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diff --git a/31360-h/31360-h.htm b/31360-h/31360-h.htm new file mode 100644 index 0000000..c20887b --- /dev/null +++ b/31360-h/31360-h.htm @@ -0,0 +1,1213 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> +<html xmlns="http://www.w3.org/1999/xhtml"> +<head> +<meta http-equiv="Content-Type" content="text/html; charset=utf-8" /> +<title>The Project Gutenberg eBook of Anthropology, by Daniel Garrison Brinton</title> + <style type="text/css"> + + p { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + text-indent: 1em; + } + p.noindent {text-indent: 0em;} + p.titlepage {text-indent: 0em; text-align: center; } + + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; + font-weight: normal; + } + .chapterhead {margin-top: 4em;} + .sectionhead {margin-top: 2em;} + .outlinehead {font-size: 120%;} + + hr { width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + } + .chapbreak {width: 65%; } + .declong {width: 6em; border: solid black 1px; margin-top: 0em; margin-bottom: 0em;} + + table {margin-left: auto; margin-right: auto;} + td {padding-left: 0.5em; padding-right: 0.5em; vertical-align: top;} + .tdr {text-align: right;} + .tntable {margin-left: 0;} + + body{margin-left: 10%; + margin-right: 10%; + } + + .pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 92%; + font-size: smaller; + font-style: normal; + font-weight: normal; + font-variant: normal; + text-align: right; + text-indent: 0em; + } /* page numbers */ + + .blockquot{font-size: smaller; } + .outline {margin-left: 6em; text-indent: -2em;} + + .size70per {font-size: 70%;} + .size50per {font-size: 50%;} + .top2 {margin-top: 2em;} + + ul.ix {list-style-type: none; font-size:inherit;} + + ins.correction {text-decoration:none; border-bottom: thin dotted gray;} + + .tn {background-color: #EEE; padding: 0.5em 1em 0.5em 1em;} + + hr.full { width: 100%; + margin-top: 3em; + margin-bottom: 0em; + margin-left: auto; + margin-right: auto; + height: 4px; + border-width: 4px 0 0 0; /* remove all borders except the top one */ + border-style: solid; + border-color: #000000; + clear: both; } + pre {font-size: 85%;} + </style> +</head> +<body> +<h1><b>The Project Gutenberg eBook, Anthropology, by Daniel Garrison Brinton</b></h1> +<pre> +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 <a href = "http://www.gutenberg.org">www.gutenberg.org</a></pre> +<p>Title: Anthropology</p> +<p> As a Science and as a Branch of University Education in the United States</p> +<p>Author: Daniel Garrison Brinton</p> +<p>Release Date: February 22, 2010 [eBook #31360]</p> +<p>Language: English</p> +<p>Character set encoding: UTF-8</p> +<p>***START OF THE PROJECT GUTENBERG EBOOK ANTHROPOLOGY***</p> +<p> </p> +<h4><b>E-text prepared by Julia Miller<br /> + and the Project Gutenberg Online Distributed Proofreading Team<br /> + (<a href="http://www.pgdp.net/c/">http://www.pgdp.net</a>)<br /> + from page images generously made available by<br /> + Internet Archive/American Libraries<br /> + (<a href="http://www.archive.org/details/americana">http://www.archive.org/details/americana</a>)</b></h4> +<p> </p> +<table border="0" style="background-color: #eeeeee;" cellpadding="10"> + <tr> + <td valign="top"> + Note: + </td> + <td> + Images of the original pages are available through + Internet Archive/American Libraries. See + <a href="http://www.archive.org/details/anthropologyassc00brinrich"> + http://www.archive.org/details/anthropologyassc00brinrich</a> + </td> + </tr> +</table> +<p> </p> +<div class="tn"> +<p class="titlepage"><b>Transcriber’s Note</b></p> + +<p class="noindent">Two typographical errors were identified but not corrected + in this e-book. They are <ins class="correction" title="correction">marked</ins>, + and what is thought to be the correct text is shown in the popup. A + description of these errors is found in the <a href="#trans_note">list</a> at + the end of the text.<br /> + <br />Inconsistent spelling, hyphenation, and capitalization have been maintained.</p> +</div> +<p> </p> +<hr class="full" /> + +<p><span class="pagenum"><a name="Page_1" id="Page_1">[1]</a></span></p> + +<h1 class="chapterhead"><b>ANTHROPOLOGY:</b><br /> + +<span class="size70per">AS A SCIENCE</span><br /> + +<span class="size50per">AND</span><br /> + +<span class="size70per">AS A BRANCH OF UNIVERSITY EDUCATION<br /> +IN THE UNITED STATES.</span></h1> + +<p class="titlepage top2"><span class="size70per">BY</span><br /> +DANIEL G. BRINTON, A.M., M.D., LL.D.,<br /> +<span class="size70per">PROFESSOR OF AMERICAN ARCHÆOLOGY AND LINGUISTICS IN THE UNIVERSITY OF PENNSYLVANIA,<br /> +AND OF GENERAL ETHNOLOGY AT THE ACADEMY OF NATURAL SCIENCES, PHILADELPHIA;<br /> +CORRESPONDING MEMBER OF THE ANTHROPOLOGICAL SOCIETIES OF WASHINGTON,<br /> +NEW YORK, PARIS, BERLIN, ST. PETERSBURG,<br /> +VIENNA, MUNICH, FLORENCE, ETC.</span></p> + +<p> </p> +<p> </p> +<p> </p> +<p class="titlepage top2">PHILADELPHIA:<br /> +1892.</p> + + + +<hr class="chapbreak" /> +<p><span class="pagenum"><a name="Page_2" id="Page_2">[2]</a></span></p> + +<h2 class="chapterhead">PREFATORY NOTE.</h2> + + +<p>This very brief presentation of the claims of Anthropology for a +recognized place in institutions of the higher education in the United +States will, I hope, receive the thoughtful consideration of the +officers and patrons of our Universities and Post-Graduate Departments.</p> + +<p>The need of such a presentation was urged upon me not long since by the +distinguished president of a New England University. Impressed with the +force of his words, I make an earnest appeal to our seats of advanced +learning to establish a branch of Anthropology on the broad lines herein +suggested. It may be but one chair in their Faculties of Philosophy; but +the rightful claims of this science will be recognized only when it is +organized as a department by itself, with a competent corps of +professors and docents, with well-appointed laboratories and museums, +and with fellowships for deserving students.</p> + +<p>Who is the enlightened and liberal citizen ready to found such a +department, and endow it with the means necessary to carry out both +instruction and original research?</p> + +<p>I do not plead for any one institution, or locality, or individual; but +simply for the creation in the United States of the opportunity of +studying this highest of the sciences in a manner befitting its +importance.</p> + + +<hr class="chapbreak" /> +<p><span class="pagenum"><a name="Page_3" id="Page_3">[3]</a></span></p> + +<h2 class="chapterhead">ANTHROPOLOGY,<br /> +<span class="size70per">AS A SCIENCE,</span><br /> +<span class="size50per">AND</span><br /> +<span class="size70per">As a Branch of University Education.</span></h2> + + +<hr class="declong" /> + +<h3 class="sectionhead"><i>What Anthropology Is.</i></h3> + +<p>Man himself is the only final measure of his own activities. To his own +force and faculties all other tests are in the end referred. All +sciences and arts, all pleasures and pursuits, are assigned their +respective rank in his interest by reference to those physical powers +and mental processes which are peculiarly the property of his own +species.</p> + +<p>Hence, the Study of Man, pursued under the guidance of accurate +observation and experimental research, embracing all his nature and all +the manifestations of his activity, in the past as well as in the +present, the whole co-ordinated in accordance with the inductive methods +of the natural sciences—this study must in the future unfailingly come +to be regarded as the crown and completion of all others—and this is +<i>Anthropology</i>.</p> + + +<h3 class="sectionhead"><i>The Value of Anthropology.</i></h3> + +<p>The value of the applications of this science can scarcely be +overestimated.</p> + +<p>In government and law, in education and religion, men have hitherto been +dealt with according to traditional beliefs or <i>a priori</i> theories of +what they may or ought to be. When we learn through scientific <span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span>research +what they really are, we shall then, and then only, have a solid +foundation on which to build the social, ethical and political +structures of the future. It is the appreciation of this which has given +the extraordinary impetus to the study of Sociology—a branch of +Anthropology—within the last decade.</p> + +<p>Anthropology alone furnishes the key and clue to History. This also is +meeting recognition. No longer are the best histories mainly chronicles +of kings and wars, but records of the development and the decline of +peoples; and what constitutes a “people,” and shapes its destiny, is the +very business of Ethnology to explain.</p> + +<p>So likewise in hygiene and medicine, in ethics and religion, in language +and arts, in painting, architecture, sculpture and music, the full +import and often unconscious intention of human activity can only be +understood, and directed in the most productive channels, by such a +careful historical and physical analysis as Anthropology aims to +present.</p> + + +<h3 class="sectionhead"><i>Societies and Schools for the Study of Anthropology.</i></h3> + +<p>The world of science has been recognizing more fully, year by year, the +paramount importance of the systematic study of Anthropology to the +aspirations of modern civilization.</p> + +<p>The first Anthropological Society—that of Paris—was founded by Paul +Broca, in May, 1859. It has been rapidly followed by the organization of +similar societies in London, Berlin, St. Petersburg, Vienna, Brussels, +Munich, Madrid, Florence, Washington, New York, and many other centres +of enlightened thought. In 1882 the American Association for the +Advancement of Science organized its Section of Anthropology; and in +1884 the British Association for the Advancement of Science followed +this example. It is a well known fact that these sections are more +attractive to the general public, and are better supplied with material +than any other sections in the Associations. This augurs well for the +zeal with which students would welcome the creation of special +departments for instruction in all branches of the science.</p> + +<p>The first School of Anthropology was founded also by Broca, at Paris,<span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span> +in the year 1876. It began with a corps of five professors, a number +which it has now doubled, the demand for more extended instruction +having steadily increased. The courses have been as well attended as any +others, either at the Collége de France, or at the Sorbonne. A second +school is organized in connection with the Museum of Natural History at +the Jardin des Plantes. It has counted among its instructors various +illustrious names, and its courses have also been highly popular.</p> + +<p>Several of the German universities have organized a department of +Anthropology. In those of Munich, Berlin, Marburg, and Buda Pesth the +chairs are filled respectively by Ranke, Bastian, Von den Steinen, and +Von Török. In the University of Leipzig, Dr. E. Schmidt is <i>docent</i> in +Anthropology; and the same position is held in Berlin by Dr. Von +Luschan. In a number of other institutions, lectures on the branch are +given. The first degree in Anthropology was conferred by the University +of Munich three years ago. The University of Brussels has established a +full chair of Anthropology, occupied by Professor Houze; and a similar +position is filled in the Musée Polytechnique, at Moscow, by Professor +Dimitri Anoutchine.</p> + +<p>In the United States, regular courses on Physical Anthropology and +Ethnology have been given by me for the last six years, at the Academy +of Natural Sciences, Philadelphia. But the only educational institutions +which have distinctly recognized the branch are Clark University, +Worcester, Mass., where Dr. Franz Boas is <i>docent</i> in Anthropology, and +which, in March of this year, conferred the first degree in Anthropology +given in America; and the University of Chicago, in which Dr. Frederick +Starr is Assistant Professor of Anthropology. I cannot learn that any +full professorship of the science has been established in this country.</p> + +<p>Considerable attention has been paid to the subject by the scientists +connected with the National Museum, the Smithsonian Institution, the +Army Medical Museum, and especially the Bureau of Ethnology at +Washington. The last mentioned, under the efficient administration of +Major J. W. Powell, has enriched the literature of Anthropology with<span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span> a +series of publications not exceeded in value by those of any other +government.</p> + + +<h3 class="sectionhead"><i>Subdivisions of Anthropology.</i></h3> + +<p>The Study of Man in accordance with the laws of inductive research is, +therefore, the aim and meaning of Anthropology. The subject is a broad +one,—in space, as wide as the world; in time, longer than all history; +in depth, reaching to the innermost consciousness. A man may be regarded +merely as a specimen of a certain species of vertebrates; or, in his +multifarious relations as a member of a social organization. We may +study him as a living being; or seek to trace his actions and origin in +ages long before history begins. Hence, Anthropology is divided into +several associated departments devoted to the exploration of its varied +realms of research. They may conveniently be divided into four, of +nearly equal importance. An acquaintance with all of them is essential +to the equipment of a sound anthropologist.</p> + +<p>The first is the study of the physical nature of man, his anatomy, +physiology and biology, so far as these bear on the distinctions of +races, peoples, and nations. Psychology, so far as it is an experimental +and inductive science, belongs in this department. This general division +has been called by French writers “special Anthropology”, and by the +Germans “somatic Anthropology”; but we need for it a single term, and +none better could be found than that suggested by the German expression. +I call it, therefore, <i>Somatology</i>, a word long <a name="corr1" id="corr1"></a><ins class="correction" title="since">since,"</ins> +domesticated in the vocabulary of English and American medical science, +and explained in the dictionaries as “a discourse or discussion on the +human body”.</p> + +<p>The second division is <i>Ethnology</i>. This is, in its methods, historic +and analytic. It contemplates man as a social creature. It is more +concerned with the mental, the psychical part of man, than with his +physical nature, and seeks to trace the intellectual development of +communities by studying the growth of government, laws, arts, languages, +religions, and society.</p> + +<p>The third division, <i>Ethnography</i>, is geographic and descriptive in its<span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span> +plans of research. It studies the subdivision and migrations of races, +local traits, peculiarities and customs, and confines itself to matters +of present observation.</p> + +<p>Finally, <i>Archæology</i> comes in to supply the material which neither +history nor present observation can furnish. It pries into the obscurity +of the remotest periods of man’s life on earth, and gathers thousands of +facts forgotten by historians and overlooked by contemporaries. Often +these unconsidered trifles prove of priceless value, and furnish the key +to the real life of ancient nations.</p> + + +<h3 class="sectionhead"><i>Means of Practical Instruction.</i></h3> + +<p>Anthropology is not a theoretical science. It is essentially +experimental and practical, a science of observation and operative +procedures. It cannot be learned by merely reading books and attending +lectures. The student must literally put his hand to the work.</p> + +<p>For that reason every institution for teaching Anthropology must have a +Laboratory attached to it; and in that Laboratory the best part of the +work will be done.</p> + +<p>Such a Laboratory will naturally be divided into two departments; one +devoted to the study of the physical characteristics of man, the other +to the investigation of the products of his industry. The former will be +more especially related to the branch of Somatology; the latter, to +those of Ethnology, Ethnography, and Archæology. The efforts of the +Laboratory instructors will be directed to training the perceptions of +the students in the requirements of this science and to giving them the +practical knowledge and manual dexterity necessary to employ its tests.</p> + +<p>Connected with the Laboratory, and really forming part of it, will be a +Museum, of such extent as circumstances permit. It will include crania +and osteological specimens; art-products, arranged both ethnologically, +that is, in series showing their evolution, and ethnographically, that +is, illustrating the geographical provinces and ethnic areas from which +they are derived; and archæological specimens typical of prehistoric and +proto-historic culture.</p> + +<p><span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span>Hand in hand with the Laboratory work should proceed Library Labor. +There is a strong tendency in students of sciences of observation to +read only for immediate purposes and on current topics. Few acquaint +themselves with the history even of their own special branches; an +ignorance which often results injuriously on the effectiveness of their +work. To correct this, a series of tasks in the literature of the +science should regularly be assigned.</p> + +<p>Finally, all that has been proposed must be supplemented by a course of +Field-work, in which the student must be trained to apply his +acquirements in really adding to the stores of knowledge by independent +and unaided exertion.</p> + +<p>I do not rest satisfied with presenting these general statements. More +detail will very properly be demanded by any one seriously considering +the foundation of a chair or department in this branch.</p> + +<p>I have drawn up, therefore, and append, a scheme for a course or courses +of lectures; a plan for laboratory instruction; another for library +work; a sketch of what should be done in the field; and finally, I name +a few of the best text-books on the various subdivisions of the general +science.</p> + +<p>I would ask the particular attention of those interested in this science +to the classification and nomenclature which I here present. It is the +result of a careful collation of all the leading European writers on the +subject and of consultation with several of the most thoughtful in this +country.</p> + +<p>There is, unfortunately, considerable diversity in the arrangements and +terms adopted by different authors, and it is most desirable that a +uniform phraseology be adopted in all countries. That which I offer aims +to be exhaustive of the science and to adopt, wherever practicable, the +expressions sanctioned by the greater number of distinguished living +authorities in its literature.</p> + + + +<hr class="chapterhead" /> +<p><span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span></p> + +<h2 class="chapterhead">General Scheme for Instruction in Anthropology.</h2> + +<hr class="declong" /> + +<h3 class="sectionhead">SYNOPSIS OF LECTURE COURSE.</h3> + +<hr class="declong" /> + +<h4>PRINCIPAL SUBDIVISIONS.</h4> + +<hr class="declong" /> + +<ul class="ix"> + <li> I. <i>Somatology.</i>—Physical and Experimental Anthropology.</li> + <li> II. <i>Ethnology.</i>—Historic and Analytic Anthropology.</li> + <li>III. <i>Ethnography.</i>—Geographic and Descriptive Anthropology.</li> + <li>IV. <i>Archæology.</i>—Prehistoric and Reconstructive Anthropology.</li> +</ul> + +<hr class="declong" /> + +<h4 class="outlinehead">I.—<i>Somatology.</i></h4> + +<p>A. Internal Somatology.</p> + +<p class="outline"><i>a.</i> Osteology.—Bones of the skeleton, names, forms, measures, +proportions, peculiarities, such as flattened tibia, perforated +humerus, form of pelvis, os calcis, etc. Craniology; +measurements of skull and face, sutures, angles, nasal and +orbital indices, dentition, artificial deformations.</p> + +<p class="outline"><i>b.</i> Myology and Splanchnology.—The muscular system and viscera so +far as they concern racial peculiarities, as deficient calves, +proportions of liver and lungs, etc. Steatopygy.</p> + +<p>B. External Somatology.</p> + +<p class="outline">Stature and Proportion. Anthropomometry. Tests for strength and +endurance. Color of skin, hair, and eyes. Color scales. Shape +and growth of hairs. Canons of proportion. Physical beauty.</p> + +<p>C. Psychology.</p> + +<p class="outline">Application of experimental psychology to races. Comparative rates +of nervous impulse, sensation, muscular movements, and mental +processes. Right- and left-handedness. Anomalous brain actions.</p> + +<p><span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span></p> + +<p>D. Developmental and Comparative Somatology.</p> + +<p class="outline">Embryology of man. Doctrines of heredity and congenital +transmission. Teratology, or the production of varieties and +monstrosities. Ethnic and racial anatomy. Evolution of man. +Comparative anatomy of man and anthropoids. Simian and lemurian +analogies. Fossil remains of man.</p> + +<p class="outline">Biology of man. Changes produced by nutrition (food supply), +climate, humidity, altitude, etc. Comparative physiology and +pathology. Medical geography. Comparative nosology of different +races. Criminal anthropology. Pathology of races. Fertility and +sterility of races. Reproduction and stirpiculture. Comparative +longevity. Immunity from disease. Vital statistics. Anatomical +classifications of races. (Historical review; present opinions.)</p> + + +<h4 class="outlinehead">II.—<i>Ethnology.</i></h4> + +<p>A. Definitions and Methods.</p> + +<p class="outline">Meaning of Race, People (<i>ethnos</i>, folk), Nation, Tribe. Culture and +civilization. Measures and stages of culture. Causes and +conditions of ethnic progress. Ethnic aptitudes for special +lines of progress. Ethnic psychology (Völkerpsychologie).</p> + +<p>B. Sociology.</p> + +<p class="outline"><i>a.</i> Government.—Primitive forms. The gens; the tribe; the +confederacy; chieftainship; monarchy; theocracy; democracy, etc.</p> + +<p class="outline"><i>b.</i> Marriage.—Theories of primitive marriage; promiscuity; +polygamy; polyandry; monogamy. Limitations of marriage. Forms +and rites of marriage. Laws of descent and consanguinity. Social +position of woman. Gynocracy.</p> + +<p class="outline"><i>c.</i> Laws.—Origin of laws. Primitive ethics. Dualism of ethics. +Evolution of the moral sense. The Taboo. Blood revenge. Tenures +of land. Classes above law. Castes. Privileged classes. Codified +laws. International laws.</p> + +<p>C. Technology.</p> + +<p class="outline"><i>a.</i> The Utilitarian Arts.—Manufacture of tools, utensils, weapons, +and agricultural, etc., implements. Architecture and building. +Clothing and fashions. Means of transportation by land and +water. Agriculture. Domestication of plants and animals. +Weights, measures, and instruments of precision. Media of +exchange, currency, money, articles of barter and commerce.</p> + +<p class="outline"><i>b.</i> The Esthetic Arts.—Theory of the sense of the beautiful. +Decorative designs in line and color. Skin-painting. Tattooing. +Sculpture and modeling. Music and musical instruments. Scents +and flowers. Games and festivals.</p> + +<p><span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span></p> + +<p>D. Religion.</p> + +<p class="outline"><i>a.</i> Psychological Origin of Religions.—Principles and method of +the science of religion. Personal, family, and tribal religions. +Ancestral worship. Doctrines of animism; fetichism; polytheism; +henotheism; monotheism; universal religions.</p> + +<p class="outline"><i>b.</i> Mythology.—Definition and growth of myths. Solar light and +storm myths. Creation and deluge myths. Relation of myths to +language.</p> + +<p class="outline"><i>c.</i> Symbolism and Religious Art.—Relation of symbolism to +fetichism. Primitive idols. Charms and amulets. Tokens. Tombs, +temples, altars. Sacrifice. Symbolism of colors and numbers. +Special symbols; the bird; the serpent; trees; the cross; the +svastika; the circle, etc.</p> + +<p class="outline"><i>d.</i> Religious Teachers and Doctrines.—The priestly class. +Shamanism. Theocracies. Secret orders. Initiations. Diviners. +Augurs and prophets. Doctrines of soul. Fatalism.</p> + +<p class="outline"><i>e.</i> Analysis of Special Religions.—Egyptian religion; Buddhism; +Judaism; Christianity; Mohammedanism, etc.</p> + +<p>E. Linguistics.</p> + +<p class="outline"><i>a.</i> Gesture and Sign Language.—Examples. Plan of thought in +relation to picture writing.</p> + +<p class="outline"><i>b.</i> Spoken Language.—Articulate and inarticulate speech. Imitative +sounds. The phonology of languages. Universal alphabets. Logical +relations of the parts of speech. The vocabulary and the grammar +of languages. Distinctions between languages and dialects. Mixed +languages and jargons. Relations of language to ethnography. +Polyglottic and monoglottic peoples. Causes of changes in +language. Extent and nature of such changes. Examples. +Classifications of languages. Relative excellence of languages. +Criteria of superiority. Rules for the scientific comparison of +languages.</p> + +<p class="outline"><i>c.</i> Recorded Language.—Systems of recording ideas. +Thought-writing. Pictography. Symbolic and ideographic writing. +Examples. Sound-writing. Evolution of the phonetic alphabets. +Egyptian, Cuneiform, Chinese, Aztec, and other phonetic systems.</p> + +<p class="outline"><i>d.</i> Forms of Expression.—Rhythmical. Origin of meter. Poetry of +primitive peoples. Rhythm and rhyme. Characters of prose. +Relation of prose and poetry to national language and character. +Dramatic. The primitive drama and its development.</p> + +<p>F. Folk-lore.</p> + +<p class="outline">Definition, nature, and value of folk-lore. Methods of its study. +Relations to history and character of a people. Traditional +customs. Traditional narratives. Folk-sayings. Superstitious +beliefs and practices.</p> + +<p><span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span></p> + + +<h4 class="outlinehead">III.—<i>Ethnography.</i></h4> + +<p>A. The Origin and Subdivisions of Races.</p> + +<p class="outline">Theories of monogenism and polygenism. Doctrine of “geographical +provinces” or “areas of characterization.” The continental areas +at the date of man’s appearance on the earth. Eurafrica, +Austafrica, Asia, America, Oceanica. Causes and consequences of +the migrations of races and nations.</p> + +<p class="outline"><i>a.</i> The Eurafrican Race.—Types of the white race. Its first home. +Early migrations. The South Mediterranean branch (Hamitic and +Semitic stocks). The North Mediterranean branch (Euskaric, +Aryan, and Caucasic stocks).</p> + +<p class="outline"><i>b.</i> The Austafrican Race.—Former geography of Africa. The +Negrillos or Pigmies. The true Negroes. The Negroids. The race +in other continents. Negro slavery.</p> + +<p class="outline"><i>c.</i> The Asian Race.—The Sinitic branch (Chinese, Thibetans, +Indo-Chinese). The Sibiric branch (the Tungusic, Mongolic, +Tataric, Finnic, Arctic, and Japanese groups).</p> + +<p class="outline"><i>d.</i> The American Race.—Peopling of America. Groups of North and +South American tribes.</p> + +<p class="outline"><i>e.</i> Insular and Litoral Peoples.—The Negritic stock (Negritos, +Papuans, Melanesians). The Malayic stock (Western Malayans, +Eastern, or Polynesians). The Australic stock (Australian +tribes; Dravidians and Kols, of India).</p> + + +<h4 class="outlinehead">IV.—<i>Archæology.</i></h4> + +<p>A. General Archæology.</p> + +<p class="outline"><i>a.</i> Geology of the epoch of man. Late tertiary and quaternary +periods. Glacial phenomena. River drift. Diluvial and alluvial +deposits. Physical geography of the quaternary. Prehistoric +botany and zoölogy.</p> + +<p class="outline"><i>b.</i> Prehistoric Ages.—The Age of Stone (chipped stone, or +palæolithic period; polished stone, or neolithic period). The +Age of Bronze. The Age of Iron. Epochs, stations, and examples. +Methods of study of stone and bone implements, pottery, and +other ancient remains. Indications of prehistoric commerce. +Palethnology. Proto-historic epoch.</p> + +<p>B. Special Archæology.</p> + +<p class="outline">Egyptian, Assyrian, Phenician, Classical, and Medieval Archæology.</p> + +<p class="outline">Archæology of the various areas in America. Art in stone, bone, +shell, wood, clay, paper, etc., in these areas.</p> + +<p><span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span></p> + + +<h3>LABORATORY WORK.</h3> + +<p>A. Physical Laboratory.</p> + +<p class="outline">Comparing and identifying bones. Measuring skulls. Dissections of +anthropoids and human subjects. Examination of brains. Study of +embryology and teratology. Practical study of the hair, skin, +nails, etc., of different races. Use of color scales, etc. +Practice in anthropomometry, with the necessary instruments. +Testing for sense perceptions.</p> + +<p>B. Technological Laboratory.</p> + +<p class="outline">Study of stone implements; simple and compound; rough and polished; +primary and secondary chipping; cleavage; firing; bulb of +percussion; mineralogy of implements; patine, etc. Bone +implements.</p> + +<p class="outline">Study of metal implements. Hammering, smelting, casting. Results of +exposure. Analysis of alloys. Coins, etc. Study of pottery. +Pastes; burning; glazing; forms; decorative designs; painting +and coloring.</p> + +<p class="outline">Textile materials; ancient cloth and basket work; feather work.</p> + +<p class="outline">Methods of making casts and models; taking squeezes, rubbings, +copies, and photographs. Drawing, shading, and coloring +ethnographic charts.</p> + +<p class="outline">Practice in preserving, mounting, arranging, and classifying +specimens. Tests for the detection of frauds. Incrustations, +dendrites, etc. Practice in reducing unknown tongues to writing, +by the ear. Practice in the repetition of unfamiliar phonetic +elements. Study of the actions of the lingual muscles in the +production of sounds.</p> + + +<h3>LIBRARY WORK.</h3> + +<p>Researches in the history of anthropology.</p> + +<p>Making lists of works and articles on special subjects, with brief +abstracts.</p> + +<p>Notes of the proceedings of anthropological societies and the contents +of journals.</p> + +<p>Presentation of the theories of particular writers on the science.</p> + +<p>Familiarize the student with the past and present literature of his +branch.</p> + + +<h3>FIELD WORK.</h3> + +<p>Methods of surveying, photographing, and plotting ancient remains.</p> + +<p>Plans for taking field-notes.</p> + +<p>Instruction in the proper methods of opening mounds, shell heaps, etc., +and in excavating rock-shelters and caverns. The preserving and packing +of specimens.</p> + +<p><span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span>Study of quaternary geology; alluvial deposits; river terraces; glacial +scratches; moraines; river drift; loess; elevation and subsidence.</p> + +<p>The collection of languages and dialects; of folk-lore, and local +peculiarities.</p> + + +<h3>TEXT-BOOKS.</h3> + +<p>As the plan of study here proposed is largely that which I have pursued +and developed in my own lectures and published works on the subject, I +may be permitted to insert the following list of these:—</p> + +<div class="blockquot"> +<p><cite>Anthropology and Ethnology.</cite> 4to, pp. 184. In Vol. I of the +Iconographic Encyclopædia (Philadelphia, 1886).</p> + +<p><cite>Prehistoric Archæology.</cite> 4to, pp. 116. In Vol. II of the +Iconographic Encyclopædia (Philadelphia, 1886).</p> + +<p><cite>Races and Peoples; Lectures on the Science of Ethnography.</cite> 8vo, +pp. 313 (N. D. C. Hodges, New York, 1890).</p> + +<p><cite>The American Race; a Linguistic Classification and Ethnographic +Description of the Native Tribes of North and South America.</cite> 8vo, +pp. 392 (N. D. C. Hodges, New York, 1891).</p> +</div> + +<p>In addition to these I would name the following as among the best works +for the student of this branch:—</p> + +<div class="blockquot"> +<p><cite>Anthropologische Methoden.</cite> By Dr. Emil Schmidt (Leipzig, 1888).</p> + +<p><cite>Eléments d’Anthropologie Générale.</cite> By Dr. Paul Topinard (Paris). +Also L’Homme dans la Nature (Paris, 1891), by the same author.</p> + +<p><cite>Précis d’Anthropologie.</cite> By Hovelacque and Hervé (Paris).</p> + +<p><cite>Allgemeine Ethnographie.</cite> By Friederich Müller.</p> + +<p><cite>Die Urgeschichte des Menschen.</cite> By Moritz Hoernes (Leipzig, 1891).</p> + +<p><cite>La Préhistorique Antiquité de l’Homme.</cite> By G. de Mortillet +(Paris).</p> + +<p><cite>Anthropology.</cite> By Dr. Tylor (New York).</p> + +<p><cite><a name="corr2" id="corr2"></a><ins class="correction" title="Eléments">Elements</ins> de Sociologie.</cite> By Ch. Letourneau (Paris).</p> +</div> + +<p>To this list I add the names of some others of the distinguished foreign +living writers on various departments of Anthropology:—</p> + +<div class="blockquot"> +<p>In France: Bertrand, Collignon, Letourneau, de Nadaillac. In +England: Buckland, Flower, Gallon, M. Müller. In Germany: Andree, +Bastian, Meyer, F. Müller, Ranke, Schaafhausen, Steinthal, Virchow, +Ratzel, Gerland. In Italy: Giglioli, Mantegazza.</p> +</div> + +<p>It is highly likely that many modifications and improvements on this +scheme will suggest themselves to instructors; but I may say for it that +it is the carefully considered result of a comparison of the methods<span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span> +employed in the European schools, combined with a personal experience of +some years in the presentation of the topics to classes.</p> + +<p>Of course, the amount of attention which will be given to the separate +divisions of the subject will depend on the position which the branch +occupies in the student’s plan of studies—whether a major or a minor. +If the latter, he should attend a course of thirty or forty lectures +about equally divided between the four headings under which the science +is here presented, and should give double as many hours to laboratory +work.</p> + +<p>This is the minimum which would give him any adequate notion of the +science. If, on the other hand, it be taken as a major, or principal +subject, the greater part of his time for two or three years will be +fully occupied in preparing himself for independent work, or for the +instruction of others.</p> + + + +<hr class="chapbreak" /> + + +<div class="tn"> +<p class="titlepage"><a name="trans_note" id="trans_note"></a><b>Transcriber’s Note</b></p> + +<p class="noindent">The following misspelling and typographical error were not +corrected:</p> + +<table class="tntable" cellpadding="0" cellspacing="0" summary="typos"> +<tr> + <td>Page</td> + <td>Error</td> + <td>Correction</td> +</tr> +<tr> +<td class="tdr"><a href="#corr1">6</a></td> + <td>since,</td> + <td>since</td> +</tr> +<tr> +<td class="tdr"><a href="#corr2">14</a></td> + <td>Elements</td> + <td>Eléments</td> +</tr> +</table> +</div> + +<p> </p> +<hr class="full" /> +<p>***END OF THE PROJECT GUTENBERG EBOOK ANTHROPOLOGY***</p> +<p>******* This file should be named 31360-h.txt or 31360-h.zip *******</p> +<p>This and all associated files of various formats will be found in:<br /> +<a href="http://www.gutenberg.org/dirs/3/1/3/6/31360">http://www.gutenberg.org/3/1/3/6/31360</a></p> +<p>Updated editions will replace the previous one--the old editions +will be renamed.</p> + +<p>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. 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