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[Illustration]

THE EARLY CAVE-MEN

[Illustration]




=Industrial and Social History Series=

_By KATHARINE ELIZABETH DOPP, Ph. D._

_The Extension Division of The University of Chicago. Author of “The
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 by Howard V. Brown.
      Cloth. Square 12mo. 158 pages; 45 cents.

    _For the primary grades._


    =Book II. THE EARLY CAVE-MEN.= THE AGE OF COMBAT.
      Illustrated with a map, 17 full-page and 68 text
      drawings in half-tone by Howard V. Brown.
      Cloth. Square 12mo. 183 pages; 45 cents.

    _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 by Howard V. Brown. Cloth. Square
      12mo. 197 pages; 45 cents.

    _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 by Howard V.
      Brown and Kyohei Inukai. Cloth. Square
      12mo. 224 pages; 50 cents.

    _For the intermediate grades._


  _Other volumes, dealing with the early development of pastoral and
  agricultural life, the age of metals, travel, trade,
  and transportation, will follow._

[Illustration: _A map of the Cave-men’s country, showing the relative
position of the geographical features referred to in this book_]




THE EARLY CAVE-MEN

  KATHARINE ELIZABETH DOPP
  _Lecturer in Education
  In the Extension Division of the
  University of Chicago_

[Illustration]

  RAND McNALLY & COMPANY
  CHICAGO      NEW YORK      LONDON




  _Copyright, 1904_
  By Katharine Elizabeth Dopp
  _Entered at Stationers’ Hall_


  =The Rand-McNally Press=
  _Chicago_




  _TO_
  =Dan, Dorothy, Harold, and Jamie=
  I DEDICATE THIS BOOK




PREFACE


THE series, of which this is the second 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 opportunity
to 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