The Project Gutenberg eBook ofThe Tree-DwellersThis ebook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this ebook or online atwww.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.Title: The Tree-DwellersAuthor: Katharine Elizabeth DoppIllustrator: Howard V. BrownRelease date: April 18, 2008 [eBook #25098]Most recently updated: January 3, 2021Language: EnglishCredits: Produced by Louise Hope, Chris Curnow, Joseph Cooper andthe Online Distributed Proofreading Team athttps://www.pgdp.net*** START OF THE PROJECT GUTENBERG EBOOK THE TREE-DWELLERS ***
This ebook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this ebook or online atwww.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.
Title: The Tree-DwellersAuthor: Katharine Elizabeth DoppIllustrator: Howard V. BrownRelease date: April 18, 2008 [eBook #25098]Most recently updated: January 3, 2021Language: EnglishCredits: Produced by Louise Hope, Chris Curnow, Joseph Cooper andthe Online Distributed Proofreading Team athttps://www.pgdp.net
Title: The Tree-Dwellers
Author: Katharine Elizabeth DoppIllustrator: Howard V. Brown
Author: Katharine Elizabeth Dopp
Illustrator: Howard V. Brown
Release date: April 18, 2008 [eBook #25098]Most recently updated: January 3, 2021
Language: English
Credits: Produced by Louise Hope, Chris Curnow, Joseph Cooper andthe Online Distributed Proofreading Team athttps://www.pgdp.net
*** START OF THE PROJECT GUTENBERG EBOOK THE TREE-DWELLERS ***
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PrefaceTable of ContentsList of IllustrationsThe Tree-DwellersSuggestions to Teachers
crossed hammer and pick: The Tree-Dwellers
By KATHARINE ELIZABETH DOPP, Ph.D.Author ofThe Place of Industries in Elementary Education
Book I. THE TREE-DWELLERS.THE AGE OF FEAR. Illustrated with a map, 14 full-page and 46 text drawings in half-tone byHoward V. Brown. Cloth. Square 12mo. 158 pages.For the primary grades.
Book II. THE EARLY CAVE-MEN.THE AGE OF COMBAT. Illustrated with a map, 16 full-page and 17 text drawings in half-tone byHoward V. Brown. Cloth. Square 12mo. 183 pages.For the primary grades.
Book III. THE LATER CAVE-MEN.THE AGE OF THE CHASE. Illustrated with 27 full-page and 87 text drawings in half-tone byHoward V. Brown. Cloth. Square 12mo. 197 pages.For the primary grades.
Book IV. THE EARLY SEA PEOPLE.FIRST STEPS IN THE CONQUEST OF THE WATERS. Illustrated with 21 full-page and 110 text drawings in half-tone byHoward V. BrownandKyohei Inukai. Cloth. Square 12mo. 224 pages.For the intermediate grades.
Book V. THE EARLY HERDSMEN.FIRST STEPS IN TAMING THE GRASS-EATING ANIMALS. Illustrated with 24 full-page and 74 text drawings in half-tone byHoward V. BrownandLouis Jensen. Cloth. Square 12mo. 232 pages.For the intermediate grades.
Book VI. THE EARLY FARMERS. FIRST STEPS IN THE CULTIVATION OF PLANTS. Illustrated with 32 full-page, 23 half-page, and 30 text illustrations byWilliam Wallace ClarkeandHoward V. Brown. Cloth. Square 12mo. 236 pages.For the intermediate grades.
see caption
A map of the Tree-dwellers’ country, showing the relative positionof the geographical features referred to in this book.
see belowText of Title Page
see below
Text of Title Page
Copyright, 1904,By Katharine Elizabeth DoppEntered at Stationer’s HallAll rights reservedEdition of 1930
publisher's device
Made in U.S.A.
TO MY MOTHERJanet Moyes DoppI DEDICATE THIS BOOK
TO MY MOTHER
Janet Moyes Dopp
I DEDICATE THIS BOOK
PrefaceTheseries, of which this is the first 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.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. To Dr. W. I. Thomas,professor of sociology and anthropology in the University of Chicago, I am indebted for suggestions upon anthropological phases of many of the subjects presented. To Dr. S. W. Williston,professor of paleontology in the University of Chicago, I am indebted for a careful examination of the book from the standpoint of the paleontologist. Among the many friends who have given me help and inspiration, I would mention especially, 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.K. E. D.ContentsPAGEDedication7Preface8Contents12Illustrations13THE TREE-DWELLERSTHE AGE OF FEARA Story of Long Ago15Sharptooth17The Wooded Hills20Sharptooth’s Excursions23Sharptooth and Her Baby28The First Weaver31What Happened When the Wild Cattle Went to the River35How Sharptooth Spent the Night38Sharptooth Goes to the River43What the Wild Hogs Did for Sharptooth47How the Wild Hogs Protected their Young50How the Tree-dwellers Taught their Children53Alone on the Wooded Hills56How Bodo Found Wild Honey59Bodo Follows the Wild Horses61Ancestors of Our Mammals66The Story of the Wild Horse69How Bodo Learned to Make Tools and Weapons72Bodo’s Hammer and Knife75What Bodo and One-Ear Found in the Alders81How the Hyenas Hunted85Frightened by Fire89How People Got their First Homes93How the Tree-dwellers Formed a Clan99How the Women Made a Shelter102How Sharptooth Made a Basket106How Bodo Used Fire112How Bodo Saved One-Ear’s Life116How People Learned to Hunt Large Animals119Why People Began to Wear Ornaments122The Coming of the Musk Sheep125The Woolly Rhinoceros128How We Have Learned About the Tree-dwellers130Suggestions to Teachers132a.Method134b.Typical Modes of Activity136c.Supplementary Facts142d.Animal Life142e.Special Suggestions147IllustrationsFULL PAGEPAGEA map of the Tree-dwellers’ countryFrontispiece“Many wild beasts lived then”14“Sharptooth was afraid of wild animals”19“She made a safe place for the baby to sleep”32“There were a great many wild cattle when the Tree-dwellers lived”34The upper part of the river valley39“Hippopotamuses were snorting and blowing”41“Bodo watched them wade through the shallow water”62“Sometimes Bodo threw stones”73“They crept up softly and peeped into the alders”83“Bodo stood and watched it a moment”91“They lived by the fire at the foot of a tree”97“They talked about the wild animals they had seen”100“So the women now tried to weave a shelter”105“They saw Bodo rush up to the cave-bear and wave a torch in his face”117TEXTThe illustration titles in this section are given as printed. They are generally not the same as the printed caption.Tiger’s head—vignette on title page5A Tree-dweller17The wooded hills21Acorns and wild roots22Sharptooth in the tree branches24Sharptooth watching the wild cattle26A lion27Sharptooth gathering berries30Wild cattle36A hyena43Sharptooth’s baby’s cradle in the tree44Cave wolves45A wild hog48Wild pigs51Bodo catches a pig55A bear56A boy in a tree hunting eggs58Bodo with the bird’s eggs59Bodo running away from the bees60A herd of mammoths63A bison64A reptileand a wild horse67A wild horse69The stick Bodo used74Bodo cracks nuts77A chipped pebble78An antler79A big-nosed rhinoceros86The fight on the cliff88Basket-weaving showing four stages of construction108,109,110,111Sabre-tooth112Bodo builds a fire113Bodo’s club114Bodo catches a squirrel115A leader120A necklace of claws122How they wore the necklace123Musk sheep125A Tree-dweller131A lion158see caption“Many wild beasts lived then”
Preface
Theseries, of which this is the first 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.
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. To Dr. W. I. Thomas,professor of sociology and anthropology in the University of Chicago, I am indebted for suggestions upon anthropological phases of many of the subjects presented. To Dr. S. W. Williston,professor of paleontology in the University of Chicago, I am indebted for a careful examination of the book from the standpoint of the paleontologist. Among the many friends who have given me help and inspiration, I would mention especially, 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.
K. E. D.
Contents
A Story of Long Ago
Sharptooth
The Wooded Hills
Sharptooth’s Excursions
Sharptooth and Her Baby
The First Weaver
What Happened When the Wild Cattle Went to the River
How Sharptooth Spent the Night
Sharptooth Goes to the River
What the Wild Hogs Did for Sharptooth
How the Wild Hogs Protected their Young
How the Tree-dwellers Taught their Children
Alone on the Wooded Hills
How Bodo Found Wild Honey
Bodo Follows the Wild Horses
Ancestors of Our Mammals
The Story of the Wild Horse
How Bodo Learned to Make Tools and Weapons
Bodo’s Hammer and Knife
What Bodo and One-Ear Found in the Alders
How the Hyenas Hunted
Frightened by Fire
How People Got their First Homes
How the Tree-dwellers Formed a Clan
How the Women Made a Shelter
How Sharptooth Made a Basket
How Bodo Used Fire
How Bodo Saved One-Ear’s Life
How People Learned to Hunt Large Animals
Why People Began to Wear Ornaments
The Coming of the Musk Sheep
The Woolly Rhinoceros
How We Have Learned About the Tree-dwellers
Illustrations
FULL PAGE
A map of the Tree-dwellers’ country
“Many wild beasts lived then”
“Sharptooth was afraid of wild animals”
“She made a safe place for the baby to sleep”
“There were a great many wild cattle when the Tree-dwellers lived”
The upper part of the river valley
“Hippopotamuses were snorting and blowing”
“Bodo watched them wade through the shallow water”
“Sometimes Bodo threw stones”
“They crept up softly and peeped into the alders”
“Bodo stood and watched it a moment”
“They lived by the fire at the foot of a tree”
“They talked about the wild animals they had seen”
“So the women now tried to weave a shelter”
“They saw Bodo rush up to the cave-bear and wave a torch in his face”
TEXT
The illustration titles in this section are given as printed. They are generally not the same as the printed caption.
Basket-weaving showing four stages of construction
see caption
“Many wild beasts lived then”