TOThe Children Who Are Asking for More About the Cave menI DEDICATE THIS BOOK“A feeling of awe came over them while they worked.”—Page172.title pageCopyright, 1906ByKatharine Elizabeth DoppEntered at Stationers’ HallEdition of 1928publishers logoMade in U. S. A.prefaceThe series, of which this is the third volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work.The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force.The situation that has recently deprived the child of the opportunityto participate in industrial processes is due, as is well known, to the rapid development of our industrial system. Since the removal of industrial processes from the home the public has awakened to the fact that the child is being deprived of one of the most potent educational influences, and efforts have already been made to restore the educational factor that was in danger of being lost. This is the significance of the educational movement at the present time.As long as a simple organization of society prevailed, the school was not called upon to take up the practical work; but now society has become so complex that the use of practical activity is absolutely essential. Society to-day makes a greater demand than ever before upon each and all of its members for special skill and knowledge, as well as for breadth of view. These demands can be met only by such an improvement in educational facilities as corresponds to the increase in the social demand. Evidently the school must lay hold of all of the educational forces within its reach.In the transitional movement it is not strange that new factors are being introduced without relation to the educational process as a whole. The isolation of manual training, sewing, and cooking from the physical, natural, and social sciences is justifiable only on the ground that the means of establishing more organic relations are not yet available. To continue such isolated activities after a way is found of harnessing them to the educational work is as foolish as to allow steam to expend itself in moving a locomotive up and down the tracks without regard to the destiny of the detached train.This series is an attempt to facilitate the transitional movement in education which is now taking place by presenting educative materials in a form sufficiently flexible to be readily adapted to the needs of the school that has not yet been equipped for manual training, as well as to the needs of the one that has long recognized practical activity as an essential factor in its work. Since the experience of the race in industrial and social processes embodies,better than any other experiences of mankind, those things which at the same time appeal to the whole nature of the child and furnish him the means of interpreting the complex processes about him, this experience has been made the groundwork of the present series.In order to gain cumulative results of value in explaining our own institutions, the materials used have been selected from the life of Aryan peoples. That we are not yet in possession of all the facts regarding the life of the early Aryans is not considered a sufficient reason for withholding from the child those facts that we have when they can be adapted to his use. Information regarding the early stages of Aryan life is meager. Enough has been established, however, to enable us to mark out the main lines of progress through the hunting, the fishing, the pastoral, and the agricultural stages, as well as to present the chief problems that confronted man in taking the first steps in the use of metals, and in the establishment of trade. Upon these lines, marked out by the geologist, the paleontologist, the archæologist, and the anthropologist, the first numbers of this series are based.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 notin 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. Many of the text illustrations of this volume are reproductions of originals found in the caves and rock shelters of France.K. E. D.October, 1906.contentspageDedication7Preface8Contents12Illustrations13THE LATER CAVE-MENthe age of the chasepageThe Reindeer Start for their Summer Home15Chew-chew20Fleetfoot’s Lessons23After the Chase27Why the Cave-men Made Changes in their Weapons32How the Cave-men Made Delicate Spear Points36The Return of the Bison41The First Bison Hunt of the Season46What Happened when the Children Played with Hot Stones50Why the Children Began to Eat Boiled Meat54The Nutting Season56Why Mothers Taught their Children the Boundary Lines62What Happened to Fleetfoot65How the Strangers Camped for the Night69Fleetfoot is Adopted by the Bison Clan72How the Cave-men Protected Themselves from the Cold77How the Children Played in Winter81Overtaken by a Storm84How Antler Happened to Invent Snowshoes88How Antler Made Snares92How Spears Were Changed into Harpoons97How the Cave-men Hunted with Harpoons101How the Cave-men Tested Fleetfoot and Flaker105Fleetfoot and Flaker See a Combat109What Happened when Fleetfoot and Flaker Hunted the Bison111What the Cave-men did for Flaker115How Flaker Learned to Make Weapons of Bone118How Flaker Invented the Saw121The Reindeer Dance124Fleetfoot Prepares for his Final Test128Fleetfoot Fasts and Prays132The Meeting of the Clans139What Happened when the Clans Found Fleetfoot143Fleetfoot’s Return147Willow-grouse150How Fleetfoot and Willow-grouse Spent the Winter153How Willow-grouse Learned to Make Needles157How Flaker Became a Priest and a Medicine Man161How the Cave-men Learned to Boil and to Dry Foods165The New Home168How the Clans United to Hunt the Bison173How Things Were Made to Do the Work of Men178How the Cave-men Rewarded and Punished the Clansmen182Suggestions to Teachers185illustrationsFULL PAGEpage“A feeling of awe came over them while they worked”Frontispiece“Pigeon boiled meat and gave it to the men, and they allsounded her praises”14“The reindeer swam through the deep water and wadedout to the opposite bank”17Chew-chew telling stories to Fleetfoot21“Then Scarface threw, and all the horses took fright”25“Chew-chew took her basket and started up the dry ravine”29“She took a flint point and scratched the men’s arms untilshe made big scars”31“Straightshaft saw the herd at sunrise and made a signto the men”42“At the close of the day there was not a little valley in thesurrounding country that did not have a herd of two orthree hundred bison”45“With a quick snort he turned and charged”47“Chew-chew tried to teach the children how to know thehissing sound”53“All the women and children went nutting”57The wild hogs were having a feast59“Mothers taught their children what the boundaries were”63“A big man caught him, and put him upon his shoulder”67“The tent was an old oak, which reached out long andlow-spreading branches”70“Greybeard asked Fleetfoot to drop the hot stones in thewater again”76“When the men saw the new garment they wondered howit was made”79“But many could find no protection, so they turned aboutand faced the storm”87“And so the Cave-men tested the boys in many different ways”104“Then their antlers crashed in a swift charge”108“They looked so much like wolves that they got very closebefore the bison threatened”113“What the Cave-men did for Flaker”116“People began to wander away from their old homes”129“It was the melting of this glacier which fed the little stream”136“Greybeard, now old and feeble, walked all the way to the spot”171After the bison hunt181TEXTA reindeer16A stone ax24A stone knife32A laurel leaf32Laurel leaf-shaped spear point32A stone scraper34A shaft-straightener35A delicate spearhead36“When the Cave-men held the flint in the hand,the hand yielded to the light blow”37“While Scarface placed the punch he sang in low tones”37Straightshaft using a flaker38A flaker39An ibex43A bear’s tooth awl51A scraper73A skin stretched on a frame73A hammer of reindeer horn74A cave-man’s glove80A stone maul89Fur gloves90A snowshoe91“Then she set snares on the ground and fastenedthem to strong branches”94“Antler learned to protect the cord by running itthrough a hollow bone”94“So it ran along and nibbled the bait until its sharpteeth cut the cord”95A chisel-scraper98A barbed point99A harpoon100Chipper using a spear-noose102A Cave-man’s carving of a “hamstrung” animal114A wedge or tent pin119The head of a javelin120A small antler121A knife with two blades, a saw, and a file, all in one122A Cave-man’s dagger123A Cave-man’s mortar stone125A drum126The engraving of a cave-bear131A stone borer134A necklace of fossil shells139A throwing-stick145An Irish deer146A fragment of a Cave-man’s baton, engraved147A Cave-man’s nose ornament149A Cave-man’s baton, engraved149An Eskimo drawing of reindeer caught in snares151“A piece of sandstone for flattening seams”152A reindeer snare152Three views of a Cave-man’s spearhead154“It was during this time that the Bison clan learnedto use the throwing-stick”155Harpoons with several barbs156A bone awl157A bone pin157A large bone needle157A bone from which the Cave-men have sawed outslender rods for needles158A piece of sandstone used by the Cave-men inmaking needles158A flint comb used in rounding and polishing needles158A flint saw used in making needles of bone158A short needle of bone159A flint comb used in shredding fibers159A long fine needle of bone159Two views of a curved bone tool160A Cave-man’s engraving of two herds of wild horses162A Cave-man’s carving of horses’ heads163A Cave-man’s engraving of a reindeer163Harpoons of reindeer antler166A flint harpoon with one barb167A spoon-shaped stone167A baby’s hood169“In summer he played in the basket cradle”169First step in coiled basketry170Second step in coiled basketry170Three rows of coiled work170A water basket172A Cave-man’s engraving of a tent showing theinterior structure175A Cave-man’s engraving of a tent showing the exterior175A Cave-man’s engraving of a tent with covering pulledone side so as to show the ends of the poles which supportthe roof175Framework showing the best kind of a tent madeby the Cave-men176A tent pin176Handle of a Cave-man’s hunting-knife with engraving182A hunter’s tally183Fragment of Cave-man’s baton183Engraving of a seal upon a bear’s tooth184A Cave-man’s hairpin, engraved184“Pigeon boiled meat and gave it to the men, and they all sounded her praises.”—Page166.THE LATER CAVE-MENTHE AGE OF THE CHASEIThe Reindeer Start for their Summer HomeEvery winter the reindeer came to the wooded hills where the Cave-men lived. No matter how deep the snow, they always found food. Sometimes they stretched their slender necks and ate moss from the trees. Again they scraped up the snow with their forefeet and found dry grass.The reindeer liked cold weather. They liked the north wind that brought the snow. As soon as the snow began to melt, they started toward the mountains. In the high valleys among the mountains, there was snow all the year round.One morning the Cave-men awoke and found the south wind blowing. All the people were glad; for they knew it would drive the winter away.The reindeer sniffed the warm wind and knew it was time to go. Each leader signaled to his herd. And soon the wooded hills were dotted with small herds moving toward the ford.Straightshaft saw what the reindeer were doing and he signaled the news to the men. Then the Cave-men gathered around Scarface, who was to lead them in the hunt.A reindeer.The children had listened to all that was said about the great herd. They could scarcely wait to see it. Fleetfoot pulled his grandmother’s hand and started up the cliff. Chew-chew wanted to see the herds meet at the reindeer ford. All the women wanted to see the great herd before it went away. So they all climbed the cliff where they could get a good view.When the children saw a herd near the river, they clapped their hands and shouted. Then Chew-chew pointed out many herds and they all danced for joy.The scattered herds were coming slowly down the little valleys. Each followed a handsome leader headed toward the ford.“Look!” said Chew-chew as the leader of a herd plunged into the river.The herd plunged too, for reindeer know it is best to follow their leader. The reindeer swam through the deep water and waded out to the opposite bank. Then the frightened creatures hurried on toward the well-known ford.“The reindeer swam through the deep water and waded out to the opposite bank.”“Why did the reindeer jump into the river?” asked Fleetfoot of Chew-chew. Before she could answer Eagle-eye pointed to a big cave-bear. The cave-bear was going into a thicket when Fleetfootheard his mother say, “Cave-bears and hyenas hide in the thickets. They lie in wait for the herds.”Scarface seemed to be lying in wait on some rocks by an evergreen tree. He had stopped on his way to the reindeer pass to see what had frightened the herd.While the men were going to the pass, the reindeer were gathering at the ford. Several herds of two or three hundred each were already there. Other herds were coming. The flat sandy banks on one side of the river were already covered with reindeer. Soon the ford was filled, and the reindeer began to press up the narrow river valley.When at last all the herds from the wooded hills were gathered at the ford, the handsomest leader of all stepped forth to lead the way. After looking around to see if an enemy was near, he started up the well-trodden trail through the narrow river valley.Slowly the great herd began to move. To those watching from the cliff, it looked like a moving forest. Those in advance were soon out of sight, and were going toward the pass.Meanwhile the men had reached the pass where the bravest ones hid at the farther end. There they waited to spear the reindeer, while others hid behind rocks near the entrance to drive the reindeer on.While the women and children watched from the cliff a signal came from the men. It was a call for the women to come and carry the reindeer to the cave. The younger women went, but Chew-chew stayed and watched with the children.At length the Cave-men returned. The men brought trophies and the women brought heavy loads of meat. They found Chew-chew and the children still watching from the cliff. There they all watched for a long, long time; for not until the sun was low down in the sky had the last of the reindeer left the ford.THINGS TO DO
TO
The Children Who Are Asking for More About the Cave men
I DEDICATE THIS BOOK
“A feeling of awe came over them while they worked.”—Page172.
title page
Copyright, 1906ByKatharine Elizabeth DoppEntered at Stationers’ HallEdition of 1928
publishers logo
Made in U. S. A.
preface
The series, of which this is the third volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work.
The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force.
The situation that has recently deprived the child of the opportunityto participate in industrial processes is due, as is well known, to the rapid development of our industrial system. Since the removal of industrial processes from the home the public has awakened to the fact that the child is being deprived of one of the most potent educational influences, and efforts have already been made to restore the educational factor that was in danger of being lost. This is the significance of the educational movement at the present time.
As long as a simple organization of society prevailed, the school was not called upon to take up the practical work; but now society has become so complex that the use of practical activity is absolutely essential. Society to-day makes a greater demand than ever before upon each and all of its members for special skill and knowledge, as well as for breadth of view. These demands can be met only by such an improvement in educational facilities as corresponds to the increase in the social demand. Evidently the school must lay hold of all of the educational forces within its reach.
In the transitional movement it is not strange that new factors are being introduced without relation to the educational process as a whole. The isolation of manual training, sewing, and cooking from the physical, natural, and social sciences is justifiable only on the ground that the means of establishing more organic relations are not yet available. To continue such isolated activities after a way is found of harnessing them to the educational work is as foolish as to allow steam to expend itself in moving a locomotive up and down the tracks without regard to the destiny of the detached train.
This series is an attempt to facilitate the transitional movement in education which is now taking place by presenting educative materials in a form sufficiently flexible to be readily adapted to the needs of the school that has not yet been equipped for manual training, as well as to the needs of the one that has long recognized practical activity as an essential factor in its work. Since the experience of the race in industrial and social processes embodies,better than any other experiences of mankind, those things which at the same time appeal to the whole nature of the child and furnish him the means of interpreting the complex processes about him, this experience has been made the groundwork of the present series.
In order to gain cumulative results of value in explaining our own institutions, the materials used have been selected from the life of Aryan peoples. That we are not yet in possession of all the facts regarding the life of the early Aryans is not considered a sufficient reason for withholding from the child those facts that we have when they can be adapted to his use. Information regarding the early stages of Aryan life is meager. Enough has been established, however, to enable us to mark out the main lines of progress through the hunting, the fishing, the pastoral, and the agricultural stages, as well as to present the chief problems that confronted man in taking the first steps in the use of metals, and in the establishment of trade. Upon these lines, marked out by the geologist, the paleontologist, the archæologist, and the anthropologist, the first numbers of this series are based.
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 notin 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. Many of the text illustrations of this volume are reproductions of originals found in the caves and rock shelters of France.K. E. D.October, 1906.
contents
pageDedication7Preface8Contents12Illustrations13THE LATER CAVE-MENthe age of the chasepageThe Reindeer Start for their Summer Home15Chew-chew20Fleetfoot’s Lessons23After the Chase27Why the Cave-men Made Changes in their Weapons32How the Cave-men Made Delicate Spear Points36The Return of the Bison41The First Bison Hunt of the Season46What Happened when the Children Played with Hot Stones50Why the Children Began to Eat Boiled Meat54The Nutting Season56Why Mothers Taught their Children the Boundary Lines62What Happened to Fleetfoot65How the Strangers Camped for the Night69Fleetfoot is Adopted by the Bison Clan72How the Cave-men Protected Themselves from the Cold77How the Children Played in Winter81Overtaken by a Storm84How Antler Happened to Invent Snowshoes88How Antler Made Snares92How Spears Were Changed into Harpoons97How the Cave-men Hunted with Harpoons101How the Cave-men Tested Fleetfoot and Flaker105Fleetfoot and Flaker See a Combat109What Happened when Fleetfoot and Flaker Hunted the Bison111What the Cave-men did for Flaker115How Flaker Learned to Make Weapons of Bone118How Flaker Invented the Saw121The Reindeer Dance124Fleetfoot Prepares for his Final Test128Fleetfoot Fasts and Prays132The Meeting of the Clans139What Happened when the Clans Found Fleetfoot143Fleetfoot’s Return147Willow-grouse150How Fleetfoot and Willow-grouse Spent the Winter153How Willow-grouse Learned to Make Needles157How Flaker Became a Priest and a Medicine Man161How the Cave-men Learned to Boil and to Dry Foods165The New Home168How the Clans United to Hunt the Bison173How Things Were Made to Do the Work of Men178How the Cave-men Rewarded and Punished the Clansmen182Suggestions to Teachers185
illustrations
FULL PAGEpage“A feeling of awe came over them while they worked”Frontispiece“Pigeon boiled meat and gave it to the men, and they allsounded her praises”14“The reindeer swam through the deep water and wadedout to the opposite bank”17Chew-chew telling stories to Fleetfoot21“Then Scarface threw, and all the horses took fright”25“Chew-chew took her basket and started up the dry ravine”29“She took a flint point and scratched the men’s arms untilshe made big scars”31“Straightshaft saw the herd at sunrise and made a signto the men”42“At the close of the day there was not a little valley in thesurrounding country that did not have a herd of two orthree hundred bison”45“With a quick snort he turned and charged”47“Chew-chew tried to teach the children how to know thehissing sound”53“All the women and children went nutting”57The wild hogs were having a feast59“Mothers taught their children what the boundaries were”63“A big man caught him, and put him upon his shoulder”67“The tent was an old oak, which reached out long andlow-spreading branches”70“Greybeard asked Fleetfoot to drop the hot stones in thewater again”76“When the men saw the new garment they wondered howit was made”79“But many could find no protection, so they turned aboutand faced the storm”87“And so the Cave-men tested the boys in many different ways”104“Then their antlers crashed in a swift charge”108“They looked so much like wolves that they got very closebefore the bison threatened”113“What the Cave-men did for Flaker”116“People began to wander away from their old homes”129“It was the melting of this glacier which fed the little stream”136“Greybeard, now old and feeble, walked all the way to the spot”171After the bison hunt181TEXTA reindeer16A stone ax24A stone knife32A laurel leaf32Laurel leaf-shaped spear point32A stone scraper34A shaft-straightener35A delicate spearhead36“When the Cave-men held the flint in the hand,the hand yielded to the light blow”37“While Scarface placed the punch he sang in low tones”37Straightshaft using a flaker38A flaker39An ibex43A bear’s tooth awl51A scraper73A skin stretched on a frame73A hammer of reindeer horn74A cave-man’s glove80A stone maul89Fur gloves90A snowshoe91“Then she set snares on the ground and fastenedthem to strong branches”94“Antler learned to protect the cord by running itthrough a hollow bone”94“So it ran along and nibbled the bait until its sharpteeth cut the cord”95A chisel-scraper98A barbed point99A harpoon100Chipper using a spear-noose102A Cave-man’s carving of a “hamstrung” animal114A wedge or tent pin119The head of a javelin120A small antler121A knife with two blades, a saw, and a file, all in one122A Cave-man’s dagger123A Cave-man’s mortar stone125A drum126The engraving of a cave-bear131A stone borer134A necklace of fossil shells139A throwing-stick145An Irish deer146A fragment of a Cave-man’s baton, engraved147A Cave-man’s nose ornament149A Cave-man’s baton, engraved149An Eskimo drawing of reindeer caught in snares151“A piece of sandstone for flattening seams”152A reindeer snare152Three views of a Cave-man’s spearhead154“It was during this time that the Bison clan learnedto use the throwing-stick”155Harpoons with several barbs156A bone awl157A bone pin157A large bone needle157A bone from which the Cave-men have sawed outslender rods for needles158A piece of sandstone used by the Cave-men inmaking needles158A flint comb used in rounding and polishing needles158A flint saw used in making needles of bone158A short needle of bone159A flint comb used in shredding fibers159A long fine needle of bone159Two views of a curved bone tool160A Cave-man’s engraving of two herds of wild horses162A Cave-man’s carving of horses’ heads163A Cave-man’s engraving of a reindeer163Harpoons of reindeer antler166A flint harpoon with one barb167A spoon-shaped stone167A baby’s hood169“In summer he played in the basket cradle”169First step in coiled basketry170Second step in coiled basketry170Three rows of coiled work170A water basket172A Cave-man’s engraving of a tent showing theinterior structure175A Cave-man’s engraving of a tent showing the exterior175A Cave-man’s engraving of a tent with covering pulledone side so as to show the ends of the poles which supportthe roof175Framework showing the best kind of a tent madeby the Cave-men176A tent pin176Handle of a Cave-man’s hunting-knife with engraving182A hunter’s tally183Fragment of Cave-man’s baton183Engraving of a seal upon a bear’s tooth184A Cave-man’s hairpin, engraved184
“Pigeon boiled meat and gave it to the men, and they all sounded her praises.”—Page166.
THE AGE OF THE CHASE
The Reindeer Start for their Summer Home
Every winter the reindeer came to the wooded hills where the Cave-men lived. No matter how deep the snow, they always found food. Sometimes they stretched their slender necks and ate moss from the trees. Again they scraped up the snow with their forefeet and found dry grass.
The reindeer liked cold weather. They liked the north wind that brought the snow. As soon as the snow began to melt, they started toward the mountains. In the high valleys among the mountains, there was snow all the year round.
One morning the Cave-men awoke and found the south wind blowing. All the people were glad; for they knew it would drive the winter away.
The reindeer sniffed the warm wind and knew it was time to go. Each leader signaled to his herd. And soon the wooded hills were dotted with small herds moving toward the ford.
Straightshaft saw what the reindeer were doing and he signaled the news to the men. Then the Cave-men gathered around Scarface, who was to lead them in the hunt.
A reindeer.
The children had listened to all that was said about the great herd. They could scarcely wait to see it. Fleetfoot pulled his grandmother’s hand and started up the cliff. Chew-chew wanted to see the herds meet at the reindeer ford. All the women wanted to see the great herd before it went away. So they all climbed the cliff where they could get a good view.
When the children saw a herd near the river, they clapped their hands and shouted. Then Chew-chew pointed out many herds and they all danced for joy.
The scattered herds were coming slowly down the little valleys. Each followed a handsome leader headed toward the ford.
“Look!” said Chew-chew as the leader of a herd plunged into the river.
The herd plunged too, for reindeer know it is best to follow their leader. The reindeer swam through the deep water and waded out to the opposite bank. Then the frightened creatures hurried on toward the well-known ford.
“The reindeer swam through the deep water and waded out to the opposite bank.”
“Why did the reindeer jump into the river?” asked Fleetfoot of Chew-chew. Before she could answer Eagle-eye pointed to a big cave-bear. The cave-bear was going into a thicket when Fleetfootheard his mother say, “Cave-bears and hyenas hide in the thickets. They lie in wait for the herds.”
Scarface seemed to be lying in wait on some rocks by an evergreen tree. He had stopped on his way to the reindeer pass to see what had frightened the herd.
While the men were going to the pass, the reindeer were gathering at the ford. Several herds of two or three hundred each were already there. Other herds were coming. The flat sandy banks on one side of the river were already covered with reindeer. Soon the ford was filled, and the reindeer began to press up the narrow river valley.
When at last all the herds from the wooded hills were gathered at the ford, the handsomest leader of all stepped forth to lead the way. After looking around to see if an enemy was near, he started up the well-trodden trail through the narrow river valley.
Slowly the great herd began to move. To those watching from the cliff, it looked like a moving forest. Those in advance were soon out of sight, and were going toward the pass.
Meanwhile the men had reached the pass where the bravest ones hid at the farther end. There they waited to spear the reindeer, while others hid behind rocks near the entrance to drive the reindeer on.
While the women and children watched from the cliff a signal came from the men. It was a call for the women to come and carry the reindeer to the cave. The younger women went, but Chew-chew stayed and watched with the children.
At length the Cave-men returned. The men brought trophies and the women brought heavy loads of meat. They found Chew-chew and the children still watching from the cliff. There they all watched for a long, long time; for not until the sun was low down in the sky had the last of the reindeer left the ford.
THINGS TO DO