone axes, which the animals learned to fear.
+
+Grass-eating animals feared beasts of prey long before the
+Tree-dwellers lived. Wild horses learned to run fast by trying to
+escape from packs of wolves. They learned to keep sentinels to watch
+while the herd fed. All the grass-eating animals learned to do this.
+The sentinels signaled at a sign of danger, and then the herd ran; and
+so their enemies learned to hunt by following the chase.
+
+When Chew-chew was tired of telling stories, she marked out a path for
+a race. Then she showed the children how to get a fair start, by
+standing abreast and holding a stick.
+
+The children learned to keep in step until they reached the real
+starting place. Then they dropped the stick and ran. And they all
+clapped their hands and cheered the one who won the race.
+
+[Illustration: "_Then Scarface threw, and all the horses took
+fright._"]
+
+After the children had raced a long time, they came back to Chew-chew
+for another story. And this time she told them stories about the men
+of their own clan. They often chased the animals from early morn until
+noon. At first they got very tired when they went on a long chase. But
+the more they practiced running, the better they hunted in the real
+chase.
+
+When the story was ended, the children climbed the cliff. Chew-chew
+went with them and they all looked at the wild horses going up the
+trail.
+
+The horses had been to the river to drink and now they were going
+away. They were following their leader up the trail which led to the
+grassy plains.
+
+Chew-chew knew where the men were lying in wait and she pointed out
+the spot. The children looked just in time to see Straightshaft throw
+his spear. Then Scarface threw, and all the horses took fright.
+
+Up hill and down, through bushes and briars, the horses galloped away.
+The Cave-men followed the wounded ones, hurling their spears as they
+ran.
+
+The chase was long and weary, and some of the wounded horses escaped.
+But the men returned with many trophies and the women brought heavy
+loads of meat.
+
+The trophies the Cave-men prized the most were the heads of the wild
+horses. They kept these trophies near the cave, and they thought that
+they were charms. The Cave-men thought that the horses' heads would
+bring more horses to the hunting grounds.
+
+
+#THINGS TO DO#
+
+    _Tell a story about the age of combat. Tell a story about the age of
+    the chase. Draw a picture to illustrate each story._
+
+    _Show on your sand-map where the men were lying in wait for the
+    horses. Model the trail which the horses followed._
+
+    _What chasing game do you know how to play? Can you think how some
+    of these games first started?_
+
+    _Why do people not try to run as fast in a long race as in a short
+    one?_
+
+    _Model in clay something which you might name "The Age of Combat."_
+
+
+
+
+IV
+
+THINGS TO THINK ABOUT
+
+     How do you feel after you have had a long, hard chase?
+
+     What does your mother tell you to do when you come in dripping with
+     sweat?
+
+     How do you think the Cave-men learned to take care of themselves?
+
+     When they were lame and stiff, do you think they would know what
+     made them so? Think of as many things as you can that they might do
+     to make themselves feel better.
+
+
+_After the Chase_
+
+When the long, hard chase was over, the Cave-men were tired and
+dripping with sweat. All but Scarface threw themselves upon the cold
+ground to rest.
+
+It was Scarface who blew the whistle which called the women to the
+spot. It was he who guarded the carcasses until the women came. And
+while the women skinned the horses he sat on a log to rest.
+
+It was sunset when they reached the cave. All joined in a feast upon
+horse flesh, then they slept until break of day. It was then that the
+men groaned with pain. Their muscles ached, and they were so lame that
+they could scarcely move. Scarface alone of all the men was not
+suffering with pain.
+
+Perhaps you can tell what made the men lame. None of the Cave-men
+knew. Everybody thought that an angry god was trying to punish them.
+
+And so the men tried to drive the god away by raising fearful shouts.
+Then they asked Chew-chew's advice, and Chew-chew took her basket and
+started up the dry ravine. There she found bitter roots which she
+gathered and carried home.
+
+No one knew at that time how to steep roots, for people had not
+learned how to boil. So Chew-chew chopped the roots with a stone
+chopper and laid them upon hot stones. And while the men breathed the
+bitter fumes, Chew-chew threatened the angry god and commanded him to
+go away.
+
+In a few days the men were well and it was almost time to go hunting
+again. Straightshaft feared the angry god. He talked with the men and
+they wondered why it was that Scarface escaped. They looked at his
+deep scar which a tiger's claw had made. And then they looked at the
+trophies of Scarface which he wore about his neck.
+
+Every Cave-man admired the deep scar of the bravest man in the clan.
+Every man wished that he, too, could show such a scar as that. And the
+men began to wonder if the scar was a kind of a charm.
+
+[Illustration: "_Chew-chew took her basket and started up the dry
+ravine._"]
+
+The more the men talked about the scar, the more they wanted scars.
+They talked with Chew-chew about it, and at last decided to let her
+make scars.
+
+So Chew-chew muttered prayers to the gods, and asked them not to hurt
+the Cave-men. Then she took a flint point and scratched the men's arms
+until she made big scars.
+
+Years afterward, when people made scars, they stained them with all
+sorts of things. Sometimes they stained the scars with juices of
+plants, and sometimes they colored them with paints.
+
+The Cave-men thought they could protect themselves by scars, and by
+all sorts of charms. So they kept on making scars, and they hunted for
+all sorts of charms.
+
+But no matter how many charms they wore, they often were lame and
+stiff. Some one must have noticed that they were more apt to be lame
+after sitting on the cold ground while they were warm. For after a
+while the custom grew of never sitting on the bare ground while they
+were warm.
+
+
+#THINGS TO DO#
+
+    _Draw or paint a pattern which you think the Cave-men might have
+    tattooed upon their arms. Where do we put the pictures which we
+    make?_
+
+    _Find and name as many roots and herbs as you can that are used as
+    medicines._
+
+    _What animals have you seen eating herbs?_
+
+    _What mistakes did the Cave-men make when they tried to cure
+    themselves?_
+
+[Illustration: "_She took a flint point and scratched the men's arms
+until she made big scars._"]
+
+
+
+
+V
+
+THINGS TO THINK ABOUT
+
+     What way can you use a spear besides thrusting it with one or both
+     hands?
+
+     What changes do you think the Cave-men made in their spearheads
+     when they began to throw spears? What changes do you think they
+     made in the shafts?
+
+     How do you think the Cave-men made straight shafts for their
+     spears? What do we do with wood when we wish to bend it?
+
+
+_Why the Cave-men made Changes in their Weapons_
+
+[Illustration: _A stone knife._]
+
+While the Cave-men were resting from the hunt, they did a great many
+things. They practiced running; they hunted for stuff to make new
+weapons; they worked upon their weapons and trophies; they learned new
+hunting dances. No matter what they did, they always asked their gods
+to help.
+
+[Illustration: _A laurel leaf._]
+
+[Illustration: _Laurel leaf-shaped spear point._]
+
+All the later Cave-men learned to make light spears and javelins. The
+clumsy spear which served Strongarm so well was not what Scarface
+needed. But in the days of the early Cave-men the heavy spear was a
+good weapon. Strongarm cared as much for his spear as you do for your
+dog. It was like a friend in time of need. Few animals could withstand
+Strongarm's blow when he grasped his spear in one or both hands and
+lunged forward with all his might. His spear was a powerful weapon.
+But Strongarm lived in the age of combat when people fought animals at
+close range.
+
+The later Cave-men did not make light spears and javelins all at once.
+They began by throwing heavy spears. Chew-chew could tell of many a
+hunter who lost his life throwing a spear. Sometimes it was because
+the spear was too heavy to throw with enough force. Sometimes it was
+because the shaft was crooked and the spear did not go to the right
+spot.
+
+When the Cave-men practiced throwing, they did not stand still and
+throw. They took aim and threw as they ran. That was the kind of
+practice they needed for the real chase.
+
+The mark, too, was a moving mark. It was made of a bundle of branches,
+or an old skin stuffed with leaves. While one man dragged it by a long
+cord, the others ran after it, throwing their spears.
+
+A Cave-man could wound an animal with a spear, but he could not give a
+deadly blow. There was always danger of the wounded animal turning
+upon the hunter. A skilled hunter with a good spear ran little risk in
+throwing it. But not all the Cave-men had enough skill. Not all of the
+Cave-men made good enough weapons to be thrown with a sure aim.
+
+And so the Cave-men learned new ways of making and using spears.
+Perhaps they did not want to do it. But they had to do it or die. So
+you see why the men and boys spent most of their time in learning to
+follow the chase. Even the women and girls learned to hunt and to
+make all sorts of weapons.
+
+Long before Scarface lived the Cave-men began to make lighter spears.
+The straighter they made the shaft, the easier it was to hit the mark.
+And so the Cave-men began to vie with one another in making the
+straightest and smoothest shafts.
+
+[Illustration: _A stone scraper._]
+
+When they cut the sticks for the shafts the Cave-men made gifts to the
+wood-gods, and asked for the straightest and toughest branches that
+grew on the trees. Then they cut the branches carefully and carried
+them home to the cave. There they peeled them from butt to tip and
+smoothed them with stone scrapers. Sometimes they rubbed them with fat
+and laid them away to dry. It was hard work to make a crooked stick
+straight. But the Cave-men tried many ways and at last they learned to
+make as beautiful shafts as ever have been made.
+
+When the Cave-men pulled the shaft back and forth on the sandstone,
+they made deep grooves in it. We have found pieces of grooved
+sandstone that the later Cave-men used. Sometimes they would clamp a
+crooked stick between a grooved piece of sandstone and a flat bone.
+Then they would pull and twist, and pull and twist, and pull and twist
+that stick back and forth until the crooked place was made straight.
+
+[Illustration: _A shaft-straightener._]
+
+When Scarface was very old he made a shaft-straightener of a piece of
+reindeer horn. He carved the head of the reindeer upon it, and made a
+hole for the shaft. Then he thrust the crooked stick through the hole
+and turned the shaft-straightener round and round as we turn a wrench,
+until he straightened the shaft.
+
+
+#THINGS TO DO#
+
+    _See if you can find a good branch for a shaft. If you have a right
+    to cut the branch, see if you can make it into a shaft._
+
+    _Find a stone which you can use for a scraper. What else can you use
+    as a scraper?_
+
+    _If you do not care to make a shaft, make something else out of the
+    stick which you straighten._
+
+    _Name the things which you have at home or at school made of wood._
+
+    _Make a collection of the different kinds of wood which you know._
+
+    _Which of these are soft wood? What do we use soft wood for? Which
+    are hard? What do we use hard wood for?_
+
+
+
+
+VI.
+
+THINGS TO THINK ABOUT
+
+     Can you think why the Cave-men used stone for their spear points
+     and knives before they used bone or horn?
+
+     What tools did the Cave-men need in making flint spear points?
+
+     Why did the Cave-men have to learn to strike gentle blows in making
+     their weapons? Can you think of any way of removing little pieces
+     of flint besides striking them off?
+
+
+_How the Cave-men made Delicate Spear Points_
+
+Perhaps you have seen very beautiful Indian arrows. Perhaps you have
+wished you could make such arrows yourself. The later Cave-men first
+made such weapons and no people since have ever been able to make more
+beautiful ones.
+
+The early Cave-men did not need such beautiful spear points. Rough
+points of flint and heavy stone axes were the weapons they needed
+most. It was not until the Age of the Chase that people shaped stone
+into beautiful forms.
+
+[Illustration]
+
+Scarface always used flakes of flint for the points of spears and
+javelins. But in earlier times, people did not know how to strike off
+flakes of flint. They put the flint on a hard rock and struck it with
+a heavy blow. They smashed the flint, for the hard rock did not yield.
+They had not learned to let the flint break in its own way.
+
+When the Cave-men held the flint in the hand, the hand yielded to the
+light blow. The flint broke in its own way. But the sharp edges cut
+the men's hands. So they covered the palms of their hands with rawhide
+and kept from getting hurt. When they worked in this way, they had no
+trouble in striking off flakes for spear points and knives.
+
+When the men worked on their flint points, Fleetfoot liked to play
+near the workshop. He liked to watch Straightshaft strike off flakes
+with a hammer-stone and punch. He liked to listen to the song that
+Scarface and Straightshaft sang.
+
+[Illustration: "_When the Cave-men held the flint in the hand, the
+hand yielded to the light blow._"]
+
+Scarface and Straightshaft always sang when they worked with the
+hammer-stone and punch. While Scarface placed the punch he sang in low
+tones. And when he was ready for Straightshaft to strike, he sang so
+as to let him know. Then Straightshaft took up the song and marked the
+time for each blow.
+
+[Illustration: "_While Scarface placed the punch he sang in low
+tones._"]
+
+The men always sang when they worked together. If one man stopped when
+it was his turn to sing, the other did not know what to do. Besides
+marking the time, the song helped the men to measure the force of each
+blow. It helped them to strike off tiny flakes so as not to break the
+point. So, at length, the Cave-men began to think that the song they
+sang was a charm.
+
+While the men struck off large flint flakes, Fleetfoot played not far
+away. He played while they hafted long narrow flakes for knives, but
+when they began to chip spearheads, he came and watched them at their
+work. He listened to the song of Scarface and Straightshaft, while
+they shaped a fine spearhead.
+
+At length the spearhead was ready for the finishing touches. So
+Straightshaft dropped his hammer-stone and picked up a queer little
+tool. He called it a flaker, and he used it to press off tiny flakes
+from the beautiful point.
+
+[Illustration: _Straightshaft using a flaker._]
+
+When Straightshaft had finished, he dropped the flaker and Fleetfoot
+picked it up. And he asked Straightshaft if he might use it to press
+off little flakes.
+
+Straightshaft let him try, but Fleetfoot was not strong enough to
+press off hard flint flakes. So he listened to the story that Scarface
+told of the young man who first made a flaker.
+
+Holding up a little bone flaker, Scarface turned to the men and said:
+"When I was a boy, no one pressed off flakes of flint. No one had a
+flaker. We hammered off flint flakes.
+
+"One summer when there were plenty of salmon, the neighboring clans
+had a great feast. Nimble-finger came. I saw him. I heard him speak.
+The third day of the feast I saw him flake flint."
+
+[Illustration: _A flaker._]
+
+As Scarface went on he told how Nimble-finger invented the flaker. He
+did it one day when he was making a bone handle for a knife. When he
+was scraping a bone with a flint scraper he happened to press off a
+flint flake.
+
+Nimble-finger did not know how it happened. He tried again and again.
+At last he pressed off another flake; and this time he knew that he
+did it by pressing the point of the bone against one edge of the
+flint.
+
+Nimble-finger never finished that bone-handled hunting knife. But he
+showed the people how to make a flaker. He became an inventor; for he
+gave the world a tool it had never had before.
+
+When the people returned from the feast many forgot about the flaker.
+Others longed for delicate spear points like those Nimble-finger made.
+So, at length, they tried to make flakers of their own. Some tried to
+make them of wood; but the wood was too soft to break the stone.
+Others tried to make them of ivory; but ivory was too hard to get a
+hold. At length all the Cave-men made flakers of antler and bone, for
+they were hard enough to break the stone and soft enough to get a
+hold.
+
+When Scarface finished, Fleetfoot began to talk about Nimble-finger.
+He asked Scarface, "Where does Nimble-finger live? Does he always come
+to the great feasts?"
+
+To the child's questions Scarface replied, "While Nimble-finger was
+still a young man he went far away. For many years he lived far north
+in a cave beside the River of Stones. But years have come and gone
+since then. If he still lives, he is an old man; but of that I know
+not."
+
+
+#THINGS TO DO#
+
+     _If you can find a piece of flint strike off a flake with a
+     hammer-stone. Strike off a flake with an angular stone. Strike off
+     a flake by using a hammer and punch._
+
+     _Sort out the flakes that are good for knives. Put handles on them.
+     Sort out the flakes that are good for making into spearheads. See
+     if you can strike off tiny flakes until the large flake looks like
+     a spearhead._
+
+     _Find something which you can use as a flaker. When you have made
+     one, see if you can use it._
+
+     _Make a collection of stones which you can chip or flake. Tell all
+     you know about each of those stones._
+
+     _Think of Scarface as he was telling the story. Draw the picture._
+
+
+
+
+VII
+
+THINGS TO THINK ABOUT
+
+     What do our horses and cattle eat? Where do we get their food? What
+     do wild cattle and horses eat? See if you can find out whether wild
+     cattle or horses have ever lived in a place where the ground is
+     covered with snow part of the year.
+
+     Did you ever see cattle pawing the ground? Did you ever see horses
+     pawing the ground? Did you ever see them paw the snow?
+
+     See if you can find out something about the great herds of bison
+     that used to live in this country. What has become of them?
+
+     Can you think why bison live in herds? What officers does a herd of
+     bison have? Can you think how the officers of a herd of bison are
+     chosen?
+
+
+_The Return of the Bison_
+
+Ever since the reindeer went away the Cave-men had been looking for
+the return of the bison. Each summer the herds came up the valley to
+feed on green grass and tender shoots. Each winter they went to the
+forests of the lowlands where they found shelter from the cold.
+
+The snow was now gone from the wooded hills and the days were warm
+again. The dingy brown coats of the hillsides were changing to the
+palest green. The buds were beginning to swell. Everything seemed to
+say that summer was coming.
+
+Each day the Cave-men watched for signs of the coming of the great
+herd. Each night they danced the bison dance and tried to make the
+bison come.
+
+One morning Straightshaft climbed the cliff and looked far up and down
+the valley. Looking north he could see the River of Stones with high
+cliffs on one or both banks. He could see dense forests of evergreen
+that grew on the low banks. He could see hills and valleys beyond the
+cliffs where many wild animals lived.
+
+Looking south, near at hand, was the Fork of the River where Little
+River joined the River of Stones. Here the cliffs were not very high;
+farther down, they became lower, and at last there were no cliffs. The
+edge of the lowland forest where the bison wintered could be seen far
+away. Grassy lowlands near the forests stretched farther than the eye
+could see. It was here that the bison and cattle found the best
+winter pastures. It was in the lowland forests that they found
+shelter from the cold.
+
+[Illustration: "_Straightshaft saw the herd at sunrise and made a sign
+to the men._"]
+
+Straightshaft looked toward the lowlands, hoping to see a bison.
+Mammoths were feeding not far away, and beyond were woolly
+rhinoceroses. But there was not one bison.
+
+[Illustration: _An ibex._]
+
+As Straightshaft watched the second day, chamois and ibexes played on
+the hills. Herds of horses came from the grassy uplands and returned
+after drinking at the ford. But no sign of a bison yet appeared.
+
+The third day Straightshaft saw a black spot in the distance. It was
+far down on the river trail. As he watched, it became larger and
+larger. And then Straightshaft knew that it was a bison coming in
+advance of the great herd.
+
+The morning of the fourth day the great herd came. A powerful bison
+led the way. Strong sentinels guarded either side. The herd followed
+blindly, galloping eight or ten abreast.
+
+Straightshaft saw the herd at sunrise and made a sign to the men.
+Those who saw it passed it along, and soon all the people had seen the
+sign. Then everybody climbed up a hill or a high cliff and watched the
+coming of the bison.
+
+Nearer and nearer the great herd came, like a sea of tossing manes and
+horns. The earth trembled beneath their tread and the air was filled
+with their bellowing.
+
+When the bison reached the ford, the foremost creatures stopped to
+drink. But the solid mass, pressing on from the rear, crowded them up
+the river. Soon the ford was packed with struggling beasts. Some tried
+to escape by swimming up the river. Others swam down the stream. And
+still the solid mass from the rear kept crowding on and on.
+
+At length the herd divided. One part followed the river trail,
+while the other went up the narrow valley. Whenever a herd reached a
+branching valley, a big bison led off a small herd. This happened many
+a time. And at the close of the day there was not a little valley in
+the surrounding country that did not have a herd of two or three
+hundred bison.
+
+
+#THINGS TO DO#
+
+     _Play you are a herd of bison, and show how the herd marched. Show
+     how it divided. Show how you think it would come together again._
+
+     _Show in your sand-box where Straightshaft stood while he watched.
+     Show the trails the bison followed._
+
+     _Think of the herd as it galloped up the river trail. Draw the
+     picture._
+
+     _Make such a sign as you think Straightshaft made._
+
+     _Plan a bison dance._
+
+
+
+
+VIII
+
+THINGS TO THINK ABOUT
+
+     If you were to hunt bison, what would you want to know about them?
+
+     In what ways can bison notice signs of danger? In what ways can
+     they help one another?
+
+     Watch animals, and see if they give signs to one another.
+
+     What weapons do you think the Cave-men would take when they went to
+     hunt the bison? How could the Cave-men help one another in hunting?
+     How might one man hinder the others?
+
+
+[Illustration: "_At the close of the day there was not a little valley
+in the surrounding country that did not have a herd of two or three
+hundred bison._"]
+
+_The First Bison Hunt of the Season_
+
+And now the great herd of bison had come, and the Cave-men were eager
+to hunt them. While they were getting ready to start they kept up this
+merry song:--
+
+    _The bison have come;_
+    _The bison have come;_
+    _Now for the chase!_
+    _Now for the chase!_
+    _Bring axes and spears;_
+    _Bring axes and spears;_
+    _Now for the chase!_
+    _Now for the chase!_
+
+When Scarface climbed the cliff he saw three herds of bison. The first
+was feeding in an open space; the second was on a hillside, and the
+third was in a narrow valley close by a deep and hidden ravine. This
+was a place where the Cave-men liked to hunt. So they agreed to follow
+Scarface through the hidden ravine.
+
+Scarface led the way, and all the men followed. Not a leaf rustled
+beneath their tread. Not a twig broke as they crept up the side of the
+deep ravine and looked out at the herd.
+
+Everybody wanted to get the yearlings or young cows, for their flesh
+was tender and sweet. But the cows and young bison were in the center
+of the herd. They were guarded by the sentinels, whose flesh was hard
+and tough.
+
+And so the Cave-men wondered how to get a young bison. They wondered
+if the vigilant leader was more than a match for them. They watched
+his signals, and saw fresh sentinels take the places of the hungry
+ones. They noticed how quickly the bison obeyed every signal the
+leader gave.
+
+[Illustration: "_With a quick snort he turned and charged._"]
+
+At last the Cave-men decided to attack the leader first. They waited
+till he was not more than a stone's throw away. Then Scarface gave the
+signal and the men made a bold attack.
+
+Straightshaft hurled his spear with all his might, then turned to give
+place to the others. The leader was taken by surprise. The men had
+crept up so quietly that not till the spear whizzed through the air
+did he suspect danger.
+
+With a quick snort he turned and charged. Straightshaft ran, but the
+others met the charge. They hurled their spears and dealt heavy blows
+with their stone axes.
+
+Before the leader could give the alarm he lay stretched out on the
+ground. The sentinels looked for a signal. Meanwhile the cows and
+yearlings tried to make their escape.
+
+Then each of several sentinels tried to lead. But the frightened herd
+did not know which one to follow. Some of the bison rushed one way and
+some rushed another. Then there was a general stampede. They gored one
+another with their sharp horns. They trampled one another under their
+feet. They were too frightened to know what they were doing.
+
+It was then that the Cave-men singled out the young bison. When they
+had secured them for their prize, they started toward the cave,
+singing--
+
+    _To-day we went hunting._
+    _We crept up the ravine;_
+    _We surprised the leader of the bison._
+    _He made a charge upon us--_
+    _We have his horns for a headdress._
+    _We killed many a young bison;_
+    _We have plenty of tender meat._
+
+Perhaps one of the sentinels became leader of the herd that very day.
+Perhaps several battles were fought to see which sentinel was the
+strongest. For bison never follow a leader that is not stronger and
+wiser than themselves.
+
+
+#THINGS TO DO#
+
+     _Show in your sand-box where each of the three herds was feeding._
+
+     _Make a plan for hunting the herd that was feeding in an open
+     space._
+
+     _Draw one of these pictures:_--
+       _The Cave-men creeping up the banks of the steep ravine._
+       _The charge of the leader._
+       _The stampede._
+       _Deciding which bison shall be leader of the herd._
+
+     _Make a song to sing in getting ready to hunt the way you have
+     planned. Make a song to sing on your return._
+
+     _Model a large, strong bison._
+
+
+
+
+IX
+
+THINGS TO THINK ABOUT
+
+     Watch water when it is boiling, and see if you can tell what
+     happens.
+
+     Why would it be harder for people to learn to boil than to roast?
+
+     What kind of dishes did the Cave-men have? What would happen to
+     them if they were put over the fire?
+
+     What does your mother do, when she wants to find out whether the
+     flatiron is hot enough to iron?
+
+     When the Cave-men first learned to boil water, do you think they
+     would think of boiling food? What might make them think of boiling
+     food?
+
+
+_What Happened when the Children Played with Hot Stones_
+
+Again the Cave-men went out to hunt. Again the women went out to
+gather roots and berries. Only Chew-chew and the children were left
+near the cave.
+
+Chew-chew was curing the skins which the women had brought home. Some
+of them were stretched out on the ground. Others were stretched on
+frames. Many of these were ready to be rolled up and put away.
+
+While the skins were drying, Chew-chew had time for other work. She
+wanted to finish her basket, and so the splints must be put to soak.
+
+At a sign from Chew-chew, Fleetfoot went to the river for a bag of
+water. While he was gone, Chew-chew began to make a place to put it.
+She dug a shallow hole in the ground and lined it with a skin.
+
+When Fleetfoot came back they patted down the skin. Then they poured
+the water into the skin-lined hole, and put the splints to soak.
+
+While Chew-chew worked at her basket, Fleetfoot played near at hand.
+Often he came to his grandmother's side and talked about many things.
+
+At length Chew-chew, holding up a skin, turned to Fleetfoot and said,
+"Do you know what animal wore this skin?"
+
+[Illustration: _A bear's tooth awl._]
+
+"One of the reindeer we saw at the ford," quickly responded Fleetfoot.
+
+"Where have all the reindeer gone?" was Chew-chew's next question.
+
+"To the cave of the Big Bear of the mountains," came the prompt
+answer.
+
+While Chew-chew and Fleetfoot talked the children played near the
+cave. Pigeon was playing with stones which she had gathered and tossed
+into the fire. In trying to get them out again she burned her fingers,
+and began to cry.
+
+When Chew-chew saw what had happened, she told Fleetfoot to play with
+Pigeon. And Fleetfoot played with Pigeon, and he showed her how to
+lift hot stones without getting burned.
+
+The children played and carried hot stones with tongs made of sticks.
+They ran back and forth between rows of skins until Pigeon dropped a
+hot stone into the hole.
+
+No sooner had Pigeon dropped the stone than she screamed, "A snake! a
+snake!" And she ran to her grandmother and sobbed, while she hid her
+face in her chubby arm.
+
+Chew-chew thought that a snake was crawling about. Fleetfoot helped
+her look under all the skins. They looked for some time, but they
+found no trace of a snake.
+
+Then Chew-chew asked Pigeon to tell her all about it. And Pigeon said,
+"A big snake hissed and made me drop the stone."
+
+Just then Fleetfoot dropped a hot stone and something went
+"s-s-s-s-s-s."
+
+Pigeon screamed again, but a hearty laugh from Chew-chew showed there
+was nothing to fear. Chew-chew knew that the hissing sound was not the
+hiss of a snake. It was the sizzling of the water when it touched the
+hot stone.
+
+And so Chew-chew tried to teach the children how to know the hissing
+sound. She picked up hot stones and dropped them into the water. Each
+time a stone was dropped, the hissing sound was heard; and the
+children learned to know the sound, and they were no longer afraid.
+
+As Chew-chew kept on dropping the hot stones, she did not notice all
+that happened. She thought only of teaching the children, so that they
+would not be afraid. But at last such a strange thing happened, that
+even Chew-chew was afraid.
+
+The water no longer was still. It kept moving like the angry water in
+the rapids of the river. A thin mist began to rise, and a strange
+voice came from the water, saying:--
+
+    "_Bubble, bubble, bubble;
+      Bubble, bubble, bubble._"
+
+At the sound Chew-chew was filled with fear. She was afraid the gods
+were angry. She looked about for an offering, and found a piece of
+bison meat. She dropped the meat into the water, hoping to appease
+the angry god.
+
+[Illustration: "_Chew-chew tried to teach the children how to know the
+hissing sound._"]
+
+The bubbling ceased, but Chew-chew was still afraid. So she called the
+children together, and took them into the cave.
+
+When the men and women came home that night, Chew-chew told them what
+had happened. They went to the spot and saw the meat, which they
+thought the god had left. Then they listened in silence as Chew-chew
+told them the story again and again.
+
+
+#THINGS TO DO#
+
+     _Choose some one for each of the parts and dramatize the story._
+
+     _Draw pictures which will show what happened._
+
+     _See if you can boil water by dropping hot stones into it._
+
+     _Show in your sand-box how the skins were stretched out, and how
+     the skin-lined hole was made._
+
+
+
+
+X
+
+THINGS TO THINK ABOUT
+
+     What do you think Chew-chew might learn by dropping the meat into
+     the hot water?
+
+     What kind of boiling-pots did people first use?
+
+     Why didn't they hang their boiling-pots over the fire?
+
+
+_Why the Children Began to Eat Boiled Meat_
+
+The more Chew-chew thought about the bubbling sound, the more she
+wanted to hear it again. She wondered what the god wanted to say, and
+if he was asking for food. She wondered if she could make friends with
+him by giving him something to eat.
+
+Chew-chew talked with Eagle-eye and at length they tried to make
+friends with the god. They prepared a place for the water by making a
+skin-lined hole. Eagle-eye poured the water into the hole, while
+Chew-chew dropped in a piece of meat. Then they looked and listened
+for a sign, but no sign was made. They tried it again and again, but
+still there was no sign.
+
+At length Chew-chew thought of the hot stones she had dropped when she
+heard the voice. So she and Eagle-eye heated stones and dropped them
+into the water. As they did it they muttered prayers to the gods and
+asked them to protect the Cave-men.
+
+Before the women had dropped many stones, the children crowded around.
+Nobody was frightened this time when the hissing sound was heard. But
+their eyes opened wide when the water began to bubble.
+
+Chew-chew dropped the meat into the water as an offering to the god.
+Everybody watched as she dropped the meat. Everybody breathed more
+freely when the bubbling ceased. And Chew-chew said, "The god is
+pleased with the offering of meat."
+
+Many times after that Chew-chew dropped hot stones into the water, and
+offered meat to the god. But when she did it she never thought that
+she was cooking meat. She thought she was helping the Cave-men by
+winning the favor of the god.
+
+Sometimes when the children were hungry, Chew-chew let them tear off
+strips of partly boiled meat. Sometimes she let them drink the broth
+from bone dippers and horns.
+
+The children liked to eat the boiled meat and to drink the rich broth.
+But they always thought the meat and broth were what the god had left.
+
+
+#THINGS TO DO#
+
+     _Make tongs out of sticks and see if you can lift small objects
+     with them._
+
+     _Watch water when it boils, and tell where the steam comes from._
+
+     _Where does it go? Hold a cold plate over the steam and see what
+     happens. Where do the drops of water on the plate come from?_
+
+     _When water stands in the open air, what becomes of part of it?_
+
+     _Why do we hang clothes out on the clothes-line to dry?_
+
+     _What becomes of the water that was in the clothes?_
+
+     _Tell what you think happens just as clouds form. See if you can do
+     something that will show what happens at the time._
+
+     _What happens to the clouds just as it begins to rain?_
+
+
+
+
+XI
+
+THINGS TO THINK ABOUT
+
+     Why would the grass-eating animals go from place to place during
+     the summer? What do you think the Cave-men would do when the herds
+     went away?
+
+     At what season of the year are nuts fit to gather? Is there any
+     place near by where you have a right to go nutting?
+
+     What animals eat nuts? What animals store nuts? Do you think the
+     Cave-men would gather many nuts?
+
+
+_The Nutting Season_
+
+Summer passed as summers had passed before. When the bison went to the
+higher lands, the Cave-men followed them. When they started toward
+their winter pastures, the Cave-men came home.
+
+[Illustration: "_All the women and children went nutting._"]
+
+It was the nutting season when they returned. All the beech, walnut,
+and butternut trees were heavily laden that year. The ground
+underneath their branches was nearly covered with nuts. Slender hazel
+bushes bent under their heavy loads.
+
+Wild hogs and bears had begun to harvest the nuts before the Cave-men
+returned. Each day they went to the trees and ate the nuts that had
+fallen. When Eagle-eye saw what they were doing, she said, "Bring your
+bags and baskets and come. If we do not look out the hogs will get the
+best of the nuts this year."
+
+Then all the women and children went nutting. They gathered the nuts
+that lay upon the ground and put them in their baskets. Some climbed
+trees and shook the branches until they got a shower of nuts; others
+took their digging sticks and beat the heavily laden branches.
+
+The children had a feast that day. They sat down under the trees and
+cracked all the nuts they could eat. They gathered handfuls and helped
+their mothers fill baskets and skin bags. They climbed the trees and
+they laughed and played all day long.
+
+When the women first came to the trees, they heard the wild hogs in
+the distance. Once a big hog came up and tried to eat the nuts out of
+a basket. But Eagle-eye chased him with a big stick and drove him away
+from the spot.
+
+When Eagle-eye was coming back from the chase, she saw other trees
+heavily laden. She called to the women, and they came to the spot and
+forgot all about the nuts they had gathered.
+
+[Illustration: _The wild hogs were having a feast._]
+
+It was Chew-chew who first thought of the pile of nuts they had left
+on the ground. It was she who ran to the trees and found the wild hogs
+having a feast.
+
+Chew-chew struck one of the hogs with her digging stick. He was
+munching the nuts she had gathered. He turned away and she struck
+another; then the first hog came back.
+
+Chew-chew soon found that unless she had help the hogs would eat all
+the nuts, for as fast as she drove one hog away another one came back.
+Chew-chew screamed for help and the women came with their
+digging-sticks.
+
+The women drove the hogs away, but they returned again and again. And
+so the women learned to keep a close watch while they were gathering
+nuts. But in spite of all their trouble, they had a good time that
+day.
+
+It was not until they were starting home that they found that a
+serious thing had happened. They did not know all about it then, and
+some of them never knew.
+
+It was all about Fleetfoot. When Eagle-eye looked for him, he was
+nowhere to be seen. At first she thought he was with Chew-chew, but
+Chew-chew had not seen him since morn.
+
+Fleetfoot had played near his mother nearly all day. He had cracked
+nuts; he had climbed trees; he had mimicked the squirrels; he had
+scattered burrs in the rabbits' paths, and he had done all sorts of
+things.
+
+But now Fleetfoot was lost, and everybody began to hunt for him.
+Eagle-eye found the stones he had left only a short time before. She
+found his tracks and followed them until they crossed the boundary of
+the hunting ground. There she lost all trace of him. She called, but
+the "caw-caw" of a crow was the only answer.
+
+The men heard her call, and came to join in the search. But in spite
+of all they could do, they did not find the child.
+
+And so the Cave-men thought they would never see Fleetfoot again. They
+thought he had lost his way in the forest and had been killed by a
+cave-bear. For a few days they mourned for the child, then they spoke
+no more of him.
+
+
+#THINGS TO DO#
+
+     _Tell a story of what happened one time when you went nutting._
+
+     _Name all the nuts you can that grow on trees. Name those that grow
+     on bushes. Where do peanuts grow?_
+
+     _Dramatize this story._
+
+     _Draw a picture of the part you like the best._
+
+
+
+
+XII
+
+THINGS TO THINK ABOUT
+
+     Why do people put up such signs as "Keep off," "Do not trespass"?
+
+     Why do people build fences around their land?
+
+     Do you think the Cave-men could hunt wherever they chose?
+
+     Why did each clan have its own hunting ground? What kind of
+     boundaries did the hunting grounds have? Why was it not safe to go
+     on the land of a stranger?
+
+     Why did mothers teach their children the boundary lines?
+
+     What do you think some mothers mean when they tell their children
+     that the "Bogie-man" will get them?
+
+
+_Why Mothers Taught their Children the Boundary Lines_
+
+Each day brought so many hard things to do that most of the Cave-men
+forgot Fleetfoot. But his mother and grandmother did not forget him.
+They often thought of the boy they had lost.
+
+Other mothers were afraid they might lose their children. So they
+tried to keep them from running away. Most of all, they tried to keep
+them from running across the boundary line.
+
+When Pigeon tried to run away, Eagle-eye would say, "The cave-bear
+will get you." Mothers tried all sorts of ways to keep their children
+from danger.
+
+Each clan had its own hunting ground. The people who lived together
+shared it, but no one else was allowed to hunt on the land. It was not
+even safe to cross the land of a stranger. Sometimes the Cave-men had
+to do it. Sometimes they had to call upon their neighbors for help.
+But since there were people who had lost their lives when trying to
+cross the land of strangers, the Cave-men learned to use signs to show
+what they wanted. They carved pictures upon sticks, which told what we
+might tell in a letter.
+
+When a stranger carried a message-stick, it was safe for him to do his
+errand. People knew what he wanted and why he came, so they let him go
+on his way unharmed. But when a stranger had no message-stick, his
+life was not safe in a strange land.
+
+[Illustration: "_Mothers taught their children what the boundaries
+were._"]
+
+And so people learned to stay on their own lands and mothers taught
+their children what the boundaries were. They taught the children to
+name them over and over again. They taught them to know how the
+boundaries looked.
+
+For a long time Pigeon had to tell her mother each day the boundaries
+of the hunting grounds. She would stand on the cliff and point north
+to the narrow valley, then south to Little River. Then she pointed to
+a high ridge of hills toward the east and west to the River of Stones.
+
+While Pigeon was so small that Eagle-eye had to take her by the hand,
+her mother took her to the boundaries. Eagle-eye had taught her so
+well that she knew them as soon as she saw them.
+
+Perhaps you have heard the story told about mothers who taught their
+children the boundary lines. It is told that mothers used to be so
+anxious to have their children remember the boundaries that they
+whipped them at each one. Then the story is told that in later times
+instead of beating the children, people let them beat the boundaries.
+Some day you may be able to learn more about the strange customs of
+beating the boundary lines.
+
+
+#THINGS TO DO#
+
+     _Mark out in your sand-box the boundary lines of the hunting ground
+     of the Horse clan. Show a good place for another hunting ground._
+
+     _Ask some one to read you the story, "The Goblins will get you if
+     you don't watch out." What do you think the story means?_
+
+     _Climb a hill, or look out of a high window, and see if you can
+     find land which at one time was a good hunting ground._
+
+     _See if you can make a message-stick._
+
+
+
+
+XIII
+
+THINGS TO THINK ABOUT
+
+     What do you think had happened to Fleetfoot?
+
+     If strangers found him, what do you think they would do with him?
+
+
+_What Happened to Fleetfoot_
+
+Perhaps you have been wondering what happened to Fleetfoot. Perhaps
+you would like to know how he happened to wander away from his clan.
+
+It happened in this way. He cracked all the nuts he could eat; he
+climbed trees; he threw sticks and stones; he watched the wild hogs
+eating nuts; he listened to the whistle which Scarface blew to call
+the men to the hunt. He wished that he could blow the whistle and hunt
+with the men.
+
+Then a rabbit hopped across his path and stopped and looked at him.
+How Fleetfoot longed to catch the rabbit and to hold him in his hands!
+He stood perfectly still; he could hear himself breathe; he tried to
+breathe more quietly, for he did not want to frighten the rabbit.
+
+The rabbit started. How Fleetfoot wished he would go down the path
+where he had scattered burrs! But the rabbit took another path and
+Fleetfoot ran to catch him. He was almost sure he could lay his hands
+on the rabbit's stumpy white tail.
+
+The rabbit was too quick for him, yet Fleetfoot did not give up. He
+started on a hard chase and forgot about everything else. Up hill and
+down the rabbit ran and Fleetfoot followed after. Not until the
+rabbit was out of sight did Fleetfoot give up the chase. Then he
+stopped and rested a while and tried to get his breath.
+
+While Fleetfoot was resting he looked at the squirrels which were
+chattering in the trees. He watched them hold nuts with their forepaws
+while they gnawed through the shells. He listened to their chattering
+and then he wandered on.
+
+Fleetfoot did not know that he had crossed the narrow valley. He did
+not know that he had wandered into a strange land. He thought nothing
+about where he was until some time had passed. But after a while
+everything seemed still, and Fleetfoot began to feel lonesome. And
+so he turned around to go back to the women and children.
+
+Fleetfoot walked and walked, but he did not find them. He called, but
+no answer came. So he wandered on and on.
+
+Soon Fleetfoot knew he was in a spot he had never seen before.
+Everything seemed strange. He looked this way and that; but he could
+not tell which way to go. And so the lost child wandered farther and
+farther away from home.
+
+He was choking down a sob when he caught sight of some women with
+packs upon their backs. Fleetfoot thought he had found his people
+going home with their loads of nuts. He ran and called to his mother.
+
+A strange woman stopped and looked at the child. Then she gave a
+signal to her clan.
+
+Fleetfoot was within reach of the strange woman before he saw his
+mistake. He tried to run away. But he could not do it. A big man
+caught him and lifted him up and put him upon his shoulder. Strange
+men, women, and children crowded around and stared into his face.
+
+[Illustration: "_A big man caught him, and put him upon his
+shoulder._"]
+
+Bighorn asked him where he lived; but Fleetfoot was too frightened to
+speak. He remembered the stories Chew-chew had told about strange
+clans. He wondered what the strangers would do. How he wished he were
+safe at home!
+
+But poor Fleetfoot did not see his home again for many long years. He
+was in a strange land, and soon he was traveling with the strangers
+far away from his home.
+
+A woman, whose name was Antler, took charge of Fleetfoot. She took him
+by the hand until he was too tired to walk. Then she carried him until
+they came to the place where they camped for the night.
+
+
+#THINGS TO DO#
+
+     _Choose some one for each of the parts and see if you can act out
+     this story. Draw pictures to illustrate the story._
+
+     _Name the wild animals you can find in your neighborhood. Notice
+     what they eat. Do they help or harm the people near where they
+     live?_
+
+     _Model one of these animals in clay._
+
+
+
+
+XIV
+
+THINGS TO THINK ABOUT
+
+     What kind of a shelter do you think the people will have for the
+     night?
+
+     Think of as many easy ways as you can of making a shelter out of
+     trees.
+
+
+_How the Strangers Camped for the Night_
+
+The camping place was an old one. It had been used many times. The
+strange clan always used it on their way to and from the lowland
+plains. It was under a big oak tree, and near a spring of fresh water.
+
+When the strangers reached the camp, Greybeard took charge of
+Fleetfoot. The women quickly unloaded their packs, and began to build
+a tent.
+
+It did not take long to make the tent, for it was almost ready-made.
+It was an old oak, which reached out long and low-spreading branches.
+The branches had been bent to the ground many times, and now they
+nearly touched it. So all that the women had to do was to fasten the
+ends firmly. They did it by rolling a stone over the end of a branch,
+and sometimes they tied the end of a branch to a peg which they had
+driven in the ground.
+
+All the Cave-men made such tents in the summer when they were away
+from the caves. When the branches were not thick enough for a shelter,
+the women broke saplings and leaned them against the tree.
+
+While Chipper worked at a spearhead, the other men were moving about.
+Bighorn feared that Fleetfoot's clan might follow their tracks.
+
+Long after Fleetfoot fell asleep, the strangers talked quietly. They
+held their ears close to the ground and listened. They went and looked
+at Fleetfoot, now fast asleep. Then they all sat down by the fire.
+
+[Illustration: "_The tent was an old oak, which reached out long and
+low-spreading branches._"]
+
+At length the men turned to Greybeard. And Greybeard spoke to them and
+said, "When I was young my clan lived in a cave near Sweet Briar
+River. Every year, in the salmon season, the neighboring clans met at
+the rapids. The Horse clan came from the Fork of the River, where the
+Sweet Briar joins the River of Stones. They may live there still. This
+boy may belong to them."
+
+"Do you think they will follow us?" asked Bighorn.
+
+Greybeard looked up, but did not speak. He seemed to be trying to
+think. At length he turned to the men and said, "Sleep until the moon
+sets; I'll watch and wake you."
+
+So the Cave-men went to the tent and slept while Greybeard kept watch.
+Not a sound escaped his ear that night. Not a leaf rustled that he did
+not hear. Not a twig broke, as wild animals passed, but that he found
+out what it meant.
+
+As Greybeard watched in the moonlight he heard many a familiar sound.
+Now he heard the roar of a tiger, and again the "hoo-hoo" of an owl;
+now the howling of hyenas, and again an eagle's scream.
+
+Among all these sounds Greybeard heard nothing that seemed to come
+from the lost child's clan. But when the moon was set he roused the
+people, and under cover of the darkness they hurried toward home.
+
+They let Fleetfoot sleep, for fear he might answer if he were called.
+And so the child slept while he was hurried away through the darkness.
+At daybreak, when he awoke, he found himself in a new home.
+
+
+#THINGS TO DO#
+
+     _See if there is a tree in your neighborhood that could be made
+     into such a tent as the Cave-men made._
+
+     _Find a thick branch and make such a tent in your sand-box._
+
+     _Draw one of these pictures:--_
+       _The council of the clan before going to sleep._
+       _Greybeard watching in the moonlight._
+       _Hurrying home under cover of the darkness._
+       _Fleetfoot awakes and finds himself in his new home._
+
+     _Act out part of this story and let some one guess what it is._
+
+     _Write as many calls of the birds as you know. Model one of the
+     birds in clay. If you know its nest, model that._
+
+
+
+
+XV
+
+THINGS TO THINK ABOUT
+
+     How do you think Fleetfoot felt the first few days he was with the
+     strange clan?
+
+     What do you think he will learn of them? What do you think he can
+     teach them?
+
+
+_Fleetfoot is Adopted by the Bison Clan_
+
+For a few days Fleetfoot missed his mother and Chew-chew more than he
+could tell. He missed little Pigeon, too. He missed the people he had
+always seen. But he said very little about them.
+
+It was Greybeard who told him that he was now living with the Bison
+clan. Not all of the people belonged to that clan, but there were more
+of that clan than of any other. And so they were known as the Bison
+clan.
+
+At first Fleetfoot was afraid of the men and large boys. Most of all
+he was afraid of Bighorn, for it was Bighorn who captured him.
+
+But before one moon had passed, he was adopted by the Bison clan. And
+soon after that, he began to feel at home. Greybeard told him stories,
+and gave him little spears. Antler was kind to him, and the children
+were always ready to play.
+
+[Illustration: _A skin stretched on a frame._]
+
+Fleetfoot liked to play with the children. He liked to play with
+Flaker best of all. Flaker was Antler's child, and he was about the
+size of Fleetfoot.
+
+[Illustration: _A scraper._]
+
+As the days became cold, the women worked upon skins. There was not a
+smooth spot near the cave which was not covered with a skin. Fleetfoot
+watched Antler as she cut little slits in the edges. He helped stretch
+the skins out on the ground and drive little pegs through the slits.
+He watched her stretch a skin on a frame and put it near the fire.
+
+Antler scraped a skin until the fat was off, and the inner skin was
+removed. Then she roughened it by scraping it crosswise, so as to make
+it flexible.
+
+When Fleetfoot saw Antler roll the skins in a loose roll, he asked if
+she was going to chew them. Antler smiled as she asked Fleetfoot how
+his mother softened skins.
+
+Fleetfoot showed how his mother did it. And he told Antler about
+Chew-chew. He told her that Chew-chew got her name because she learned
+to chew the skins.
+
+While Antler and Fleetfoot were talking, all the women and children
+gathered around. They wanted to see what they were doing, and to hear
+what Fleetfoot said.
+
+Then Antler said to the women and children, "These skins are ready to
+soften. Come, join hands and show Fleetfoot how we soften hard skins."
+
+[Illustration: _A hammer of reindeer horn._]
+
+What a noisy time they had for a little while! Each group wanted to
+finish first. Some of them stamped the skins, and kept time by
+singing. Others pounded the skins with their hands, and still others
+pounded with hammers of reindeer horn.
+
+They had such a merry time that Fleetfoot could not keep still. He was
+soon stamping and singing as well as any one.
+
+When the skins were softened, Antler told Fleetfoot that once her
+people chewed the skins. But since they had found an easier way, they
+chewed only the edges they wished to sew.
+
+And so Fleetfoot began to learn lessons of the Bison clan. But once he
+was the teacher. It was when he showed Flaker what happened the day
+Pigeon played with hot stones. Flaker told his mother, and Antler told
+Greybeard. And then Greybeard asked Fleetfoot to drop the hot stones
+in the water again.
+
+All the Cave-men gathered around to see what Fleetfoot did. When the
+steam began to rise from the water, they stepped back. But when they
+saw that the child was not afraid, they came forward cautiously.
+
+When the water began to bubble, they were all filled with fear. They
+looked upon Fleetfoot in silence. They called him a wonderful child.
+
+
+#THINGS TO DO#
+
+     _Tell a story about dressing skins. Draw pictures which will show
+     all that is done in dressing the skin._
+
+     _Dramatize the part of the story that tells what Fleetfoot taught
+     the Bison clan. Draw a picture of it._
+
+     _Make a song that people might sing in stamping upon the skins._
+
+     _Make a song to sing while beating the skins._
+
+
+
+
+XVI
+
+THINGS TO THINK ABOUT
+
+
+     What kind of clothes do you wear in winter? What do you think the
+     Cave-men wore? Can you think how they learned to fit skins to their
+     bodies? What part of an animal's skin could they use for sleeves?
+     What part could they use for leggings?
+
+     How do you think they learned to make mittens and gloves?
+
+     How many ways do you know of fastening garments? Which of these do
+     we use? Which of these do you think the Cave-men used?
+
+     What did they use instead of a needle? What kind of thread did they
+     have?
+
+
+[Illustration: "_Greybeard asked Fleetfoot to drop the hot stones in
+the water again._"]
+
+_How the Cave-men Protected Themselves from the Cold_
+
+One morning Fleetfoot started out of the cave, but a cold wind drove
+him back. Snow had fallen during the night, and the air had grown very
+cold. It was not fit for a bare-backed boy to go out on such a day. So
+Fleetfoot stayed in the cave all day long.
+
+All the Cave-men stayed in the cave nearly all the day. Once Chipper
+went out and found fresh tracks. He followed the tracks until he came
+within close range of a reindeer. But his bare arms shook with the
+cold, and he missed his aim.
+
+The next day was bitterly cold. The river was frozen almost into
+silence. Only the ripples of the swiftest currents laughed aloud at
+the frost. The snow was deep on the hillsides. It was deeper in the
+valleys, and the narrow ravines were almost filled with snow.
+
+The third day was still very cold and everybody was hungry and cross.
+The children were crying for food, and since Antler had nothing to
+give them, she was trying to get them to play.
+
+At length the children began to take turns at playing they were
+cave-bears. Now it was Fleetfoot's turn to be the bear, and when
+Antler saw him she laughed.
+
+The Cave-men looked up in surprise. Everybody was so hungry and cross
+it seemed strange to hear any one laugh. But Antler really was
+laughing.
+
+Fleetfoot had found a cave-bear's skin on a ledge in the cave. He had
+wrapped it around him so that he looked like a little cave-bear. The
+children kept calling him "little bear," and he was trying to act like
+one.
+
+Soon all the people were laughing. They forgot, for the time, how
+hungry they were. And the next day they had meat, for it was warm
+enough to go hunting.
+
+Many times after that the children played cave-bear. Many times the
+people laughed when they saw the children dressed in cave-bears'
+skins. Once when Antler looked at them, she got an idea about making
+clothes.
+
+When Antler took a large skin and wrapped it around her, Fleetfoot
+thought that she was going to play "bear." But Antler was not playing.
+She was thinking of the cold days when the children had no food. She
+was thinking that if she could make a warm dress, perhaps she could go
+out in the bitter cold.
+
+Antler talked with Birdcatcher about it, and Birdcatcher helped her
+fit the skin. Birdcatcher fitted the skin of the head over Antler's
+head so as to make a warm hood. Then she run a cord through the slits
+along the edges and tied the ends under Antler's chin.
+
+Antler fastened the skin down the front with buckles. She covered her
+arms with the skin of the forelegs. She cut off the skin that hung
+below the knees, and afterward used it to make a pair of leggings.
+
+When the garment was fitted, Antler took it off. Then the women sat
+down and worked until it was done. They punched holes through the
+edges with a bone awl. Then they threaded the sinew through the holes
+in an "over-and-over seam."
+
+[Illustration: "_When the men saw the new garment, they wondered how
+it was made._"]
+
+When the men saw the new garment, they wondered how it was made. So
+Antler and Birdcatcher showed them how it was done, and helped them to
+make warm garments of their own.
+
+[Illustration: _A Cave-man's glove._]
+
+And so all the Cave-men soon had warm garments of fur. Sometimes they
+fastened them with buckles, and sometimes they used bone pins. They
+made long leggings of soft skins, and moccasins for their feet.
+
+Perhaps you can think how they learned to make mittens and gloves. We
+know that they had warm mittens and gloves, for we have found pictures
+they made of them. When they dressed in their warm fur garments, the
+Cave-men did not fear the cold. If they wanted food, they put on their
+garments and went wherever they pleased.
+
+
+#THINGS TO DO#
+
+     _If you can get a small skin, fit it to a doll the way you think
+     the Cave-men fitted skins to their bodies. If you cannot get a
+     skin, cut a piece of cloth so as to make it the shape of a skin,
+     and show how the new suit was made._
+
+     _Find as many things as you can that you can use for pins, buttons,
+     and buckles._
+
+     _Find as many ways as you can of sewing a simple seam. When you go
+     to a museum notice how the seams are sewed. Why do you think people
+     invented new stitches? Visit a shoemaker and notice how he sews._
+
+     _Draw one of these pictures:_--
+       _The cold wind drives Fleetfoot into the cave._
+       _Playing "Cave-bear."_
+
+
+
+
+XVII
+
+THINGS TO THINK ABOUT
+
+     How do you think the children played in the winter? What do you
+     play in the winter?
+
+     How do you think the Cave-men would hunt when there was only a
+     light fall of snow?
+
+     How would they hunt when the snow was deep?
+
+     How would they hunt when there was a hard crust on the snow?
+
+
+_How the Children Played in Winter_
+
+When the children saw their fathers and mothers go out of doors, they,
+too, wanted to go. But they had no warm clothing, so their mothers
+tried to keep them in doors.
+
+Sometimes Fleetfoot and Flaker teased to go out and play in the snow.
+And when the days were warm enough, Antler let them go out and play.
+But on very cold days they had to stay in the cave.
+
+The children had good times in the cave. They played many animal
+games. They played they were grown men and women, and they made
+believe do all sorts of work. They peeked out of the cave many times
+each day. They heard their fathers and mothers talk. And they listened
+to Greybeard's stories.
+
+And so the children always knew what the men and women were doing.
+After a heavy fall of snow, they knew they would trap the animals in
+the drifts. When a hard crust formed, they knew they would dig
+pitfalls.
+
+Antler often wished that the children might play out doors every day.
+Greybeard wanted the boys to learn to make pitfalls and traps. But
+neither Antler nor Greybeard had thought of making clothing for little
+children.
+
+The day Antler thought of making clothes for the boys, was the day
+they ran away to the pitfall. It was soon after Chipper came to the
+cave and said that two reindeer were in the pit.
+
+When the boys heard what Chipper said, they were playing they were
+Bighorn and Chipper. They had tied the skins of wolves' heads over
+their heads, and they let the rest of the skins hang down as if they
+were capes.
+
+When the news came about the reindeer, everybody was excited.
+Everybody hurried to the pitfall so as to see the reindeer. Nobody
+noticed the boys steal out of the cave. Nobody noticed them run to the
+pitfall.
+
+But soon after she started, Antler saw the tracks of their bare feet.
+She guessed at once where the boys had gone. And it was then that she
+thought of making them clothing.
+
+While the children slept that night, Antler talked with the women. And
+when morning came, the women took skins and made the children warm
+clothes and moccasins.
+
+When the children put on their wolf-skin suits, they looked like a
+pack of wolves. Sometimes they played they were wolves. Then they
+chased make-believe wild horses.
+
+Sometimes when the children were playing in the snow, they found the
+antlers of a full-grown stag. The children began to look for the
+antlers of the full-grown stags in early winter. But they knew that
+the other reindeer kept their antlers until early spring.
+
+An old stag's antlers were large and strong, and the children liked to
+find them. They would pick them up and hold them in their hands and
+would then make believe they were Cave-men trapping reindeer in the
+snow.
+
+One day Greybeard showed Fleetfoot and Flaker how to trap the reindeer
+in the snow. He showed them how to dig a pitfall in the drifts. The
+boys found a large drift near the trail and they cut out a large block
+of snow. They hollowed a deep pit under the crust which they took
+pains not to break. Then they fitted the block of snow in its place,
+thus covering the pit.
+
+To make sure that the reindeer would come to the pitfall they
+scattered moss over the thin crust. Then Greybeard taught them to say,
+
+    "_Come down to the river, reindeer;_
+     _Come down to the river to drink._
+     _Come eat the moss I have spread for you,_
+     _Come and fall into my trap._"
+
+All the Cave-men believed that these words would charm the reindeer to
+the spot. They always muttered such lines as charms when they went out
+to hunt. And so Greybeard taught the boys the lines, for he wanted
+them to know all the Cave-men's charms.
+
+
+#THINGS TO DO#
+
+     _Name the animals which you know by their tracks. Draw a picture of
+     the tracks you know best._
+
+     _Tell a story about hunting an animal by tracking it._
+
+     _Next time there is a heavy fall of snow, play hunting animals by
+     driving them into the drifts._
+
+     _See if you can show in your sand-box how the pitfall was made._
+
+     _See if you can think of a way of having real drifts in your
+     sand-box._
+
+     _Draw a picture of the children playing with the antlers of the
+     reindeer._
+
+     _Draw a picture of the reindeer in the pitfall._
+
+
+
+
+XVIII
+
+THINGS TO THINK ABOUT
+
+     Do you know whether we can tell what the weather is going to be?
+
+     Have you ever heard any one talking about the signs of the weather?
+     What signs do you know?
+
+     Notice animals and see how they act before a storm.
+
+     Notice what animals and birds are here in summer that are not here
+     in winter. Are any here in winter that are not here in the summer?
+
+     Why did the bison go away from the Cave-men's hunting grounds each
+     winter? When they went away would they go in large or small herds?
+
+     If the weather kept pleasant how do you think they would travel?
+     What would they do if it looked like a storm?
+
+     Notice the animals that live near you and see whether they turn
+     their heads or backs toward the storm.
+
+
+_Overtaken by a Storm_
+
+Winter passed and summer came and now it was almost gone. The cattle
+had gone to the forests in the lowlands where they spent the winter.
+Straggling lines of bison were moving down the valley. Now and then
+they stopped a few days to eat the tall grass. Then they slowly moved
+onward toward the lower lands.
+
+The days were like the Indian summer days which we sometimes have in
+late autumn. Everybody enjoyed each day as it came, and thought little
+about the coming cold. But one morning the sky was gray and gloomy,
+and the sun could not pierce through the heavy clouds. The air was
+cold and now and then a snowflake was falling.
+
+There was no meat at the cave, and everybody was hungry. So Bighorn
+said to the men, "Let's hunt the bison to-day."
+
+The men crowded around, for they were always glad to go hunting with
+Bighorn. As soon as he had shown them his plan, they took their
+weapons and started toward the herd.
+
+Bighorn expected to find the herd feeding quietly on a hillside. But,
+instead, the bison were tossing their horns, sniffing the air, and
+looking this way and that.
+
+Bighorn saw that the bison were restless and that he could not take
+them by surprise. "We shall have a hard chase," said he to the men,
+"if we get a bison to-day."
+
+The men stood still for a moment, for they did not know what to do.
+Fine snowflakes were now falling and the dark clouds threatened a
+heavy storm. But the men were hungry and they were not ready to give
+up the hunt at once.
+
+"Listen!" said Bighorn, as a low rumbling sound came from the upper
+valley.
+
+The Cave-men put their ears to the ground and heard a sound like
+distant thunder. As they listened it came nearer and nearer and the
+ground seemed to shake.
+
+The Cave-men were not afraid. They knew what the sound meant. The
+bison, too, knew what it meant. They knew that winter was coming, and
+that it was time for them to be gone. They knew that the laggard herds
+were racing with the storm.
+
+And so the sentinels of the scattered herds gave signals to the bison.
+And before the Cave-men were on their feet, the bison had started
+toward the ford.
+
+Louder and louder the rumbling sound grew as the great herd galloped
+on. The snow was now falling thick and fast, and a cold northwest wind
+was blowing. But in spite of the wind and the snow, the Cave-men
+pressed on toward the ford. Bighorn still hoped to get a bison as the
+great herd passed.
+
+By the time the herd reached the ford, the wind had become a strong
+gale. The air was so thick with the snow that it nearly blinded the
+men. Then Bighorn turned and said to the men, "We must find a shelter
+from the storm."
+
+The bison, too, tried to find a shelter. Some of them hugged up
+closely to the sheltered side of the cliffs. Others sought cover in
+the ravines. But many could find no protection, so they turned about
+and faced the storm.
+
+[Illustration: "_But many could find no protection, so they turned
+about and faced the storm._"]
+
+The Cave-men wished they were safe at home, but they dared not go
+through the storm. They huddled together and felt their way to a spot
+where the snow did not drift. There they lay down in the snow and
+waited for the storm to cease.
+
+
+#THINGS TO DO#
+
+     _Name some bird that migrates. Tell all that you know about the way
+     it migrates._
+
+     _When you go out to play, show how the bison migrated in warm
+     weather. Show how they migrated in cold weather._
+
+     _Show in your sand-box where the deep drifts would be. Show places
+     where the snow would not drift. If you cannot be sure about where
+     the drifts would be, see if you can find out by watching the storms
+     during winter._
+
+     _If the Cave-men are buried in the snow, how do you think they can
+     get air to breathe? How can they tell when the storm is over?_
+
+
+
+
+XIX
+
+THINGS TO THINK ABOUT
+
+     What do you think those who stayed in the cave will do during the
+     storm? Can you think of any way by which they could get food?
+
+     Did you ever walk on snowshoes? How do you think people came to
+     make snowshoes?
+
+
+_How Antler Happened to Invent Snowshoes_
+
+Antler saw the coming storm and at once she thought of the fire. She
+called to the women. And soon they were all breaking branches with
+stone axes and mauls. The children piled the fagots together and
+carried them to the cave.
+
+[Illustration: _A stone maul._]
+
+The snow was falling fast before they finished their work. They
+watched the storm for a little while and then went into the cave.
+
+The children were hungry and asked for meat. But there was no meat in
+the cave. Antler tried to get the children to play and to forget that
+they were hungry. And the children played for a little while, but they
+soon grew tired. And so Antler gathered the children together and
+began to tell them stories.
+
+As the storm raged fiercer and fiercer, Antler told stories of other
+storms. She had braved many storms on the wooded hills and the
+children liked to hear her stories.
+
+Among the stories she told that day was the story of the Big Bear. She
+said that the Big Bear lived in a cavern away up in the mountain. She
+said that he kept watch of the game and that sometimes he shut the
+game in his cavern. Antler said she had often heard the Big Bear above
+the voice of the storm. And Fleetfoot, listening for his voice,
+thought he heard it in the wailing of the storm.
+
+In spite of the stories Antler told, the day was long and dreary. The
+next day was still more dreary, for the children were crying for food.
+Toward the close of day they were very tired, and soon they fell
+asleep.
+
+Most of the women slept that night, but there was no sleep for Antler.
+She could not sleep when the children were hungry and when the men
+were out in the storm. She stayed awake and watched and listened all
+through the long dark night.
+
+[Illustration: _Fur gloves._]
+
+Toward morning the storm began to slacken, and Antler gave a sigh of
+relief. She felt sure that many bison were floundering in the drifts.
+She hoped they were not far away from the cave. So she dressed in her
+fur garments and took a large knife and an ax. And at break of day she
+set out hoping to find a bison.
+
+But the snow was very deep and Antler could scarcely walk. She was
+faint from hunger and cold. For a while she struggled through the
+drifts, but soon her strength failed, and she sank down in the snow.
+
+As Antler lay in the deep drifts, she seemed powerless to move. The
+thought of the hungry children, however, made her turn to the gods.
+Then the branches of spruce trees seemed to urge her on.
+
+And so Antler took courage and grasping a strong branch of a friendly
+spruce struggled through the deep snow. She stepped upon the partly
+buried branches and they helped her on her way.
+
+A bison, floundering in a drift, filled her heart with hope. But when
+she started toward the bison, Antler sank down once more into the
+drifts. So again she turned to the friendly trees, and again she
+reached out to them for aid. And she broke branches from the trees and
+bound them to her feet.
+
+Starting once more, Antler walked as if on winged feet. She ran over
+the deep drifts. And since she could hunt as well as the men, she soon
+had plenty of meat.
+
+As Antler was strapping her load upon her back, she heard a familiar
+voice. Quickly she turned, and her heart beat fast as she listened to
+hear it again. And seeing the men struggling through the drifts, she
+knelt and gave thanks to the gods.
+
+Soon Antler arose and laid down her load; and breaking a handful of
+branches, she hurried over the drifts and met the Cave-men.
+
+[Illustration: _A snowshoe._]
+
+When the men saw Antler gliding over the drifts they wondered if it
+was one of the gods. Not until Antler spoke were they really sure it
+was she. And not until she showed them how to tie the branches to
+their feet did they understand what she had done. And even then they
+did not know that Antler had invented the snowshoe. Many people worked
+upon snowshoes before fine snowshoes were made. For when people heard
+what Antler had done, they tried different ways for themselves.
+
+Of course all the people were glad when Antler returned with the men.
+They feasted and told stories all day long. And afterward the children
+played they were hunters overtaken by a storm, and they made little
+snowshoes and learned to walk over the drifts.
+
+
+#THINGS TO DO#
+
+     _The next time there is a storm listen to it and see if you can
+     hear what the Cave-men thought was the voice of the Big Bear. See
+     if you can tell what it is that makes the music of the storm._
+
+     _Listen to the music of the birds and see if you can give their
+     songs and calls._
+
+     _What other animals do you hear calling one another? See if you can
+     give their calls._
+
+     _Tell a story of some storm you have seen._
+
+     _Draw one of these pictures;_--
+       _Antler praying to the gods for help._
+       _A bison floundering in the drift._
+       _Antler bringing aid to the men._
+
+     _Find a picture of a snowshoe, and tell how you think it was made._
+
+     _Find something which you can use for making snowshoes. Make a
+     pair, and use them when you have a chance._
+
+     _See if you can find out why the snowshoe keeps one from sinking in
+     the snow._
+
+
+
+
+XX
+
+THINGS TO THINK ABOUT
+
+     Why would the women be apt to make traps before the men did?
+
+     What animals did the men hunt most? How did they hunt them?
+
+     What animals did the women hunt most? How?
+
+     How many kinds of knots can you tie? Which of these knots slip?
+     Which of these knots would be the best to use in a trap?
+
+
+_How Antler made Snares_
+
+While Fleetfoot and Flaker were little boys, they learned a few
+lessons in trapping. The men seldom trapped at that time, but the
+women trapped in several ways.
+
+Antler was only a little girl when she learned to catch birds with a
+seed on a string. She was called Snowflake then and she lived in
+another cave.
+
+Snowflake's mother taught her to do all the things that little girls
+needed to know. She learned to hunt for roots and berries, to catch
+birds, and to make traps, besides learning to make tents, to prepare
+skins, and to make them into garments. It would take too long to tell
+all the things that little girls learned in those days.
+
+Snowflake learned her lessons well and she found new ways of doing
+things. It was when she found a reindeer caught in the vines that she
+took the first step in making a snare. She had started to the hillside
+to dig roots and had gone only a little way when she heard something
+pulling and tugging among the vines.
+
+She peeked through the branches to see what it was, and there stood a
+beautiful reindeer. His antlers were caught in the tangled vines and
+he was trying to get loose.
+
+Snowflake's heart went pit-a-pat, pit-a-pat, when she saw the
+reindeer. But she kept going nearer, and the reindeer pulled and
+pulled until he was strangled by the vines.
+
+When Snowflake came to the cave dragging the handsome reindeer, the
+people shouted for joy. And when they had knocked off the beautiful
+antlers, they gave them to Snowflake and changed her name.
+
+Whenever she went to the spot where the reindeer was caught she always
+looked for another reindeer. But the reindeer kept away from the
+spot.
+
+So, at length, Antler thought of cutting vines and fastening them to
+branches. Then she learned to tie knots that would slip and tighten
+when pulled. And, after a while, she used the slipknots in making many
+kinds of snares.
+
+[Illustration: "_Then she set snares on the ground and fastened them
+to strong branches._"]
+
+Antler watched the birds until she knew the spots where they liked to
+alight. Then she set snares on the ground and fastened them to strong
+branches.
+
+The birds, alighting on the spot, caught their feet in the snare. When
+they tried to fly away, they pulled the slipknot which held them fast.
+
+[Illustration: "_Antler learned to protect the cord by running it
+through a hollow bone._"]
+
+Some of the birds were frightened away, and did not return to the
+spot. So Antler tried to coax them back by scattering seeds near the
+snare.
+
+Once Antler set a snare in a rabbit path just high enough to catch the
+rabbit's head. A rabbit was caught, but he nibbled the cord and ran
+off with the snare. And so Antler learned to protect the cord by
+running it through a hollow bone.
+
+There was no better trapper than Antler among all the Cave-men. It was
+she who taught the boys and girls how to make and set traps. When the
+marmots awoke from their long winter's sleep, all the children learned
+to catch them in traps. They learned to loosen the bark of a tree
+without breaking it except along one edge. They used the bark as a
+leadway to a trap which they set near a marmot's hole. After placing
+the noose inside the bark, they fastened it to a bent sapling.
+
+[Illustration: "_So it ran along and nibbled the bait until its sharp
+teeth cut the cord._"]
+
+When the children went to the trap, they clapped their hands and
+shouted. Then they took the marmot out of the trap and carried it to
+the cave. And they made a great noise when Bighorn said, "You will
+soon be very good trappers."
+
+Then the children wanted to catch another marmot, so Antler went with
+them and showed them how the trap worked. The marmot coming out of his
+hole smelled the bait on the string. So it ran along and nibbled the
+bait until its sharp teeth cut the cord. Then the sapling sprang up
+and jerked the snare upward. And the weight of the marmot, pulling
+downward, drew the slipknot tight.
+
+
+#THINGS TO DO#
+
+     _Tie a slipknot at one end of a string, and show how to set it for
+     snaring birds. Show how to set it for snaring rabbits. Find a
+     hollow stick or a bone to protect the snare from the rabbit's
+     teeth. Show how the marmot trap was set._
+
+     _Tell how you catch mice. Tell how you catch flies._
+
+     _What animals do you know that sleep during the winter? How can
+     they live so long without eating?_
+
+     _Draw one of these pictures:_--
+       _Snowflake finds a reindeer caught in the vines._
+       _Antler teaches the children to set traps._
+
+     _Model a marmot in clay._
+
+     _Name all the animals you know that burrow in the ground. Watch one
+     of them and find out what it does._
+
+
+
+
+XXI
+
+THINGS TO THINK ABOUT
+
+     Why would the Cave-men be apt to lose many spears and javelins?
+
+     How could they keep from losing the shafts?
+
+     Can you think of how they might find a way of saving their
+     spearheads?
+
+     Find a picture of a barbed spearhead. Why did people begin to make
+     barbs?
+
+
+_How Spears were Changed into Harpoons_
+
+None of the clans could make better weapons than the men of the Bison
+clan. Since boyhood, Greybeard had been known for his delicate spear
+points and knives. No workshop in all the valley was better known than
+his. But even Greybeard's weapons sometimes were known to fail. Even
+his spear points sometimes were lost in the chase.
+
+For several days the men were at home making new weapons. They never
+made spears and javelins with sharper and finer points. They never
+made straighter and smoother shafts. When they started out to hunt,
+they were proud of their new weapons. All the Cave-men expected that
+before the day passed, they would have new trophies and fresh meat.
+
+The women, trapping birds on the hillsides, listened from time to
+time. They expected to hear Bighorn's whistle when the animals were
+ready to be skinned. But the day passed, and no signal came.
+
+At sunset the men returned, but they were gloomy and silent. They
+brought no trophies, and they spoke not a word of the chase.
+
+No wonder the men were gloomy and silent. Their precious spears and
+javelins had been lost in the chase. It was not because the men were
+careless. It was not because they were not skillful in making spears
+and javelins. It was because these weapons, when thrown from the hand,
+could not strike deadly blows.
+
+The Cave-men had thrown at the wild horses with a sure aim. Their
+javelins and spears went right to the mark. When the horses ran, the
+Cave-men followed. But in spite of all they could do, the wild horses
+were soon out of sight.
+
+Some of the horses received ugly wounds and carried the weapons far
+away. Others received slight wounds; they brushed off the spears and
+javelins, which fell and were lost in the tall grass.
+
+[Illustration: _A chisel-scraper._]
+
+Time and again, hunted animals had escaped with only a wound. Wounded
+animals had often escaped with a spear or javelin. But never before
+had so many animals escaped with so many precious weapons.
+
+Of course there was nothing for the Cave-men to do but to make new
+weapons. But it took a long time to season the sticks for straight and
+smooth shafts. It took patience and skill for the Cave-men to make
+delicate flint points. Perhaps this was why the Cave-men learned to
+retrieve the weapons they threw.
+
+Ever since the Cave-men had learned to make spears, they had lashed
+the head to the shaft. They thought that this was the only way to make
+a good spear. Chipper was the first Cave-man who invented a new way.
+
+Chipper was all alone in the workshop. He had finished a spear point
+which he held in his hand. Without thinking what he was doing, he
+slipped the tang into a hollow reed which he picked up from the
+ground. If it had not been for a hungry wolf, he might have thought no
+more about it.
+
+But the wolf had smelled the meat which was on the ground close to the
+workshop. Hearing a sound, Chipper looked just in time to see the wolf
+spring toward the meat.
+
+The spear flew from Chipper's hand before he stopped to think. And
+Chipper sprang upon the wolf and engaged in a hand-to-hand fight.
+
+At the first sound of the combat the Cave-men rushed to the spot.
+There they found that Chipper had already secured his prize.
+
+While the Cave-men looked at the wolf, Chipper told them what had
+happened. He showed them the reed which he had used in hurling his new
+spear point. The men looked at the hollow reed and tried it to see how
+it worked. Other reeds were on the ground. So the men fitted
+spearheads into the reeds and practiced throwing that way. They played
+with the reeds the rest of the day.
+
+[Illustration: _A barbed point._]
+
+When they worked at their weapons again, Chipper, alone, tried a new
+way. He made a loose shaft with a socket in the end. During the next
+chase they lost many weapons. Chipper lost many spearheads; but he
+always found his loose shaft.
+
+When the Cave-men noticed that Chipper never lost his shaft they began
+to make loose shafts. And they got the idea of a barbed spearhead from
+a wound which was made by a broken point. They found such a point deep
+down in the wound of a bison. The sharp edge had caught in the
+bison's flesh. And every movement of the bison had driven the
+spearhead deeper.
+
+[Illustration: _A harpoon._]
+
+It was by paying attention to such little things that the Cave-men
+learned to make barbed spears. When the Cave-men learned that barbed
+spearheads made very dangerous wounds, they were willing to take the
+trouble of making the barbed points.
+
+But no Cave-man was willing to lose one of his barbed spear points.
+Perhaps that is why the men began to tie the barbed heads to the loose
+shaft. When they first did this, they did not know that their spears
+had become harpoons.
+
+
+#THINGS TO DO#
+
+     _Find a hollow reed and use it for a shaft. Make a shaft with a
+     socket in it. Fit a spearhead into the socket. Change the spear so
+     as to make a harpoon._
+
+     _Draw a picture of the chase of the wild horses._
+
+     _Think of a wild horse running very fast. See if you can model a
+     wild horse in clay so as to show that it has great speed._
+
+
+
+
+XXII
+
+THINGS TO THINK ABOUT
+
+     Why was the harpoon a better weapon for hunting than the spear or
+     javelin? What could hunters do to keep smooth shafts from slipping
+     from their hands? What is the harpoon used for to-day?
+
+     Why do animals become more cunning after they are hunted?
+
+
+_How the Cave-men Hunted with Harpoons_
+
+Once again the Cave-men went out to hunt the wild horses. Once again
+they took new weapons. But instead of spears and javelins they carried
+barbed harpoons.
+
+From a high hill they saw the horses on the edge of a grassy upland.
+They hurried over the wooded hills and crept through the tall grass.
+When Bighorn gave the signal the sentinels pricked up their ears. But
+before they could give the alarm, the men had thrown their harpoons.
+
+The frightened horses crowded upon one another. Snapping sounds of
+breaking shafts, sharp cries of wounded horses, and loud shouts of
+Cave-men added to their terror.
+
+The snorting of the sentinels warned the Cave-men back. A signal from
+the leader brought order to the herd. It began to move as though it
+were one solid mass.
+
+Away the herd galloped, striking terror to all creatures in the way.
+But the wounded horses soon lagged. In vain they tried to keep up. At
+each step the shaft of the harpoon swung under their feet. At each
+step the barbed head pierced deeper and deeper. So the Cave-men had
+little trouble in finishing the chase.
+
+Perhaps you think the Cave-men had no trouble in hunting after that.
+They had less trouble for some time, and they all prized their
+harpoons. But on cold days, when their hands were stiff, the smooth
+shafts slipped from their grasp.
+
+When they used shafts with knobs and large joints, it was easy to keep
+a firm hold. So the men made shafts with larger knobs and they put
+girdles around the smooth shafts.
+
+[Illustration: _Chipper using a spear-noose._]
+
+At their games of throwing spears and javelins, Bighorn was almost
+sure to win. It was partly because he had large hands and very strong
+fingers. By bending one finger like a hook and striking the butt of
+the shaft, he could send a harpoon straight to the mark.
+
+Chipper's hands were not very large. His fingers were not so strong as
+Bighorn's. But Chipper was a bright young man, and he found a way of
+using a spear-noose so that he could throw as well as Bighorn.
+
+The spear-noose was a simple thing. Chipper made it by tying a noose
+in each end of a cord. When he used it, he slipped one noose around
+his thumb and the other around one finger. Then he grasped the spear
+near the butt and slipped the cord around the knob. The spear-noose
+was a great help to hunters whose hands were not large and strong.
+
+Every time the Cave-men made new weapons, they worked very well for a
+short time. But as soon as the animals learned about them, they became
+more cunning in getting away. Wild horses kept sentinels on knolls and
+hilltops so that they could see an enemy from afar. They guarded their
+herds so carefully that the Cave-men could scarcely get near enough to
+hit them with their harpoons.
+
+And so the Cave-men returned many times bearing no trophies. They
+returned many times giving no signal for the women to come for fresh
+meat.
+
+
+#THINGS TO DO#
+
+     _Take a harpoon and show how the shaft would swing against the feet
+     of an animal that had been hit by the head._
+
+     _Make a girdle around a smooth shaft, or make a shaft with a knob
+     or large joint near the butt._
+
+     _Make a spear-noose and show how Chipper used it._
+
+     _Think of the wild horses during the first few minutes after the
+     men threw their harpoons. See if you can draw a picture of them._
+
+
+
+
+XXIII
+
+THINGS TO THINK ABOUT
+
+     Think of as many hard things as you can that the Cave-men had to
+     do.
+
+     Why did they have to do these things? What kind of men did the
+     Cave-men have to be?
+
+     Think of as many ways as you can that the Cave-men would use to
+     teach the boys. What tests do you think they would give the boys?
+
+
+[Illustration: "_And so the Cave-men tested the boys in many different
+ways._"]
+
+_How the Cave-men Tested Fleetfoot and Flaker_
+
+Winters came and went, and Fleetfoot and Flaker grew to be large boys.
+They watched the men; they heard them talk; they learned what a
+Cave-man had to do.
+
+Greybeard told them stories of brave hunters that lived long ago. He
+told them about the animals they must learn to hunt. The boys listened
+to the stories. And they thought there was no animal too fierce for
+them to fight. They thought there was no river too swift for them to
+cross. They thought there was no mountain too steep for them to climb.
+
+But the boys had not learned how fierce a bison can be. They had never
+crossed a raging river nor climbed a mountain peak.
+
+The men knew that the boys needed to try their strength before they
+could be really strong. They knew they must do brave deeds before they
+could be really brave. They knew they must suffer patiently before
+they could have self-control. And so the Cave-men tested the boys in
+many different ways.
+
+If the boys stood the tests, the Cave-men shouted praises; but if they
+showed any sign of fear, the Cave-men jeered at them.
+
+Sometimes the boys were given nothing to eat until they brought food
+from the hunt. And even then they were not always allowed to touch the
+food which was near. When the boys were fasting, the Cave-men tempted
+them with food. And if the boys took even a bite, they failed in the
+test. So Fleetfoot and Flaker learned to fast without a word of
+complaint.
+
+One of the hardest things which the boys had to do was to make their
+own weapons. At first, Greybeard helped them; but, later, they had to
+do their own work.
+
+So the boys learned to go to the trees that had the best wood for
+shafts. They learned to cut, and peel, and scrape, and oil, and
+season, and polish the sticks before they were ready to use. No wonder
+the boys became tired before all this work was done.
+
+Then they worked very carefully before they could make good
+spearheads. They hunted for the best stones and learned to shape them
+very well. When they forgot and struck hard blows, they spoiled the
+flint points. Then Greybeard would tell them that the strongest and
+bravest hunters were those who could strike the gentlest blows.
+
+It was work of this kind that was harder for the boys than chasing a
+wild horse or a reindeer. If they had not known that they must have
+weapons, they would not have had patience to do it.
+
+While the boys worked at their weapons, they thought of what they
+would do with them. They thought of the trophies they would bring home
+and what the people would say. And they learned to sing at their work
+and to mark the time for each blow. And so they managed to keep at
+work until the weapons were done.
+
+One day when the boys were flaking spear points, Fleetfoot turned to
+Flaker and said, "Do you know who made the first flaker?"
+
+"Yes," answered Flaker, "it was Greybeard."
+
+"No, no!" said Fleetfoot, "Nimble-finger did it."
+
+Greybeard heard Fleetfoot speak his name and he came to the spot. Then
+it was that Fleetfoot learned that Greybeard was Nimble-finger.
+
+After that Fleetfoot took great pains to learn how to flake flint
+points. He watched Greybeard as he worked and he listened to all he
+said.
+
+Before many years had passed, the boys could make good weapons. They
+knew every spot on their own hunting ground. They knew the wild
+animals that lived there and what they liked to do. They knew each
+animal by its track. Each sound of the woods, each patch of light,
+they learned to read as you read a book.
+
+
+#THINGS TO DO#
+
+     _Name things you will have to learn before you are full-grown._
+
+     _What kind of tests do you have to take?_
+
+     _Tell a story of the way the Cave-men tested Fleetfoot and Flaker._
+
+     _Tell a story of all that you think happened the day that Fleetfoot
+     learned that Greybeard was Nimble-finger._
+
+     _Name the birds you can tell by their song. Name those you can tell
+     by sight._
+
+     _Draw one of these pictures:_--
+       _Testing Fleetfoot and Flaker._
+       _Fleetfoot and Flaker in the workshop._
+       _Fleetfoot discovers Nimble-finger._
+
+
+
+
+[Illustration: "_Then their antlers crashed in a swift charge._"]
+
+XXIV
+
+THINGS TO THINK ABOUT
+
+     What animals would the Cave-men see just before winter? Which of
+     these live in herds? How are the leaders of the herds chosen?
+
+     What kind of a voice does the reindeer have when it is
+     good-natured?
+
+     What kind of a voice does it have when it is angry?
+
+
+_Fleetfoot and Flaker see a Combat_
+
+One day just before winter, Fleetfoot and Flaker went out on the
+hills. The reindeer were coming back and the boys wanted to see them.
+
+They had gone only a little way, when they saw two handsome stags.
+Each wanted to be leader of the reindeer herd, and so they were trying
+their strength.
+
+The stags stood head to head, their red eyes blazing like fire. Their
+hair stood on end. They stamped their hoofs on the hard ground. They
+hissed fierce blasts to and fro.
+
+Slowly and carefully they changed their position, still keeping head
+to head. Each reindeer knew that the lances of the other could strike
+deadly blows. Each reindeer had fought too many battles to expose
+himself to such blows.
+
+And so the stags eyed each other, getting more angry all the while.
+Louder and fiercer sounded their blasts. Then their antlers crashed in
+a swift charge.
+
+They pulled and pushed with all their might in a life and death
+struggle. Not until their strength was exhausted did they stop a
+moment to rest.
+
+Then they tried to draw apart, but they found they could not do it.
+Each stag was held a prisoner by the antlers of the other. In vain the
+handsome creatures pulled and pushed. Each was held fast. And the
+boys, seeing their chance, secured both of the reindeer.
+
+Perhaps it was well for the reindeer that the boys were there. At
+least, the boys saved them from a more horrible death. Reindeer caught
+in this way have suffered from hunger and thirst many days before
+death came.
+
+The boys admired the beautiful reindeer as they lay stretched out on
+the ground. They felt of their polished antlers that had dealt many
+powerful blows. And they wished they had such weapons as these to use
+all of the time.
+
+
+#THINGS TO DO#
+
+     _Show how the reindeer stood in the combat and how they changed
+     their positions. Draw the picture._
+
+     _Take a flat surface of clay and see if you can model a reindeer so
+     that it will stand out a little from the surface._
+
+     _Tell a story of what you think happened at the cave after the boys
+     killed the reindeer._
+
+
+
+
+XXV
+
+THINGS TO THINK ABOUT
+
+     If you have ever seen a cat hunt, tell how she does it. Can you
+     think why cats do not hunt together?
+
+     Do dogs hunt alone, or with one another? How do wolves hunt?
+
+     In what ways can animals help one another in hunting? What animals
+     do wolves hunt to-day? What animals did the wolves hunt in the time
+     of the Cave-men?
+
+
+_What Happened when Fleetfoot and Flaker Hunted the Bison_
+
+When summer came, Fleetfoot and Flaker watched the bison from day to
+day. The wolves, too, watched the bison. One day the boys saw two
+wolves hunt a bison that had strayed from the herd.
+
+The wolves walked boldly up toward the bison until they were only a
+few paces away. Then they went cautiously.
+
+The bison paid no attention at first; but when the wolves came closer,
+he stamped his foot and shook his horns. Any animal could know that
+the bison meant, "It is dangerous here. Keep away!"
+
+But the wolves had a plan and they carried it out. The smaller wolf
+kept the bison's attention by making believe attack from the front.
+This gave the big wolf a chance; and he cut the large muscles of the
+bison's knees with his sharp teeth. The bison was thus crippled so
+badly that the wolves were more than a match for him.
+
+"I wonder if we could get a bison," said Flaker as the boys watched
+the wolves at their feast.
+
+"Let's try," said Fleetfoot.
+
+"But how can we get close up," said Flaker, "without frightening the
+bison away?"
+
+"Let's dress in wolf-skins," said Fleetfoot, "and make believe we are
+wolves."
+
+And the boys dressed in wolf-skins and took their best hunting knives.
+They watched the herd until they saw a large bison stray away. Then
+the boys approached the bison, and they looked so much like wolves
+that they got very close before the bison threatened with his horns.
+
+Then the boys made the attack. Flaker took the part of the little wolf
+and attacked the bison's head. Fleetfoot took the part of the big wolf
+and tried to cripple the bison.
+
+But the boys had not counted upon the bison's tough skin. They had not
+counted upon his muscles, which were as hard as boards. Flaker's
+dagger glanced off at one side and merely scratched the bison. But it
+made the creature so angry that he charged upon Flaker.
+
+Meanwhile Fleetfoot was doing his best to cut the hard muscles of the
+bison's knee. He forgot about everything else until he had lamed one
+of the forelegs. It was then that the bison charged and that Flaker
+called for help. And then Fleetfoot tried to rescue Flaker by drawing
+the bison's attention away.
+
+Fleetfoot did this just in time to save Flaker's life. He struck at
+the Bison's head, then dodged in time to escape his horns. He dodged
+again and again until he was almost exhausted. The bison limped, but
+he seemed as strong and as furious as ever. Once again the bison
+charged, and again Fleetfoot dodged. Then a spear whizzed past
+Fleetfoot's head and a voice called, "Climb a tree."
+
+[Illustration: "_They looked so much like wolves that they got very
+close before the bison threatened._"]
+
+Fleetfoot never remembered running to the tree. He never remembered
+climbing it. But for many days he seemed to see himself in the tree
+and the bison just beneath. For many days he seemed to hear
+Greybeard's welcome voice.
+
+[Illustration: _A Cave-man's carving of a "hamstrung" animal._]
+
+Greybeard and Fleetfoot stayed in the trees until the bison started up
+the ravine. Then they climbed down from one of the trees and hurried
+to see what had happened to Flaker.
+
+
+#THINGS TO DO#
+
+     _Tell something that you have learned from watching an animal._
+
+     _Mention as many things as you can that you think the Cave-men
+     learned from animals._
+
+     _Straighten and bend your elbow or knee so as to find where the
+     strong muscles are._
+
+     _Tell why the Cave-men tried to cut the strong muscles of the
+     bison's knee. We say when we cut these large muscles that we have
+     "hamstrung" the animal._
+
+     _Look at the picture of a Cave-man's carving of an animal which has
+     been "hamstrung." Can you tell what animal it is?_
+
+     _Think of the two wolves coming up toward the bison. Model one of
+     them in clay. See if the children can guess which one it is._
+
+
+
+
+XXVI
+
+THINGS TO THINK ABOUT
+
+     What do you think had happened to Flaker? If any of his bones were
+     broken, do you think the Cave-men could set them? Do you think
+     there were doctors when the Cave-men lived? Who would do the work
+     which doctors do to-day?
+
+
+_What the Cave-men did for Flaker_
+
+Fleetfoot ran ahead of Greybeard and found Flaker on the ground.
+Fleetfoot stooped and looked into his face. He called him by name. No
+answer came. Then Fleetfoot asked Greybeard if Flaker was dead.
+
+Greybeard shook his head as he bent down and laid his hands upon the
+boy. He examined his wounds, then said to Fleetfoot, "Let's carry him
+down to the cool spring."
+
+So Greybeard and Fleetfoot lifted Flaker and carried him gently down
+to the spring. There they bathed his face and the ugly wounds with
+fresh cool water. They bound his wounds with strips of the skins that
+the boys wore that day.
+
+When Greybeard tried to set the broken bones, Flaker began to moan. He
+opened his eyes for a moment; then he fell back in a swoon.
+
+Then Greybeard sent Fleetfoot to the cave for help. And Fleetfoot
+hurried and told Antler; and Antler, picking up some little things
+which she knew she would need, and telling the women to follow quickly
+with a large skin, went with Fleetfoot to the spot where Flaker lay.
+
+Greybeard was watching beside the boy when Antler arrived. He helped
+her set the broken bones and then they prepared to carry him home.
+
+[Illustration: _What the Cave-men did for Flaker._]
+
+Taking the skin which the women brought, Antler stretched it upon the
+ground. Then the women helped her lift the boy and lay him upon the
+skin. Gently they laid him upon the stretcher. Softly they stepped as
+they carried him home. They tended him carefully many days.
+
+Flaker's wounds soon healed. But when he was strong enough to walk,
+the Cave-men saw that he was lame.
+
+Flaker was always lame after that. The bones had slipped out of place
+and now it was too late to reset them. Afterwards the Cave-men learned
+better ways of setting broken bones. They found better ways of holding
+them in place while they grew together.
+
+Perhaps the Cave-men learned this by watching the wild animals. Some
+birds, when they break a leg, hold the bones in place with wet clay.
+Sometimes we use a plaster cast, but the Cave-men knew nothing about
+such a way.
+
+The days seemed long to Flaker while he was getting well. Everybody
+was kind to him, but it seemed hard to keep quiet when everybody else
+was moving about.
+
+When Fleetfoot went out to hunt, Flaker wanted to go too. But he could
+not go, and so Fleetfoot used to tell him everything that happened.
+
+
+#THINGS TO DO#
+
+     _Show how the women helped Antler put Flaker upon the skin. Show
+     how they carried him home. Draw one of the pictures._
+
+     _Find out why a child's bones will grow together more easily than
+     an old person's bones. See if you can find out what bones are made
+     of. Soak a bone in acid and see what happens to it. Burn a bone and
+     see what happens to it. Why do a child's bones break less easily
+     than an old person's?_
+
+     _If there is a spring in your neighborhood, go and see it. Find out
+     where the water comes from._
+
+
+
+
+XXVII
+
+THINGS TO THINK ABOUT
+
+     If Flaker is lame, how will he be able to get food? What do you
+     think he can do that will be useful to the clan?
+
+     Do you think the Cave-men took as good care of the sick, and the
+     lame, and the old people, as we do? What could they do for them?
+
+     Why did the men use weapons more than tools? Why did the women use
+     tools more than weapons?
+
+     Think of as many tools as you can that the women used.
+
+
+_How Flaker Learned to Make Weapons of Bone_
+
+Before Flaker was hurt he and Fleetfoot had planned to do many things.
+But now Flaker was lame, and all the Cave-men knew he would never be
+able to hunt.
+
+When Flaker first knew it, he was very sad. And so Fleetfoot tried to
+comfort him. Each day he brought him a bird or a rabbit, and he told
+him all that had happened.
+
+For a while Flaker thought that if a man could not hunt, there was
+nothing else for him to do. But soon he found there were many things
+to do besides going out to hunt.
+
+Flaker began by doing a few little things to help Fleetfoot. He helped
+him flake heads for harpoons and javelins and make strong shafts.
+
+When Greybeard and Fleetfoot praised his work, Flaker was very happy.
+And so Flaker busied himself in the workshop when the men went out to
+hunt. Sometimes Chipper helped him, and often Greybeard worked with
+him.
+
+When Flaker was tired he would look at the trophies which were
+fastened on the wall near the cave. He was always glad to see the
+locked antlers of the two stags.
+
+As he looked at the strong antlers, he could almost see the handsome
+stags. He thought of them standing head to head ready to strike deadly
+blows. And he wished he had had such powerful weapons to meet the
+bison's charge.
+
+[Illustration: _A wedge or tent pin._]
+
+The children wanted to be good to Flaker and so they brought him the
+antlers they found. They liked to play with the antlers, and their
+mothers used them in many ways. They had learned to cut them with
+choppers and chisels, and sometimes they cut them with stone knives.
+
+All the women used the small prongs of the antlers. They used them as
+wedges in prying the bark loose from the sap-wood of young trees. All
+the women had learned to make hammers of antler by making two cuts
+near the base. And sometimes they used the broad end of the brow
+antler instead of a stone chisel.
+
+Once when Flaker was watching Antler, he thought she was making a
+dagger. But Antler had not thought of making a dagger. She was making
+a hammer and wedge. When she had finished, she dropped the long beam
+of the antler upon the ground and went away with her tools.
+
+Flaker kept his eyes fixed upon the long beam. The more he looked at
+it, the more it looked like a dagger. At length he reached and picked
+it up. Then he took his knife and began to cut it.
+
+[Illustration: _The head of a javelin._]
+
+That night when Fleetfoot came home, Flaker gave him a dagger of
+reindeer horn. Fleetfoot showed it to Bighorn, who took it, then
+tossed it on the ground.
+
+Bighorn had never seen such a dagger. He thought a good dagger had to
+be made of stone. So he made fun of Flaker's weapon, then thought no
+more about it.
+
+But Greybeard and Chipper did not make fun of the weapons Flaker made.
+They tried the dagger next day, and found that it stood the test. So
+they asked Flaker to make each of them daggers and javelins of
+reindeer horn.
+
+
+#THINGS TO DO#
+
+     _Tell all you know about the antlers of full-grown stags. Tell all
+     you know about the antlers of other reindeer._
+
+     _Look at the antlers in the pictures on pages 16, 17, 108, and 121.
+     Find the part that would make such a wedge as is shown on page 119.
+     Find the part that would make such a hammer as is shown on page 74.
+     Find a part for a chisel or scraper. Find the long beam that was
+     used in making such a dagger as is shown on page 123. Do you think
+     that Flaker's first dagger was carved in this way? Can you tell why
+     the Cave-men carved their weapons?_
+
+     _Act out the part of this story you like best._
+
+     _Draw one of these pictures:_--
+       _Flaker watching for Fleetfoot's return._
+       _The children bringing antlers to Flaker._
+       _The women at work making tools._
+       _Fleetfoot showing the dagger to Bighorn._
+       _Greybeard and Chipper asking Flaker to make daggers._
+
+     _Make as many simple tools as you can out of bone or horn. Find
+     ways of using them._
+
+
+
+
+XXVIII
+
+THINGS TO THINK ABOUT
+
+     What do you think Flaker used in cutting the antler? What tools
+     will he need to use in making weapons of bone or horn?
+
+     What do you think the first saws were? How do you think people came
+     to use saws? How large do you think they were?
+
+     What are files used for? Can you think what the first files were
+     like? What do you think they were used for?
+
+
+_How Flaker Invented the Saw_
+
+[Illustration: _A small antler._]
+
+How glad Flaker was when Greybeard and Chipper asked him to make them
+some daggers! He looked at all the antlers the children had brought.
+He thought of the reindeer he had seen with antlers such as these. He
+remembered the handsome reindeer with their deadly weapons, and at
+length he chose the large antlers which had belonged to a handsome
+stag.
+
+Flaker looked at the long beams and decided to use them for daggers.
+He took his knife to cut off the prongs, but he could scarcely cut
+them with a knife.
+
+Flaker knew that the women cut the prongs with a chopper, but a
+chopper was a woman's tool. And Flaker wanted to be like the men. And
+so he kept working with his knife, but he wished he had taken a beam
+which the women had left.
+
+[Illustration: _A knife with two blades, a saw, and a file, all in
+one._]
+
+When he was tired using his knife, he played with some flint flakes.
+He ran his fingers over the sharp edges. Then he carelessly pressed
+off tiny flakes.
+
+But Flaker soon tired of this and he picked up the antler again. He
+pushed a flint flake back and forth upon one of the prongs of the
+antler.
+
+Flaker was simply playing at first; but when he saw that the flint was
+cutting, his play became real work. And he kept on pushing and pulling
+the flake until the prong fell to the ground. Then he sawed off other
+prongs, but he did not know he was sawing.
+
+Flaker had never seen a saw and he did not know what it was. He did
+not know that when he pressed off the tiny flakes he made the teeth of
+a flint saw.
+
+But Flaker had made a saw. It was only the rough edge of a flint
+flake. No doubt such rough edges had been made many times before. But
+Flaker learned to use the rough edge by pushing and pulling it back
+and forth.
+
+[Illustration: _A Cave-man's dagger of carved antler._]
+
+When Flaker sawed the prongs from the beam, some of the places were
+rough. So he rubbed them with the face of the flint until he made them
+smooth. When Flaker did this, the flake, which had been only a knife,
+became a file as well as a saw.
+
+Greybeard and Chipper tried the new daggers and found that they were
+sharp and strong. And the next time they went on the chase they took
+the new weapons along.
+
+Bighorn saw the new weapons, but he said little about them. For
+Bighorn knew better than to make fun of weapons Greybeard used.
+
+Nothing pleased Flaker more than to be able to help Greybeard. And so
+he cherished the new tool that he used in shaping reindeer horn.
+Sometimes he showed it to Greybeard, who was always kind to the boys.
+But even the wise old man had no idea of what a wonderful tool it was.
+
+The other Cave-men saw the tool, but they thought very little about
+it. They cared a great deal about the weapons they used in the chase.
+But few of the Cave-men ever thought of making anything they did not
+need right away.
+
+And so little was said about the new tool which was a knife with two
+blades, a saw, and a file, all in one. Nobody dreamed at that time
+that the little tool was the forerunner of a great change.
+
+
+#THINGS TO DO#
+
+     _If you can strike off a large flint flake with three faces, see if
+     you can make it into a knife-saw-file._
+
+     _Look at the picture, or at the real tool you have made, and find
+     the plain face that can be used as a file._
+
+     _Find the two edges which can be used as knives. Find the edge
+     which has a crest of teeth, and which can be used as a saw._
+
+     _Draw one of these pictures:_--
+       _The women chopping prongs from the beam of the antler._
+       _Flaker sawing the prongs off the antler._
+
+
+
+
+XXIX
+
+THINGS TO THINK ABOUT
+
+     Can you think why the females and the young males of the reindeer
+     herd could drive the old stags away during the winter? Could they
+     do it in the summer?
+
+     Why can the reindeer walk easily in the snow or on slippery places?
+
+     What is it that makes the clicking sound when reindeer walk or run?
+
+     Why were the Cave-men careful to make no mistake in the dance?
+
+
+_The Reindeer Dance_
+
+Fleetfoot did not hunt with the men, but he learned many things from
+them. In early winter, he heard them tell stories of dangerous
+encounters with ugly stags. When the old stags shed their antlers, he
+saw the men dance the reindeer dance.
+
+Fleetfoot mimicked the reindeer's movements and the grunting sounds
+they made. But he was not allowed to join with the men in dancing the
+reindeer dance. Only brave men were allowed to join in the dance. Only
+the bravest men were allowed to lead.
+
+[Illustration: _A Cave-man's mortar stone for grinding paint._]
+
+But Fleetfoot stood near and saw everything that was done. Some of the
+men put on headdresses made of the antlers of the reindeer. Others put
+on reindeer suits without the headdress of antlers. Those that were to
+be the Cave-men painted their faces and carried trophies.
+
+Fleetfoot wished that he could have a headdress and take part in the
+dance. He wondered how long he would have to wait before he could
+dance with the men. He wondered how many brave things he must do
+before he would rank as a man.
+
+And when Fleetfoot saw the men standing in silence while Greybeard
+made offerings to the gods, he looked at the brave old man and
+wondered how a man could be so wise. Then he thought of Chew-chew's
+stories of brave men of olden times.
+
+At length Fleetfoot saw Flaker, who was sitting all alone. He went and
+sat beside him and they watched the men dance.
+
+The men had finished dressing, and the women were seated on the
+ground. They had rolls of skin, and rude drums, and rattles of
+reindeer hoofs.
+
+At a signal from Bighorn, a group of men came dancing to the music of
+the rattles. They moved about and made low grunting sounds as though
+they were a reindeer herd.
+
+Then the music changed. The women drummed upon skins and hummed in a
+weird way. They tried to show by the sound of the music the coming of
+a storm.
+
+[Illustration: _A drum._]
+
+At the first sound of the weird music, the reindeer pricked up their
+ears. Then the larger reindeer that had lost their antlers started off
+to make-believe higher lands. There they made believe paw the snow
+until they found the moss. As the music of the storm grew louder, the
+herd followed to the higher lands. And with many an angry threat they
+drove the old stags away.
+
+Then the drumming and humming became fainter, and at last the sounds
+died away. But still the faint clicking of the rattles marked each
+step of the men in the dance.
+
+Another signal from Bighorn marked the change to a new scene. Trails
+were marked upon the ground and sticks placed for hills and streams.
+
+While the reindeer pretended to feed, a group of Cave-men appeared.
+Bighorn, who was still the leader, sent Little-bear to watch where the
+trail crossed the hills. Chipper was sent to lie in wait at the spot
+where the trail crossed the river. And Bighorn, himself, took his
+stand at the point where the trails crossed.
+
+When the men took their places, others crept back of the herd. Only
+the light music of the rattles sounded as the reindeer moved about.
+
+As the men came nearer the reindeer herd, the sentinels showed signs
+of fear. The clicking of the rattles was quicker. The herd became
+thoroughly alarmed and the women shook the rattles and made a loud
+din.
+
+Then the reindeer started on their old trails and came near the spots
+where the men were hid. The clicking of the rattles marked the time
+for the running, and the beating of the drum showed when javelins were
+hurled. Soon the shouts of the men and the rattles and drums made a
+loud noise.
+
+All the Cave-men enjoyed the dance. They danced it without a mistake.
+And so they felt sure that the god of the reindeer would give them
+success in the chase.
+
+
+#THINGS TO DO#
+
+     _Model in your sand-box the spot where the reindeer dance was
+     danced._
+
+     _Model the trails where the Cave-men thought the reindeer would run
+     when alarmed._
+
+     _Make rattles of something which you can find, and show how to mark
+     time with them._
+
+     _If you can get a skin, see if you can stretch it over something so
+     as to make a drum. Try different ways, and tell which is best._
+
+     _Dramatize this lesson._
+
+     _Draw a picture to illustrate it._
+
+
+
+
+XXX
+
+THINGS TO THINK ABOUT
+
+     Can you think why hunters frequently have famines? At what season
+     of the year would they be most likely to have a famine?
+
+     Can you think why they did not preserve and save food in times of
+     plenty?
+
+     If game should be scarce on a hunting ground, do you think all of
+     the people could stay at home? What do you think would happen at
+     such a time?
+
+     Have you ever heard that the Indians used to be afraid of having
+     their pictures taken? Why were they afraid of it?
+
+
+_Fleetfoot Prepares for His Final Test_
+
+Toward the close of winter rumors of famine came to the Bison clan.
+Several times people came from neighboring clans and asked Antler for
+food. There was plenty of meat in the cave, so she gave to those who
+asked. The strangers soon went away, and the Bison clan forgot about
+them.
+
+The next summer game was scarce on several of the old hunting grounds.
+There was not enough food for all. People began to wander away from
+their old homes. Small groups of men, women, and children, set out in
+different directions.
+
+Game was still plenty on the lands of the Bison clan. When the
+neighbors knew this, they came to hunt on these lands. The day
+Fleetfoot went away to fast, strange people came and camped.
+
+The next day the Bison clan drove them away. A few days later other
+strangers came, and they, too, were driven away. Bighorn was angry
+when the strangers first came, but soon he became alarmed.
+
+Just as the men and women were holding a council to consider what to
+do, the strangers disappeared. Not until Fleetfoot returned did the
+Bison clan know who they were or why they came.
+
+[Illustration: "_People began to wander away from their old homes._"]
+
+Before Fleetfoot went away to fast, he had been curious about the Big
+Bear. He had heard many stories about the Big Bear ever since he was a
+child. He had heard that the Big Bear guarded the game and kept the
+animals in the rocky cavern. He had wondered if he could climb the
+mountains and find the cave of the Big Bear.
+
+Before Flaker was hurt, the boys had planned to go to the mountains.
+They had planned to make friends with the Big Bear and learn where he
+kept the game. They had planned to climb the highest peaks and see
+what there was beyond.
+
+Once, when the boys asked Greybeard if they might go to the mountains,
+Greybeard said, "No, no, my children! Wait a while. You are not yet
+old enough to go."
+
+And so the boys waited, but they still talked about going to the
+cavern of the Big Bear. After Flaker was hurt they still planned, but
+they planned for Fleetfoot to go alone.
+
+One day when the boys were talking together, Greybeard came to
+Fleetfoot and said, "The time you have waited for has come. Prepare
+for your final test."
+
+This was glad news for Fleetfoot. At last he was to have a chance to
+prove himself worthy to rank with the men. Flaker rejoiced with
+Fleetfoot, yet he could not help feeling sad.
+
+The Bison clan had decided that Fleetfoot should go to a quiet spot.
+There he was to fast and pray until he received a sign from the gods.
+And when he had done their bidding, he was to return for his final
+test. This test once passed, Fleetfoot would be counted one of the
+men.
+
+Before Fleetfoot went, Greybeard instructed him in the use of prayers
+and charms. Antler gave him a magic powder and showed him how to
+prepare it from herbs. And the men told him of their tests, and the
+signs they received from the gods.
+
+Flaker had listened to every word that Greybeard had said. He had
+thought of all the dangers which Fleetfoot might encounter. And he
+wondered if there was not a way to protect Fleetfoot from harm.
+
+Flaker knew that the reindeer dance was a prayer of the Cave-men to
+their gods. He knew each movement in the dance was to help the gods
+understand. He felt sure that the gods would help Fleetfoot if he
+could make them understand. And so he determined to make a prayer
+which Fleetfoot could carry with him.
+
+[Illustration: _The engraving of a cave-bear on a pebble._]
+
+Perhaps you will think that the prayer Flaker made was a very strange
+prayer. But many people in all parts of the world have made such
+prayers. It was a prayer to the Big Bear of the mountains. Flaker
+scratched it upon a smooth pebble with a flint point. It was a picture
+of the Big Bear, and Flaker made it so that Fleetfoot could control
+the actions of the Big Bear.
+
+When Flaker gave the prayer to Fleetfoot he told him to guard it with
+great care. Fleetfoot took the prayer and promised to keep it near his
+side. Then the boys made an offering to the Big Bear and asked him to
+guide the way.
+
+When at length Fleetfoot was ready to start, Greybeard spoke these
+parting words: "Forget not the offerings to the gods, and remember
+they must be made with true words and a faithful heart."
+
+
+#THINGS TO DO#
+
+     _Show in your sand-box where you think the mountains were. Model
+     them and show that they were almost covered with snow. Show good
+     places for neighboring hunting grounds._
+
+     _Tell why game might be scarce in some hunting grounds and plenty
+     in others._
+
+     _Dramatize this story. Draw pictures which will show what happened.
+     See if you can engrave some animal upon wood or soft stone._
+
+
+
+
+XXXI
+
+THINGS TO THINK ABOUT
+
+     Where do you think Fleetfoot will go while he is away from home?
+
+     Find a picture of a glacier, and see if you can tell how a glacier
+     is made. In what places does the snow stay all the year round? If a
+     great deal of snow falls each year, what do you think will become
+     of it?
+
+     Find out whether there have ever been glaciers near where you live.
+     If there have, see if you can find any traces of them.
+
+
+_Fleetfoot Fasts and Prays_
+
+None of the Cave-men knew where Fleetfoot would go to fast and pray.
+He scarcely knew himself, but all the time he kept thinking of the
+Big Bear of the Mountains. And so he turned his steps toward the high
+mountain peaks.
+
+He followed the bison trail, for that was a sure guide. It led up the
+river a long way, and then skirted a dark forest. He crossed the river
+and went to the forest. There he sought out a lonely spot where he
+stayed several days.
+
+As soon as he had made a fire, Fleetfoot made offerings to the gods.
+His offerings were fish he caught in the river and birds he caught in
+snares.
+
+Although Fleetfoot offered meat to the gods, he did not taste it
+himself. When he was ready to sleep, he rubbed a pinch of wood-ashes
+upon his breast and prayed thus to the fire god: "O fire god, hover
+near me while I sleep. Hear my prayer. Grant good dreams to me this
+night. Grant me a sign that thou wilt aid me. Lead my feet in the
+right way."
+
+The first night Fleetfoot had no dreams. The second night he dreamed
+he was a child again and that he lived in his old home. The third
+night he dreamed of the Big Bear of the Mountains. He thought that he
+climbed the mountain crags and went to the Big Bear's cave. He dreamed
+that the Big Bear spoke to him and asked him whence he came. Then
+strange people seemed to come out of the cave and wave their weapons
+in a threatening way. After that Fleetfoot remembered nothing except
+that the Big Bear seemed like a friend.
+
+At daybreak Fleetfoot awoke, and at once he thought of his dream. He
+took the pebble from a little bag. Then he made an offering to the
+bear as he spoke these words: "O Big Bear! O mighty hunter! Show me
+the way to thy caverns. Show me where thou keepest the game. Give me
+strength to meet all dangers. Fill my enemies with fear."
+
+Then, remembering what Greybeard had said, Fleetfoot gave offerings to
+all the animals he hoped to kill. In this way he thought the gods
+would help him when he went out to hunt.
+
+As soon as the offerings were made, Fleetfoot looked for a sign from
+the gods. The winds began to blow. Dark clouds began to climb the sky.
+Then the thunders pealed through the heavens.
+
+[Illustration: _A stone borer, used in making a necklace._]
+
+Fleetfoot, faint from his long fast, took courage from these signs.
+The winds seemed to be messengers bearing his prayer to the gods. The
+dark clouds seemed to be the enemies he would meet on the way. The
+peals of thunder sounded to him like promises of strength. The bright
+lightning in the sky flashed a message of hope. A flock of swallows
+circling near seemed to point the way. And so Fleetfoot refreshed
+himself and started toward the mountains.
+
+It would take too long to tell all the things that happened to
+Fleetfoot before he returned. One of the first things he did was to
+kill a cave-bear and take the trophies.
+
+When Fleetfoot started out again, he wore a necklace of bear's teeth.
+He wore them partly because they were trophies and partly because
+they were charms.
+
+Fleetfoot followed the trail along the edge of the forest until he
+reached a ridge of hills. Behind him lay the River of Stones and all
+the places he had known. Before him lay a pretty valley about a day's
+journey across. To his left the snow-covered mountain peaks shone with
+a dazzling light.
+
+He stopped only to sleep and to make offerings to the gods. Fleetfoot
+was full of courage, and yet he was weak from his fast. He longed to
+be strong against all foes. He longed to be a great hunter. He longed
+to strengthen his people and to meet the dangers which threatened his
+clan.
+
+At midday he reached the river, where he sat down to rest. Then he
+went up the little river, which flowed over a rocky bed.
+
+Fleetfoot followed the river until he came to a spot where it seemed
+to end. Great masses of snow and ice covered the river bed. Farther up
+they reached the top of the cliffs and stretched out into the valley.
+
+It was the melting of this glacier which fed the little stream.
+
+Fleetfoot stood and gazed at the glacier with its rough billows of
+snow and ice. He looked at the green forests which stretched to its
+very edge. He looked at the great ice sheets which covered the
+mountain peaks. He looked at the bare crags which jutted out from the
+rocks. And he wondered if the Big Bear's cave was in one of these
+rocks.
+
+[Illustration: "_It was the melting of this glacier which fed the
+little stream._"]
+
+Then he crossed the stream and approached the cliff on the opposite
+side. There he found a cave, and he looked about, but he found no one
+at home.
+
+As Fleetfoot was looking about, he began to think of Chew-chew.
+Everything upon which his eyes rested seemed to speak of her. And yet
+he could not remember seeing the place before.
+
+Night came again and Fleetfoot slept. Again he saw the Big Bear in his
+dreams. Again he saw the enemies of his clan, and again he dreamed of
+his old home.
+
+For several days Fleetfoot explored the country near the mountains. He
+found several good hunting grounds, but he did not find the Big Bear.
+
+As the days passed it seemed to Fleetfoot that he was no longer alone.
+He heard no steps, and he saw no tracks; yet he felt sure that some
+one was near.
+
+One morning, when he awoke, there was some one watching him through
+the thick leaves. He grasped his spear and was ready to throw, when he
+heard a merry laugh.
+
+Then a lovely maiden appeared with dark and glossy hair. Her eyes
+shone with the morning light and her breath was as fresh as the dew.
+
+Fleetfoot dropped his spear and stepped forward to greet the girl. A
+moment they gazed in each other's eyes, and then they knew no fear.
+
+They sat on a mossy bank where they talked for a long, long time. And
+Fleetfoot learned that she was called Willow-grouse and that her
+people were away.
+
+Before he could ask her more, she inquired from whence he came. And
+then she asked him what had brought him so far away from his home.
+
+While Fleetfoot was telling his story, Willow-grouse listened with
+sparkling eyes. When he had finished, her eyes fell, and she seemed to
+be buried in thought. Willow-grouse knew that her own people were
+plotting against the Bison clan. She wanted Fleetfoot to stay with
+her; and she feared that if she told him what her people were doing,
+he would go away.
+
+For a few minutes Willow-grouse kept silent; but, at length, she
+decided to speak. She told Fleetfoot of the famine of the springtime
+and of the scarcity of game. She told how the people separated and
+traveled far and wide. Many of her own people had been to the grounds
+of the Bison clan. Now the clans were at the rapids. But as soon as
+the salmon season was over, they were going to attack the Bison clan.
+
+When Fleetfoot heard what Willow-grouse said, he gave up his search
+for the Big Bear. He decided to go to the salmon feast and learn what
+the clans were doing. He hoped he could do this and still have time to
+warn the Bison clan.
+
+
+#THINGS TO DO#
+
+     _See if you can find a way of making a glacier in your sand-box._
+
+     _Model a river valley whose upper part is filled with a glacier.
+     Show where the bed and banks are covered with snow and ice. Show
+     where the cliffs are covered. Show where the ice-sheets are. Show
+     on the sand-map Fleetfoot's journey to the place where he fasted.
+     Show the remainder of his journey._
+
+     _Draw pictures of the following:_--
+       _Fleetfoot prays to the fire-god._
+       _Fleetfoot receives signs from the gods._
+       _Fleetfoot standing on the ridge of hills._
+       _Fleetfoot's meeting with Willow-grouse._
+
+
+
+
+XXXII
+
+THINGS TO THINK ABOUT
+
+     Can you think why the salmon feast was at the rapids of the river?
+
+     Show in your sand-map a place where rapids might be. If there is a
+     river near you which has rapids, go to the spot and see if you can
+     tell what it is that makes the rapids.
+
+     Show in your map the hunting grounds of the clans which met at the
+     rapids. Find the trails they would follow in going to the rapids.
+
+     Find out all you can about the habits of the salmon.
+
+
+[Illustration: _A necklace of fossil shells._]
+
+_The Meeting of the Clans_
+
+At his parting from Willow-grouse, Fleetfoot gave her a necklace of
+fossil shells. Then saying, "We shall meet when the new moon comes,"
+he started on his way.
+
+He followed Sweet Briar River on his way to the meeting of the clans.
+At sunset he knew he was nearing the place where Willow-grouse said
+they had met. He could hear the roaring of the rapids, and above this
+sound, the shouts of the clans.
+
+Fleetfoot waited for the cover of darkness, for he did not wish to be
+seen. Then he approached cautiously toward the spot where the camp
+fire crackled and blazed. In the light of the flames dark trunks of
+oaks and fir trees stood out of the blackness. Then moving forms
+appeared on the banks and lighted the clans seated around the fire. At
+first Fleetfoot did not go near enough to see the faces distinctly.
+But he could tell from the various movements that they were preparing
+for a dance.
+
+All eyes seemed fixed on an old woman who was offering gifts to the
+gods. She lifted hot stones from the fire and dropped them into a
+basket of water. Then she took a piece of salmon and dropped it into
+the water.
+
+As Fleetfoot watched the old woman, he thought of Chew-chew and his
+old home. Then he wondered if all women would look like Chew-chew when
+they grew old.
+
+When the offerings were made, the men began a war dance. Some were
+dressed in masks of horses, and others wore masks of reindeer and
+cattle.
+
+When the men took off their masks, Fleetfoot looked as if in a dream.
+For among the strangers moving about there appeared familiar forms.
+
+For a few minutes Fleetfoot could not tell whether he was awake or
+asleep. What he saw seemed very real, and yet it seemed like a dream.
+He had almost forgotten his own people. He had not seen them since the
+day he was lost. And now, only a few paces away, stood Scarface and
+Straightshaft. Then other familiar forms appeared moving near the
+fire. And among the women who had beaten the drums were Chew-chew and
+Eagle-eye.
+
+When Fleetfoot saw his mother and Chew-chew, he almost shouted for
+joy. He wanted to go and speak to them, but something seemed to hold
+him back.
+
+Then his heart began to beat so loud and so fast that Fleetfoot was
+afraid he would be discovered; so he hurried away from the spot to a
+hollow tree where he spent the night.
+
+For a long time he lay awake thinking about what to do. He could not
+go back to Willow-grouse and leave his work undone. He could not make
+himself known to Cave-men who were planning to attack the Bison clan.
+He could not return to the Bison clan without learning the enemies'
+plans.
+
+And so Fleetfoot took the pebble from its bag and asked the Big Bear
+for aid. Then he fell asleep and did not awake until the break of day.
+
+All through the day he watched the clans. He saw them fish at the
+rapids and feast and play around the fire. He saw them go to a smooth
+spot near the bank where they played games. When night came he said to
+himself, "I'll watch the dance and learn their plans."
+
+Scarface offered gifts to the gods before the dance began. As he
+performed the magic rites, all the people were still. Every eye was
+turned toward the old man. No one suspected danger.
+
+Fleetfoot, watching from a safe retreat, had heard a rustling sound.
+And, looking in the direction from which the sound came, he saw a big
+tiger in a neighboring tree.
+
+The tiger had crept out on a strong branch and was watching for his
+prey. The eyes of the big cat snapped fire as they followed each
+movement that Scarface made.
+
+There was not a moment to be lost. The tiger was about to spring.
+Fleetfoot's spear whizzed through the air and dealt a powerful blow.
+Another followed, but with less force although Fleetfoot hurled it
+with all his might.
+
+With a cry of rage the tiger turned, and leaving Scarface upon the
+ground, he sprang toward Fleetfoot. And the Cave-men grasped their
+weapons and rushed to the spot.
+
+They found the tiger dying from the effect of the first blow. They
+watched his death struggles. Then they looked for the man who had
+hurled a spear that struck a death blow.
+
+If Fleetfoot had not been struck senseless, he might have made his
+escape. But as it happened, the Cave-men found him lying on the
+ground, and they raised him up and carried him to a spot near the
+bright camp-fire.
+
+
+#THINGS TO DO#
+
+     _Show on your sand-map where the clans had camped. Show where you
+     think Fleetfoot watched. Show where the ceremonies were performed._
+
+     _Draw one of these pictures:_--
+       _Fleetfoot bids farewell to Willow-grouse._
+       _The clans seated around the camp-fire._
+       _Fleetfoot watching the dance._
+       _Fleetfoot saves Scarface's life._
+
+     _Watch a cat as it springs upon a mouse, and then think of the
+     tiger as he sprang upon Scarface. Model it in bas-relief._
+
+
+
+
+XXXIII
+
+THINGS TO THINK ABOUT
+
+     What do you think the people will do with Fleetfoot?
+
+     Can you think of any way that Fleetfoot might prevent them from
+     attacking the Bison clan?
+
+
+_What Happened when the Clans Found Fleetfoot_
+
+While Chew-chew and Eagle-eye were attending to Scarface, others took
+care of Fleetfoot. They knew nothing about him except that he had
+saved Scarface's life. Everybody wanted to see him; and so a great
+crowd gathered around.
+
+People looked at the strange young man as he lay pale and still on the
+ground. They looked and looked again, then said, "How like he is to
+Scarface."
+
+Eagle-eye had not forgotten Fleetfoot. She never spoke of him, but she
+still hoped that he was alive and that she would see him again. When
+strangers came she always inquired for tidings of the lost boy.
+
+And so when Eagle-eye heard what the people said, she pushed her way
+through the crowd. The moment she saw him, she cried, "Fleetfoot!" and
+then bent over his lifeless form.
+
+Chew-chew, hearing Eagle-eye's cry, hurried to the spot. She knelt by
+his side and murmured his name, and thought of Scarface when he was
+young.
+
+Those who stood near turned and asked, "Who is Fleetfoot?" Many of the
+people had never heard of him. Others had heard of Eagle-eye's boy.
+All were curious to know more about the strange young man. All were
+anxious to know if he was dead or alive.
+
+Fleetfoot was not dead. He was only stunned by the tiger's blow. When
+Eagle-eye bathed him with cold water, he began to show signs of life.
+When at length he opened his eyes, he knew that he was recognized.
+
+When those who stood near found out who the young man was, they
+shouted the tidings to those who were farther away. Then the people
+rejoiced and thanked the gods for thus befriending them.
+
+Before Fleetfoot slept that night, he wondered how the meeting would
+end. He wondered if he could find a way to prevent an attack upon the
+Bison clan. And, turning once more to the Big Bear, he soon fell
+asleep. Next morning the people caught salmon just below the rapids.
+They feasted a while and then played games in which Fleetfoot took
+part.
+
+When the games were over, the young men crowded around him. They
+asked him how he could throw a spear so as to strike a deadly blow.
+Fleetfoot told all he knew about the use of spears and harpoons, but
+he scarcely knew himself how he had thrown with such force.
+
+But he took two spearheads in his hand, just as he had held them when
+he saw the tiger. He threw one at a mark and the spear went with such
+force that the young men shouted for joy. Then they all practiced
+throwing until they could throw in the same way. It was in this way
+that people learned to hurl weapons with a throwing-stick. Instead of
+hurling one spear by resting the butt against the barb of another, as
+Fleetfoot had done when he threw at the tiger, they learned to shape
+sticks for throwing spears, and they called them "throwing-sticks."
+
+[Illustration: _A throwing-stick._]
+
+The older men watched as Fleetfoot showed the young men how he threw
+spears and harpoons. And soon they all agreed to ask Fleetfoot to lead
+in the dance that night.
+
+Scarface invited him to lead, and Fleetfoot accepted. He was glad to
+lead in a real hunting dance, but he was still more glad to have a
+chance to prevent an attack upon the Bison clan. And so he resolved to
+plan a dance which would make them forget their plan.
+
+When the time came to begin the dance, Fleetfoot was ready to lead.
+He knew that the men all wanted to find good hunting grounds. So he
+showed them where to find such grounds and what trails to follow.
+
+[Illustration: _An Irish deer._]
+
+A few days later he went with the people to these very grounds. There
+they hunted the bison herds and the Irish deer. And when each of the
+clans had chosen a place to camp, Fleetfoot bade them farewell. Then
+it was that the bravest young men came forward and said that they
+would follow him. And so the young men agreed to be brothers and to
+help one another in times of need. They agreed upon signs which they
+should use when they wanted to meet. And when Fleetfoot started
+homeward, the young men escorted him.
+
+Of the adventures on the way to the Bison clan's cave there is little
+time to tell. All the young men were faithful. And as they journeyed
+on their way, they recalled Fleetfoot's brave deeds in a victory song.
+
+
+#THINGS TO DO#
+
+     _Show how the people acted from the time Fleetfoot threw his spear
+     until they knew who he was. Draw pictures which will illustrate the
+     story._
+
+     _Make such a hunting dance as you think Fleetfoot led. Show in your
+     sand-map the places where the hunting grounds were._
+
+     _Name all the running games you know. Tell how you play one of
+     them. Draw a picture of the Cave-men playing games._
+
+     _Make a throwing-stick._
+
+     _Look at the picture of the Irish deer and tell how it appears to
+     differ from other deer you know. For what do you think it uses its
+     large and heavy antlers?_
+
+
+
+
+XXXIV
+
+THINGS TO THINK ABOUT
+
+     What do you think Flaker will do while Fleetfoot is gone? What do
+     you think the Bison clan will do when Fleetfoot returns?
+
+     Which do you think will be the greater man--Fleetfoot or Flaker?
+
+     What things do you think Fleetfoot will do? What do you think
+     Flaker will do?
+
+
+_Fleetfoot's Return_
+
+[Illustration: _A fragment of a Cave-man's baton, engraved with the
+heads of bison._]
+
+Flaker missed Fleetfoot more than he could tell. Awake, he thought of
+his dangerous journey. Asleep, he was with him in his dreams. Many,
+many times each day he prayed for Fleetfoot's safe return.
+
+Ever since the strangers had camped on their lands, the Bison clan had
+been anxious. When questioned about it, Greybeard was sad and Bighorn
+shook his head. So the women were trying to arouse their courage, and
+Flaker was carving prayers.
+
+When Fleetfoot announced his return, it was Flaker who heard his
+whistle. It was he who shouted the glad tidings to all the Cave-men.
+And though he was lame, he was the first who ran ahead to greet him.
+
+Fleetfoot and his companions had halted on a hillside not far from the
+cave. It was from this hill that Fleetfoot whistled so as to announce
+his return. Here his companions waited, while Fleetfoot advanced
+alone.
+
+While Fleetfoot greeted his friends and showed them his wonderful
+necklace, his companions chanted his brave deeds in a victory song. It
+was thus that the Bison clan learned of Fleetfoot's brave deeds. It
+was thus that they learned of his courage which came from fasting and
+prayer.
+
+When the song was ended, Bighorn advanced with Fleetfoot, and together
+they escorted the brave young men to the cave of the Bison clan. There
+they feasted, and rested, and played games until it was time for
+Fleetfoot's last test.
+
+Meanwhile the young men became acquainted with Flaker. Fleetfoot had
+told them about him. He had shown them the dagger Flaker made and the
+engraving of the Big Bear. And so the young men were glad to see him
+and make him one of their brotherhood.
+
+When the time came for Fleetfoot's last test, he asked permission to
+speak. And when Bighorn nodded his head, Fleetfoot told the people the
+story of how he and Flaker had worked and played together. He told of
+Flaker's bravery the day he was hurt by the bison. He told of Flaker's
+poniard which he used to kill the cave-bear. He told of the tools
+which Flaker had made for working bone and horn.
+
+[Illustration: _A Cave-man's nose ornament._]
+
+Then he said that the people of the Bison clan had taught them to
+worship the gods. He said that Flaker had the favor of the gods and
+that his prayers would bring success. And he urged the Cave-men, on
+account of these things, to forget that Flaker was lame, and to admit
+him into the ranks of the full-grown men.
+
+The Cave-men listened to what Fleetfoot said and they all gave assent.
+And when they made ready to receive Fleetfoot, Flaker was brought
+forward. The nose of each of the boys was pierced and they were given
+nose ornaments. On account of his bravery Fleetfoot was given a baton
+which showed that he might lead the men. And Flaker, too, received a
+baton, but his was to show that he could lead in the worship of the
+gods.
+
+[Illustration: _A Cave-man's baton engraved with wild horses._]
+
+And so every one knew that Fleetfoot and Flaker were brave young men.
+They had passed the tests that had been given for courage, and
+patience, and self-control. Fleetfoot's companions stayed at the cave
+until the ceremonies were ended. Then they renewed their vows to help
+one another and took leave of the Bison clan. And Fleetfoot, having
+done his duty, was free to return to Willow-grouse.
+
+
+#THINGS TO DO#
+
+     _See if you can make such a victory song as you think the young men
+     sang. See if you can make the speech which Fleetfoot made for
+     Flaker._
+
+     _Dramatize this lesson, and then draw a picture of the part you
+     like the best._
+
+     _See if you can make a baton._
+
+
+
+
+XXXV
+
+THINGS TO THINK ABOUT
+
+     Why do you think people began to live in places where there were no
+     caves? Can you think what kind of a shelter they might find?
+
+     Find out all you can about the difference between the winter and
+     summer coat of some animal you know.
+
+     Which skins do you think would be used for curtains and beds? Which
+     skins would be used for clothing? Which for the heavy winter coats?
+
+
+_Willow-grouse_
+
+Soon after the salmon feast, Willow-grouse saw her people again. When
+they went away, no one knew why she stayed behind. When they returned,
+no one noticed how eager she was to hear all that was said. So
+Willow-grouse kept her secret from every one in the clan.
+
+Many days the people hunted; but, at length, there were signs of the
+coming cold. It was then that the wise men gave an order to prepare
+for the journey to the winter home.
+
+All but Willow-grouse obeyed; but she heeded not what was said. It was
+not because she did not hear the command. It was not because she did
+not care to live with her own people. It was simply because she
+remembered Fleetfoot and was waiting for his return.
+
+And so, when the women chided her for being a thoughtless girl, they
+little thought that Willow-grouse was making plans of her own. In the
+confusion of packing, nobody noticed that she stayed behind, and many
+moons passed before they learned what Willow-grouse did.
+
+As soon as her people were out of sight Willow-grouse began to make
+ready for Fleetfoot. There was no cave near at hand, but there were
+high overhanging rocks. Under one of these the people had camped. They
+found the roof and back wall of a dwelling ready-made. So they simply
+camped at the foot of the rock and built their camp-fire.
+
+Willow-grouse knew that the bare rock was a good shelter in summer.
+But she also knew that it would soon be too cold to live in such an
+open space. So she cut long poles and braced them under the roof so as
+to make a framework for front and side walls. Then she covered the
+framework with plaited branches, and left a narrow doorway which she
+closed with a skin.
+
+It was hard work to make the rock shelter, but Willow-grouse did not
+mind it. She kept thinking of Fleetfoot all the time, and she hoped
+the rock shelter would be their new home.
+
+[Illustration: _An Eskimo drawing of reindeer caught in snares._]
+
+When Willow-grouse looked at her dress, she saw it was much the worse
+for wear. So she set snares in the reindeer trails and caught two
+beautiful reindeer.
+
+[Illustration: "_A piece of sandstone for flattening seams._"]
+
+The soft summer skins of the reindeer had short, fine hair.
+Willow-grouse scraped and pounded them and then polished them with
+sandstone.
+
+Willow-grouse took great pains in making her new garments. She
+flattened the seams with a piece of sandstone until they were nice and
+smooth. Then she gathered fossil shells from the rocks and trimmed the
+neck and sleeves. And she made a beautiful headband and belt, and
+pretty moccasins for her feet.
+
+[Illustration: _A reindeer snare._]
+
+And when the time drew near for Fleetfoot's return, Willow-grouse
+dressed in her new garments. She put on the necklace of fossil shells
+and thought of Fleetfoot's last words.
+
+Fleetfoot kept his promise. When the new moon came he appeared. Then
+Willow-grouse became his wife and he lived with her in their new home.
+
+
+#THINGS TO DO#
+
+     _Look at the picture of a rock shelter on page 14._
+
+     _Find some large rocks and put them in your sand-box so as to show
+     a natural rock shelter. Make a framework for front and side walls,
+     and see if you can make it into a warm hut. Model the upper
+     valley._
+
+     _Find a piece of sandstone which you can use in polishing skins._
+
+     _Dress a doll the way you think Willow-grouse dressed. Dress a doll
+     the way you think Fleetfoot dressed._
+
+     _Find pretty seeds and shells which you can use in trimming belts
+     and headbands. Before sewing the seeds or shells on the band, lay
+     them so as to make a pretty pattern. After you have made your
+     pattern draw it on paper, so that you can look at it while you are
+     trimming the band._
+
+
+
+
+XXXVI
+
+THINGS TO THINK ABOUT
+
+     Look at what you have modeled in your sand-box and see if you can
+     tell in what parts of the valley the snow will be deepest.
+
+     When the snow is very deep, what do the wild animals do? What do
+     the people do?
+
+     Can you think how people learned to use poison in hunting?
+
+     Does the poisoned weapon poison any part of the animal's flesh? Why
+     do people try to be careful not to leave poison around?
+
+
+_How Fleetfoot and Willow-grouse Spent the Winter_
+
+When Willow-grouse was living alone, she had to hunt for her own food.
+Sometimes she caught animals in traps, and sometimes she hunted with
+spears and harpoons. When the wounded animal escaped, Willow-grouse
+was disappointed. So she tried all sorts of ways to make sure of the
+game.
+
+One day she happened to use a harpoon which had been thrust into a
+piece of decayed liver. She wounded a reindeer with the harpoon and
+the animal soon died.
+
+[Illustration: _Three views of a Cave-man's spearhead with a groove to
+hold poison._]
+
+And so Willow-grouse soon learned to mix and to use poisons. When
+Fleetfoot made simple spearheads of antler, she helped him make
+grooves to hold the poison. When they used poison on their weapons,
+they were sure of the game without a long chase.
+
+They lived happily in the rock shelter until the middle of winter.
+Then heavy snowstorms came and the wild animals went away. Fleetfoot
+and Willow-grouse were left without food. They ate a piece of
+sun-dried meat which Willow-grouse had left in a tree; and when that
+was gone, they put on their snowshoes and started toward the south.
+
+Before many days had passed, they arrived at the cave of the Bison
+clan. There they were made so welcome that they stayed for two moons.
+
+It was during this time that the Bison clan learned to use the
+throwing-stick. While Fleetfoot taught the use of the throwing-stick,
+Flaker made wonderful harpoons. And as fast as Fleetfoot found new
+ways of using weapons in hunting, Flaker invented new weapons for the
+men to use.
+
+Ever since Fleetfoot had been away, Flaker had been working at
+harpoons. He had made harpoon heads with two or three barbs, and now
+he was trying to make a harpoon with four or five barbs on each side.
+
+It took a long while to make a harpoon with many beautiful barbs. It
+took more patience to make it than most of the Cave-men had. For when
+Flaker traced a regular outline of the harpoon on one side of the
+antler, he traced the same outline upon the other side. Then he cut
+upon these lines, and he shaped the barbs one by one, until he had
+made them all of the same shape and size.
+
+[Illustration: "_It was during this time that the Bison clan learned
+to use the throwing-stick._"]
+
+He finished the base of the head with a large ridge near the end so as
+to make it easy to attach it to the shaft. Then he traced Fleetfoot's
+property-mark upon it, and thought that it was done.
+
+But Willow-grouse, who had been watching him, spoke up and said, "No,
+there is one thing more. You must put a groove in each of the barbs to
+carry the magic poison."
+
+And so, although Willow-grouse learned a great deal from watching
+Flaker use his tools, she taught him something he did not know.
+
+When the harpoon was really finished, Flaker gave it to Fleetfoot. And
+all the Cave-men gathered around to see the new harpoon.
+
+When everybody had seen it, Fleetfoot placed the harpoon upon his
+throwing-stick and hurled it again and again. To the people who stood
+near, the barbs carried the harpoon through the air like the wings of
+a bird. The deep grooves which held the poison carried sure death with
+each wound. And the throwing-stick with which it was hurled helped in
+getting a firm hold and a sure aim.
+
+[Illustration: _Harpoons with several barbs._]
+
+
+#THINGS TO DO#
+
+     _Find a piece of soft wood and trace the outline of a harpoon upon
+     it. See if you can whittle a harpoon with barbs._
+
+     _Experiment until you can tell whether you like to have a ridge on
+     the base of the harpoon head._
+
+     _Draw one of these pictures:_--
+      "_Heavy snowstorms came and the wild animals went away._"
+       _Fleetfoot and Willow-grouse find some dried meat in a tree._
+       _Fleetfoot and Willow-grouse arrive at the cave of the Bison clan._
+       _Flaker working at the barbed harpoon._
+      "_The barbs carried the harpoon through the air like the wings of
+        a bird._"
+
+
+
+
+XXXVII
+
+THINGS TO THINK ABOUT
+
+     How did people sew before they had needles? What bones do you think
+     the Cave-men would use first in making needles and awls? Why would
+     people want the hardest bones for needles?
+
+     [Illustration: _A bone pin._]
+
+     [Illustration: _A large bone needle._]
+
+     See if you can find out where the hardest bones are found.
+
+     See if you can think of all the things that would have to be done
+     in making a needle out of a piece of ivory or a large bone.
+
+     Why do we sometimes wax thread? What do you think the Cave-men
+     would use instead of wax?
+
+     Why did the Cave men make holes in their awls? What were the first
+     holes which they made in their needles used for?
+
+     How do you think they would think of carrying the thread through
+     the needle's eye?
+
+     Why do we use thimbles when we sew? When do you think people began
+     to use thimbles? What do you think the first thimbles were like?
+
+
+_How Willow-grouse Learned to Make Needles_
+
+[Illustration: _A bone awl._]
+
+Willow-grouse soon made friends with the women. They admired the
+clothing she wore, and they wanted to learn how to polish skins and to
+make beautiful clothing. So Willow-grouse showed the women how to
+polish skins and to make them into beautiful garments.
+
+While the women sewed with bone awls, Willow-grouse watched Flaker,
+who was sawing a bone with a flint saw.
+
+It was soon after this that Willow-grouse learned to make needles of
+large hard bones. The first ones she made were not very beautiful
+needles. They were not so smooth nor so round as the awls she had made
+of bird's bones. But she made a beginning and after a while all the
+women learned to make fine needles.
+
+[Illustration: _A bone from which the Cave-men have sawed out slender
+rods for needles._]
+
+[Illustration: _A piece of sandstone used by the Cave-men in making
+needles._]
+
+They made the needles of a hard bone which they took from the leg of a
+horse. They traced out the lines they wished to cut just as Flaker
+traced the harpoon. Then they sawed out slender rods and whittled one
+end to a point. The other end they made thin and flat, for this was
+the end where the hole was made.
+
+They made the rods round and smooth by drawing them back and forth on
+a piece of soft sandstone. This made long grooves in the sandstone,
+which became deeper and deeper every time the sandstone was used. Then
+they polished the rods by drawing them back and forth between the
+teeth of a flint comb.
+
+[Illustration: _A flint comb used in rounding and polishing needles._]
+
+The first needles had no eyes. They were more like awls and pins, than
+needles. Perhaps the first eyes were made in needles to keep them from
+getting lost.
+
+[Illustration: _A flint saw used in making needles of bone taken from
+the leg of a horse._]
+
+It was hard work to saw the bone rods and to round and polish them. No
+wonder the women did not want to lose them. No wonder they bored
+little holes in the thin flat end and hung them about their necks.
+
+[Illustration: _A short needle of bone._]
+
+It may have been Willow-grouse who first discovered that the eye of
+the needle could carry the thread. She may have discovered it when she
+was playing with a needle she carried on a cord. At any rate, the
+women soon learned to sew with the thread through the needle's eye.
+And then they began to make finer needles with very small eyes.
+
+[Illustration: _A flint comb used in shredding fibers._]
+
+These fine needles were used at first in sewing the softest skins.
+They were used, too, in sewing trimming on beautiful garments. But
+when the women sewed the hard skins, instead of a needle they used a
+bone awl.
+
+[Illustration: _A long fine needle of bone._]
+
+At the meeting of the clans in the salmon season, the Cave-men wore
+their most beautiful garments. And soon the clans began to vie with
+one another in wearing the most beautiful skins. And the women hunted
+for the choicest sands to use in polishing their needles. They still
+gave the first polish with a piece of sandstone or a gritty pebble.
+But when they gave the last polish the women used a powder of the
+finest sand.
+
+Instead of beeswax, the women used marrow which they kept in little
+bags. Instead of a thimble, they used a small piece of leather. And
+instead of pressing the seams with a hot iron, they made them smooth
+with a rounded stone.
+
+From the tough sinews of the large animals, every Cave-man made his
+own thread. All the children learned to prepare sinew and to shred the
+fibers with a jagged flint comb.
+
+
+#THINGS TO DO#
+
+     _Find bones which you can make into needles. See if you can find a
+     piece of flint for a saw._
+
+     _Find a piece of sandstone with which you can polish your needle._
+
+     _Make a collection of the different kinds of sand in your
+     neighborhood and tell what they can be used for._
+
+     _Make a collection of needles and find out how they were made._
+
+
+
+
+XXXVIII
+
+THINGS TO THINK ABOUT
+
+     If the animals went away in search of shelter from the storms, do
+     you think the Cave-men would know where they went? What do you
+     think they would say when they noticed that the animals had gone?
+
+     [Illustration: _Two views of a curved bone tool used by the
+     Cave-men in polishing skins._]
+
+     How did the Cave-men learn what they knew? Why did they make more
+     mistakes than people do to-day?
+
+     What changes did the Cave-men see take place in the buds? in seeds?
+     in eggs?
+
+     When they found shells in the hard rocks instead of in the water,
+     what do you suppose they would think?
+
+     Have you ever heard any one say "It rained angleworms?"
+
+     Have you ever heard any one say that cheese or meat had "changed to
+     maggots?"
+
+     Can you tell what really happened in each of these cases?
+
+     Can you see how stories of animals that turned into men could be
+     started? Is there anything that we can learn from these stories?
+
+
+_How Flaker Became a Priest and a Medicine Man_
+
+The winter was long and stormy. Wild animals found little food. Herds
+of horses and reindeer went to the lowland forests. Game was scarce on
+the wooded hills. Few horses or reindeer were seen near the caves. The
+trails were filled with snow and everything seemed to tell of the
+coming of a famine.
+
+The people ate the frozen meat that was left near the caves, and when
+they found they could get no more they began to pray to their gods.
+"O, Big Bear," they prayed, "send us thine aid. Help us now or we die.
+Drive the horses and reindeer out of thy caverns. Send them back to
+our hunting grounds."
+
+When the first rumor of famine came, Fleetfoot took down his drum. And
+he set out over the hills to call a meeting of the brotherhood.
+
+At the first sound of the drumbeat, the people knew what it meant.
+Everybody felt a gleam of hope. The young men passed the signal along
+and fresh courage came to the hearts of the people in the neighboring
+clans.
+
+Buckling their hunger-straps around them, the young men started at
+Fleetfoot's call. They met near the Bison clan's cave. There they told
+of the heavy snowstorms and the disappearance of the herds. They told
+of the beginnings of famine and considered ways of finding food.
+
+Some said, "Let us leave the old hunting grounds for our elders. Let
+us take wives and go to far away lands."
+
+Others said, "No, let us dwell together and let each clan keep its own
+hunting ground."
+
+"But how can we dwell together," said one, "when there is not food
+enough for all?"
+
+[Illustration: _A Cave-man's engraving of two herds of wild horses._]
+
+The silence which followed the young man's question showed that no one
+could reply. It was then that Fleetfoot turned to Flaker and asked him
+to speak what was in his mind. And Flaker arose, and turning his eyes
+toward the heavens, he raised his baton, whereupon all the young men
+were silent. Then he turned to the young men and said, "The gods will
+surely provide food for the hungry Cave-men."
+
+"But the people need food and game is scarce," said one of the brave
+young men. "How can we prevent the famine? How can we make the gods
+understand?"
+
+"Remember the Big Bear," said Flaker. "He heard our prayer when we
+made his likeness on stone. Let us make likenesses of the animals. The
+gods will then understand our prayers and send many herds to our
+hunting grounds."
+
+Saying this, Flaker picked up a flint point and a flat piece of stone
+and quickly engraved two herds of wild horses. The young men believed
+in the power of magic. And when they saw Flaker engraving the herds,
+they believed the wild horses would come. And so they all tried to
+make the likeness of an animal they wished to hunt.
+
+[Illustration: _A Cave-man's carving of horses' heads._]
+
+When they had made offerings to the gods, the young men were ready to
+go out to hunt. Flaker stayed at the cave, but it was he who directed
+them in the right way. He remembered all that the Cave-men had said
+about the reindeer and the wild horses. And so when they started
+Flaker said, "Follow the trail to the dense forests."
+
+It so happened that just as the young men were starting to hunt, the
+herds were coming back from the forests. And so the young men had
+great success, and soon all the Cave-men had plenty of food.
+
+[Illustration: _A Cave-man's engraving of a reindeer._]
+
+When the young men returned to their homes, they had strange stories
+to tell. They said that Flaker had brought back the herds by his
+wonderful magic. They showed the engravings they had made and told of
+their magical power.
+
+And so wherever stories of Fleetfoot's bravery went, stories of
+Flaker's magic were told. And just as Fleetfoot worked to learn all
+the arts of the hunter, so Flaker worked to learn the arts which made
+him both a priest and a medicine man.
+
+Flaker listened to all the stories that were told by the best hunters.
+He questioned them eagerly and learned many things which the hunters
+themselves soon forgot. He learned the haunts of the wild animals in
+the various seasons. He knew where to look for the best feeding
+grounds and the places of shelter from storms.
+
+And so when the fame of Flaker was noised about among all the clans,
+people came from near and from far to make gifts and to get his
+advice.
+
+
+#THINGS TO DO#
+
+     _Find soft wood or stone and see if you can engrave some animal on
+     it._
+
+     _Find a stick with branches and carve the head of some animal upon
+     the end of the short branches._
+
+     _Dramatize this story._
+
+     _Draw one of these pictures:_--
+       _Fleetfoot starting out with his drum._
+       _Flaker speaking to the young men of the brotherhood._
+       _Flaker inquiring of returning hunters about the game and the
+        feeding grounds._
+       _Strangers coming with gifts to get Flaker's advice._
+
+
+
+
+XXXIX
+
+THINGS TO THINK ABOUT
+
+     Think of as many simple ways of catching fish as you can. How do
+     you think the Cave-men fished?
+
+     What do you think people mean when they say that some one is living
+     a "hand-to-mouth" life?
+
+     How do you think people learned to dry meat, fish, or fruit?
+
+     Why would the people honor the one who taught them to preserve food
+     by drying it?
+
+     Can you think of anything which could be used as food when it was
+     boiled, that would not be a good food eaten raw?
+
+     Name a bitter vegetable. What happens to the water in which a
+     bitter vegetable is boiled?
+
+     Name a sweet vegetable. What happens to the water in which a sweet
+     vegetable is boiled?
+
+     What do you mean by "parboiling?"
+
+     Do you think the Cave-men will learn how to boil food?
+
+
+_How the Cave-men Learned to Boil and to Dry Foods_
+
+Again the salmon feast came, and again the neighboring clans camped at
+the rapids. This time they caught more salmon than they had ever
+caught before. And this was the summer that the Cave-men began to dry
+salmon and to fish with harpoons.
+
+It was Willow-grouse who thought of drying salmon, and carrying it to
+the caves. She remembered the berries dried on the bushes, and the
+dried meat she found in a tree. No doubt all the Cave-men had eaten
+dried meat many times before. Often the Cave-men left strips of meat
+hanging from the trees.
+
+Anybody could leave meat which he did not care to eat. Anybody could
+eat meat which had been dried in the sun. But not every one was bright
+enough to think of drying meat.
+
+Chew-chew had never dried meat, nor had any of the women. It was
+enough for them to prepare the meat which they needed day by day. Few
+of the people ever thought of laying up stores for the morrow. They
+lived a "hand-to-mouth" life.
+
+But Willow-grouse remembered the famines. She knew food was scarce in
+the early spring. And when she saw the river full of salmon, she
+thought of the sun-dried meat.
+
+And so Willow-grouse caught some salmon and cleaned them and hung them
+on the branches of a tree. And when they had dried, she took them down
+and the Cave-men said that dried salmon were good. And so all the
+people caught salmon and dried them in the sun.
+
+The first few days the people fished as they had fished before. They
+waded in the water and caught salmon with their hands, or they stunned
+them with clubs or with stones. But soon the men began to catch salmon
+by spearing them with barbed harpoons.
+
+[Illustration: _Harpoons of reindeer antler used for fishing._]
+
+Afterward the Cave-men fished with harpoons which had barbs on only
+one side. Perhaps they first used a broken harpoon. Perhaps they found
+they could throw with a surer aim when the barbs were on only one
+side. At any rate, the Cave-men used harpoons with barbs on one side
+for fishing, while they used harpoons with barbs on both sides when
+they went out to hunt.
+
+It was about the time of the salmon feast that people began to boil
+food. Pigeon first boiled food to eat. She remembered the broth and
+partly boiled meat which Chew-chew said the gods had left. And she
+boiled meat and gave it to the men, and they all sounded her praises.
+
+For a while the only boiling pot Pigeon used was a hole in the ground
+which she lined with a skin. Then she used a water-tight basket for
+boiling little things.
+
+[Illustration: _A flint harpoon with one barb._]
+
+Pigeon always boiled by dropping hot stones into the water. She had
+never heard of a boiling-pot which could be hung over the fire. She
+had never heard of a stove. The Cave-men knew nothing about such
+things as stoves. It would have done them no good if they had, for
+their boiling-pots could not stand the heat. So instead of putting the
+boiling-pot over the fire, the Cave-men brought the fire to the
+boiling-pot by means of hot stones.
+
+In times of famine, Pigeon learned to boil all sorts of roots and
+leaves. Many bitter plants, when boiled, were changed so that they
+tasted very well. Some plants which were poison when eaten raw were
+changed to good foods by being boiled.
+
+[Illustration: _A spoon-shaped stone made and used by the Cave-men._]
+
+And so the young women had their share in procuring food for the
+clans. While the young men invented new weapons for hunting, and tried
+to control the animals by magic, the young women learned to preserve
+foods and to keep them for times when game was scarce.
+
+When the end of the salmon feast came, the people had dried many
+salmon. It was soon after this that the young men captured wives and
+took them to new hunting grounds. And one of the very bravest young
+men was the one who captured Pigeon.
+
+
+#THINGS TO DO#
+
+     _Find some kind of raw food which you can dry. Dry it and tell what
+     happens. What dried foods do we eat? In what kind of a place do we
+     keep dried foods?_
+
+     _Find the best way of boiling bitter vegetables. Tell what happens
+     when you boil them. Find the best way of boiling sweet vegetables._
+
+     _Draw one of these pictures:_--
+       _Catching salmon just below the rapids._
+       _Drying salmon._
+       _Pigeon boiling meat for the Cave-men._
+
+
+
+
+XL
+
+THINGS TO THINK ABOUT
+
+     Do you think that any of the young men and their wives would live
+     with Fleetfoot and Willow-grouse? Where do you think Flaker will
+     live?
+
+     Can you think why Willow-grouse would take great pains to embroider
+     her baby's clothing?
+
+     Why would Willow-grouse want pretty colors? Think of new ways she
+     might find of getting pretty colors. How could she get the color
+     out of plants into the stuff she wished to color?
+
+     Why was it easier to make pretty dyes after people knew how to
+     boil?
+
+
+_The New Home_
+
+A year or so passed and Fleetfoot and Willow-grouse were settled with
+their kinsfolk in a new rock shelter. Its framework was covered with
+heavy skins instead of woven branches. Heavy bone pegs and strong
+thongs served to keep the skins in place.
+
+Flaker and other young men with their wives lived in the rock shelter.
+There were little children, too, and tiny babies.
+
+[Illustration: _A baby's hood._]
+
+Willow-grouse had a baby and she thought he was a wonderful child. She
+dressed him in the softest skins which she embroidered with a prayer.
+And she hung a bear's tooth about his neck because she thought it was
+a charm. In winter she put him in a skin cradle and wrapped him in the
+warmest furs. In summer he played in a basket cradle which
+Willow-grouse wove on a forked stick.
+
+In all that Willow-grouse did, she always asked the gods for help. The
+baskets she made for boiling food, were also prayers to the gods.
+
+[Illustration: "_In summer he played in the basket cradle which
+Willow-grouse wove on a forked stick._"]
+
+She searched for the choicest grasses and spread them on a clean spot
+to dry. No one knew so well as Willow-grouse when to gather the twigs.
+She knew the season when they were full-grown and gathered them before
+the sap had hardened. She gathered them when the barks peeled easily
+and when the rich juices flowed.
+
+When the twigs were gathered the women soaked them and peeled off the
+bark. They left some of the twigs round, but others they made into
+flat splints. Sometimes they stained them with the green rind of
+nuts, and sometimes they dyed them with pretty dyes.
+
+[Illustration: _First step in coiled basketry._]
+
+[Illustration: _Second step in coiled basketry._]
+
+Instead of weaving the baskets, Willow-grouse sewed them with an
+over-and-over stitch. In this way she made the soft grasses into a
+firm basket. She began by taking a wisp of grass in the left hand and
+a flat splint in the other. She wound the splint around the wisp a few
+times then turned the wrapped portion upon itself. When she had
+fastened it with a firm stitch, again she wound the splint around the
+wisp and took another stitch.
+
+[Illustration: _Three rows of coiled work._]
+
+Sometimes Willow-grouse made baskets for boiling food, and sometimes
+she made them for carrying water. The baskets she prized most were the
+ones into which she put a prayer. The prayer was a little pattern
+which she made for a picture of one of the gods. Sometimes it was a
+wild animal and sometimes it was a bird. Sometimes it was the flowing
+river and sometimes a mountain peak. And sometimes it was a flash of
+lightning, and sometimes it was the sun.
+
+All the Cave-men wanted the gods to be friendly and they wanted them
+to stay near. That is why they took so much pains in making pictures
+of them. That is why that soon after the rock shelter was made they
+engraved a reindeer upon the wall.
+
+[Illustration: "_Greybeard, now old and feeble, walked all the way to
+the spot._"]
+
+Greybeard, now old and feeble, walked all the way to the spot.
+Fleetfoot and Flaker wanted him to perform the magic rites.
+
+[Illustration: _A water basket._]
+
+Not all the people who lived there were allowed to take part in the
+ceremonies. Only the grown people were allowed to see the first part.
+And only the wisest and bravest ones went into the dark shelter.
+
+For a moment, those who went in stood in silence waiting for a sign.
+Then, by the light of a torch, Fleetfoot chiseled a reindeer on the
+hard rock, and Greybeard, holding a reindeer skull, murmured earnest
+prayers.
+
+A feeling of awe came over them while they worked. They began to feel
+that the god of the reindeer was really there with them. They asked
+the god to take good care of those who lived in the rock shelter, and
+to send many herds of reindeer to the Cave-men's hunting grounds.
+
+
+#THINGS TO DO#
+
+     _Make a rock shelter with walls of skin instead of plaited
+     branches. Use bone pegs to keep the curtains drawn tight._
+
+     _Find a forked stick and several smaller ones and make a framework
+     for a basket-cradle. If you cannot weave such a cradle as the one
+     shown in the picture, make one in some other way and fasten it to
+     the framework._
+
+     _Find grasses and splints and see if you can make a sewed mat or
+     basket. Make a simple pattern for your mat._
+
+     _Look at the picture of a water basket. Why do you think it was
+     made to bulge near the bottom? Why was the bottom made flat? Why
+     was the neck made narrow? Why were handles put on this basket? Tell
+     or write a story about this basket._
+
+     _Turn to the frontispiece and find a picture with this legend: "A
+     feeling of awe came over them while they worked."_
+
+
+
+
+XLI
+
+THINGS TO THINK ABOUT
+
+     What might happen that would lead the Cave-men to work together? At
+     what times might the clans help one another?
+
+     Think of as many ways as you can of making tents out of poles and
+     skins.
+
+
+_How the Clans United to Hunt the Bison_
+
+In spite of all the Cave-men did to appease the wrath of the gods, it
+seemed to them that a powerful god was trying to do them harm. Soon
+after the bison came, the grass near the caves disappeared. Then the
+herds scattered and the Cave-men said, "The god has driven them away."
+
+As the word passed from cave to cave, all the people were frightened.
+Wise men shook their heads and looked about in despair. Then it was
+that the younger men spoke of Fleetfoot and Flaker.
+
+Scarface knew of Fleetfoot's courage. And when he heard of Flaker's
+magical power, he sent messengers, bearing gifts, to invite them with
+their people to a meeting of the clans.
+
+Fleetfoot and Flaker accepted the gifts and made ready to go. The
+women made a stretcher for Flaker. And when they had buried their
+household treasures, all set out to the meeting of the clans.
+
+They arrived at the Fork of the River where Fleetfoot had lived when
+he was a child. There the frightened clans had gathered to seek aid
+against a common foe.
+
+When the people saw Flaker upon the stretcher, their voices were
+hushed and all was still. And when Flaker, arising, fixed his eyes
+upon something that no one else could see, they scarcely breathed.
+They were sure that something was going to happen.
+
+Instead of offering gifts, Flaker threatened the angry god. He made
+faces at him; he shook his fists, and he made a great noise. And the
+people, becoming excited, joined Flaker in making threats. They made
+faces, they joined hands, they danced about and they made such a
+horrible noise that they began to feel that the god was frightened and
+that he had gone away.
+
+When the ceremony was ended, the people hoped to find the herds.
+Scarface asked for young men to go ahead and act as scouts. Several
+young men at once stepped forward from different parts of the circle
+of the clans. And Scarface selected Fleetfoot and Blackcloud to go in
+search of the herds.
+
+[Illustration: _A Cave-man's engraving of a tent showing the interior
+structure._]
+
+The people listened as Scarface spoke thus to the young men: "Go
+follow the tracks; listen to each sound; find where the herds are
+feeding. Do not frighten them away. Return quickly and report what you
+have seen. If you speak not the truth when you return, may the fire
+burn you; may the lightning strike you; may the Big Bear shut you in
+his dark cavern!"
+
+[Illustration: _A Cave-man's engraving of a tent showing the
+exterior._]
+
+The scouts nodded their heads, and looked to Flaker for a sign. And
+Flaker, turning to the scouts, said, "The gods will lead you. Follow
+where the green grass is cropped. Follow where the grass is trampled.
+These are the signs which the gods will give to show that you are on
+the right way."
+
+The scouts departed. The first day the clans made ready to move. The
+second day the scouts returned and brought news of the herds. The
+third day all the clans were traveling toward the fertile plains.
+
+[Illustration: _A Cave-man's engraving of a tent with covering pulled
+one side so as to show the ends of the poles which support the roof._]
+
+Fleetfoot and Blackcloud led the way and at midday caught sight of the
+herds. At once, Fleetfoot gave the signal and Scarface ordered the
+clans to stop. Then the men prepared to attack the herds, while the
+women built the tents.
+
+There were no large trees in sight, but there were a few small ones. A
+grassy plain stretched all around for a long, long way. And so the
+women built their tents out of slender saplings.
+
+[Illustration: _Framework showing the best kind of a tent made by the
+Cave-men._]
+
+Most of the women made a framework by leaning poles against the branch
+of a tree. The roof and the walls of such a tent were one and the same
+thing. Willow-grouse and her companions tried a different way.
+
+It was by trying different ways in the different places where they
+camped, that the women at length learned to make tents with the roof
+separated from the wall. The Cave-men made pictures of some of these
+tents upon a piece of antler.
+
+[Illustration: _A tent pin._]
+
+When the men parted from the women, they considered ways of attacking
+the herd. It was hard to approach it on the grassy plain without being
+seen. And the men knew that if the herd was alarmed, it would gallop
+far away.
+
+At length Fleetfoot showed the Cave-men a plan for surrounding the
+herd. And he asked who would volunteer to follow two leaders in
+separate lines.
+
+All the bravest men volunteered, for they were eager to make an
+attack. Fleetfoot placed them in two lines and told them what each one
+was to do.
+
+Fleetfoot led one of the lines through the grass to the right, and
+Blackcloud led the other to the left. They crept softly through the
+tall grass until they had surrounded the herd. Approaching the herd
+cautiously, they drew nearer and nearer together.
+
+Fleetfoot gave the signal to attack when they were about a spear's
+throw away. At once the harpoons whizzed through the air and struck
+many a mortal blow. The bison were taken by surprise and they
+attempted to escape. But no sooner had they run from one side than
+they were attacked from the other.
+
+Many a bison was killed that day and many others were wounded. Many of
+the Cave-men carried away marks of an ugly bison's horns.
+
+But all of the people had food and all the people were happy. And to
+show that they honored both Fleetfoot and Flaker they bored holes
+through their batons.
+
+
+#THINGS TO DO#
+
+     _Make such a stretcher as you think the women made to carry
+     Flaker._
+
+     _Make tents whose roof and walls are one and the same thing. Make a
+     tent whose roof and walls are separated. Tell how you think people
+     learned to make such perfect tents._
+
+     _Dramatize one of the following scenes and then draw a picture to
+     illustrate it:_--
+       _The fear of the people at the disappearance of the herds._
+       _Bearing gifts to Fleetfoot and Flaker._
+       _Flaker threatening the angry god._
+       _Sending the scouts._
+       _Surrounding the herds._
+       _Showing honors to Fleetfoot and Flaker._
+
+
+
+
+XLII
+
+THINGS TO THINK ABOUT
+
+     If there were not men enough to surround a herd can you think of
+     anything the Cave-men might do to drive them where they wanted them
+     to go?
+
+     How do we get animals into traps?
+
+     Why do you think people first began to make fences and walls?
+
+     How do you think they used them?
+
+     Why do we have fences? What do we use them for?
+
+
+_How Things were Made to Do the Work of Men_
+
+When the clans returned to their own hunting grounds, they could not
+surround the large herds. There were not enough men in one cave to
+hunt in this way. Sometimes they partly surrounded a herd and drove
+the animals over a cliff, but unless the herd was near the cliff,
+there were not enough men to drive them.
+
+And so the men tried to coax the animals to the edge of the cliff.
+Sometimes they did it by imitating the cries the animals made.
+Sometimes they did it by dressing so as to look like the animals
+themselves. But even then they often failed to get the animals into
+their trap.
+
+It was when Fleetfoot saw a bison frightened by a feather that he
+thought of making things do the work of live men.
+
+The greater part of the day the bison fed some distance from the
+cliff. Fleetfoot wanted to find a way of driving them up to the very
+edge. The bison drive which he invented was the way he succeeded in
+doing it.
+
+It was shaped like a letter #V# with the point cut off. The sides were
+piles of brush, or stones, or vines stretched from tree to tree. At
+the edge of the cliff where they started, the sides were only a short
+distance apart. But the farther out they extended, the farther they
+were apart.
+
+Men, women, and children joined in making the bison drive. They piled
+stones and heaped up brush, and they hunted for long vines. Then they
+hunted for feathers and bits of fur, which they tied along the lines.
+
+Flaker performed the magical ceremony before the hunt began. Fleetfoot
+dressed in a bison's skin so as to coax the herd along. Women and
+children hid behind piles of stone and brush. And the men formed
+themselves in line far out from the cliffs in the rear of the herd.
+
+Everybody kept still until Fleetfoot's signal sounded. Then the men
+sprang up and with loud shouts they ran after the herd. The bison saw
+Fleetfoot in disguise; and, thinking he was one of the herd, they
+followed where he led.
+
+When the bison came near a pile of stones a woman or child frightened
+them. When they came near the fence of vines they were frightened away
+by the feathers and fur. And so the herd kept on toward the steep
+cliff.
+
+And with loud shouts and drumbeats, with the clatter of weapons and
+hard hoofs, the bellowing herd galloped madly on toward the steep
+cliff. Then Fleetfoot, throwing off his disguise, slipped under one of
+the lines; but the frantic herd rushed headlong to the brink of the
+precipice. Then, seeing the danger, the foremost ones attempted to
+escape. But the maddened herd pressed blindly on and pushed them over
+the cliff.
+
+After such a hunt as this, there was food enough for many days. Very
+likely the women dried meat during this time.
+
+
+#THINGS TO DO#
+
+     _Model in your sand-box a good place for the bison drive. Make the
+     drive and show what happened from first to last._
+
+     _Draw one of these pictures:_--
+       _Bison feeding some distance from the cliff._
+       _Building a bison drive._
+       _Fleetfoot leading the herd._
+       _The bison at the edge of the cliff._
+       _Drying meat._
+
+
+
+
+XLIII
+
+THINGS TO THINK ABOUT
+
+     Can you think why people make rules and laws? Why do we have them?
+
+     What kind of rules and laws do you think the Cave-men made?
+
+     What laws do you think they would make about hunting animals?
+
+     What laws would they make about the use of plants?
+
+     What people did the Cave-men honor most? What must any one do to be
+     honored? What were some of the signs that a man was honored?
+
+     When dangerous work needs to be done, what kind of men and women
+     are needed?
+
+
+[Illustration: _After the bison hunt._]
+
+_How the Cave-men Rewarded and Punished the Clansmen_
+
+Again the clans went to hunt on the fertile plains. Again the women
+built the tents while the men went out to hunt. But before the tents
+were finished, the women heard the thunder of the galloping herd.
+Angry shouts followed, and the women began to feel alarmed.
+
+All the men were angry with Blackcloud. He had frightened the herd
+away. Fleetfoot had planned to surround the bison as they were
+surrounded before. But a stronger and braver young man than
+Blackcloud, helped Fleetfoot lead the lines.
+
+[Illustration: _Handle of a Cave-man's hunting-knife with engraving of
+a man hunting the bison._]
+
+Nobody dreamed that Blackcloud would do it. Everybody knew that each
+one must be careful not to frighten the herd. The men crept quietly
+through the grass when they saw a bison browsing near the line. But
+when Blackcloud saw a young cow, he rushed forward and made an attack.
+
+The loud bellow of the wounded cow gave the alarm to the herd. And
+before the Cave-men could stop them, the bison were galloping madly
+away.
+
+And so all the men were angry with Blackcloud. Bighorn wanted to have
+him flogged. Others wanted to kill him. He dared not come near them
+for many days. No one would hunt with him, and no one would give him
+food.
+
+[Illustration: _A hunter's tally._]
+
+Afterward, when he begged to be taken back, the people let him come.
+But first they gave him a hard flogging in the presence of the clan.
+
+As years passed, the custom grew of making rules for the hunt. And
+those who broke any of the rules were punished by the clan.
+
+Every day the Cave-men recited the brave deeds of the clan. They
+watched every one carefully, so as to know who the brave men were.
+Those who were found most useful to the clan were given special
+honors. And when a man did a very brave deed he was given a hole in
+his baton.
+
+Brave hunters, besides keeping trophies, engraved a record of their
+brave deeds. Sometimes they kept a hunter's tally, and sometimes they
+engraved the animal they killed.
+
+[Illustration: _Fragment of Cave-man's baton engraved with reindeer._]
+
+Many of the Cave-men engraved these records upon the weapons they used
+in the chase. They believed that the weapons which had such engravings
+were of great value for their magical powers. The wise men, who led
+the people, engraved their records upon their batons. Others engraved
+them upon their trophies or upon bone hairpins which they used in
+their hair.
+
+[Illustration: _Engraving of a seal upon a bear's tooth._]
+
+The engraving of a seal upon a bear's tooth probably recorded a trip
+to the sea, while the rude sketch of the mammoth made on the mammoth's
+tusk, probably recorded a great hunt.
+
+By all these signs of brave deeds, the Cave-men knew who the brave men
+were. And these same records help to tell the story of THE LATER
+CAVE-MEN.
+
+
+#THINGS TO DO#
+
+     _Write out some of the rules you have helped make for your games._
+
+     _Do you think the rules are good ones?_
+
+     _See if you can engrave or carve an ornament on some weapon you
+     have made. Before doing it, think what you would like to have the
+     ornament mean._
+
+     _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._
+
+[Illustration: _A Cave-man's hairpin engraved with wild horses._]
+
+
+       *       *       *       *       *
+
+
+
+
+[Illustration: SUGGESTIONS TO TEACHERS]
+
+
+"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.
+
+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 preexisting 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
+cooperation, 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.
+
+_Lesson XXXVI._ To help the children to realize the importance of the
+discovery of the use of poison, let the children think of the many
+advantages which the Cave-men enjoyed because they could use it.
+
+The dependence of man upon animals for his food supply is shown here.
+The disappearance of the herds caused Fleetfoot and Willow-grouse to
+leave the rock-shelter. This is the beginning of a series of events
+which culminates in a famine. With this in mind, the teacher can
+emphasize the points which lead up to the famine.
+
+_Lesson XXXVII._ Let the children bring together from various sources
+the materials and tools required to make needles by the processes of
+the Cave-men. Do not require the children to make needles, but permit
+them to experiment with the materials so as to understand the subject.
+If the children label and arrange the collection they make in an
+orderly way, the work itself will be of great value to them, and the
+collection will constitute an interesting feature in the children's
+industrial museum.
+
+_Lesson XXXVIII._ Such a lesson as this ought to be helpful in freeing
+the child from superstitions without putting him out of sympathy with
+people who entertain them. In their origin superstitions are
+unsuccessful attempts to explain the phenomena of life. In spite of
+the fact that many of the beliefs of mankind have been false, they
+have served a useful purpose in the development of the individual and
+in uniting individuals into social groups.
+
+The art of the Cave-men, as illustrated in this and in other lessons,
+shows a belief in sympathetic magic, a belief that is universal among
+primitive peoples. The fear formerly entertained by the American
+Indians of having their photographs taken was due to a belief in
+sympathetic magic. The one who possessed the likeness was supposed to
+have some mysterious power over the person.
+
+Help the children to distinguish between the things the Cave-men did
+which really helped and those which they thought helped. Notice that
+Flaker actually learned a great deal about the topography of the
+country, the location of the best hunting grounds, the movements and
+habits of the herds, and, because of this, was often able to give the
+Cave-men good advice. The magical ceremonies he practiced were of use
+to him in getting the people to believe in his wonderful power. (See,
+also, notes under _XXXIV_.)
+
+_Lesson XXXIX._ Although there was a great variety and abundance of
+fish, not all the Cave-men used fish. From the remains which have been
+found, however, we know that different clans used nearly all the
+varieties of fish which still may be found in our rivers and lakes;
+and we may readily believe that a salmon stream would be held as
+property common to all the neighboring tribes, as it is to-day among
+hunting and fishing peoples.
+
+Fishing tackle of the Cave-men was very crude. Fish were sufficiently
+abundant, however, to be caught with the hands or by means of stones
+and clubs. A fish hook made of a bear's tooth, by removing the enamel
+and crown and lessening the thickness by rubbing, has been found. The
+barbed harpoons, which were originally made for hunting, were later
+used in spearing fish. Harpoons with barbs on both sides were well
+adapted for throwing through the air, while those with barbs on one
+side were better adapted for use in the water. An experiment with a
+pencil in a glass of water will show the child that the part in the
+water is not where it appears to be, and from this he can readily
+reach the conclusion given above.
+
+_Lesson XL._ If one will notice the clothing and the cradles of the
+North American Indians in a museum, he cannot fail to observe that
+care was taken in their preparation. They are comfortable and, in many
+cases, beautiful. We may well believe from what is known that among
+all primitive peoples the beauty, especially that of ornamentation,
+was for the sake of some supposed magical power. The representation of
+an animal was supposed to secure the especial protection of that
+animal, which was worshiped as a god. The bear's tooth, which was
+pierced and strung about the neck of an infant, served a useful
+purpose when the child was cutting teeth, and it was supposed to be
+a charm which served to protect the child.
+
+_Lesson XLI._ The strongest motives for cooperation were doubtless
+the common need of protection from dangerous beasts of prey and the
+need of adopting methods of hunting wild animals which required the
+united efforts of many people. Notice that the different batons and
+fragments of batons represented in this book differ in the number of
+holes bored through them. It is thought that the number of holes
+indicated the rank of the owner. Although many theories are given
+regarding the use of batons, the one which seems most tenable to
+the author is that which views them as marks of distinction and
+instruments used in magical ceremonies and in hunting dances.
+
+_Lesson XLII._ The method of hunting herds by surrounding them is a
+cooperative method suitable to such regions as grassy plains, and
+comparatively level tracts which are sparsely wooded. The drive, on
+the contrary, is adapted to regions where steep cliffs are to be
+found. It is a natural development of the earlier method of hunting by
+taking advantage of the proximity of animals to steep cliffs. In that
+case man's part was to lie in wait until a favorable opportunity
+presented itself for frightening the animals over. The lesson in _The
+Tree-dwellers_ on "How the Hyenas Hunted the Big-nosed Rhinoceros,"
+and the one in _The Early Cave-men_ on "Hunting the Mammoth,"
+illustrate early stages of this method.
+
+Notice that there is a new principle employed in this lesson--that of
+the decoy--and that the method of hunting by means of the drive makes
+use of various ideas worked out before.
+
+_Lesson XLIII._ The experience of children in games is sufficient to
+enable them to realize the necessity of making laws and rules for
+regulating the conduct of the members of the group. This lesson should
+serve to connect this narrow experience with that of the race.
+
+Many of the representations of the Cave-man's art, as shown in the
+illustrations of this book, might well have been made the subjects of
+special lessons. The limits of this book, however, forbid further
+expansion.
+
+
+       *       *       *       *       *
+
+
+
+
+Industrial and Social History Series
+
+_By KATHARINE ELIZABETH DOPP, Ph. D._
+
+_Lecturer in Education in the Extension Division of the University of
+Chicago. Author of "The Place of Industries in Elementary Education."_
+
+
+WHAT THE BOOKS ARE
+
+
+_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._
+
+This volume makes clear to the child how people lived before they had
+fire, how and why they conquered it, and the changes wrought in
+society by its use. The simple activities of gathering food, of
+weaving, building, taming fire, making use of stones for tools and
+weapons, wearing trophies, and securing cooperative action by means of
+rhythmic dances, are here shown to be the simple forms of processes
+which still minister to our daily needs.
+
+
+_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._
+
+In this volume the child is helped to realize that it is necessary not
+only to know how to use fire, but to know how to make it. Protection
+from the cold winters, which characterize the age described, is sought
+first in caves; but fire is a necessity in defending the caves. The
+serious condition to which the cave-men are reduced by the loss of
+fire during a flood is shown to be the motive which prompts them to
+hold a council; to send men to the fire country; to make improvements
+in clothing, in devices for carrying, and in tools and weapons; and,
+finally, to the discovery of how to make fire.
+
+
+_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._
+
+Here is portrayed the influence of man's presence upon wild animals.
+Man's fear, which with the conquest of fire gave way to courage, has
+resulted in his mastery of many mechanical appliances and in the
+development of social cooperation, which so increases his power as to
+make him an object of fear to the wild animals. Since the wild animals
+now try to escape from man's presence, there is a greater demand made
+upon man's ingenuity than ever before in supplying his daily food. The
+way in which man's cunning finds expression in traps, pitfalls, and in
+throwing devices, and finally in a remarkable manifestation of art, is
+made evident in these pages.
+
+
+_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._
+
+The life of fishing people upon the seashore presents a pleasing
+contrast to the life of the hunters on the wooded hills depicted in
+the previous volumes. The resources of the natural environment; the
+early steps in the evolution of the various modes of catching fish, of
+manufacturing fishing tackle, boats, and other necessary appliances;
+the invention of devices for capturing birds; the domestication of the
+dog and the consequent changes in methods of hunting; and the social
+cooperation involved in manufacturing and in expeditions on the deep
+seas, are subjects included in this volume.
+
+
+_Other volumes, dealing with the early development of pastoral and
+agricultural life, the age of metals, travel, trade, and
+transportation, will follow._
+
+
+_Write us for detailed information regarding these books and a
+complete list of our up-to-date publications._
+
+ #RAND McNALLY & COMPANY#
+ EDUCATIONAL PUBLISHERS
+ CHICAGO   NEW YORK   LONDON
+
+
+
+
+
+End of Project Gutenberg's The Later Cave-Men, by Katharine Elizabeth Dopp
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