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[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.