The Later Cave-Men

by Katharine Elizabeth Dopp

The description of the method of softening skins by beating and treading upon them illustrates the common use of rhythm and song as a means of holding the attention to what otherwise would be tedious work.

Lessons XVI and XVII. The data for these lessons is taken from drawings made by the Cave-men and from the results of anthropological research among primitive peoples. It will be best not to confine the children to any one mode of clothing, but to allow them to express their own ideas regarding the first forms used.

Lesson XVIII. In connection with this lesson the children will be interested in observing the signs of a storm, the actions of animals before and during a storm, methods they adopt to protect themselves, as well as the animals and birds which migrate from the place where the children live.

Lesson XIX. Let the children think of ways in which snowshoes might be invented, and the things the Cave-men would be able to do after having the snowshoes.

Lesson XX. The invention of traps requires more forethought than the invention of weapons and was at a later date. The accidental catching of animals in natural traps, such as vines, pot-holes, soft places in the marshes and cliffs, offered a suggestion; and the tediousness of lying in wait, on the one hand, and the danger of a direct conflict with large animals, on the other, offered a strong motive for the use of nature’s suggestions in the way of traps. Undoubtedly women made a large use of traps in catching the smaller animals before men gave much attention to this mode of hunting.

If the children make as many simple traps as they can think of and arrange them in the order of their complexity, they will be able after a few months to work out a fairly complete series in the evolution of traps.

Lesson XXI. This lesson illustrates the constant interaction between man’s inventions and the animal’s habits. A new invention which gives man greater power in hunting, makes the animals more timid, more watchful, more skillful in escaping from man’s presence. Hence, man is constantly stimulated to make new inventions, in order to be successful in the hunt.

Reference: Katharine E. Dopp. The Place of Industries in Elementary Education. (See Index under Animals and Traps.)

Lesson XXII. No animal was more difficult to hunt than the wild horse. Herds of horses were organized under a leader and sentinels which were very alert in detecting the least sign of danger; and as soon as the alarm was given, the herds would run with great speed until they were out of sight. When unable to escape they would fight furiously with hoofs and teeth. When in need of a new pasture, scouts—the old, experienced, wise, cautious, and observant members of the herd—would be sent out to search for good feeding grounds and to report to the herd.

Lesson XXIII. Help the children to see that, although the children of the caves did not go to such schools as we have, they had lessons to learn and tests to take. Those who lived together had to learn to work together. Each one must learn to be patient, brave, and self-controlled. The thoughtless, impatient, and cowardly were apt to prevent the capture of wild animals in the hunt, and to risk the lives of their clansmen. Hence, from early childhood the old men and women gave attention to teaching the children, preparing them for the tests which must be passed before they ranked with the men and women.