[Lessons XXII.] and [XXIII.] These lessons serve to satisfy the child regarding the details of the journey which they have been forecasting for several days. (See Lesson XVIII., p. 87.)
If the child does not know what punk is, tell him that it is decayed wood which, when lighted, holds fire for a long time without making a blaze. For that reason it was much valued as a means of preserving fire, and for tinder. Help the child to find punk in natural woods or along the shores of a lake or stream.
[Lesson XXV.] If the cave-men had not succeeded in getting fire, their social organization in the form of a clan would have broken up. Strongarm, realizing this and the immense advantage of living in clans, exerted himself to the utmost to get fire—the only means that he knew of for maintaining community life. The fact that he withheld part of the knowledge of the way he secured it is typical of the methods adopted by leaders from time immemorial of gaining ascendency over the masses. It is not the purpose at this time to condemn or to justify the act. That it resulted in securing peace and order within the clan is the point to be emphasized.
It is not known whether the cave-men invented the method of making fire by drilling before that of striking iron pyrites with flint. It is probable that both methods were invented at about the same time, the former in connection with the use of drills for boring, and the latter in connection with the manufacture of stone implements.
Since the sticks for making an effective fire drill should be chosen with care and dried thoroughly, the child should select them at this time, although he may not use them until he studies Lesson XXXIV.
[Lesson XXVI.] The thanksgiving of the cave-men may well be used to give new meaning to our own thanksgiving festivals. The practice of giving food to the fire arose from the belief that it was alive. This belief and the worship of the fire is readily understood when it is remembered that fire was man’s greatest blessing at this time.
[Lesson XXVII.] If there are spruce trees in the vicinity, carry out the suggestions given in this lesson. If not, select some other tree or shrub that has tough flexible branches and make use of that instead. Encourage the child to make a basket of branches whose bark has not been removed, and then to peel enough twigs for a basket, using his teeth, finger nails, or other natural tools in doing the work. Be sure that he notices the difference in flexibility between dry twigs and those that have been soaked in water.
[Lesson XXVIII.] Let the child make such splints as he can without the aid of tools, or with such tools as he invents without suggestions from any person. Notice the rhythmical devices that are used by children when engaged in any kind of work.
[Lesson XXIX.] If the child has made splints and has already tried to weave them into baskets, he will readily see that the women got a variety in their weaving through the use of splints of different width. He may find it to his advantage to sort his splints, putting those of the same width together. The relation of the different styles of weaving to the need which caused them to be invented should be emphasized. Economy of time and material led primitive people to use the open style of interlacing for baskets intended for carrying coarse materials. The close work was better adapted for baskets used in carrying berries. The impacted work was used for baskets for carrying or for holding water. The child should be encouraged to use such a mode of weaving as is best adapted to the use to which he wishes to put the basket. The making of a water-tight basket involves more skill than the child has attained. He can understand, however, how such a basket was made, and the importance of the invention.