The Later Cave-Men

by Katharine Elizabeth Dopp

Lesson XXXI. In Central France, the region from which the greater part of the data used in this book is derived, small glaciers were to be found in the upper portions of the mountain valleys, but they did not extend far down the river valleys. In other places, however, glaciers extended far down into the lowlands.

While this is not the place for a thorough study of the glacier, it is possible for the children of primary grades to understand certain phases of the subject. The teacher who attempts to make clear the formation of the glacier may find the following quotation from Prof. Shaler helpful: “When a glacial period comes upon a country, the sheets of ice are first imposed upon the mountain tops, and then the ice creeps down the torrent and river beds far below the snow line, in a manner now seen in Switzerland and Norway. As long as the ice streams follow the torrent-channels, they act in something like the fashions of the flowing waters—to gouge out the rocks and deepen the valleys; but as the glacial period advances and the ice sheet spreads beyond the mountains enveloping the plains as well, when the glacier attains the thickness of thousands of feet, it disregards the valleys in its movements and sweeps on in majestic march across the surface of the country. As long as the continental glaciers remain the tendency is to destroy the river valleys. The result is to plane down the land and, to a certain extent, to destroy all preëxisting river valleys.”

If this subject is studied while snow is on the ground it will be interesting to the children to experiment out of doors in making glaciers. If there are no hills present the children can readily make small hills on their playground and the falling and partial melting of the snow will do the rest.

Lesson XXXII. Neighboring clans are accustomed to meet at the rapids of a river during the salmon season. At such places, and in all places where abundant sources of food are to be found, neighboring clans participate in feasting, dancing, and general merrymaking. Just as scarcity of food tends to separate people, so abundance of food tends to draw them together. At such gatherings people of different clans exchange ideas, learn new ways of doing things and become accustomed to act in larger groups for the accomplishment of a common purpose.

Lesson XXXIII. On the side of invention the throwing-stick is a point to be emphasized in this lesson. On the side of social coöperation, the organization of the brotherhood is the point of interest. Such organizations are characteristic of primitive peoples, and similar organizations among children are of common occurrence.

Lesson XXXIV. This lesson serves to bring out the contrast between Fleetfoot, the brave, active young man, who is beginning to develop the arts which require great personal bravery and force, and Flaker, the crippled young man, whose ability is directed toward the development of tools and the arts which later make him a priest and medicine man. Originally, there was no sharp distinction between the priest and the medicine man. One person performed both functions, and in many cases this person was a woman. Later, those who made use of supplication and entreaty constituted the priesthood, while those who attempted to frighten the gods were known as medicine men.

Lesson XXXV. Overhanging rocks were made use of for natural shelters from the earliest times. The improvement of the natural shelter by the addition of front and side walls was a later step and was doubtless an invention of woman. The motives for such an invention may be found in the fact that in many places near good hunting grounds there were not enough caves to shelter the people. Under such circumstances, as well as in districts where no caves abound, women would not be slow to take advantage of the overhanging rocks and to use their ingenuity in converting them into comfortable habitations.

Let the children compare summer and winter skins, if possible; if not, let them notice the difference between the horse’s coat in winter and summer.

Lesson XXXVI. To help the children to realize the importance of the discovery of the use of poison, let the children think of the many advantages which the Cave-men enjoyed because they could use it.

The dependence of man upon animals for his food supply is shown here. The disappearance of the herds caused Fleetfoot and Willow-grouse to leave the rock-shelter. This is the beginning of a series of events which culminates in a famine. With this in mind, the teacher can emphasize the points which lead up to the famine.