[Lesson XVII.] The council undoubtedly originated in a common need and was devoted to devising ways of meeting that need. In the council portrayed in this lesson, the old man, because of his experience and wisdom, gains the ear of the people, and for the time is their leader. In the time of combat with a wild beast, however, Strongarm leads.
Treat the subject of this lesson in such a way as to enable the child to sympathize with the cave-men in their distress, and, in a dramatic way, to unite with them in overcoming their difficulties. In playing the council, let the children decide who shall take the most important parts, and let each test his fitness for taking the part by showing what he can do. Perhaps the best results will come from this if the children hold the council during hours of play.
Most children who are old enough to go to school know something of volcanic fires and fires that are caused by lightning. They know the use of oil in lamps and from this can be led to consider natural oil wells. The old man has heard of the fire country, and it is natural that he should look to that country for the much needed fire. This use of what Nature provides before learning to invent artificial processes is typical of man’s method of advance.
[Lesson XVIII.] Give the child an appreciation of the difficulties to be met on the journey to the fire country. Use the map to determine the relative location of the fire clan’s cave and the fire country, and let the child show what difficulties he thinks the men will meet with and where they will meet with them by modeling the place mentioned in the sand box. When the main features are thus mapped out, let the children indicate the easiest route, the location of trails, the mountain passes, and the places where the most dangerous wild animals would be apt to be. Point out the mountains that prevent the moisture of the wooded hills from passing over to the dry, rocky country.
When the difficulties of the way are well in mind the children may hold a council to decide what to do to help the men get ready for the journey. After deciding what is needed let them make the articles and dramatize such parts of the life at the cave as they may choose to do. (See map, the frontispiece.)
[Lesson XIX.] The reference to Sharptooth and Bodo made in this lesson will be understood by the child who has read The Tree-Dwellers. The explanations given under Lesson I. will be sufficient for the child who has not read the book.
It is probable that the sequence of utensils for carrying water differs with the locality. It is likely that the cave-men made use of the cleansed stomachs of large animals they had slain for carrying water before they invented the skin water bag. It was not thought necessary to include that at this time, for the purpose is not so much to develop a complete sequence as it is to present a vivid picture of the way people made use of the natural resources at hand in supplying their needs. The child will derive much pleasure and profit from a careful study of the natural forms in his environment which he can use for carrying water.
References: Katharine E. Dopp, The Place of Industries in Elementary Education, pp. 123-124. The Tree-Dwellers, pp. 43-46, 89-101. Otis Tufton Mason, Origins of Invention, p. 157. Smithsonian Report, 1894, p. 429.
[Lesson XX.] As long as the cave-men had fire they had no need of a door to the cave. Never having seen doors, it is not strange that the idea of making one did not come until it was forced upon them. When the cave was not protected by a fire or by a wicker-work door, man had constantly to dispute his possession with the wild beasts.
[Lesson XXI.] Although this lesson affords the opportunity to review the subject of natural fires, the main interest centers in the dramatic action. The contrast between the appearance of Sharpeyes now and when he set out on the journey will serve to emphasize the difficulties encountered. There is an opportunity here for a pantomimic representation of the return of Sharpeyes.