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.
I wish to take this opportunity to express my gratitude to Professor Dewey for the suggestions he has given me with reference to this series, and to acknowledge that without the inspiration that has come through his teaching I should probably never have undertaken a work of this kind. Among the many friends to whom I am indebted for help and inspiration, I would mention especially, Professor W. I. Thomas and Professor Ella Flagg Young, of the University of Chicago; Superintendent F. A. Manny, of the Ethical Culture Schools, New York City; Mrs. Charlotte W. Williams, of Chicago; my sister, Miss Elspa M. Dopp, of the State Normal School, St. Cloud, Minn.; and Mr. W. W. Charters, of the University of Chicago. To the late Director J. W. Powell, of the United States Bureau of Ethnology, and to Director Frederick J. V. Skiff, of the Field Columbian Museum, Chicago, I am under obligations for courtesies extended which have enabled me to gain access to illustrative materials. For the practical proof that work of this kind is feasible, and that it supplies a genuine need in elementary education, I am indebted to the hearty coöperation of students and fellow-teachers of several states.
K. E. D.
February 1, 1904.
CONTENTS
| PAGE | |
| Dedication | [7] |
| Preface | [8] |
| Contents | [12] |
| Illustrations | [13] |
| THE EARLY CAVE-MEN THE AGE OF COMBAT | |
| PAGE | |
| Why People Wanted to Live in Caves | [15] |
| How the Fire Clan Got a Cave | [18] |
| The First Night in the Cave | [24] |
| How the Fire Clan Got Rid of Sabre-tooth | [27] |
| Preparations for the Feast | [32] |
| The Feast | [35] |
| How the Cave was Made Ready for a Winter Home | [40] |
| How the Cave-men Bored Holes Through Their Trophies | [43] |
| Making New Weapons | [50] |
| How the Women Dressed Sabre-tooth’s Skin | [55] |
| How the Cave-men Made Clothing | [58] |
| The Fire Clan | [60] |
| How the Cave-men Spent the Winter | [64] |
| What the Cave-men Got from the Birch Trees | [66] |
| The Flood | [71] |
| What the Cave-men Lost in the Flood | [79] |
| The Council | [82] |
| The Way to the Fire Country | [88] |
| How Firekeeper Made the Skin Water Bag | [92] |
| Why Firekeeper Made a Door | [96] |
| The Stranger that Came Toward the Cave | [100] |
| The Journey to the Fire Country | [103] |
| The Return from the Fire Country | [107] |
| Strongarm Makes a Great Discovery | [112] |
| How the Cave-men Received Strongarm | [115] |
| The Thanksgiving Feast | [118] |
| What the Women Got from Spruce Trees | [121] |
| How the Women Made Splints for Baskets | [126] |
| How the Women Wove Splints | [130] |
| How the Women Colored their Baskets | [134] |
| How the Cave-men Carried their Burdens | [139] |
| A Mammoth Hunt | [143] |
| How the Cave-men Divided the Mammoth | [147] |
| Strongarm Tells Firekeeper His Secret | [150] |
| How People Know What the Cave-men Did | [155] |
| Suggestions to Teachers | [159] |