SUGGESTIONS TO TEACHERS

THE best results will come from the use of this book if the teacher will give as careful attention to carrying out the suggestions under “Things to Think About” and “Things to Do” as she does to the study of the book itself. In this way she can help the child make vital relations between the study of nature on the one hand, and man and his works on the other.

References: Teachers and parents who wish to read books written by specialists who have devoted years to the study of the period under consideration, will find the following list of value:

1. Books.

Clodd, Edward, The Story of Primitive Man. New York: D. Appleton & Co.

Dawkins, W. Boyd, Early Man in Britain. New York: The Macmillan Company.

Dawkins, W. Boyd, Cave-Hunting. New York: The Macmillan Company.

Evans, Sir John, Ancient Stone Implements in Great Britain and Ireland. New York: D. Appleton & Co.

Figuier, Guillaume Louis, Primitive Man. New York: D. Appleton & Co.

Geikie, Archibald, Prehistoric Europe. London: Edward Stanford.

Girod et Massénat, Les Stations L’Age du Renne. Paris: Librairie J.-B. Ballière et Fils. (This deals with the later cave-men.)

Gummere, Francis Barton, Germanic Origins. New York: Charles Scribner’s Sons.

Hutchinson, H. N., Prehistoric Man and Beast. New York: D. Appleton & Co.

Hutchinson, H. N., Extinct Monsters. New York: D. Appleton & Co.

Joly, Nicholas, Man Before Metals. New York: D. Appleton & Co.

Lartet and Christy, Reliquiæ Aquitanicæ. London: Williams & Norgate.

Lubbock, Sir John, Prehistoric Times. New York: D. Appleton & Co.

Mason, Otis Tufton, Origins of Invention. New York: Charles Scribner’s Sons.

Nadaillac, Marquis de, Prehistoric Peoples, pp. 79-112, 127-132. New York: Putnam’s Sons.

Smith, Worthington G., Man, the Primeval Savage. London: Edward Stanford.

Starr, Frederick, Some First Steps in Human Progress. Springfield, Ohio: Chautauqua Press, 1901.

Stoddard, James, The Seven Sagas of Prehistoric Man. London: Chatto & Windus.

Taylor, Isaac, Origin of the Aryans. New York: Charles Scribner’s Sons.

Tylor, E. B., Anthropology. New York: D. Appleton & Co.

Waterloo, Stanley, The Story of Ab. New York: Doubleday, Page & Co.

Wilson, Sir Daniel, Prehistoric Man. New York: The Macmillan Company.

Wright, G. F., Man and the Glacial Period. New York: D. Appleton & Co.

Worsæ, J. J. A., Industrial Arts of Denmark. London: Chapman & Hall.

2. Magazine Articles.

Barton, Julien, and Sheppard, W. L., “Eighty Miles in Indiana Caves,” Scribner’s Magazine, Vol. XIX., pp. 875-888.

Broca, Paul, “The Troglodytes or Cave-Dwellers of France,” Popular Science Monthly, Vol. II., pp. 699-708.

Larrabee, W. H., “Cave-Dwellings of Men,” Popular Science Monthly, Vol. XLI., pp. 27-45.

Oswald, Felix L., “Modern Troglodytes,” Popular Science Monthly, Vol. XII., pp. 37-46.

Rau, Charles, “The Stone Age in Europe,” Harper’s Magazine, Vol. L., pp. 681-690.

3. Government Reports.

Broca, Paul, “The Troglodytes or Cave-Dwellers of the Valley of the Vézère,” Smithsonian Report, 1872, pp. 310-347.

“Man as the Contemporary of the Mammoth and the Reindeer in Middle Europe,” translated by C. A. Alexander, for the Smithsonian Institution, from “Aus der Natur: die neuesten Entdeckungen auf dem Gebiete der Naturwissenschaften,” Leipzig, 1867, Smithsonian Report, 1867, pp. 335-362.

Wilson, Thomas, “Anthropology at the Paris Exposition in 1889,” Smithsonian Report, 1890, pp. 641-680.

Classifications. In reading the above books for the purpose of supplementing the first three numbers of this series, it must be remembered that no uniform system of classification has been adopted and that the reader must become familiar with several in order to be able to use the reference books most advantageously. To help the reader in getting a working idea of the different classifications the following summaries may be of value:

The progress of mankind is classified by Professor W. Boyd Dawkins into the following periods:

I. The Pleistocene period.

1. The mid-Pleistocene period.

2. The late Pleistocene period.

II. The Prehistoric period.

III. The Historic period.

Others classify the period with reference to the materials used in making implements and weapons and give us the following:

I. The Stone Age.

1. The Paleolithic or Rough Stone Age.

2. The Neolithic or Polished Stone Age.

II. The Age of Metals.

1. The Age of Copper.

2. The Age of Bronze.

3. The Age of Iron.

Still others classify with reference to the dominant industry of the period, giving:

I. The House Industries, or the Period of Domestic Economy.

1. The Hunting Stage.

2. The Fishing Stage.

3. The Pastoral Stage.

4. The Agricultural Stage, etc.

II. The Handicrafts, or the Period of Town Economy.

III. The Factory System, or the Period of National Economy.

The Pleistocene period is the one that is treated in the first three volumes of this series. It is the period that is frequently designated as the Paleolithic or Rough Stone Age in contrast to the Neolithic or Polished Stone Age which belongs to what Professor Dawkins calls the Prehistoric Period.

Professor Dawkins divides that part of the Pleistocene period during which man inhabited the earth as the mid-Pleistocene and the late Pleistocene periods. Monsieur Du Pont, dividing it with respect to the form of animal life most characteristic, gives us the Age of the Mammoth and the Age of the Reindeer. M. de Mortillet, classifying it with reference to the localities which have yielded most materials for study, has made current the terms the Chellian, the Mousterian, the Solutian, and the Madelenian epochs. The following table may serve to indicate in a general way how these various classifications are related. The reader who would like to pursue the question of classification further will find good summaries in the Smithsonian Report of the U. S. National Museum, 1888, p. 604; in the Smithsonian Report of the U. S. National Museum, 1890, p. 649; in Morgan’s Ancient Society, pp. 3-29, and in Dawkins’ British Pleistocene Mammalia.

The Tree-dwellers.	The Early Cave-men.	The Later Cave-men.
The Age of Fear.	The Age of Combat.	The Age of the Chase.
The Age of the Mammoth.		The Age of the Reindeer.
Period of Extinct Animals.		Period of Migrated Animals.
Dawn of the Rough Stone Age.	The Paleolithic or Rough Stone Age.
Eolithic Epoch.	Chellian Epoch.	Mousterian Epoch. Solutian Epoch. Madelenian Epoch.
Mid-Pleistocene Period.		Late Pleistocene Period.
The Pleistocene Period.
Climate mild and equable.	Climate becomes much colder. Great extremes of heat and cold.	Arctic climate. Cold and dry.

Animals that have since become extinct. The Irish deer, the big-nosed rhinoceros, the mammoth, the straight-tusked elephant, the cave-bear, and the sabre-toothed felis were survivals of an earlier period and were accustomed to a warm climate. The small-nosed rhinoceros came from the south and the woolly rhinoceros came down from the north during this period. At the close of this period the big-nosed rhinoceros and the sabre-toothed felis became extinct.	The same as in the preceding period with the exception of the big-nosed rhinoceros and the sabre-toothed felis, which were extinct. All of the animals named became extinct at the close of this period.
Animals that have since migrated. The musk-sheep and the marmot came down from the north during this period, stayed through the next period and then migrated to the Arctic regions.	General invasion of Arctic animals. At the close of the period they migrated to the north.
Living species. In addition to those that migrated there were the lion, panther or leopard, lynx, wild-cat, spotted hyena, hippopotamus, brown bear, grizzly bear, wolf, fox, stag, roe, urus (the original form of the wild cattle), aurochs or European bison, horse, wild boar, beaver, and water rat. Many of these animals migrated south in the winter and returned each spring.	The same except that those animals that could not stand the intense cold, migrated south each winter. Arctic fauna characteristic of this period.

Field Trips. In localities where the natural materials needed for the child’s work are near at hand it will be best to gather them immediately before they are to be used. In regions less favorably situated it will undoubtedly be best to plan the work so as to make a few trips serve the purpose. Perhaps the trips most needed to make the lessons of this book yield their full value are the following:

1. To a stream of water to notice:

(a) The wearing and building power of the stream.

(b) The location and the strength of the current.

(d) The tributary streams and springs.

(e) The location of ravines in relation to the river.

(f) Caves or places where caves may have been or may yet be formed.

(g) The nature of the soil and its adaptation to the formation of caves.

(h) The parts of the neighboring land that would be flooded first if the river overflowed its banks.

(i) The place in the river where a natural dam might be formed.

(j) The place where an artificial dam might be built.

(k) Sites that would make good camping-places for hunters.

(l) Places where the best stones for weapons can be found.

2. To uncultivated spots on hillsides, in the woods or meadows to find:

(a) Tough sticks and branches that are so shaped that they can be fastened firmly to stone implements.

(b) Tough and flexible branches for making baskets.

(d) Birch bark for making baskets, picture frames, etc.

(e) Natural gum and pitch.

(f) Wood that is suitable for making a fire drill.

(g) Tinder and punk for making fire.

(h) A bed of gravel where good stones can be found.

(i) Animals and plants that may be of interest to the child.

Field lessons should be supplemented by informal trips by different members of the class. A view from the window of a high building may serve to give the child the relative location of the different parts of a river valley. Such a view is of special value after a trip, for it gives a unified view of the whole.

In places where access to natural materials is exceedingly difficult, it is well to secure the advantages that come from a system of exchange. The American Bureau of Geography offers opportunities for securing all kinds of raw materials as well as specimens showing “the changes incident to their conversion into finished products.” Teachers who wish to avail themselves of the privileges of this bureau can secure a circular containing full information regarding it by sending a letter with an enclosed stamp to the director of the bureau, Winona, Minnesota.