summaryrefslogtreecommitdiff
path: root/26603.txt
diff options
context:
space:
mode:
Diffstat (limited to '26603.txt')
-rw-r--r--26603.txt6591
1 files changed, 6591 insertions, 0 deletions
diff --git a/26603.txt b/26603.txt
new file mode 100644
index 0000000..1afe0a9
--- /dev/null
+++ b/26603.txt
@@ -0,0 +1,6591 @@
+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
+
+*** END OF THIS PROJECT GUTENBERG EBOOK THE LATER CAVE-MEN ***
+
+***** This file should be named 26603.txt or 26603.zip *****
+This and all associated files of various formats will be found in:
+ https://www.gutenberg.org/2/6/6/0/26603/
+
+Produced by Chris Curnow, Joseph Cooper, Anne Storer and
+the Online Distributed Proofreading Team at
+https://www.pgdp.net
+
+
+Updated editions will replace the previous one--the old editions
+will be renamed.
+
+Creating the works from public domain print editions means that no
+one owns a United States copyright in these works, so the Foundation
+(and you!) can copy and distribute it in the United States without
+permission and without paying copyright royalties. Special rules,
+set forth in the General Terms of Use part of this license, apply to
+copying and distributing Project Gutenberg-tm electronic works to
+protect the PROJECT GUTENBERG-tm concept and trademark. Project
+Gutenberg is a registered trademark, and may not be used if you
+charge for the eBooks, unless you receive specific permission. If you
+do not charge anything for copies of this eBook, complying with the
+rules is very easy. You may use this eBook for nearly any purpose
+such as creation of derivative works, reports, performances and
+research. They may be modified and printed and given away--you may do
+practically ANYTHING with public domain eBooks. Redistribution is
+subject to the trademark license, especially commercial
+redistribution.
+
+
+
+*** START: FULL LICENSE ***
+
+THE FULL PROJECT GUTENBERG LICENSE
+PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK
+
+To protect the Project Gutenberg-tm mission of promoting the free
+distribution of electronic works, by using or distributing this work
+(or any other work associated in any way with the phrase "Project
+Gutenberg"), you agree to comply with all the terms of the Full Project
+Gutenberg-tm License (available with this file or online at
+https://gutenberg.org/license).
+
+
+Section 1. General Terms of Use and Redistributing Project Gutenberg-tm
+electronic works
+
+1.A. By reading or using any part of this Project Gutenberg-tm
+electronic work, you indicate that you have read, understand, agree to
+and accept all the terms of this license and intellectual property
+(trademark/copyright) agreement. If you do not agree to abide by all
+the terms of this agreement, you must cease using and return or destroy
+all copies of Project Gutenberg-tm electronic works in your possession.
+If you paid a fee for obtaining a copy of or access to a Project
+Gutenberg-tm electronic work and you do not agree to be bound by the
+terms of this agreement, you may obtain a refund from the person or
+entity to whom you paid the fee as set forth in paragraph 1.E.8.
+
+1.B. "Project Gutenberg" is a registered trademark. It may only be
+used on or associated in any way with an electronic work by people who
+agree to be bound by the terms of this agreement. There are a few
+things that you can do with most Project Gutenberg-tm electronic works
+even without complying with the full terms of this agreement. See
+paragraph 1.C below. There are a lot of things you can do with Project
+Gutenberg-tm electronic works if you follow the terms of this agreement
+and help preserve free future access to Project Gutenberg-tm electronic
+works. See paragraph 1.E below.
+
+1.C. The Project Gutenberg Literary Archive Foundation ("the Foundation"
+or PGLAF), owns a compilation copyright in the collection of Project
+Gutenberg-tm electronic works. Nearly all the individual works in the
+collection are in the public domain in the United States. If an
+individual work is in the public domain in the United States and you are
+located in the United States, we do not claim a right to prevent you from
+copying, distributing, performing, displaying or creating derivative
+works based on the work as long as all references to Project Gutenberg
+are removed. Of course, we hope that you will support the Project
+Gutenberg-tm mission of promoting free access to electronic works by
+freely sharing Project Gutenberg-tm works in compliance with the terms of
+this agreement for keeping the Project Gutenberg-tm name associated with
+the work. You can easily comply with the terms of this agreement by
+keeping this work in the same format with its attached full Project
+Gutenberg-tm License when you share it without charge with others.
+
+1.D. The copyright laws of the place where you are located also govern
+what you can do with this work. Copyright laws in most countries are in
+a constant state of change. If you are outside the United States, check
+the laws of your country in addition to the terms of this agreement
+before downloading, copying, displaying, performing, distributing or
+creating derivative works based on this work or any other Project
+Gutenberg-tm work. The Foundation makes no representations concerning
+the copyright status of any work in any country outside the United
+States.
+
+1.E. Unless you have removed all references to Project Gutenberg:
+
+1.E.1. The following sentence, with active links to, or other immediate
+access to, the full Project Gutenberg-tm License must appear prominently
+whenever any copy of a Project Gutenberg-tm work (any work on which the
+phrase "Project Gutenberg" appears, or with which the phrase "Project
+Gutenberg" is associated) is accessed, displayed, performed, viewed,
+copied or distributed:
+
+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
+
+1.E.2. If an individual Project Gutenberg-tm electronic work is derived
+from the public domain (does not contain a notice indicating that it is
+posted with permission of the copyright holder), the work can be copied
+and distributed to anyone in the United States without paying any fees
+or charges. If you are redistributing or providing access to a work
+with the phrase "Project Gutenberg" associated with or appearing on the
+work, you must comply either with the requirements of paragraphs 1.E.1
+through 1.E.7 or obtain permission for the use of the work and the
+Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or
+1.E.9.
+
+1.E.3. If an individual Project Gutenberg-tm electronic work is posted
+with the permission of the copyright holder, your use and distribution
+must comply with both paragraphs 1.E.1 through 1.E.7 and any additional
+terms imposed by the copyright holder. Additional terms will be linked
+to the Project Gutenberg-tm License for all works posted with the
+permission of the copyright holder found at the beginning of this work.
+
+1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm
+License terms from this work, or any files containing a part of this
+work or any other work associated with Project Gutenberg-tm.
+
+1.E.5. Do not copy, display, perform, distribute or redistribute this
+electronic work, or any part of this electronic work, without
+prominently displaying the sentence set forth in paragraph 1.E.1 with
+active links or immediate access to the full terms of the Project
+Gutenberg-tm License.
+
+1.E.6. You may convert to and distribute this work in any binary,
+compressed, marked up, nonproprietary or proprietary form, including any
+word processing or hypertext form. However, if you provide access to or
+distribute copies of a Project Gutenberg-tm work in a format other than
+"Plain Vanilla ASCII" or other format used in the official version
+posted on the official Project Gutenberg-tm web site (www.gutenberg.org),
+you must, at no additional cost, fee or expense to the user, provide a
+copy, a means of exporting a copy, or a means of obtaining a copy upon
+request, of the work in its original "Plain Vanilla ASCII" or other
+form. Any alternate format must include the full Project Gutenberg-tm
+License as specified in paragraph 1.E.1.
+
+1.E.7. Do not charge a fee for access to, viewing, displaying,
+performing, copying or distributing any Project Gutenberg-tm works
+unless you comply with paragraph 1.E.8 or 1.E.9.
+
+1.E.8. You may charge a reasonable fee for copies of or providing
+access to or distributing Project Gutenberg-tm electronic works provided
+that
+
+- You pay a royalty fee of 20% of the gross profits you derive from
+ the use of Project Gutenberg-tm works calculated using the method
+ you already use to calculate your applicable taxes. The fee is
+ owed to the owner of the Project Gutenberg-tm trademark, but he
+ has agreed to donate royalties under this paragraph to the
+ Project Gutenberg Literary Archive Foundation. Royalty payments
+ must be paid within 60 days following each date on which you
+ prepare (or are legally required to prepare) your periodic tax
+ returns. Royalty payments should be clearly marked as such and
+ sent to the Project Gutenberg Literary Archive Foundation at the
+ address specified in Section 4, "Information about donations to
+ the Project Gutenberg Literary Archive Foundation."
+
+- You provide a full refund of any money paid by a user who notifies
+ you in writing (or by e-mail) within 30 days of receipt that s/he
+ does not agree to the terms of the full Project Gutenberg-tm
+ License. You must require such a user to return or
+ destroy all copies of the works possessed in a physical medium
+ and discontinue all use of and all access to other copies of
+ Project Gutenberg-tm works.
+
+- You provide, in accordance with paragraph 1.F.3, a full refund of any
+ money paid for a work or a replacement copy, if a defect in the
+ electronic work is discovered and reported to you within 90 days
+ of receipt of the work.
+
+- You comply with all other terms of this agreement for free
+ distribution of Project Gutenberg-tm works.
+
+1.E.9. If you wish to charge a fee or distribute a Project Gutenberg-tm
+electronic work or group of works on different terms than are set
+forth in this agreement, you must obtain permission in writing from
+both the Project Gutenberg Literary Archive Foundation and Michael
+Hart, the owner of the Project Gutenberg-tm trademark. Contact the
+Foundation as set forth in Section 3 below.
+
+1.F.
+
+1.F.1. Project Gutenberg volunteers and employees expend considerable
+effort to identify, do copyright research on, transcribe and proofread
+public domain works in creating the Project Gutenberg-tm
+collection. Despite these efforts, Project Gutenberg-tm electronic
+works, and the medium on which they may be stored, may contain
+"Defects," such as, but not limited to, incomplete, inaccurate or
+corrupt data, transcription errors, a copyright or other intellectual
+property infringement, a defective or damaged disk or other medium, a
+computer virus, or computer codes that damage or cannot be read by
+your equipment.
+
+1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right
+of Replacement or Refund" described in paragraph 1.F.3, the Project
+Gutenberg Literary Archive Foundation, the owner of the Project
+Gutenberg-tm trademark, and any other party distributing a Project
+Gutenberg-tm electronic work under this agreement, disclaim all
+liability to you for damages, costs and expenses, including legal
+fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
+LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
+PROVIDED IN PARAGRAPH F3. YOU AGREE THAT THE FOUNDATION, THE
+TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE
+LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR
+INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH
+DAMAGE.
+
+1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a
+defect in this electronic work within 90 days of receiving it, you can
+receive a refund of the money (if any) you paid for it by sending a
+written explanation to the person you received the work from. If you
+received the work on a physical medium, you must return the medium with
+your written explanation. The person or entity that provided you with
+the defective work may elect to provide a replacement copy in lieu of a
+refund. If you received the work electronically, the person or entity
+providing it to you may choose to give you a second opportunity to
+receive the work electronically in lieu of a refund. If the second copy
+is also defective, you may demand a refund in writing without further
+opportunities to fix the problem.
+
+1.F.4. Except for the limited right of replacement or refund set forth
+in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER
+WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO
+WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE.
+
+1.F.5. Some states do not allow disclaimers of certain implied
+warranties or the exclusion or limitation of certain types of damages.
+If any disclaimer or limitation set forth in this agreement violates the
+law of the state applicable to this agreement, the agreement shall be
+interpreted to make the maximum disclaimer or limitation permitted by
+the applicable state law. The invalidity or unenforceability of any
+provision of this agreement shall not void the remaining provisions.
+
+1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the
+trademark owner, any agent or employee of the Foundation, anyone
+providing copies of Project Gutenberg-tm electronic works in accordance
+with this agreement, and any volunteers associated with the production,
+promotion and distribution of Project Gutenberg-tm electronic works,
+harmless from all liability, costs and expenses, including legal fees,
+that arise directly or indirectly from any of the following which you do
+or cause to occur: (a) distribution of this or any Project Gutenberg-tm
+work, (b) alteration, modification, or additions or deletions to any
+Project Gutenberg-tm work, and (c) any Defect you cause.
+
+
+Section 2. Information about the Mission of Project Gutenberg-tm
+
+Project Gutenberg-tm is synonymous with the free distribution of
+electronic works in formats readable by the widest variety of computers
+including obsolete, old, middle-aged and new computers. It exists
+because of the efforts of hundreds of volunteers and donations from
+people in all walks of life.
+
+Volunteers and financial support to provide volunteers with the
+assistance they need, is critical to reaching Project Gutenberg-tm's
+goals and ensuring that the Project Gutenberg-tm collection will
+remain freely available for generations to come. In 2001, the Project
+Gutenberg Literary Archive Foundation was created to provide a secure
+and permanent future for Project Gutenberg-tm and future generations.
+To learn more about the Project Gutenberg Literary Archive Foundation
+and how your efforts and donations can help, see Sections 3 and 4
+and the Foundation web page at https://www.pglaf.org.
+
+
+Section 3. Information about the Project Gutenberg Literary Archive
+Foundation
+
+The Project Gutenberg Literary Archive Foundation is a non profit
+501(c)(3) educational corporation organized under the laws of the
+state of Mississippi and granted tax exempt status by the Internal
+Revenue Service. The Foundation's EIN or federal tax identification
+number is 64-6221541. Its 501(c)(3) letter is posted at
+https://pglaf.org/fundraising. Contributions to the Project Gutenberg
+Literary Archive Foundation are tax deductible to the full extent
+permitted by U.S. federal laws and your state's laws.
+
+The Foundation's principal office is located at 4557 Melan Dr. S.
+Fairbanks, AK, 99712., but its volunteers and employees are scattered
+throughout numerous locations. Its business office is located at
+809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email
+business@pglaf.org. Email contact links and up to date contact
+information can be found at the Foundation's web site and official
+page at https://pglaf.org
+
+For additional contact information:
+ Dr. Gregory B. Newby
+ Chief Executive and Director
+ gbnewby@pglaf.org
+
+
+Section 4. Information about Donations to the Project Gutenberg
+Literary Archive Foundation
+
+Project Gutenberg-tm depends upon and cannot survive without wide
+spread public support and donations to carry out its mission of
+increasing the number of public domain and licensed works that can be
+freely distributed in machine readable form accessible by the widest
+array of equipment including outdated equipment. Many small donations
+($1 to $5,000) are particularly important to maintaining tax exempt
+status with the IRS.
+
+The Foundation is committed to complying with the laws regulating
+charities and charitable donations in all 50 states of the United
+States. Compliance requirements are not uniform and it takes a
+considerable effort, much paperwork and many fees to meet and keep up
+with these requirements. We do not solicit donations in locations
+where we have not received written confirmation of compliance. To
+SEND DONATIONS or determine the status of compliance for any
+particular state visit https://pglaf.org
+
+While we cannot and do not solicit contributions from states where we
+have not met the solicitation requirements, we know of no prohibition
+against accepting unsolicited donations from donors in such states who
+approach us with offers to donate.
+
+International donations are gratefully accepted, but we cannot make
+any statements concerning tax treatment of donations received from
+outside the United States. U.S. laws alone swamp our small staff.
+
+Please check the Project Gutenberg Web pages for current donation
+methods and addresses. Donations are accepted in a number of other
+ways including including checks, online payments and credit card
+donations. To donate, please visit: https://pglaf.org/donate
+
+
+Section 5. General Information About Project Gutenberg-tm electronic
+works.
+
+Professor Michael S. Hart was the originator of the Project Gutenberg-tm
+concept of a library of electronic works that could be freely shared
+with anyone. For thirty years, he produced and distributed Project
+Gutenberg-tm eBooks with only a loose network of volunteer support.
+
+
+Project Gutenberg-tm eBooks are often created from several printed
+editions, all of which are confirmed as Public Domain in the U.S.
+unless a copyright notice is included. Thus, we do not necessarily
+keep eBooks in compliance with any particular paper edition.
+
+
+Most people start at our Web site which has the main PG search facility:
+
+ https://www.gutenberg.org
+
+This Web site includes information about Project Gutenberg-tm,
+including how to make donations to the Project Gutenberg Literary
+Archive Foundation, how to help produce our new eBooks, and how to
+subscribe to our email newsletter to hear about new eBooks.
generated by cgit v1.2.3 (git 2.25.1) at 2026-02-18 04:16:39 +0000