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Tree-Dwellers-Katharine Elizabeth Dopp · The Enchiridion

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  Speaker 1: Preface of The Tree Dwellers by Katherine Elizabeth DApp. This
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  Speaker 1: is LibriVox recording. All LibriVox recordings are in the public domain.
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  Speaker 1: For more information or to volunteer, please visit LibriVox dot org.
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  Speaker 1: The Tree Dwellers by Catherine Elizabeth DApp preface, the series
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  Speaker 1: of which this is the first volume, is an attempt
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  Speaker 1: to meet a need that has been felt for several
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  Speaker 1: years by parents and physicians, as well as by teachers, supervisors,
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  Speaker 1: and others who are actively interested in educational and social progress.
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  Speaker 1: The need of practical activity, which for long ages constituted
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  Speaker 1: the entire education of mankind, is at last recognized by
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  Speaker 1: the elementary school. It has been introduced in many places,
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  Speaker 1: and already results have been attained which demonstrate that it
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  Speaker 1: is possible to introduce practical activity in such a way
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  Speaker 1: as to afford the child a sound development physically, intellectually
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  Speaker 1: and morally, and at the same time equipment for efficient
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  Speaker 1: social service. The question that is perplexing educators at the
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  Speaker 1: present time is therefore not one regarding the value of
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  Speaker 1: practical activity, but rather one of ways and means by
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  Speaker 1: which practical activity can be harnessed to the educational work.
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  Speaker 1: The discovery of the fact that steam is a force
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  Speaker 1: that can do work had to await the invention of
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  Speaker 1: machinery by means of which to apply the new force
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  Speaker 1: to industrial processes. The use of practical activity will likewise
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  Speaker 1: necessitate many changes in the educational machinery before its richest
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  Speaker 1: results are realized. Yet, the conditions that attend the introduction
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  Speaker 1: of practical activity as a mode of power in education
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  Speaker 1: are very different from those that attended the introduction of
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  Speaker 1: the use of steam. In the case of steam, the
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  Speaker 1: problem was that of applying a new force to an
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  Speaker 1: old work. In the case of practical activity, it is
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  Speaker 1: a question of restoring a factor which, from the earliest
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  Speaker 1: times until within the last two or three decades has
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  Speaker 1: operated as a permanent educational force. The situation that has
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  Speaker 1: recently deprived the child of the opportunity to partiseicipate in
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  Speaker 1: industrial processes is due, as is well known, to the
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  Speaker 1: rapid development of our industrial system. Since the removal of
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  Speaker 1: industrial processes from the home, the public has awakened to
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  Speaker 1: the fact that the child is being deprived of one
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  Speaker 1: of the most potent educational influences, and efforts have already
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  Speaker 1: been made to restore the educational factor that was in
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  Speaker 1: danger of being lost. This is the significance of the
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  Speaker 1: educational movement at the present time. As long as a
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  Speaker 1: simple organization of society prevailed, the school was not called
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  Speaker 1: upon to take up the practical work. But now society
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  Speaker 1: has become so complex that the use of practical activity
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  Speaker 1: is absolutely essential. Society today makes a greater demand than
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  Speaker 1: ever before upon each and all of its members for
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  Speaker 1: special skill and knowledge, as well as for breadth of view.
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  Speaker 1: These demands can be met only by such an improvement
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  Speaker 1: in educational facilities as corresponds to the increase in the
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  Speaker 1: social demand. Evidently, the school must lay hold of all
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  Speaker 1: the educational forces within its reach. In the transitional movement,
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  Speaker 1: it is not strange that new factors are being introduced
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  Speaker 1: without relation to the educational process as a whole. The
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  Speaker 1: isolation of manual training, sewing, and cooking from the physical, natural,
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  Speaker 1: and social sciences is justifiable only on the ground that
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  Speaker 1: the means of establishing more organic relations are not yet available.
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  Speaker 1: To continue such isolated activities after a way is found
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  Speaker 1: of harnessing them to the educational work is as foolish
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  Speaker 1: as to allow steam to expend itself in moving a
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  Speaker 1: locomotive up and down the tracks, without regard to the
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  Speaker 1: destiny of the detached train. This series is an attempt
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  Speaker 1: to facilitate the transitional movement in education which is now
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  Speaker 1: taking place, by presenting educative materials in a form sufficiently
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  Speaker 1: flexible to be readily adapted to the needs of the
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  Speaker 1: school that has not yet been equipped for manual training,
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  Speaker 1: as well as to the needs of the one that
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  Speaker 1: has long recognized practical activity as an essential factor in
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  Speaker 1: its work. Since the experience of the race in its
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  Speaker 1: industrial and social processes in bodies better than any other
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  Speaker 1: experiences of mankind, those things which at the same time
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  Speaker 1: appeal to the whole nature of the child and furnish
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  Speaker 1: him the means of interpreting the complex processes about him,
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  Speaker 1: this experience has been made the groundwork of the present
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  Speaker 1: series in order to gain cumulative results of value in
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  Speaker 1: explaining our own institutions. The materials used have been selected
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  Speaker 1: from the life of Aryan peoples. That we are not
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  Speaker 1: yet in possession of all the facts regarding the life
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  Speaker 1: of the early Aryans is not considered a sufficient reason
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  Speaker 1: for withholding from the child those facts that we have
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  Speaker 1: when they can be adapted to his use. Information regarding
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  Speaker 1: the early stages of Aryan life is meager. Enough has
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  Speaker 1: been established, however, to enable us to mark out the
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  Speaker 1: main lines of progress through the hunting, the fishing, the
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  Speaker 1: pastoral and the agricultural stages, as well as to present
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  Speaker 1: the chief problems that confronted man in taking the first
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  Speaker 1: steps in the use of metals and in the establishment
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  Speaker 1: of trade. Upon these lines marked out by the geologists,
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  Speaker 1: the paleontologist, the archaeologist, and the anthropologist, the first numbers
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  Speaker 1: of this series are based a generalized view of the
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  Speaker 1: main steps in the early progress of the race, which
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  Speaker 1: it is thus possible to present, is all that is
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  Speaker 1: required for educational ends. Were it possible to present the
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  Speaker 1: subject in detail, it would be tedious and unprofitable to
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  Speaker 1: all save the specialist. To select from the monotony of
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  Speaker 1: the ages that which is most vital. To so present
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  Speaker 1: it as to enable the child to participate in the
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  Speaker 1: process by which the race has advanced, is a work
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  Speaker 1: more in keeping with the spirit of the age. To
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  Speaker 1: this end, the presentation of the subject is made first
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  Speaker 1: by means of questions which serve to develop the habit
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  Speaker 1: of making use of experience in new situations, second by narrative,
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  Speaker 1: which is employed merely as a literary device for rendering
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  Speaker 1: the subject more available to the child, And third by
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  Speaker 1: suggestions for practical activities that may be carried out in
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  Speaker 1: hours of work or play in such a way as
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  Speaker 1: to direct into useful channels energy which, when left undirected,
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  Speaker 1: is apt to express itself in trivial, if not in
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  Speaker 1: antisocial forms. No part of a book is more significant
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  Speaker 1: to the child than the illustrations. In preparing the illustrations
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  Speaker 1: for this series, as great pains have been taken to
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  Speaker 1: furnish the child with ideas that will guide him in
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  Speaker 1: his practical activities as to illustrate the text itself. Mister
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  Speaker 1: Howard B. Brown, the artist who executed the drawings, has
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  Speaker 1: been aided in his search for authentic originals by the
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  Speaker 1: late J. W. Powell, Director of the United States Bureau
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  Speaker 1: of Ethnology, Washington, d C. By Frederick J. V. Skiff,
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  Speaker 1: Director of the Field Columbian Museum, Chicago, and by the
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  Speaker 1: author Ethnological Collections and the best illustrative works on ethnological
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  Speaker 1: subjects scattered throughout the country have been carefully searched for
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  Speaker 1: material I wish to take this opportunity to express my
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  Speaker 1: gratitude to Professor Dewey for the suggestions he has given
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  Speaker 1: me with reference to this series, and to acknowledge that
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  Speaker 1: without the inspiration DA that has come through his teaching,
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  Speaker 1: I should probably never have undertaken a work of this kind.
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  Speaker 1: To doctor W. I. Thomas, Professor of Sociology and Anthropology
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  Speaker 1: in the University of Chicago, I am indebted for suggestions
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  Speaker 1: upon anthropological phases of many of the subjects presented to
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  Speaker 1: doctor S. W. Williston, Professor of Paleontology in the University
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  Speaker 1: of Chicago. I am indebted for a careful examination of
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  Speaker 1: the book from the standpoint of the paleontologist. Among the
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  Speaker 1: many friends who have given me help and inspiration, I
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  Speaker 1: would mention especially Professor La Flagg Young of the University
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  Speaker 1: of Chicago, Superintendent F. A. Manny of the Ethical Culture Schools,
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  Speaker 1: New York City, Missus Charlotte W. Williams of Chicago, my
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  Speaker 1: sister Miss ELPSA. M. Dopp of the State Normal school
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  Speaker 1: Saint Cloud, Minnesota, and mister W. W. Charters of the
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  Speaker 1: University of Chicago. To the late Director J. W. Powell
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  Speaker 1: of the United States Bureau of Ethnology and to Director
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  Speaker 1: Frederick J. V's gift of the Field Columbian Museum, Chicago.
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  Speaker 1: I am under obligations for courtesies extended which have enabled
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  Speaker 1: me to gain access to illustrative materials. K. E. D
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  Speaker 1: end Of preface Chapter one of The Tree Dwellers read
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  Speaker 1: for LibriVox dot Org. The Tree Dwellers The Age of
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  Speaker 1: Fear by Catherine Elizabeth Dopp. Chapter one, A story of
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  Speaker 1: long ago. This is a story of long ago. It
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  Speaker 1: will tell you of the first people we know anything about.
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  Speaker 1: It will tell you how they lived before they had fire.
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  Speaker 1: It will tell you how they worked before they had tools.
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  Speaker 1: Many wild beasts lived then. They were fierce and strong.
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  Speaker 1: All the people feared them. The cave bear could strike
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  Speaker 1: with his big paws. The tiger could tear with his
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  Speaker 1: sharp teeth. The rhinoceros could trample one under his feet.
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  Speaker 1: Each animal knew how to do one thing well. But
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  Speaker 1: the people could do a great many things. They could
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  Speaker 1: remember too, what had happened before they learned to profit
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  Speaker 1: by their mistakes. You will learn how they became brave
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  Speaker 1: and strong. You will learn how they use their bodies
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  Speaker 1: and minds. They began the work we are doing to day.
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  Speaker 1: They took the first steps. People who lived after them
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  Speaker 1: were able to do a little more. The next people
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  Speaker 1: could do still more. Many people have lived in work
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  Speaker 1: since then. The work they have done helps us to day.
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  Speaker 1: We have something to do too. We can do our
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  Speaker 1: part better if we know what others have done. We
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  Speaker 1: can do it better. If we learn to use our hands,
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  Speaker 1: we can do it better, if we learn to use
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  Speaker 1: our minds. That is why we have this little book.
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  Speaker 1: End of chapter one. This recording is in the public domain.
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  Speaker 1: Chapter two of The Tree Dwellers by Catherine Elizabeth Thopp,
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  Speaker 1: recorded for LibriVox dot org. Things to think about? What
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  Speaker 1: do you need in order to live? What do you
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  Speaker 1: think the tree dwellers needed? Sharptooth. Sharptooth was a tree dweller.
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  Speaker 1: She lived a long, long time ago. She did not
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  Speaker 1: have any home. Nobody had a home. Then. People wandered
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  Speaker 1: from place to place. They had no shelter except the trees.
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  Speaker 1: Each night, Sharptooth slept in the branches. Each day she
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  Speaker 1: hunted for something to eat. Sometimes she was very hungry.
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  Speaker 1: She had hard work to find enough food. She could
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  Speaker 1: not go to a store to buy it. There were
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  Speaker 1: no stores. Then she could not buy food of a farmer.
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  Speaker 1: There were no farmers. Then all plants were growing wild,
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  Speaker 1: and the animals were wild too. Sharptooth was afraid of them.
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  Speaker 1: That is why she climbed the trees. Things to do.
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  Speaker 1: Go out where everything is growing wild and find a
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  Speaker 1: place where the tree dwellers might have lived. Find as
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  Speaker 1: many wild foods as you can. Notice what places have
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  Speaker 1: the best wild foods. Find a place where the tree
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  Speaker 1: dwellers might have protected themselves from the wild beasts. Find
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  Speaker 1: a picture of sharp tooth running away from a wild animal.
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  Speaker 1: Tell a story about this picture. End of chapter two.
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  Speaker 1: This recording is in the public domain. Chapter three of
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  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dopp read for LibriVox
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  Speaker 1: dot org. Things to think about. Did you find a
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  Speaker 1: place where the tree dwellers might have lived? What kind
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  Speaker 1: of place was it? Did you find any wild foods
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  Speaker 1: where the ground was covered with grass? Do you think
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  Speaker 1: they could live on a grassy plain? Did you find
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  Speaker 1: any foods where the trees were thick? Do you think
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  Speaker 1: they could live in a dense far Where did you
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  Speaker 1: find the best wild foods? Could the sun get down
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  Speaker 1: to places where you found wild roots. Do vegetables grow
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  Speaker 1: better in the shade or in the sunlight? Are there
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  Speaker 1: as many wild foods here now as there used to be?
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  Speaker 1: Why not do you think you could live on such
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  Speaker 1: foods as the tree dwellers ate? Can you think of
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  Speaker 1: a name for the place where the tree dwellers lived,
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  Speaker 1: the wooded hills. The tree dwellers needed a place where
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  Speaker 1: they could be safe from wild animals, so they lived
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  Speaker 1: among the tall trees. They needed to be near fresh water,
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  Speaker 1: so they lived by trees along the river. They needed
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  Speaker 1: to be where they could find roots and berries. Down
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  Speaker 1: in the river valley, most of the forests were dense.
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  Speaker 1: The sun could not shine through the thick leaves of
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  Speaker 1: the trees. There was not enough sunlight to make the
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  Speaker 1: roots and berries grow. There were not many nuts and
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  Speaker 1: acorns on the trees, so the tree dwellers could not
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  Speaker 1: live there. Out on the grassy plains, there were no trees.
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  Speaker 1: The tree dwellers could not live there. Near the head
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  Speaker 1: of the river valley, there were hills and uplands. The
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  Speaker 1: forest there were not so dense the sun could shine
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  Speaker 1: through the open spaces. Many roots and berries grew there.
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  Speaker 1: On the wooded hills near the head of the valley
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  Speaker 1: was a good place for the tree dwellers to live.
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  Speaker 1: They could be safe in the tall trees. They could
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  Speaker 1: get fresh water from the river. They could find nuts
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  Speaker 1: and acorns on the trees. They could find roots and
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  Speaker 1: berries in the open spaces. Things to do model in
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  Speaker 1: sand the hills and uplands near the head of a
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  Speaker 1: river valley. Show where the trees grow. Where would you
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  Speaker 1: look for roots and berries? Where would the cattle fine grass?
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  Speaker 1: What else would the cattle need? Where would they find it?
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  Speaker 1: End of chapter three. This recording is in the public domain.
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  Speaker 1: Chapter four of The Tree Dwellers by Catherine Elizabeth Dopp
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  Speaker 1: read for LibriVox dot org. Things to think about. Do
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  Speaker 1: you think sharptooth had ever been away from the wooded
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  Speaker 1: hills near the head of the river valley? If she
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  Speaker 1: had gone into the dense forests, do you think she
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  Speaker 1: would have stayed there? Would it have been safe for
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  Speaker 1: her to walk on the ground? What way would have
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  Speaker 1: been safe at the time? Do you think sharptooth would
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  Speaker 1: dare to go out on the grassy plains? Why would
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  Speaker 1: she have liked the wooded hills best? Sharptooth's excursions. Sharptooth
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  Speaker 1: knew every spot on the wooded hills, but she seldom
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  Speaker 1: went to a strange place. One day, though she took
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  Speaker 1: a long journey. This is the way that it came about.
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  Speaker 1: She found plenty of roots and ripe blueberries. She ate
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  Speaker 1: until she was satisfied. Then she began to play among
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  Speaker 1: the trees. She walked out upon a strong, spreading branch.
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  Speaker 1: Then she grasped a tough branch just above her head.
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  Speaker 1: She swung herself into a neighboring tree. Then she walked
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  Speaker 1: out on another branch. She swung herself into another tree.
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  Speaker 1: She traveled in this way for a long time. At
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  Speaker 1: last she came to a dense forest. How dark and
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  Speaker 1: damp it seemed, how still it was, she stopped her play.
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  Speaker 1: She began to feel tired and hungry, so she rested awhile,
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  Speaker 1: and then searched for food. She found few signs of
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  Speaker 1: roots or berries. There were many trees, but nuts were scarce,
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  Speaker 1: so she ate the bark from the tender twigs. But
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  Speaker 1: she was not satisfied. She missed the roots and berries,
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  Speaker 1: She missed the bright sunshine. She missed familiar sights and sounds.
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  Speaker 1: So she went back to the wooded hills. Another day,
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  Speaker 1: Sharptooth went to the edge of a grassy plain. There
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  Speaker 1: were many wild animals feeding there. She hid in the
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  Speaker 1: tall green grass and watched the wild cattle from her
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  Speaker 1: hiding place. She saw mammos eating the tender grass. There
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  Speaker 1: were smaller animals not far away. A lion was creeping
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  Speaker 1: up through the grass. Sharptooth saw him pounce upon the beasts.
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  Speaker 1: The frightened creatures ran for their lives. Sharptooth wished that
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  Speaker 1: she had not ventured so far. She watched for a
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  Speaker 1: chance to get away. As soon as she dared, she
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  Speaker 1: crept to the trees. Then she hurried back to the
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  Speaker 1: wooded hills. She never forgot what she saw that day.
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  Speaker 1: Things to do. Think of Sharptooth as she was playing
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  Speaker 1: among the trees. Draw the picture. Think of what she
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  Speaker 1: saw when she was hiding in the tall grass. Draw
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  Speaker 1: the picture. Show on your sand map where the dense
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  Speaker 1: forest was, Show where the grassy plain was cut. A
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  Speaker 1: lion and a mammoth from paper end of chapter four.
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  Speaker 1: This recording is in the public domain. Chapter five of
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  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox
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  Speaker 1: dot org. Things to think about. Can you think why
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  Speaker 1: the tree dwellers did not live in families as we do.
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  Speaker 1: Why did each one have to take care of himself?
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  Speaker 1: Who took care of the babies? Then? Do you know
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  Speaker 1: whether the baby tree dwellers could do anything for themselves?
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  Speaker 1: Sharptooth and her baby, we have learned that the tree
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  Speaker 1: dwellers had no homes. All the tree dwellers had a
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  Speaker 1: hard time to live, for they had not yet learned
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  Speaker 1: to help one another. It took many long years to
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  Speaker 1: learn to do that. But mothers have always taken care
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  Speaker 1: of their babies. Sharp tooth smother had taken care of her.
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  Speaker 1: But Sharptooth soon learned to take care of herself. Then
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  Speaker 1: she began to live as the other tree dwellers lived.
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  Speaker 1: She lived by herself the greater part of the time.
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  Speaker 1: She grew to be a strong young woman. Then a
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  Speaker 1: baby came to live with her. How proud she was
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  Speaker 1: of the little boy. Wherever she went she took him
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  Speaker 1: with her, for there was nothing else for her to do.
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  Speaker 1: There was no place where she dared to leave him.
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  Speaker 1: So the mother and baby were never apart. Sometimes the
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  Speaker 1: baby clung to her waist. Baby Tree dwellers knew how
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  Speaker 1: to hold fast. Sometimes Sharp Tooth tied a vine around
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  Speaker 1: her waist. Then the baby clung to the vine. Sometimes
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  Speaker 1: he sat on her shoulder and clung to her head
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  Speaker 1: or neck. Sometimes he rode upon her back. Sharp Tooth
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  Speaker 1: helped him all that she could, but she needed her
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  Speaker 1: hands for other work. Things to do. Show how your
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  Speaker 1: mamma carries your baby brother or sister. Show how sharp
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  Speaker 1: Tooth carried her baby. Which of the babies do you
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  Speaker 1: think has the better care? How do you help to
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  Speaker 1: take care of the baby? Draw a picture of a
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  Speaker 1: mother and baby end of chapter five. This recording is
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  Speaker 1: in the public domain. Chapter six of The Tree Dwellers
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  Speaker 1: by Catherine Elizabeth Dopp, recorded for LibriVox dot org. Things
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  Speaker 1: to think about. How many kinds of cradles have you seen?
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  Speaker 1: What kind of cradle does your baby brother or sister have?
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  Speaker 1: What kind of a cradle do you think Sharptooth's baby had?
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  Speaker 1: What kind of a lullaby would Sharptooth sing? What lullaby
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  Speaker 1: can you sing? The first weaver Sharptooth had climbed most
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  Speaker 1: of the trees on the wooded hills. She had slept
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  Speaker 1: in many of them, but she liked the old oak
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  Speaker 1: near the trail the best of all. Its strong, spreading
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  Speaker 1: branches were covered with vines. Here was a place to
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  Speaker 1: lay the baby while he slept. Among the vines, she
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  Speaker 1: gathered wild foods, but she never went far away, and
• 19:51
  Speaker 1: she never stayed away long. There were panthers and wild
• 19:55
  Speaker 1: cats on the hills. Sharptooth knew that they could climb
• 19:58
  Speaker 1: the trees. Many a time they had nearly caught her.
• 20:02
  Speaker 1: She was afraid that they would get the baby, so
• 20:05
  Speaker 1: she always stayed near him while he slept. When she
• 20:08
  Speaker 1: stayed in a tree that had no vines, there was
• 20:10
  Speaker 1: no place to lay the baby, So she wove the
• 20:13
  Speaker 1: slender branches together. She made a safe place for the
• 20:17
  Speaker 1: baby to sleep. She lulled him to sleep as he
• 20:19
  Speaker 1: lay in her arms. Then she gently laid him upon
• 20:23
  Speaker 1: his bed. She watched him a moment as he slept.
• 20:27
  Speaker 1: A moment more, and she too was asleep. Things to do,
• 20:33
  Speaker 1: Think of sharp tooth as she was laying the baby
• 20:35
  Speaker 1: down among the vine covered branches. Draw the picture, Find
• 20:40
  Speaker 1: some vines or branches, and make a cradle. End of
• 20:44
  Speaker 1: chapter six. This recording is in the public domain. Chapter
• 20:56
  Speaker 1: seven of The Tree Dwellers by Catherine Elizabeth Dopp, recorded
• 21:00
  Speaker 1: for LibriVox dot org. Things to think about. There were
• 21:05
  Speaker 1: a great many wild cattle when the tree dwellers lived.
• 21:08
  Speaker 1: They were not so gentle as our cattle. They had
• 21:11
  Speaker 1: wide spreading horns. The fierce flesh eating animals were always
• 21:16
  Speaker 1: lying in wait for them. How could the wild cattle
• 21:19
  Speaker 1: protect themselves from their enemies? Where would they stay during
• 21:24
  Speaker 1: the day? Where would they go at night? Why did
• 21:28
  Speaker 1: they stay in herds? Where could they find water? What
• 21:32
  Speaker 1: kind of banks does a river have at the drinking places?
• 21:36
  Speaker 1: Do you think the cattle would make paths to the
• 21:38
  Speaker 1: drinking places? How what happened when the wild cattle went
• 21:43
  Speaker 1: to the river. The sun was just setting. Sharptooth was
• 21:47
  Speaker 1: getting ready for the night. She was in the old
• 21:50
  Speaker 1: oak tree. The baby had gone to sleep. As she
• 21:53
  Speaker 1: put him down upon his bed, she heard the mooing
• 21:55
  Speaker 1: of the wild cattle. She looked out upon the hills.
• 21:59
  Speaker 1: The wild old cattle were coming down to the river
• 22:01
  Speaker 1: to drink. She watched the long line winding down the trail.
• 22:06
  Speaker 1: Other creatures were watching too. Wild animals were coming out
• 22:10
  Speaker 1: of their dens. A big bear passed close to sharp
• 22:13
  Speaker 1: tooths tree. He had heard the mooing of the wild cattle.
• 22:17
  Speaker 1: Wolves were prowling about. They too, were watching the herd.
• 22:22
  Speaker 1: The cattle reached the river, they waded out. They drank
• 22:26
  Speaker 1: from the flowing stream. They stood knee deep in the
• 22:29
  Speaker 1: cool water. At last, the leader turned to go. The
• 22:33
  Speaker 1: others followed one by one, but some of the weaker
• 22:37
  Speaker 1: ones lingered behind. They seemed tired. A big wolf watched
• 22:42
  Speaker 1: them from a thicket. At length, the cattle came out
• 22:45
  Speaker 1: of the stream. They walked slowly along the bank. They
• 22:49
  Speaker 1: passed close to the thicket. The wolf sprang from his
• 22:52
  Speaker 1: hiding place. He seized the smallest creature. The others dashed
• 22:57
  Speaker 1: off through the underbrush. They were too frightened to keep
• 23:01
  Speaker 1: the path. They lost their way. Wolves and bears were
• 23:05
  Speaker 1: lying in wait. They fell upon the frightened cattle. The
• 23:09
  Speaker 1: herd was too far away to help, so the poor
• 23:12
  Speaker 1: creatures lost their lives. But the wolves and bears had
• 23:16
  Speaker 1: a feast things to do. Model the wooded hills where
• 23:21
  Speaker 1: the cattle fed by day, Model the grassy uplands where
• 23:24
  Speaker 1: they fed by night. Show the trail that the cattle made,
• 23:29
  Speaker 1: make the banks at the drinking place, make the thickets,
• 23:33
  Speaker 1: and show where the wolf hid end of chapter seven.
• 23:37
  Speaker 1: This recording is in the public domain. Chapter eight of
• 23:47
  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox
• 23:52
  Speaker 1: dot org. Things to think about. Why did the wild
• 23:56
  Speaker 1: cattle feed on the grassy uplands at night instead of
• 23:58
  Speaker 1: during the day? Where did they spend the day? When
• 24:02
  Speaker 1: do the flesh eating animals sleep? When do they hunt?
• 24:05
  Speaker 1: Can they live without flesh to eat? Do you know
• 24:09
  Speaker 1: whether they kill more than they need to eat? How
• 24:12
  Speaker 1: Sharptooth spent the night? It was now almost dark. The
• 24:16
  Speaker 1: wild cattle had reached the grassy upland They were feeding
• 24:20
  Speaker 1: on the fresh grass. Sharptooth had watched them out of sight,
• 24:24
  Speaker 1: and now she was getting sleepy. She could see nothing
• 24:27
  Speaker 1: but dim shadows, but she could hear all sorts of sounds.
• 24:31
  Speaker 1: Wild animals were coming out of their dens. Most of
• 24:34
  Speaker 1: them had slept during the day, but now they were
• 24:37
  Speaker 1: wide awake. Hippopotamuses were snorting and blowing. They were splashing
• 24:42
  Speaker 1: in the water. They were crashing through the underbrush along
• 24:45
  Speaker 1: the banks. Straight tuss Elephants were trumpeting and bellowing. Lions
• 24:50
  Speaker 1: were roaring. The hunted animals were seeking a place of refuge.
• 24:55
  Speaker 1: Sharptooth was used to these sights and sounds. She felt
• 24:58
  Speaker 1: safe in the old oak tree. She tied herself to
• 25:01
  Speaker 1: a strong branch and soon was fast asleep. She slept
• 25:05
  Speaker 1: all through the long night. Many of the wild beasts, too,
• 25:09
  Speaker 1: were soon asleep. Some of the hunted creatures found places
• 25:13
  Speaker 1: of refuge. Some beasts of prey were soon satisfied. Then
• 25:17
  Speaker 1: they stole back to their dens and slept. But all
• 25:20
  Speaker 1: of the wild animals did not fare so well. Not
• 25:24
  Speaker 1: all of the hunted creatures found places of refuge. Not
• 25:27
  Speaker 1: all of the beasts of prey found food. Some beasts
• 25:31
  Speaker 1: of prey hunted all through the night and were still
• 25:34
  Speaker 1: hungry when morning came. Things to do cut a hippopotamus
• 25:39
  Speaker 1: or a straight tusted elephant from paper. Tell how little
• 25:42
  Speaker 1: boys and girls that you know are taking care of
• 25:44
  Speaker 1: at night. Tell how the tree dwellers took care of
• 25:47
  Speaker 1: their children. End of chapter eight. This recording is in
• 25:52
  Speaker 1: the public domain. Or nine of the Tree Dwellers by
• 26:02
  Speaker 1: Catherine Elizabeth Dopp, recorded for LibriVox dot org. Things to
• 26:08
  Speaker 1: think about at the Drinking Place the river's banks were low.
• 26:13
  Speaker 1: In many other places they were high and steep. In
• 26:16
  Speaker 1: some places there was a solid wall of rock. In
• 26:19
  Speaker 1: other places, the rocks were broken and worn. In some
• 26:23
  Speaker 1: places there were deep holes in the rocks. We call
• 26:26
  Speaker 1: these holes caves. They were made long ago. Can you
• 26:30
  Speaker 1: think how they were made? Can you think what the
• 26:33
  Speaker 1: caves were used for? Sharptooth goes to the river before sunrise.
• 26:39
  Speaker 1: The next morning, Sharptooth awoke. She opened her eyes and
• 26:43
  Speaker 1: looked out upon the hills. She heard animals moving about.
• 26:48
  Speaker 1: A large cave bear was passing by toward his cave.
• 26:52
  Speaker 1: Hyenas too, were stealing down to their caves. Many flesh
• 26:55
  Speaker 1: eating animals were slinking away to their dens. They were
• 26:59
  Speaker 1: tired with their night's work. Most of them had eaten
• 27:02
  Speaker 1: until they were satisfied, and now they were ready to
• 27:05
  Speaker 1: sleep through the day. The wild cattle were coming back
• 27:09
  Speaker 1: to the hills. The baby awoke. Sharptooth played with him
• 27:13
  Speaker 1: a moment, Then she put him under her arm and
• 27:16
  Speaker 1: slipped down the tree. She started down toward the river,
• 27:20
  Speaker 1: but she did not go by the trail. It was
• 27:22
  Speaker 1: safer to walk in the shadow of the tall trees.
• 27:26
  Speaker 1: Once She suddenly grasped a branch of a tree and
• 27:28
  Speaker 1: swung herself up and looked about. She had heard a
• 27:32
  Speaker 1: rustling in the underbrush long ago. She had learned what
• 27:35
  Speaker 1: such sounds meant, So she swung on the branches until
• 27:39
  Speaker 1: she reached the river. She listened a moment in the tree.
• 27:43
  Speaker 1: Then she slipped down and ran to the water's edge.
• 27:46
  Speaker 1: She dipped up the water with her hand. She drank
• 27:49
  Speaker 1: some and then gave some to the baby. He was
• 27:52
  Speaker 1: so pleased that he laughed aloud. As quick as a flash,
• 27:56
  Speaker 1: Sharptooth sprang for the tree. She was afraid the high
• 28:00
  Speaker 1: hyaenas were in the thickets. She was afraid they had
• 28:03
  Speaker 1: heard the baby laugh. She talked to the baby in
• 28:06
  Speaker 1: a strange language. She made queer clucking sounds. After that,
• 28:11
  Speaker 1: he was always quiet when they went to the river.
• 28:14
  Speaker 1: He must have understood what she said. Things to do.
• 28:19
  Speaker 1: If there is a cave near where you live, visit it.
• 28:23
  Speaker 1: Model in sand some high river banks with caves. Show
• 28:26
  Speaker 1: where sharptooth went to drink and where the hyaenas were hiding.
• 28:30
  Speaker 1: Show how she gave water to the baby. Show how
• 28:33
  Speaker 1: she sprang for the tree When the baby laughed. Draw
• 28:37
  Speaker 1: a picture of Sharptooth and the baby. Ask someone to
• 28:40
  Speaker 1: read you the first story in Kipling's Second Jungle Book,
• 28:45
  Speaker 1: end of chapter nine. This recording is in the public domain.
• 28:56
  Speaker 1: Chapter ten of The Tree Dwellers by Catherine Elizabeth Dopp,
• 29:00
  Speaker 1: recorded for liprivocx dot org. Things to think about. Where
• 29:06
  Speaker 1: do hogs live to day? How are they taken care of?
• 29:09
  Speaker 1: How do you think the wild hogs found food? Do
• 29:12
  Speaker 1: you think the tree dwellers could learn anything by watching
• 29:15
  Speaker 1: the wild hogs? What have you learned from animals? What
• 29:19
  Speaker 1: the wild hogs did for Sharptooth. The sun now had
• 29:23
  Speaker 1: been up for some time. Sharptooth was getting hungry. She
• 29:26
  Speaker 1: picked a handful of wild plums from a thicket, but
• 29:29
  Speaker 1: she wanted something more. She kept on down the hill.
• 29:33
  Speaker 1: The wild hogs were rooting under the oak trees. She
• 29:36
  Speaker 1: wondered what they found there, so she stepped near enough
• 29:39
  Speaker 1: to see they were eating something round and black. She
• 29:43
  Speaker 1: watched them for a long time. As soon as they
• 29:46
  Speaker 1: started off toward the marsh, Sharptooth ran down to the trees.
• 29:50
  Speaker 1: She saw the loose earth that the hogs had rooted up.
• 29:53
  Speaker 1: Then she began to dig where it had not been loosened.
• 29:56
  Speaker 1: She had nothing to dig with except her hands, but
• 29:59
  Speaker 1: she was not afraid to do dig with them. She
• 30:01
  Speaker 1: soon felt something that was round and hard. She dug
• 30:04
  Speaker 1: it up and looked at it. It was a truffle.
• 30:07
  Speaker 1: It was black and warty on the outside. She bit
• 30:10
  Speaker 1: off a piece. It was white inside. She tasted it
• 30:14
  Speaker 1: and found that it was good. So she dug another
• 30:16
  Speaker 1: and ate it. She wondered how the wild hogs knew
• 30:19
  Speaker 1: that the truffles were there. Perhaps you can tell. Perhaps
• 30:23
  Speaker 1: you have heard stories of how hogs dig truffles in
• 30:26
  Speaker 1: France today. Things to do collect five or six vegetables
• 30:31
  Speaker 1: or fruits. Blindfold someone and let him smell one of
• 30:34
  Speaker 1: the vegetables, and guess what it is. When he guesses right,
• 30:38
  Speaker 1: blindfold someone else. When you have a chance, dig a
• 30:42
  Speaker 1: root with your hands, then dig one with a sharp stick.
• 30:46
  Speaker 1: Which way is the easier? End of chapter ten. This
• 30:51
  Speaker 1: recording is in the public domain. Chapter eleven of The
• 31:00
  Speaker 1: Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox dot org.
• 31:07
  Speaker 1: Things to think about? Can you think how the wild
• 31:10
  Speaker 1: hogs protected themselves? Two hogs have tussed now? Can you
• 31:15
  Speaker 1: think why the wild hogs were not as fat as
• 31:17
  Speaker 1: our hogs. How the wild hogs protected their young. Sharptooth
• 31:23
  Speaker 1: watched the wild hogs every day. She learned many things
• 31:27
  Speaker 1: from them. They were peaceable creatures when not disturbed. They
• 31:31
  Speaker 1: lived on fruits, wild nuts, and roots. When they had
• 31:34
  Speaker 1: eaten all they wanted, they went down to the river
• 31:36
  Speaker 1: or lake. They hid in the reedy marshes. They hid
• 31:39
  Speaker 1: in the thorny thickets, but they always kept together. Sharptooth
• 31:43
  Speaker 1: watched them from a tree. There were tiny little pigs
• 31:46
  Speaker 1: with long, light stripes. They kept close to their mothers.
• 31:51
  Speaker 1: There were larger pigs that had lost their stripes. They too,
• 31:54
  Speaker 1: stayed with their mothers. There were wild boars about three
• 31:57
  Speaker 1: years old. They did not go far from their mothers.
• 32:01
  Speaker 1: They were not strong enough yet to protect themselves. There
• 32:04
  Speaker 1: were many full grown hogs. There were fierce bores with
• 32:08
  Speaker 1: long tusks. Sharp tooths watched them eating acorns. A pack
• 32:12
  Speaker 1: of hyaenas was watching too. They were hiding in the underbrush.
• 32:17
  Speaker 1: They were lying in wait for the smaller pigs, but
• 32:20
  Speaker 1: the old hogs scented danger. They gathered the little pigs together.
• 32:24
  Speaker 1: The stronger one stood in a circle around them. Their
• 32:27
  Speaker 1: white tusks listened in the sunlight. They were ready to
• 32:31
  Speaker 1: fight for their young. The hyaenas were afraid. They sneaked
• 32:35
  Speaker 1: away in the underbrush. The little pigs were safe. Things
• 32:40
  Speaker 1: to do. Show how the wild hogs protected the little pigs.
• 32:45
  Speaker 1: Show how the hyaenas came up and sneaked away. Cut
• 32:48
  Speaker 1: some wild hogs from paper, end of chapter eleven. This
• 32:53
  Speaker 1: recording is in the public domain. Chapter twelve of The
• 33:02
  Speaker 1: Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox dot org.
• 33:09
  Speaker 1: Things to think about. Do you think that the tree
• 33:12
  Speaker 1: dwellers had schools? What did their children need to know?
• 33:16
  Speaker 1: How would they teach them? Have you ever seen a
• 33:19
  Speaker 1: cat teaching her kittens? Have you ever tried to teach
• 33:22
  Speaker 1: a baby? What can you teach the baby to do?
• 33:26
  Speaker 1: What do you need to have done for you? What
• 33:28
  Speaker 1: can you do to help yourself? What can you do
• 33:31
  Speaker 1: to help others? How the tree dwellers taught their children?
• 33:36
  Speaker 1: Sharp toos baby had grown to be a large boy.
• 33:39
  Speaker 1: He was now about seven years old. His mother called
• 33:43
  Speaker 1: him Bodo. Bodo did not have to wash his face,
• 33:47
  Speaker 1: he did not have to wear any clothes, He had
• 33:49
  Speaker 1: no clothes to wear. He did not have to go
• 33:52
  Speaker 1: to school, there were no schools then, But he learned
• 33:55
  Speaker 1: a great many things. His mother was his first teacher.
• 34:00
  Speaker 1: She taught him where to find the ripe berries. She
• 34:03
  Speaker 1: taught him where to dig for roots. She taught him
• 34:05
  Speaker 1: how to catch birds and squirrels. She taught him how
• 34:08
  Speaker 1: to hide from wild animals. She taught him to keep
• 34:12
  Speaker 1: so still that he might be taken for a hump
• 34:14
  Speaker 1: on a log. She taught him all that she knew.
• 34:18
  Speaker 1: Bodo learned his lessons well. He always obeyed his mother.
• 34:23
  Speaker 1: Sometimes he saw other tree dwellers. He had seen them
• 34:26
  Speaker 1: snatch food from his mother's hand. He had seen them
• 34:29
  Speaker 1: help her, too, But usually each tree dweller took care
• 34:33
  Speaker 1: of himself. Bodo was learning to take care of himself.
• 34:37
  Speaker 1: He was beginning to feel that he was almost a man.
• 34:40
  Speaker 1: One day, he caught a pig without any help. The
• 34:43
  Speaker 1: next day, his mother let him hunt all alone. She
• 34:47
  Speaker 1: knew now that he could find his own food. After that,
• 34:50
  Speaker 1: Bodo always hunted alone. Sometimes he saw his mother, but
• 34:55
  Speaker 1: she no longer found food for him. She had another
• 34:58
  Speaker 1: baby to care for, so Bodo knew that he must
• 35:01
  Speaker 1: take care of himself. When the Tree Dwellers lived, nobody
• 35:05
  Speaker 1: ever thought of taking care of a child who was
• 35:08
  Speaker 1: able to find his own food. Things to do Show
• 35:12
  Speaker 1: how you teach your baby brother or sister to walk?
• 35:16
  Speaker 1: Draw the picture. Show how sharptooth taught Bodo. Tell a
• 35:20
  Speaker 1: story of how Bodo caught a little wild pig that
• 35:23
  Speaker 1: had wandered away from its mother end of chapter twelve.
• 35:28
  Speaker 1: This recording is in the public domain. Chapter thirteen of
• 35:38
  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox
• 35:43
  Speaker 1: dot org. Things to think about. What do you think
• 35:48
  Speaker 1: Bodo would do when he left his mother? Who would
• 35:50
  Speaker 1: teach him? Now? Do you think he could find birds eggs?
• 35:54
  Speaker 1: What do you think he would do with them? Do
• 35:56
  Speaker 1: you know anyone who has a collection of birds eggs?
• 35:59
  Speaker 1: What what happened to the birds if we all made collections?
• 36:03
  Speaker 1: How do the birds help us? How do we help them?
• 36:07
  Speaker 1: How can we coax them to live near us? Alone
• 36:11
  Speaker 1: on the wooded hills. Although Bodo was glad to take
• 36:14
  Speaker 1: care of himself, he often wished that his mother were near.
• 36:18
  Speaker 1: Sometimes he called to her. When she heard his call,
• 36:21
  Speaker 1: she would answer him. Then he would swing on the
• 36:24
  Speaker 1: branches until he found her, but sometimes she was too
• 36:27
  Speaker 1: far away to hear. Then he listened in vain for
• 36:30
  Speaker 1: her answering call. Sometimes it was hard to keep back
• 36:34
  Speaker 1: the tears. Once he sobbed so loud that a sleepy
• 36:37
  Speaker 1: bear hurt him. The bear started up and began to growl.
• 36:42
  Speaker 1: Bodo hid in the branches of a tall tree. He
• 36:44
  Speaker 1: stayed there until the bear went away. Then he was
• 36:48
  Speaker 1: very hungry. As he started out to find something to eat,
• 36:51
  Speaker 1: he heard a rustling among the branches. He listened. Bodo
• 36:55
  Speaker 1: hoped that his mother was coming, but it was only
• 36:58
  Speaker 1: a boy who was hunting birds eggs. Bodo watched him
• 37:02
  Speaker 1: climb among the branches. He watched him suck the eggs
• 37:05
  Speaker 1: that he found. How he wished that he might find
• 37:08
  Speaker 1: some eggs. He began to look for some. In a moment,
• 37:12
  Speaker 1: he saw a bird's nest above him. He climbed up
• 37:14
  Speaker 1: the branch and peeped into the nest. There were three
• 37:17
  Speaker 1: beautiful eggs. His eyes danced with joy. He sucked the eggs.
• 37:23
  Speaker 1: Then he smacked his lips and hunted for more things
• 37:27
  Speaker 1: to do. Show what the bear did when he heard
• 37:30
  Speaker 1: Bodo sobbing. Draw the picture of the bear model a
• 37:34
  Speaker 1: bird's nest in clay. Ask someone to read you the
• 37:37
  Speaker 1: story of a little baby who lived with some wolves.
• 37:40
  Speaker 1: It is in the Jungle Book end of chapter thirteen.
• 37:45
  Speaker 1: This recording is in the public domain. Chapter fourteen of
• 37:54
  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dupp, recorded for LibriVox dot.
• 38:01
  Speaker 1: Things to think about. Do you think that Bodo ever
• 38:04
  Speaker 1: had any bread and sugar? Did he ever have any candy?
• 38:08
  Speaker 1: What could he find that was sweet? How do bees
• 38:11
  Speaker 1: make their honey? Where do they store it? How Bodo
• 38:15
  Speaker 1: found wild honey? Bodo never had any candy. Nobody knew
• 38:20
  Speaker 1: how to make it, but he knew where to find
• 38:22
  Speaker 1: the wild honey. He had found some one day in
• 38:25
  Speaker 1: a hollow tree. He learned to track a bee home
• 38:28
  Speaker 1: to its tree. When he found a bee tree, he
• 38:31
  Speaker 1: robbed the swarm. Sometimes the bees stung him, but he
• 38:35
  Speaker 1: was used to getting hurt. Things to do. Watch the
• 38:39
  Speaker 1: bees as they gather honey from the flowers. What flowers
• 38:43
  Speaker 1: do they visit? Do all bees look alike? Do all
• 38:47
  Speaker 1: bees do the same kind of work? Draw a picture
• 38:50
  Speaker 1: that will show how they work among the flowers. See
• 38:53
  Speaker 1: if you can find some wild honey? End of chapter fourteen.
• 38:57
  Speaker 1: This recording is in the public domain. Chapter fifteen of
• 39:07
  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox
• 39:12
  Speaker 1: dot org. Things to think about. Do you think that
• 39:16
  Speaker 1: the wild horses had leaders for their herds? What would
• 39:20
  Speaker 1: the leader have to do? What might happen to the
• 39:23
  Speaker 1: horses that did not follow the leader? What could Bodo
• 39:27
  Speaker 1: learn by watching the wild horses? Bodo follows the wild horses.
• 39:33
  Speaker 1: Two or three years passed by. Bodo was now about
• 39:36
  Speaker 1: ten years old. He still lived on the wooded hills.
• 39:40
  Speaker 1: One afternoon he went to the river. The wild horses
• 39:43
  Speaker 1: were drinking there. Bodo watched them way through the shallow water.
• 39:48
  Speaker 1: He watched them toss their shaggy manes. He listened to
• 39:51
  Speaker 1: their whinnying calls. He tried to whinny too. The horses
• 39:55
  Speaker 1: drank until they were satisfied. Then they started toward their
• 39:59
  Speaker 1: evening pasture. The largest horse led the herd up the trail.
• 40:03
  Speaker 1: Others followed one by one. What a long line they made.
• 40:08
  Speaker 1: The leader was far away over the hill. Before all
• 40:10
  Speaker 1: the horses had left the stream. The smallest and the
• 40:14
  Speaker 1: weakest ones lagged behind. Spotted hyaenas were lying in wait
• 40:18
  Speaker 1: for them. Bodo wondered if he could catch a wild horse.
• 40:22
  Speaker 1: He wondered where the horses went at night. He followed
• 40:25
  Speaker 1: the herd a long long way. He went, swinging along
• 40:29
  Speaker 1: from branch to branch. At last he came to a
• 40:32
  Speaker 1: grassy plain. He did not dare go out on the plain,
• 40:36
  Speaker 1: so he sat on a branch and peeped through the leaves.
• 40:39
  Speaker 1: Wild horses were feeding on the edge of the plain.
• 40:42
  Speaker 1: Farther out there was a herd of mammos. Beyond these,
• 40:45
  Speaker 1: still other herds were feeding. They may have been bisons
• 40:49
  Speaker 1: or wild cattle. All these animals were eating the fresh
• 40:52
  Speaker 1: green grass. Bodo watched them till nearly sunset, but while
• 40:57
  Speaker 1: the sky was still red in the west. But Toto
• 41:00
  Speaker 1: tied himself to a branch and fell asleep. Things to
• 41:04
  Speaker 1: Do cut from paper some of the wild animals that
• 41:07
  Speaker 1: Bodo saw eating grass. Make a picture of what Bodo
• 41:11
  Speaker 1: saw when he was in the tree, end of chapter fifteen.
• 41:16
  Speaker 1: This recording is in the public domain. Chapter sixteen of
• 41:26
  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox
• 41:31
  Speaker 1: dot org. Things to think about. Can you think why
• 41:36
  Speaker 1: our horses are larger? Than the wild horses. How many
• 41:39
  Speaker 1: toes does a horse have on each foot? On what
• 41:42
  Speaker 1: part of the foot does he walk? Where is the
• 41:44
  Speaker 1: horse's heel? Do you think the horse's foot has always
• 41:48
  Speaker 1: been the same shape that it is to day? On
• 41:50
  Speaker 1: What part of the foot does the cow walk? How
• 41:53
  Speaker 1: many toes does she have? On what part of the
• 41:56
  Speaker 1: foot does the catwalk? How many toes does she have?
• 42:00
  Speaker 1: Ancestors of our mammals, the wild horses that Bodo saw
• 42:04
  Speaker 1: were about the size of ponies. Long before the tree
• 42:08
  Speaker 1: dwellers lived, there were horselike creatures the size of a fox.
• 42:12
  Speaker 1: Long before that, there was a time when there were
• 42:14
  Speaker 1: no horses at all. Great reptiles moved about on the land.
• 42:18
  Speaker 1: They swam the seas, or they flew through the air.
• 42:22
  Speaker 1: All other creatures feared them. The tiny mammals that lived
• 42:26
  Speaker 1: then were about the size of rats and mice. But
• 42:29
  Speaker 1: these mammals were not like rats and mice. The little
• 42:32
  Speaker 1: mammals ran, but they did not run fast, for their
• 42:35
  Speaker 1: feet were not well fitted for running. They climbed rocks
• 42:38
  Speaker 1: and trunks of trees, and hidden holes in the ground.
• 42:42
  Speaker 1: They ate the eggs of the large reptiles and became
• 42:45
  Speaker 1: their enemies. Millions of years passed, great changes took place.
• 42:51
  Speaker 1: Parts of the land slowly sank beneath the seas, and
• 42:54
  Speaker 1: out of the seas rose dry land. Most of the
• 42:57
  Speaker 1: larger reptiles died, but the animals multiplied. They grew to
• 43:02
  Speaker 1: be as large as the fox or the sheep. At first,
• 43:05
  Speaker 1: they were all very much alike, and they lived in
• 43:08
  Speaker 1: about the same way. But as they became more and
• 43:11
  Speaker 1: more unlike, they had very different ways. Some became like cats,
• 43:16
  Speaker 1: and some like dogs. Some became like rhinoceroses, and some
• 43:21
  Speaker 1: like hogs. Others became like monkeys, and still others became
• 43:26
  Speaker 1: like horses. Things to do Look at the picture above
• 43:31
  Speaker 1: and tell how this animal must have changed to become
• 43:34
  Speaker 1: more like a dog, a cat, a pig, a cow,
• 43:37
  Speaker 1: or a horse and of chapter sixteen. This recording is
• 43:42
  Speaker 1: in the public domain Chapter seventeen of The Tree Dwellers
• 43:53
  Speaker 1: by Catherine Elizabeth Dopp, recorded for LibriVox dot org. Things
• 43:59
  Speaker 1: to think about. What part of the wild horse's foot
• 44:02
  Speaker 1: touched the ground when he ran? What happens to mussels
• 44:06
  Speaker 1: that are not used? What happens to mussels that are used?
• 44:10
  Speaker 1: Most the story of the Wild horse. Perhaps you have
• 44:15
  Speaker 1: seen the zebra. If you have, you must have noticed
• 44:18
  Speaker 1: its stripes. The first horselike creatures were probably striped in
• 44:22
  Speaker 1: much the same way. These animals never ate hay and oats,
• 44:26
  Speaker 1: and at first they did not eat much grass. There
• 44:30
  Speaker 1: was little, if any grass at that time. These horselike
• 44:33
  Speaker 1: creatures lived on marshes and in swamps bordering streams and lakes.
• 44:38
  Speaker 1: They probably ate stems and leaves of plants that grew
• 44:41
  Speaker 1: on the marshy lands. They did not run as horses
• 44:44
  Speaker 1: do to day, but they plodded along on the soft ground.
• 44:47
  Speaker 1: They spread out their toes as they walked along so
• 44:51
  Speaker 1: as to keep from sinking. When the dry land began
• 44:54
  Speaker 1: to be covered with grass, little by little they left
• 44:57
  Speaker 1: the marshes. They went to the grassy highland to live,
• 45:01
  Speaker 1: and became more and more like horses. Some of the
• 45:04
  Speaker 1: catlike creatures went to the highlands, but they did not
• 45:07
  Speaker 1: go for the grass. They were becoming more and more
• 45:10
  Speaker 1: like tigers, and they went to hunt the wild horses.
• 45:14
  Speaker 1: The timid horses ran when their enemies came, for there
• 45:17
  Speaker 1: was no place in which to hide. When they ran,
• 45:20
  Speaker 1: they stepped on the tips of their toes They used
• 45:23
  Speaker 1: the third toe so much more than the others that
• 45:26
  Speaker 1: it became larger and larger. Its hoof became hard and strong.
• 45:31
  Speaker 1: The first and fifth toes were used so little that
• 45:34
  Speaker 1: after thousands of years, they disappeared. Meanwhile, the horses had
• 45:38
  Speaker 1: learned to run fast. When a pack of wolves chased them,
• 45:42
  Speaker 1: they galloped away. They found rich grass on the highlands.
• 45:46
  Speaker 1: Colts grew to be larger than their mothers. By the
• 45:49
  Speaker 1: time they were as large as ponies. They used only
• 45:51
  Speaker 1: the third toe. Two side toes hung like dew claws
• 45:55
  Speaker 1: of a dog, but they did not reach the ground.
• 45:58
  Speaker 1: When the tree dwellers lived, little bones beneath the skin
• 46:01
  Speaker 1: were all that was left to show where the side
• 46:04
  Speaker 1: toes had been. The hoof had become round and hard.
• 46:08
  Speaker 1: The wild horses ran very fast. They outran all other creatures.
• 46:13
  Speaker 1: When surprised, they struck hard blows with their hoofs, and
• 46:16
  Speaker 1: they bit with their sharp teeth. But if there was
• 46:19
  Speaker 1: a chance to get away, they always ran when they
• 46:22
  Speaker 1: were attacked. Things to do. Name all the animals you
• 46:27
  Speaker 1: know that can climb trees, What kind of feet do
• 46:30
  Speaker 1: they have? Name all the animals you know that have hoofs,
• 46:34
  Speaker 1: tell all you can about these hoofs. Notice the foot
• 46:38
  Speaker 1: of a horse, a cow, a dog, or a cat,
• 46:41
  Speaker 1: and model it in clay. What pet do you have
• 46:44
  Speaker 1: that is like a wolf? End of Chapter seventeen. This
• 46:48
  Speaker 1: recording is in the public domain. Chapter eighteen of The
• 46:59
  Speaker 1: Tree Dwellers by Catherine Elizabeth Thopp, recorded for LibriVox dot org.
• 47:05
  Speaker 1: Things to think about. What tools do you know how
• 47:08
  Speaker 1: to use? What do you use them for? How do
• 47:11
  Speaker 1: you think that people did their work before they had tools?
• 47:15
  Speaker 1: What tools do you think the tree Dwellers needed? How
• 47:18
  Speaker 1: do you think they learned to make them? How Bodo
• 47:21
  Speaker 1: learned to make tools and weapons. Bodo did not have
• 47:25
  Speaker 1: any tools or weapons. Nobody knew how to make them,
• 47:28
  Speaker 1: but he had learned to use his hands. He used
• 47:31
  Speaker 1: them to catch small animals. He knew how to creep
• 47:34
  Speaker 1: up softly. He knew how to wait patiently. He knew
• 47:38
  Speaker 1: just when to grasp the animal. Bodo used his hands
• 47:41
  Speaker 1: to gather berries and nuts. He used them to pull
• 47:44
  Speaker 1: up roots. He used them to rake acorns together. He
• 47:48
  Speaker 1: used them to scoop small things up from the ground.
• 47:51
  Speaker 1: Bodo knew how to strike with his fists. He knew
• 47:54
  Speaker 1: how to kick with his feet. Sometimes he threw stones,
• 47:58
  Speaker 1: Sometimes he threw sticks. Sometimes he struck with a stick
• 48:01
  Speaker 1: in his hand. He could strike harder blows with a
• 48:04
  Speaker 1: stick than he could when he struck with his fist.
• 48:07
  Speaker 1: Sometimes it hurt him when he struck with his fist.
• 48:10
  Speaker 1: It did not hurt him when he struck with a club.
• 48:12
  Speaker 1: Bodo had many enemies. He had to take care of himself.
• 48:16
  Speaker 1: He felt safer when he had a club in his hand.
• 48:19
  Speaker 1: Things to do. Show what Bodo used for a rake,
• 48:24
  Speaker 1: Show what he used for a scoop. Show how he
• 48:27
  Speaker 1: caught wild animals. Draw a picture of Bodo catching a squirrel,
• 48:32
  Speaker 1: and of chapter eighteen. This recording is in the public
• 48:35
  Speaker 1: domain Chapter nineteen of The Tree Dwellers by Catherine Elizabeth Dopp,
• 48:48
  Speaker 1: recorded for LibriVox dot org. Things to think about Have
• 48:54
  Speaker 1: you ever used a hammer? What are our hammers made of?
• 48:58
  Speaker 1: How do you think people learn to make hammer? Why
• 49:01
  Speaker 1: did Bodo need a hammer? What do you do with
• 49:04
  Speaker 1: your knife? How many kinds of knives have you seen?
• 49:09
  Speaker 1: How do you think people cut their food before they
• 49:11
  Speaker 1: had knives? What do you think they used for their
• 49:14
  Speaker 1: first knives? Boto's hammer and knife. Boto had never had
• 49:20
  Speaker 1: a warm dinner. He had no fire to cook his food.
• 49:24
  Speaker 1: Much of his food was hard and tough. He had
• 49:27
  Speaker 1: not learned to soften it with fire. He had not
• 49:30
  Speaker 1: learned to crush or grind it with stones. His teeth
• 49:33
  Speaker 1: did all of this work. The teeth of the tree
• 49:36
  Speaker 1: dwellers were large and strong. They were fitted to cut
• 49:40
  Speaker 1: and grind tough food. They were fitted to crack the
• 49:43
  Speaker 1: shells of nuts. Bodo often cracked nuts with his teeth,
• 49:47
  Speaker 1: but sometimes he found nuts that he could not crack.
• 49:50
  Speaker 1: He had never seen or heard of a hammer, so
• 49:53
  Speaker 1: he threw a hard nut against a rock. The nut
• 49:57
  Speaker 1: did not crack, so he kept on trying different ways.
• 50:01
  Speaker 1: At last he struck the nut with a stone. Its
• 50:04
  Speaker 1: hard shell broke. How glad Bodo was. He ate the
• 50:08
  Speaker 1: kernel and then cracked some more nuts with the stone.
• 50:11
  Speaker 1: This stone was his first hammer. Sometimes he used a
• 50:15
  Speaker 1: rough stone. Its rough edges cut his hand, so he
• 50:18
  Speaker 1: hunted for a smooth stone. At other times he wrapped
• 50:21
  Speaker 1: one end of a rough stone in grass. The grass
• 50:24
  Speaker 1: protected his hand. This was the first handle to his hammer.
• 50:29
  Speaker 1: Bodo liked to use this hammer. He liked to use
• 50:32
  Speaker 1: smooth hammer stones, but sometimes the smooth stone slipped or
• 50:36
  Speaker 1: bounced back and jarred his hand. One day he found
• 50:39
  Speaker 1: a smooth stone that had a little pit on either side.
• 50:42
  Speaker 1: He put his thumb and finger into the pits and
• 50:45
  Speaker 1: cracked a hard nut with the stone. This was just
• 50:48
  Speaker 1: what he needed. It neither slipped nor jarred his hand.
• 50:52
  Speaker 1: Some of the other tree dwellers tried it. They wanted
• 50:55
  Speaker 1: one like it, so they began to hunt for pitted stones.
• 50:59
  Speaker 1: They could not always find such stones, but they never
• 51:02
  Speaker 1: thought of making the pits. People lived many years before
• 51:06
  Speaker 1: they learned to do that. Tree dwellers simply used things
• 51:09
  Speaker 1: that they found on the spot. They seldom changed their shape.
• 51:14
  Speaker 1: We have only a few weapons that we know they made.
• 51:17
  Speaker 1: They were found years ago, deep down in some gravel.
• 51:21
  Speaker 1: They had lain there many long years. Here is a
• 51:24
  Speaker 1: picture of one. It is only a chipped pebble. Such
• 51:28
  Speaker 1: a weapon is used nowadays only in play, but then
• 51:31
  Speaker 1: it was used in real work. For a long time,
• 51:35
  Speaker 1: the tree dwellers did not have even this. They used
• 51:38
  Speaker 1: their teeth and nails instead. Some animals had larger and
• 51:43
  Speaker 1: sharper teeth. The tree dwellers found shut teeth in the sand.
• 51:48
  Speaker 1: They found sharp claws there too. They often found sharp
• 51:51
  Speaker 1: bones and horns. They used such things for cutting for
• 51:55
  Speaker 1: many long years. But at last they made a knife.
• 51:59
  Speaker 1: It happened when Bodo was cracking a bone in some way,
• 52:03
  Speaker 1: he broke his hammer. He picked up the pieces and
• 52:06
  Speaker 1: looked at them. They were sharp enough to cut with,
• 52:10
  Speaker 1: but the edges hurt his hand. So he found a
• 52:13
  Speaker 1: smooth pebble and chipped flakes from one end. Before long
• 52:17
  Speaker 1: he had a sharp point. He never half died it,
• 52:21
  Speaker 1: but he left one end smooth so that it would
• 52:24
  Speaker 1: not hurt his hand. It was such a weapon as
• 52:27
  Speaker 1: this that was found in the gravel. You can see
• 52:31
  Speaker 1: that it is something like a spearhead. Bodo used it
• 52:35
  Speaker 1: when he hunted small animals. He used it to skin
• 52:38
  Speaker 1: them and to hack off strips of flesh. Many things
• 52:42
  Speaker 1: had been used as knives before, but this was the
• 52:45
  Speaker 1: first knife that we know man made things. To do,
• 52:51
  Speaker 1: hunt for some smooth hammer stones. If you can find
• 52:55
  Speaker 1: one with pits on either side, try both kinds and
• 52:58
  Speaker 1: find out which one works the better. See if you
• 53:01
  Speaker 1: can find a good stone for a knife. Strike the
• 53:04
  Speaker 1: edge to see if it crumbles. Find one that will
• 53:07
  Speaker 1: not crumble. Do you know whether stones have names? What
• 53:11
  Speaker 1: stones have you that you would like named? End of
• 53:15
  Speaker 1: chapter nineteen. This recording is in the public domain. Chapter
• 53:26
  Speaker 1: twenty of The Tree Dwellers by Catherine Elizabeth Dopp, recorded
• 53:30
  Speaker 1: for LibriVox dot org. Things to think about. Have you
• 53:35
  Speaker 1: ever seen wild animals protect their little ones? How do
• 53:39
  Speaker 1: they do it? When the mother goes away? In what
• 53:42
  Speaker 1: kind of place does she leave them? Do you know
• 53:44
  Speaker 1: whether the young animals mind their mothers? What Bodo and
• 53:49
  Speaker 1: one ear found in the alders. Bodo grew to be
• 53:52
  Speaker 1: a large boy. He made many friends among the tree dwellers,
• 53:56
  Speaker 1: but he liked one ear best of all. The boys
• 53:59
  Speaker 1: like to hunt again when they had enough to eat,
• 54:02
  Speaker 1: they liked to play. One night, as they were watching
• 54:04
  Speaker 1: a herd of wild cattle, a young cow caught their eye.
• 54:08
  Speaker 1: She was running down toward the marsh. The boys wondered
• 54:11
  Speaker 1: why she was going. They chased her down the trail.
• 54:14
  Speaker 1: When the cow saw what the boys were doing, she
• 54:16
  Speaker 1: started off through the underbrush. It was no longer safe
• 54:20
  Speaker 1: to follow, so the boys gave up the chase. Darkness
• 54:23
  Speaker 1: came on. The boys dropped their clubs and climbed a tree,
• 54:27
  Speaker 1: where they spent the night. They slept until the break
• 54:30
  Speaker 1: of day. As they were rubbing their sleepy eyes, they
• 54:33
  Speaker 1: heard a queer sound close by. What is that, said Bodo.
• 54:38
  Speaker 1: The boys listened. All was still, but they were sure
• 54:41
  Speaker 1: that some animal was near. There was a clump of
• 54:44
  Speaker 1: alders within a stone's throw. Perhaps a bear was hiding there.
• 54:49
  Speaker 1: The boys were eager to find out, but they knew
• 54:51
  Speaker 1: better than to rush into danger, so they waited and listened.
• 54:56
  Speaker 1: All was quiet. Bodo threw a stick. Not a sound
• 55:01
  Speaker 1: could be heard. He called out, still, there was no sound.
• 55:06
  Speaker 1: The boys slipped down the tree and picked up their clubs.
• 55:09
  Speaker 1: They crept up softly and peeped into the alders. There's
• 55:13
  Speaker 1: nothing there, said one ear. Bodo knew better. He noticed
• 55:18
  Speaker 1: a hump among the leaves. He reached at his hand
• 55:21
  Speaker 1: and touched it. It was a little calf that had
• 55:23
  Speaker 1: been hid there by its mother. It scarcely moved as
• 55:27
  Speaker 1: Bodo touched it. Its mother had taught it to lie still.
• 55:31
  Speaker 1: Many people might have passed it by, but Bodo had
• 55:34
  Speaker 1: sharp eyes, and besides, he was very hungry. So the
• 55:38
  Speaker 1: boys killed the calf and began to eat the raw flesh.
• 55:41
  Speaker 1: They ate until they were satisfied, Then they played among
• 55:44
  Speaker 1: the trees. Things to do. Choose somebody to be Bodo
• 55:49
  Speaker 1: and somebody to be one ear, and let them show
• 55:52
  Speaker 1: how the boys found the calf model a calf in clay,
• 55:56
  Speaker 1: end of chapter twenty. This recording is in the public domain.
• 56:07
  Speaker 1: Chapter twenty one of The Tree Dwellers by Catherine Elizabeth Dopp,
• 56:12
  Speaker 1: recorded for LibriVox dot org. Things to think about. Why
• 56:17
  Speaker 1: were all the animals afraid of the rhinoceros? How could
• 56:20
  Speaker 1: the little hyenas hunt the big nosed rhinoceros? What could
• 56:24
  Speaker 1: the tree dwellers learn by watching the wild animals hunt?
• 56:28
  Speaker 1: How the hyaenas hunted. One day, Bodo and one ear
• 56:31
  Speaker 1: climbed a fig tree near the edge of a cliff.
• 56:34
  Speaker 1: They were watching a big nosed rhinoceros. It had just
• 56:37
  Speaker 1: rooted up an oak tree with its twin tusked snout.
• 56:41
  Speaker 1: Now it was tearing the trunk into strips. As we
• 56:43
  Speaker 1: tear a stalk of celery. The boys watched it grinding
• 56:46
  Speaker 1: the wood with its great teeth. They were glad that
• 56:49
  Speaker 1: they were safe in the fir tree. They watched the
• 56:51
  Speaker 1: creature in silence. Suddenly, Bodo gave one ear a nudge.
• 56:56
  Speaker 1: One ear looked up. Bodo put his finger to his
• 56:59
  Speaker 1: lips and pointed toward the underbrush. One ear stared with
• 57:03
  Speaker 1: open mouth. A whole pack of hyaenas was on the cliff.
• 57:07
  Speaker 1: They were sneaking along towards the rhinoceros. What hungry looking
• 57:11
  Speaker 1: creatures they were. How their eyes gleamed. The boys wondered
• 57:15
  Speaker 1: what the hyaenas would do. They watched to see. The
• 57:18
  Speaker 1: big nosed rhinoceros went stupidly browsing along the edge of
• 57:21
  Speaker 1: the cliff. He did not see the hyaenas. The hyaenas
• 57:25
  Speaker 1: had learned that the rhinoceros could not see far away,
• 57:28
  Speaker 1: and now they were taking advantage of this. They were
• 57:31
  Speaker 1: too cowardly to risk a fair fight. Even the mammoth
• 57:34
  Speaker 1: and the saber tooth did not like to encounter the
• 57:36
  Speaker 1: big nose rhinoceros. Even they could not pierce his thick,
• 57:40
  Speaker 1: heavy skin. Even they feared his twin tusk snout. The
• 57:44
  Speaker 1: hyaenas crept softly from bush to bush. They kept their
• 57:47
  Speaker 1: eyes fastened upon the rhinoceros. As he stepped on the
• 57:51
  Speaker 1: very edge of the cliff. They sprang out and began
• 57:53
  Speaker 1: to growl. The rhinoceros turned fiercely upon them. He tossed
• 57:57
  Speaker 1: one of the hyaenas over the cliff. As he did this,
• 58:01
  Speaker 1: he lost his footing. The huge creature stumbled and fell.
• 58:05
  Speaker 1: He rolled down the steep cliff and was dashed upon
• 58:08
  Speaker 1: the rocks. The hyaenas were no longer afraid. They feasted
• 58:12
  Speaker 1: upon the carcass. They dragged the bones to their caves.
• 58:16
  Speaker 1: They gnawed them until they left the marks of their teeth.
• 58:19
  Speaker 1: The bones stayed in the caves for many years. Not
• 58:22
  Speaker 1: long ago, some one found them there. He sent them
• 58:25
  Speaker 1: to a museum, where they may be seen to day.
• 58:28
  Speaker 1: Perhaps you will go to the museum some time. If
• 58:30
  Speaker 1: you do, be sure and look at these bones, perhaps
• 58:34
  Speaker 1: you will be able to help your friends read the story.
• 58:36
  Speaker 1: They tell things to do. Think of the rhinoceros as
• 58:41
  Speaker 1: he was rooting up the tree. Think of him as
• 58:43
  Speaker 1: he was tearing the wood into strips. Draw one of
• 58:46
  Speaker 1: the pictures. Think of the high cliff with the caves
• 58:50
  Speaker 1: at its foot. Model the cliff and caves in your
• 58:53
  Speaker 1: sand box, end of chapter twenty one. This recording is
• 58:58
  Speaker 1: in the public domain. Chapter twenty two of The Tree
• 59:07
  Speaker 1: Dwellers by Catherine Elizabeth Dopp recorded for LibriVox dot org.
• 59:12
  Speaker 1: Things to think about. Can you think how a fire
• 59:15
  Speaker 1: might have been started before people knew how to make it?
• 59:18
  Speaker 1: What did the tree dwellers think the fire was, Why
• 59:22
  Speaker 1: did they fear it? What else did they fear? Frightened
• 59:26
  Speaker 1: by fire? One day there was a great storm on
• 59:29
  Speaker 1: the wooded hills. The lightning struck a tree in the forest.
• 59:32
  Speaker 1: It set it on fire at once. The flame spread
• 59:35
  Speaker 1: to the neighboring trees. The tree dwellers were driven to
• 59:38
  Speaker 1: the ground. They had never been so frightened before. They
• 59:42
  Speaker 1: were afraid of thunder and lightning. They were afraid of
• 59:45
  Speaker 1: beasts of prey. Only when they were up in a
• 59:48
  Speaker 1: tree did they feel that they were safe. But now
• 59:51
  Speaker 1: the trees were on fire. They thought that the fire
• 59:54
  Speaker 1: was a wild animal. They thought that it was an
• 59:56
  Speaker 1: animal that ate wood. They had seen the rhinoceros and
• 59:59
  Speaker 1: the amoth eat parts of trees, but this creature devoured
• 1:00:03
  Speaker 1: all the trees in its path. Several years passed by,
• 1:00:07
  Speaker 1: once again a fire broke out on the wooded hills.
• 1:00:10
  Speaker 1: Once again, the wild animals ran. The tree dwellers ran
• 1:00:14
  Speaker 1: for they were still afraid. Bodo ran for he too,
• 1:00:17
  Speaker 1: was afraid, but he soon stopped and looked at the fire.
• 1:00:22
  Speaker 1: He was almost full grown. Now he was learning every day.
• 1:00:25
  Speaker 1: He was curious about many things, and now he wanted
• 1:00:28
  Speaker 1: to see what the red monster was doing. So he
• 1:00:31
  Speaker 1: stood and watched it a moment. It seemed to be
• 1:00:33
  Speaker 1: chasing him, so he ran to find a hiding place.
• 1:00:37
  Speaker 1: He ran around through the underbrush, until at last he
• 1:00:39
  Speaker 1: found a safe place. The fire ran away from him.
• 1:00:42
  Speaker 1: Now he stood and gazed at the red flames. The
• 1:00:45
  Speaker 1: wind blew. The fire monster spread its great red wings
• 1:00:49
  Speaker 1: and leaped from tree to tree. The branches groaned and
• 1:00:53
  Speaker 1: cracked and fell. Bodo was filled with terror. He did
• 1:00:58
  Speaker 1: not know what to do. After a little while, it
• 1:01:00
  Speaker 1: began to rain. The fire monster became smaller and smaller.
• 1:01:05
  Speaker 1: In a few moments it was gone. Bodo wondered where
• 1:01:08
  Speaker 1: it went. Things to do? Think of the tree dwellers
• 1:01:13
  Speaker 1: and the animals running away from the forest fire. Draw
• 1:01:16
  Speaker 1: the picture show how Bodo tried to find out more
• 1:01:19
  Speaker 1: about the fire. Draw a picture of him as he
• 1:01:22
  Speaker 1: was watching the fire, end of chapter twenty two. This
• 1:01:27
  Speaker 1: recording is in the public domain. Chapter twenty three of
• 1:01:36
  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dopp recorded for LibriVox
• 1:01:41
  Speaker 1: dot org. Things to think about. Why would the tree
• 1:01:45
  Speaker 1: dwellers want to use fire? How would they learn to
• 1:01:48
  Speaker 1: take care of it? How could they live in a
• 1:01:51
  Speaker 1: better way after they had fire? How people got their
• 1:01:55
  Speaker 1: first homes. The tree dwellers still thought that the fire
• 1:01:59
  Speaker 1: was alive. The red monster still frightened them. Whenever they
• 1:02:03
  Speaker 1: saw it, they ran away. Boto, too was afraid of
• 1:02:06
  Speaker 1: the fire, so he tried to be good to it
• 1:02:09
  Speaker 1: and thus make it his friend. He gave it wood
• 1:02:12
  Speaker 1: to eat. He learned to go near it without getting hurt.
• 1:02:16
  Speaker 1: He learned to carry a burning branch. Once he carried
• 1:02:19
  Speaker 1: a firebrand to the old oak, he put it in
• 1:02:22
  Speaker 1: the hollow of the tree. Then he gave it dry
• 1:02:25
  Speaker 1: sticks that he found close by, and he watched it
• 1:02:27
  Speaker 1: while it ate them. As he stood looking at the fire,
• 1:02:31
  Speaker 1: the sound of footsteps fell upon his ear. He looked
• 1:02:34
  Speaker 1: to see who was passing. It was sharp Tooth. She
• 1:02:38
  Speaker 1: was coming to the old Oak tree. As soon as
• 1:02:40
  Speaker 1: she saw the fire, she ran. Bodo called to her.
• 1:02:44
  Speaker 1: He asked her to come back. Sharptooth was trembling so
• 1:02:48
  Speaker 1: that she could scarcely walk Boto took her by the hand.
• 1:02:52
  Speaker 1: He led her to the fire. He told her how
• 1:02:54
  Speaker 1: he had made friends with it. She listened to what
• 1:02:57
  Speaker 1: he said, but she still seemed afraid. Bodo wished to
• 1:03:01
  Speaker 1: show that he was not afraid. He looked puzzled a moment,
• 1:03:04
  Speaker 1: and then he said, I am not going to sleep
• 1:03:07
  Speaker 1: in the trees any more. For a moment, Sharptooth was speechless.
• 1:03:12
  Speaker 1: At length, she opened her lips and spoke, the cave
• 1:03:15
  Speaker 1: bears will get you, was what she said. But Bodo
• 1:03:18
  Speaker 1: had thought of the bears. I am not afraid of
• 1:03:21
  Speaker 1: the bears, he said. They run when they see me
• 1:03:24
  Speaker 1: with fire. I am going to sleep at the foot
• 1:03:27
  Speaker 1: of this tree. Then Sharptooth was troubled. She was anxious
• 1:03:31
  Speaker 1: about Bodo. She had taught him the best that she could,
• 1:03:35
  Speaker 1: but now he seemed to be risking his life. She
• 1:03:39
  Speaker 1: wondered how he could do it. As it grew dark,
• 1:03:42
  Speaker 1: she climbed into a neighboring tree. She was afraid to
• 1:03:45
  Speaker 1: sleep in the old oak that night. Bodo stayed on
• 1:03:48
  Speaker 1: the ground beside the fire. Sharptooth did not close her eyes.
• 1:03:52
  Speaker 1: She kept watch from a branch of the tree. She
• 1:03:55
  Speaker 1: knew the wild animals were out of their dens. She
• 1:03:59
  Speaker 1: saw their shadows among the trees. But when they saw
• 1:04:02
  Speaker 1: the fire, they turned and ran. But Bodo stayed by
• 1:04:05
  Speaker 1: the fire. He was a brave boy, yet he could
• 1:04:08
  Speaker 1: not sleep. As long as he was awake, he felt safe,
• 1:04:13
  Speaker 1: but he was afraid of what might happen if he
• 1:04:15
  Speaker 1: went to sleep, so he kept awake and fed the fire.
• 1:04:19
  Speaker 1: Sharptooth still kept watch from the tree. At last she
• 1:04:23
  Speaker 1: came down. Let me feed the fire, Bodo, while you sleep,
• 1:04:27
  Speaker 1: she said. Boto had been yawning for some time. He
• 1:04:31
  Speaker 1: was glad to have a chance to rest, so he
• 1:04:34
  Speaker 1: slept while Sharptooth took his place. She watched the fire
• 1:04:37
  Speaker 1: cautiously at first. Then she fed it and found that
• 1:04:41
  Speaker 1: it did not hurt her. She liked the warmth that
• 1:04:44
  Speaker 1: it gave. She enjoyed the pleasant firelight. She saw that
• 1:04:48
  Speaker 1: it was their friend. After that, Sharptooth and Boto did
• 1:04:52
  Speaker 1: not sleep in trees. They lived by the fire at
• 1:04:55
  Speaker 1: the foot of a tree. Sometimes their home was by
• 1:04:58
  Speaker 1: the old oak, sometime it was in other places, but
• 1:05:02
  Speaker 1: it was always where they carried the fire. Things to
• 1:05:05
  Speaker 1: do tell how to make a fire? What does the
• 1:05:09
  Speaker 1: fire need in order to burn. Put a tumbler over
• 1:05:12
  Speaker 1: a lighted candle and watch to see what happens. Why
• 1:05:15
  Speaker 1: does the light go out? Light the candle again and
• 1:05:19
  Speaker 1: see if you can find out what it is that burns.
• 1:05:22
  Speaker 1: End of chapter twenty three. This recording is in the
• 1:05:26
  Speaker 1: public domain. Chapter twenty four of The Tree Dwellers by
• 1:05:35
  Speaker 1: Catherine Elizabeth Dopp, recorded for LibriVox dot org. Things to
• 1:05:41
  Speaker 1: think about. What do you think the other tree dwellers
• 1:05:45
  Speaker 1: did when they heard of the fire Sharptooth and Bodo
• 1:05:48
  Speaker 1: had Does fire ever do any harm nowadays? Why do
• 1:05:52
  Speaker 1: we need to be careful in using fire? How the
• 1:05:55
  Speaker 1: tree dwellers formed a clan. The next night, one ear stayed,
• 1:05:59
  Speaker 1: which Sharptooth and Bodo at the foot of the old oak.
• 1:06:03
  Speaker 1: Then other tree dwellers came. At first they were afraid,
• 1:06:06
  Speaker 1: just as Sharptooth had been, But they too soon learned
• 1:06:09
  Speaker 1: that the fire was their friend. So they sat around
• 1:06:12
  Speaker 1: the fire each evening. They talked about the wild animals
• 1:06:16
  Speaker 1: they had seen. As long as they sat by the fire,
• 1:06:19
  Speaker 1: they felt safe, So they came to the fireplace each night.
• 1:06:23
  Speaker 1: They began to live together. They formed a clan Their
• 1:06:27
  Speaker 1: clan was the fire clan. The women with babies stayed
• 1:06:31
  Speaker 1: near the fire. All the others went farther away. Each
• 1:06:35
  Speaker 1: one hunted for his own food, Each ate what he
• 1:06:38
  Speaker 1: found on the spot, but all came back to the
• 1:06:40
  Speaker 1: fireplace at night. All were tired and needed to rest.
• 1:06:45
  Speaker 1: Since they had no chairs, they squatted on the ground.
• 1:06:48
  Speaker 1: They talked, and they played in the firelight. When they
• 1:06:52
  Speaker 1: got drowsy, they fell asleep. But Sharptooth kept watch of
• 1:06:55
  Speaker 1: the fire. Her sisters helped, but she was the clan mother.
• 1:07:00
  Speaker 1: It was she who took charge of the fire. She
• 1:07:03
  Speaker 1: knew how the fire became their friend. She knew that
• 1:07:06
  Speaker 1: it needed care. She knew that it gave them their
• 1:07:09
  Speaker 1: first home. So she taught the people to worship the fire.
• 1:07:15
  Speaker 1: Things to do. Play that you are tree dwellers just
• 1:07:18
  Speaker 1: beginning to form a clan. Plan how you will divide
• 1:07:21
  Speaker 1: your work. Choose sides, and let those on one side
• 1:07:25
  Speaker 1: tell a story of the tree dwellers before they had fire.
• 1:07:28
  Speaker 1: Let those on the other side tell a story of
• 1:07:30
  Speaker 1: the tree dwellers after they had fire. Look at the
• 1:07:33
  Speaker 1: picture on page one hundred, and tell such a story
• 1:07:36
  Speaker 1: about it. As you think the tree dwellers would tell
• 1:07:39
  Speaker 1: after they had seen such a fight end of chapter
• 1:07:43
  Speaker 1: twenty four. This recording is in the public domain. Chapter
• 1:07:53
  Speaker 1: twenty five of The Tree Dwellers by Catherine Elizabeth Dopp,
• 1:07:57
  Speaker 1: recorded for LibriVox dot org. Things to think about. How
• 1:08:02
  Speaker 1: were the tree dwellers sheltered from wind and rain? How
• 1:08:05
  Speaker 1: did they keep warm after they used fire? How did
• 1:08:09
  Speaker 1: they find shelter from the rain? What trees are for
• 1:08:12
  Speaker 1: the best shelter from the rain? Where is the rain
• 1:08:15
  Speaker 1: that falls on those trees carried? Do you know what
• 1:08:18
  Speaker 1: kind of roots those trees have? What trees do not
• 1:08:21
  Speaker 1: give a good shelter from the rain? Why? What trees
• 1:08:25
  Speaker 1: would give the best shelter in the winter? Why? How
• 1:08:29
  Speaker 1: did the fire clan find shelter from the cold winds?
• 1:08:32
  Speaker 1: If they were living in places that were not well sheltered.
• 1:08:35
  Speaker 1: What kind of a shelter do you think they might make?
• 1:08:39
  Speaker 1: How the women made a shelter? When people slept in trees,
• 1:08:42
  Speaker 1: they did not need to make a shelter. They were
• 1:08:45
  Speaker 1: sheltered by the trees. Long after they began to sleep
• 1:08:48
  Speaker 1: on the ground, the trees still sheltered them. The leaves
• 1:08:51
  Speaker 1: of the trees kept off the rain. The thick underbrush
• 1:08:54
  Speaker 1: kept off the cold winds. When the fire clan moved
• 1:08:57
  Speaker 1: to a new place, it was always Shre who chose
• 1:09:01
  Speaker 1: the spot for the fire. She knew the best sheltered places.
• 1:09:04
  Speaker 1: Sometimes she chose a spot near an oak or a birch.
• 1:09:08
  Speaker 1: Their tops were well thatched with leaves. They shed rain
• 1:09:11
  Speaker 1: almost as well as a roof. But when the oak
• 1:09:14
  Speaker 1: and the birch trees dropped their leaves, sharp tooth carried
• 1:09:17
  Speaker 1: her fire to a fir or a spruce. These evergreen
• 1:09:20
  Speaker 1: trees had needle like leaves. They gave some protection from
• 1:09:23
  Speaker 1: the rain and the snow, but sometimes a drizzling rain
• 1:09:26
  Speaker 1: kept up for many days. Sometimes the cold winds blew.
• 1:09:30
  Speaker 1: Then the fire clan shivered with the wet and the cold.
• 1:09:34
  Speaker 1: Mothers were anxious about their children. They wanted to keep
• 1:09:37
  Speaker 1: them safe from harm, so they tried to keep off
• 1:09:39
  Speaker 1: the cold wind and the rain. They had not yet
• 1:09:42
  Speaker 1: learned many ways of working, but they had long known
• 1:09:45
  Speaker 1: how to weave cradles of vines, So the women now
• 1:09:49
  Speaker 1: tried to weave a shelter. They broke off large armfuls
• 1:09:52
  Speaker 1: of evergreens. They carried them to some saplings that grew
• 1:09:55
  Speaker 1: near the fire. Then they bent down the tops of
• 1:09:58
  Speaker 1: the small growing saplings. They tied them together and began
• 1:10:02
  Speaker 1: to weave. They wove branches of evergreens among them. They
• 1:10:05
  Speaker 1: piled larger branches against the wall. At last the shelter
• 1:10:09
  Speaker 1: was done. It was the first shelter that they had made.
• 1:10:13
  Speaker 1: There was not one like it on the wooded hills.
• 1:10:16
  Speaker 1: Things to do. Make a playhouse that will shelter you
• 1:10:19
  Speaker 1: from the wind and the rain. Find trees that give
• 1:10:22
  Speaker 1: a good shelter from the sun and the rain. Notice
• 1:10:25
  Speaker 1: trees that do not give good shelter. See if you
• 1:10:28
  Speaker 1: can find out why some trees give a better shelter
• 1:10:30
  Speaker 1: than others. When do oaks and birches drop their leaves?
• 1:10:35
  Speaker 1: Do evergreen trees ever drop their leaves? Find out why
• 1:10:38
  Speaker 1: we call them evergreen trees? End of chapter twenty five.
• 1:10:43
  Speaker 1: This recording is in the public domain. Chapter twenty six
• 1:10:52
  Speaker 1: of The Tree Dwellers by Catherine Elizabeth Thopp, recorded for
• 1:10:56
  Speaker 1: LibriVox dot org. Things to think about. What do we
• 1:11:01
  Speaker 1: use baskets for? What are they made of? Do you
• 1:11:04
  Speaker 1: think the tree dwellers made baskets before they had fire?
• 1:11:08
  Speaker 1: When do you think that they would first need baskets.
• 1:11:11
  Speaker 1: How do you think that they might have made them?
• 1:11:14
  Speaker 1: How Sharptooth made a basket before the tree dwellers had fire,
• 1:11:19
  Speaker 1: They did not need baskets for a long time. Afterwards
• 1:11:22
  Speaker 1: they did not make them. They ate fruits from the
• 1:11:25
  Speaker 1: trees and cracked the nuts where they found them. Each
• 1:11:28
  Speaker 1: night they came home one by one. Sharptooth still had
• 1:11:32
  Speaker 1: charge of the fire. She ate wild roots that grew near.
• 1:11:35
  Speaker 1: She cracked nuts that she found in the trees. Close by.
• 1:11:39
  Speaker 1: She ate berries in a neighboring patch. But she never
• 1:11:42
  Speaker 1: went far away, and she never stayed away long. The
• 1:11:45
  Speaker 1: blueberries were now ripe, so she went to the patch.
• 1:11:49
  Speaker 1: How she wished she might stay a long time, But
• 1:11:52
  Speaker 1: as soon as she had eaten a few, she hurried
• 1:11:54
  Speaker 1: home to the fire. As she scrambled over the fallen branches,
• 1:11:58
  Speaker 1: she broke off a hand of bushes. They were loaded
• 1:12:02
  Speaker 1: with ripe blueberries. She carried them home to the children.
• 1:12:06
  Speaker 1: She told the women and children about the patch. They
• 1:12:08
  Speaker 1: all wanted to go, so they piled broken branches upon
• 1:12:12
  Speaker 1: the fire. Then sharp Tooth told one of the women
• 1:12:14
  Speaker 1: to stay at home and take charge of the fire.
• 1:12:17
  Speaker 1: The women left their babies and the little children in
• 1:12:19
  Speaker 1: charge of this woman too. How disappointed the little children were.
• 1:12:24
  Speaker 1: They watched the women and older children until they had
• 1:12:26
  Speaker 1: passed out of sight among the trees. Sharp Tooth led
• 1:12:30
  Speaker 1: the way to the patch. In a few moments they
• 1:12:32
  Speaker 1: found it. It was almost blue with berries. The children
• 1:12:36
  Speaker 1: ate as fast as they picked. The women ate too
• 1:12:39
  Speaker 1: for a while, but they remembered their little ones at home,
• 1:12:43
  Speaker 1: so they picked heaping handfuls of berries. They wanted to
• 1:12:46
  Speaker 1: carry more berries, so hunted for something to hold them.
• 1:12:49
  Speaker 1: One woman had a rabbit skin. The other women helped
• 1:12:53
  Speaker 1: her to fill it with berries. Another woman made a
• 1:12:55
  Speaker 1: basket of oak leaves. They filled that with berries. Sharp
• 1:12:59
  Speaker 1: Tooth gathered some rushes from a marshy place and tried
• 1:13:02
  Speaker 1: still another way. She sat down upon the grass and
• 1:13:06
  Speaker 1: began to weave. The bottom of the basket was soon made.
• 1:13:10
  Speaker 1: Then she bent the rushes and tied the ends together.
• 1:13:13
  Speaker 1: After that she wove round and round. When the basket
• 1:13:16
  Speaker 1: was deep enough, she fastened the ends. Then the basket
• 1:13:20
  Speaker 1: was done. It did not have a rim. Sharptooth did
• 1:13:24
  Speaker 1: not miss the rim, for this was her first basket.
• 1:13:27
  Speaker 1: She called the women and children around her. They ran
• 1:13:30
  Speaker 1: up to see what she had made. Everyone wanted to
• 1:13:33
  Speaker 1: take it. It did not take long to fill the
• 1:13:36
  Speaker 1: basket with berries. Sharptooth took them home to the children.
• 1:13:40
  Speaker 1: How glad the little ones were when they saw the
• 1:13:42
  Speaker 1: women and children. They were glad to eat the berries
• 1:13:46
  Speaker 1: while they were smacking their lips. Sharptooth showed them the basket.
• 1:13:51
  Speaker 1: That night, as the fathers and mothers came home, the
• 1:13:54
  Speaker 1: children ran out to meet them. Each time they told
• 1:13:57
  Speaker 1: what Sharptooth had made. Each time they showed the rush basket.
• 1:14:01
  Speaker 1: It was not many days before each of the older
• 1:14:04
  Speaker 1: children had made one like it. Things to do Look
• 1:14:10
  Speaker 1: at the pictures in this lesson and see how sharp
• 1:14:12
  Speaker 1: tousee basket was made. Gather tough grasses or rushes and
• 1:14:16
  Speaker 1: make a basket of your own. Show how the children
• 1:14:20
  Speaker 1: ran to meet the fathers and mothers as they came
• 1:14:22
  Speaker 1: home at night. Draw the picture end of chapter twenty six.
• 1:14:27
  Speaker 1: This recording is in the public domain. Chapter twenty seven
• 1:14:37
  Speaker 1: of The Tree Dwellers by Catherine Elizabeth Dopp, recorded for
• 1:14:41
  Speaker 1: LibriVox dot org. Things to think about Do you think
• 1:14:45
  Speaker 1: that the fire clan used fire in as many ways?
• 1:14:48
  Speaker 1: As we do. What do we use it for? How
• 1:14:51
  Speaker 1: many uses do you think that the fire clan made
• 1:14:54
  Speaker 1: of it? Can you think how people learn to cook food?
• 1:14:59
  Speaker 1: How Bodo u fire. All the tree dwellers now knew
• 1:15:03
  Speaker 1: that the fire was their friend. They found it useful
• 1:15:06
  Speaker 1: in many ways. It guarded the spot where they slept
• 1:15:09
  Speaker 1: at night, and it helped them all through the day.
• 1:15:12
  Speaker 1: They no longer swung from branch to branch. When they
• 1:15:15
  Speaker 1: carried a fire brand, it was safe to walk on
• 1:15:18
  Speaker 1: the ground. Their hands were at last free. When Bodo
• 1:15:22
  Speaker 1: started out with his firebrand, the wild animals ran to
• 1:15:25
  Speaker 1: their dens. Sometimes Bodo pursued them. He chased some of
• 1:15:29
  Speaker 1: the animals home to their dens, but he never went
• 1:15:32
  Speaker 1: to the caves. Sabertooth and the cave bear were too
• 1:15:35
  Speaker 1: large and fierce. The hyaenas were small, but they lived
• 1:15:39
  Speaker 1: in packs, so Bodo learned to let them alone. But
• 1:15:43
  Speaker 1: he was not afraid of the gophers and badgers. He
• 1:15:47
  Speaker 1: chased them to their holes and tried to smoke them out.
• 1:15:50
  Speaker 1: He would build a fire at the mouth of a hole.
• 1:15:53
  Speaker 1: Then he would stand with a club in his hand
• 1:15:55
  Speaker 1: and watch. He would watch until the animal came out
• 1:16:00
  Speaker 1: sometimes he had to wait a long time, but in
• 1:16:02
  Speaker 1: the end he nearly always got meat to eat. One day,
• 1:16:07
  Speaker 1: he was hunting squirrels. He chased a squirrel to its
• 1:16:10
  Speaker 1: hole in a tree. Then he tried to smoke it out.
• 1:16:13
  Speaker 1: He waited a long time in vain, so at last
• 1:16:16
  Speaker 1: he set fire to the tree. But the rain soon
• 1:16:19
  Speaker 1: came and his fire went out. So Bodo struck the
• 1:16:22
  Speaker 1: tree with his club. The trunk gave way. Boto peeped
• 1:16:26
  Speaker 1: into the hollow tree. He wanted to find the squirrel.
• 1:16:30
  Speaker 1: It lay there perfectly still. He put in his hand
• 1:16:34
  Speaker 1: and pulled it out. It had been killed by the
• 1:16:37
  Speaker 1: fire and smoke. He began to eat the warm flesh.
• 1:16:41
  Speaker 1: He wondered why it was so hot and tender. Boto
• 1:16:44
  Speaker 1: did not know then that the flesh had been roasted.
• 1:16:47
  Speaker 1: This was the first time that he had ever eaten
• 1:16:50
  Speaker 1: cooked food. Not long afterward, all the people learned to
• 1:16:55
  Speaker 1: roast meat. Things to do Draw a picture of boat
• 1:17:00
  Speaker 1: hunting with a firebrand. See if you can find trees
• 1:17:03
  Speaker 1: that have hollows in them, how do you think that
• 1:17:06
  Speaker 1: the hollows were made? Find out whether there are any
• 1:17:09
  Speaker 1: animals near you that live in hollow trees end of
• 1:17:14
  Speaker 1: chapter twenty seven. This recording is in the public domain.
• 1:17:25
  Speaker 1: Chapter twenty eight of The Tree Dwellers by Catherine Elizabeth Dopp,
• 1:17:29
  Speaker 1: recorded for LibriVox dot org. Things to think about. Do
• 1:17:34
  Speaker 1: you think that the people of the Fire clan would
• 1:17:37
  Speaker 1: help one another in time of danger? Can you think
• 1:17:40
  Speaker 1: why people began to work together instead of hunting alone?
• 1:17:45
  Speaker 1: How Bodo saved one Ear's life. One day, one ear
• 1:17:49
  Speaker 1: was hunting gophers on the grassy upland his torch went out,
• 1:17:53
  Speaker 1: so he tried to get back to the wooded hills
• 1:17:55
  Speaker 1: without being seen. At first, he crept through the tall grass,
• 1:17:59
  Speaker 1: but soon he came to a place where the grass
• 1:18:01
  Speaker 1: did not cover him. He hurried on as fast as
• 1:18:04
  Speaker 1: he could. He had almost reached the wooded hills when
• 1:18:07
  Speaker 1: a cave bear crossed his path. The bear saw him.
• 1:18:12
  Speaker 1: One ear shouted for help and then ran as he
• 1:18:14
  Speaker 1: had never run before. But the cave bear overtook him.
• 1:18:19
  Speaker 1: He soon had one ear in his embrace. One ear
• 1:18:22
  Speaker 1: remembered nothing more, But the men who heard him saw
• 1:18:25
  Speaker 1: what happened. They saw the cave bear grasp him with
• 1:18:29
  Speaker 1: his huge paws. Then they saw Bodo rush up to
• 1:18:32
  Speaker 1: the cave bear and wave a torch in his face.
• 1:18:35
  Speaker 1: The cave bear let go his hold. The frightened beast
• 1:18:38
  Speaker 1: ran off to his cave. The men came up in
• 1:18:41
  Speaker 1: time to help Bodo raise one ear from the ground.
• 1:18:44
  Speaker 1: They helped him back to the wooded hills. His wounds
• 1:18:47
  Speaker 1: were soon healed, but he always carried the marks of
• 1:18:50
  Speaker 1: that cave bear. That was the day that he lost
• 1:18:53
  Speaker 1: his ear. We have called him one ear before, but
• 1:18:56
  Speaker 1: the fire clan never called him one ear until after
• 1:18:59
  Speaker 1: the day. Things to do, Find a stick that will
• 1:19:04
  Speaker 1: make a good torch, and make one draw a picture
• 1:19:07
  Speaker 1: of one ear and the cave bear. End of chapter
• 1:19:11
  Speaker 1: twenty eight. This recording is in the public domain. Chapter
• 1:19:21
  Speaker 1: twenty nine of The Tree Dwellers by Catherine Elizabeth Dopp,
• 1:19:24
  Speaker 1: recorded for LibriVox dot org. Things to think about. How
• 1:19:30
  Speaker 1: do you think the fire clan spent the evening if
• 1:19:33
  Speaker 1: they could not say what they wished to say? How
• 1:19:36
  Speaker 1: do you think they would make themselves understood? How do
• 1:19:39
  Speaker 1: you think they learned to hunt together? How people learn
• 1:19:43
  Speaker 1: to hunt large animals? For many days the men talked
• 1:19:46
  Speaker 1: about one Ear's narrow escape. They acted the whole thing
• 1:19:50
  Speaker 1: over again. One man would show what one ear did.
• 1:19:54
  Speaker 1: Another would take the part of the cave bear. Then
• 1:19:56
  Speaker 1: someone would play he was Bodo and rush up with
• 1:19:59
  Speaker 1: a make bleak leave torch. Others learned how the men
• 1:20:02
  Speaker 1: came up to the spot and helped one ear home.
• 1:20:05
  Speaker 1: They played this over and over again. They learned to
• 1:20:09
  Speaker 1: work together. They learned to play other plays as well.
• 1:20:13
  Speaker 1: They learned it in this way. They watched the wild
• 1:20:16
  Speaker 1: animals all through the day. At night, they showed what
• 1:20:19
  Speaker 1: they had seen. At last, they made plans for hunting them.
• 1:20:24
  Speaker 1: They did it the way children make a new game. First,
• 1:20:27
  Speaker 1: they chose a leader for the play. Then the leader
• 1:20:31
  Speaker 1: asked them all to help. He showed them what to do.
• 1:20:34
  Speaker 1: They all did as the leader said. They learned to
• 1:20:38
  Speaker 1: play together. This play was their hunting dance. It helped
• 1:20:42
  Speaker 1: the people to hunt together. It helped the brave men
• 1:20:45
  Speaker 1: to lead in the hunt. It helped all the people
• 1:20:48
  Speaker 1: to do their part. Only brave men were given a
• 1:20:52
  Speaker 1: chance to lead the hunting dance. Each one led the
• 1:20:55
  Speaker 1: best that he could. The people always chose the man
• 1:20:59
  Speaker 1: that they thought led the best. This man led them
• 1:21:02
  Speaker 1: all in the hunt. The next day things to do.
• 1:21:07
  Speaker 1: Let anyone who would like to lead in a hunt.
• 1:21:10
  Speaker 1: Lead in a hunting dance. When all have led who
• 1:21:13
  Speaker 1: wish to do so, Let the class choose the one
• 1:21:15
  Speaker 1: who led the best. End of Chapter twenty nine. This
• 1:21:20
  Speaker 1: recording is in the public domain. Chapter thirty of The
• 1:21:29
  Speaker 1: Tree Dwellers by Catherine Elizabeth Dopp, recorded for LibriVox dot org.
• 1:21:35
  Speaker 1: Things to think about. Why do you think the tree
• 1:21:38
  Speaker 1: dwellers like their brave men best? How do you think
• 1:21:42
  Speaker 1: they help them to become more brave? Can you think
• 1:21:45
  Speaker 1: why people had not yet learned to wear clothing? Why
• 1:21:48
  Speaker 1: would they care more for ornaments at first? Have you
• 1:21:51
  Speaker 1: ever heard anyone speak of a feather in one's cap?
• 1:21:54
  Speaker 1: Can you tell what is meant by it? What kind
• 1:21:57
  Speaker 1: of ornaments do you like to wear? Do you know
• 1:22:00
  Speaker 1: how to make them? Can you make such ornaments as
• 1:22:03
  Speaker 1: the tree dwellers wore? Why people began to wear ornaments?
• 1:22:09
  Speaker 1: The Fire clan played a hunting dance each night. They
• 1:22:12
  Speaker 1: hunted every day. They began to attack the larger animals.
• 1:22:16
  Speaker 1: Brave men were needed to do this. Men liked to
• 1:22:19
  Speaker 1: show that they were brave, so they kept trophies of
• 1:22:22
  Speaker 1: their conflicts with the wild beasts. These trophies were sometimes
• 1:22:26
  Speaker 1: teeth and claws. Sometimes they were beautiful skins and feathers.
• 1:22:30
  Speaker 1: When men found the time, they worked upon them, they
• 1:22:33
  Speaker 1: made them into curious ornaments. It was hard work to
• 1:22:37
  Speaker 1: bore holes through the teeth and claws, but they learned
• 1:22:40
  Speaker 1: to do it. They strung them on sinews and hung
• 1:22:44
  Speaker 1: them about their necks. Sometimes they wore them on their
• 1:22:47
  Speaker 1: arms and wrists. Sometimes they wore them on their ankles
• 1:22:50
  Speaker 1: and knees. They made head dresses of the feathers. They
• 1:22:54
  Speaker 1: covered their shoulders with the skins. Men did not wear
• 1:22:57
  Speaker 1: skins to keep themselves warm. They wore them to show
• 1:23:00
  Speaker 1: that they were brave. Such trophies were worn by all
• 1:23:03
  Speaker 1: the brave men. These men were the leaders in time
• 1:23:06
  Speaker 1: of danger. When they were successful in the hunt, the
• 1:23:09
  Speaker 1: people praised them. When they failed, the people mocked them.
• 1:23:14
  Speaker 1: So they tried to do their work well. They tried
• 1:23:17
  Speaker 1: to find the best stones for tools and weapons. They
• 1:23:20
  Speaker 1: worked until they made them sharp and strong. They studied
• 1:23:23
  Speaker 1: the animals until they learned their ways. They taught the
• 1:23:26
  Speaker 1: people the hunting dance. They kept the trophies of their
• 1:23:30
  Speaker 1: brave deeds. They were brave men. All the people praised
• 1:23:34
  Speaker 1: them things to do tell a story of how Bodo
• 1:23:39
  Speaker 1: earned a trophy. Find ornaments that you think the leaders
• 1:23:43
  Speaker 1: might have worn. Dress some dolls the way you think
• 1:23:47
  Speaker 1: that the leaders dressed. Perhaps you would like to string
• 1:23:50
  Speaker 1: seeds and make a necklace. End of chapter thirty. This
• 1:23:55
  Speaker 1: recording is in the public domain. Chapter thirty one of
• 1:24:05
  Speaker 1: The Tree Dwellers by Catherine Elizabeth Dupp, recorded for LibriVox
• 1:24:10
  Speaker 1: dot org. Things to think about what animals live in
• 1:24:15
  Speaker 1: the cold north? Do they like to live there? Would
• 1:24:20
  Speaker 1: you be surprised if any of these animals came here
• 1:24:22
  Speaker 1: to live? If they came, what do you think it
• 1:24:25
  Speaker 1: would mean? The coming of the musk sheep. One day,
• 1:24:30
  Speaker 1: long after Bodo lived, some men went up the valley
• 1:24:33
  Speaker 1: to hunt. They had not gone far when the leader
• 1:24:37
  Speaker 1: waved his hand. All the men stopped to find out
• 1:24:40
  Speaker 1: what he wanted. He pointed to a herd of strange
• 1:24:43
  Speaker 1: animals feeding on the rocky slope. Then he motioned to
• 1:24:47
  Speaker 1: show them what to do. He sent some of the
• 1:24:50
  Speaker 1: men up the trail to the right. He motioned for
• 1:24:52
  Speaker 1: others to go to the left. He wanted to surround
• 1:24:56
  Speaker 1: the animals. The strange creatures soon caught sight of them, hunters.
• 1:25:01
  Speaker 1: They huddled together like frightened sheep. Then the men thought
• 1:25:05
  Speaker 1: they could surely catch them. They shouted aloud for joy,
• 1:25:09
  Speaker 1: but the animals turned and ran up the slope. They
• 1:25:12
  Speaker 1: jumped over rocks and chasms with ease. They were soon
• 1:25:16
  Speaker 1: out of sight. How disappointed the hunters were. They did
• 1:25:20
  Speaker 1: not know what these strange animals were. They did not
• 1:25:24
  Speaker 1: know from what place they had come. They wondered why
• 1:25:27
  Speaker 1: they had come to their land. Perhaps you would like
• 1:25:30
  Speaker 1: to know. They were musk sheep that had come from
• 1:25:33
  Speaker 1: the cold, cold north. They were used to treeless, desolate places.
• 1:25:38
  Speaker 1: They were used to eating moss and young shoots of
• 1:25:40
  Speaker 1: the willow. They looked something like sheep and something like oxen.
• 1:25:45
  Speaker 1: Sometimes they are called musk oxen. They look something like bison.
• 1:25:50
  Speaker 1: Sometimes they are called musk bison. Does it seem strange
• 1:25:54
  Speaker 1: that the musk sheep should leave their cold home and
• 1:25:57
  Speaker 1: come to the land where the tree dwellers had lived?
• 1:26:00
  Speaker 1: It was not so strange as it seemed. Many years
• 1:26:04
  Speaker 1: had passed since the tree dwellers lived. It was no
• 1:26:07
  Speaker 1: longer warm on the wooded hills. There was snow on
• 1:26:10
  Speaker 1: the ground the greater part of the year. After many
• 1:26:14
  Speaker 1: years it became very cold. Then all the animals came
• 1:26:18
  Speaker 1: down from the north. The coming of the musk sheep
• 1:26:21
  Speaker 1: was the sign of the coming cold. Things to do.
• 1:26:26
  Speaker 1: Bend your arms and show how the musk sheep's horns curve.
• 1:26:30
  Speaker 1: How do you think the musk sheep used its horns?
• 1:26:33
  Speaker 1: Model a musk sheep in clay, end of chapter thirty one.
• 1:26:39
  Speaker 1: This recording is in the public domain. Chapter thirty two
• 1:26:49
  Speaker 1: of The Tree Dwellers by Catherine Elizabeth Dopp, recorded for
• 1:26:53
  Speaker 1: LibriVox dot org. Things to think about. What animals stay
• 1:26:59
  Speaker 1: here in the winter? How do they keep warm? How
• 1:27:03
  Speaker 1: do they find food? The wooly rhinoceros. About the same
• 1:27:09
  Speaker 1: time that the musk sheep came from the north, another
• 1:27:11
  Speaker 1: strange animal appeared. It was a huge creature, not one
• 1:27:16
  Speaker 1: like it has lived for ages. It was a wooly rhinoceros.
• 1:27:20
  Speaker 1: The big nosed rhinoceros liked to live where it was warm.
• 1:27:24
  Speaker 1: It lived on the wooded hills before the tree dwellers did.
• 1:27:28
  Speaker 1: The small nosed rhinoceros like the warm country too. It
• 1:27:31
  Speaker 1: came from the south when the tree dwellers appeared. But
• 1:27:34
  Speaker 1: the wooly rhinoceros came down from the north. It was
• 1:27:38
  Speaker 1: able to live in the cold. It had an inner
• 1:27:41
  Speaker 1: coat of fine, curly wool. This coat kept it warm.
• 1:27:45
  Speaker 1: It had a coarse, hairy outer coat. This coat kept
• 1:27:49
  Speaker 1: it from feeling heavy blows. It had two horns on
• 1:27:52
  Speaker 1: its ugly snout. They kept it safe from harm. When
• 1:27:56
  Speaker 1: it was not disturbed. It was a peaceable animal. But
• 1:27:59
  Speaker 1: when when it was attacked, there was no animal that
• 1:28:02
  Speaker 1: was more fierce. The other animals learned to leave it alone.
• 1:28:06
  Speaker 1: Sometimes the wolves and hyaenas frightened it over a precipice,
• 1:28:11
  Speaker 1: but it was a long time before men try to
• 1:28:13
  Speaker 1: hunt it. Things to do tell a story of how
• 1:28:18
  Speaker 1: the wild animals were taught to let the wooly rhinoceros alone.
• 1:28:23
  Speaker 1: See if you can find an animal that has both
• 1:28:25
  Speaker 1: an inner and an outer coat. End of chapter thirty two.
• 1:28:30
  Speaker 1: This recording is in the public domain. Chapter thirty three
• 1:28:39
  Speaker 1: of The Tree Dwellers by Catherine Elizabeth Dopp, recorded for
• 1:28:44
  Speaker 1: LibriVox dot org. How we have learned about the tree dwellers.
• 1:28:48
  Speaker 1: The tree dwellers lived such a long time ago that
• 1:28:51
  Speaker 1: we do not know all that they did, but they
• 1:28:54
  Speaker 1: have left some things to tell their story. A few
• 1:28:57
  Speaker 1: of their bones and stone weapons have been found in
• 1:28:59
  Speaker 1: the ground. We have learned something about the tree dwellers
• 1:29:02
  Speaker 1: from studying. These bones of animals that live then have
• 1:29:06
  Speaker 1: been found in the caves. They tell something more about
• 1:29:09
  Speaker 1: the life of the tree dwellers. Marks of plants have
• 1:29:12
  Speaker 1: been found upon the rocks. They too, helped to tell
• 1:29:15
  Speaker 1: the story. Wise men have studied all these things. They
• 1:29:19
  Speaker 1: have tried to learn all that they could about these people.
• 1:29:22
  Speaker 1: We have written their story in this book for you,
• 1:29:25
  Speaker 1: so that you may know how our forefathers lived before
• 1:29:28
  Speaker 1: they learned how to use fire and of chapter thirty three.
• 1:29:33
  Speaker 1: This recording is in the public domain. Suggestions to Teachers
• 1:29:44
  Speaker 1: from the Tree Dwellers by Catherine Elizabeth Dott, recorded for
• 1:29:49
  Speaker 1: LibriVox dot org. The test of a book is the
• 1:29:53
  Speaker 1: service it can render. The character of the service demanded
• 1:29:57
  Speaker 1: by it is determined by the needs of those to
• 1:29:59
  Speaker 1: whom it is div This book was not written for
• 1:30:02
  Speaker 1: the child of five or six years, although children of
• 1:30:05
  Speaker 1: that age have shown an interest in it. The child
• 1:30:08
  Speaker 1: of five or six is absorbed in the activities of
• 1:30:11
  Speaker 1: his own home and his immediate environment, his own neighborhood,
• 1:30:14
  Speaker 1: may well constitute the chief source from which to draw
• 1:30:17
  Speaker 1: the subject matter. In these early years. Even though many
• 1:30:20
  Speaker 1: of the processes which he observes are complex, it matters
• 1:30:24
  Speaker 1: little to the child at this time, for so easily
• 1:30:27
  Speaker 1: do they lend themselves to dramatic play that they cause
• 1:30:30
  Speaker 1: him little difficulty. The child at this time therefore has
• 1:30:33
  Speaker 1: no need of this book. But there comes a time
• 1:30:36
  Speaker 1: when the ideal and the real world begin to separate.
• 1:30:39
  Speaker 1: No longer content with a make believe process, and unable
• 1:30:43
  Speaker 1: to control the complex processes of modern life, he feels
• 1:30:46
  Speaker 1: a need that cannot be satisfied by the resources of
• 1:30:49
  Speaker 1: his neighborhood alone. There is need of looking elsewhere in
• 1:30:52
  Speaker 1: order to find experiences that are sufficiently related to his
• 1:30:56
  Speaker 1: spontaneous activities to enlist his attention, and so efficiently related
• 1:31:00
  Speaker 1: to what is best in the society in which he
• 1:31:02
  Speaker 1: lives to form legitimate subject matter for this period of development.
• 1:31:07
  Speaker 1: The materials which constitute the subject matter of this book
• 1:31:10
  Speaker 1: have been selected and arranged with reference to the needs
• 1:31:13
  Speaker 1: of the child at such a time. It is the
• 1:31:15
  Speaker 1: child of six and a half or seven years for
• 1:31:17
  Speaker 1: whom this book is intended. Were it not true that
• 1:31:21
  Speaker 1: so many books that are written for children have little
• 1:31:23
  Speaker 1: regard for real facts. It would seem unnecessary to state that,
• 1:31:27
  Speaker 1: in no case has material been introduced into this book
• 1:31:30
  Speaker 1: which cannot be justified by reference to a recognized authority
• 1:31:33
  Speaker 1: in anthropology, paleontology, or geology. The story form by means
• 1:31:38
  Speaker 1: of which these facts are conveyed is merely a literary
• 1:31:41
  Speaker 1: device for bringing home to the child the truth that
• 1:31:45
  Speaker 1: has thus far been ascertained regarding the fundamental steps in
• 1:31:48
  Speaker 1: the development of our industrial and social institutions. The portrayal
• 1:31:53
  Speaker 1: of the situation which caused our early forefathers to rob
• 1:31:55
  Speaker 1: birds nests and kill young animals will no doubt shock
• 1:31:59
  Speaker 1: the sentimentalist who orders eggs or veal. As a matter
• 1:32:02
  Speaker 1: of course, there might be good ground for his feeling,
• 1:32:05
  Speaker 1: were there not present in the child the instinct to
• 1:32:07
  Speaker 1: do similar deeds, even though living under social conditions that
• 1:32:11
  Speaker 1: do not justify such acts. Any One who will take
• 1:32:14
  Speaker 1: the trouble to recall his own childhood, or to make
• 1:32:17
  Speaker 1: the acquaintance of children of six and a half or
• 1:32:19
  Speaker 1: seven years, will realize that such instincts are present, and
• 1:32:23
  Speaker 1: that they must find expression in one form or another.
• 1:32:26
  Speaker 1: Is it wise to ignore the facts of the case
• 1:32:29
  Speaker 1: and allow the child to form the habit of gratifying
• 1:32:31
  Speaker 1: his blind instincts. Or shall we recognize the situation and
• 1:32:35
  Speaker 1: meet it with all the wisdom at our command? Is
• 1:32:37
  Speaker 1: it not the better plan to tell the child frankly
• 1:32:40
  Speaker 1: of the way in which people lived at the time
• 1:32:42
  Speaker 1: when they did what he would like to do now,
• 1:32:44
  Speaker 1: and lead him to discover the changes that have taken
• 1:32:47
  Speaker 1: place that lead us to disapprove of actions which, under
• 1:32:50
  Speaker 1: different conditions were considered good. The teacher, who knows that
• 1:32:54
  Speaker 1: she has good ground for her convictions, is not afraid
• 1:32:56
  Speaker 1: to look upon a question from all sides. The fact
• 1:32:59
  Speaker 1: that the teacher is willing to look at the question
• 1:33:01
  Speaker 1: from the child's point of view is a means of
• 1:33:03
  Speaker 1: establishing sympathetic relations between her and the child, who thus
• 1:33:08
  Speaker 1: becomes willing to look at the question from the teacher's
• 1:33:10
  Speaker 1: point of view. A sound or morality can be developed
• 1:33:14
  Speaker 1: by honestly facing the facts with the child, and by
• 1:33:17
  Speaker 1: giving him the benefit of a broader experience than by
• 1:33:20
  Speaker 1: leaving him to face the situation alone. In the light
• 1:33:22
  Speaker 1: of what part of the facts, the problems with which
• 1:33:25
  Speaker 1: the child at this time is grappling are so similar
• 1:33:28
  Speaker 1: in character to those of the race during the early
• 1:33:30
  Speaker 1: periods of its development that they afford the child a
• 1:33:33
  Speaker 1: rich background of experience suited to his own needs. The
• 1:33:37
  Speaker 1: successful solution of these problems is as important with reference
• 1:33:40
  Speaker 1: to the development of the individual today as then in
• 1:33:43
  Speaker 1: determining the welfare of the race. A firm basis for
• 1:33:47
  Speaker 1: the development of the intellectual, the moral, and the physical
• 1:33:50
  Speaker 1: life can thus be laid at this time by a
• 1:33:53
  Speaker 1: wise use of the experiences of the race when it
• 1:33:55
  Speaker 1: was laying the foundations upon which our civilization rests. It
• 1:33:59
  Speaker 1: might be remembered that there is as wide a difference
• 1:34:02
  Speaker 1: between the real situation in the hunting life and the
• 1:34:05
  Speaker 1: scenes depicted in this book as there is between the
• 1:34:08
  Speaker 1: real attitudes of primitive people and those of the child,
• 1:34:11
  Speaker 1: which are idealized forms of the same attitudes. The child,
• 1:34:15
  Speaker 1: which shrink in terror from the real conflict, his interest
• 1:34:19
  Speaker 1: is in the dramatized form. If this dramatic interest of
• 1:34:22
  Speaker 1: the child is satisfied, it can be made to pay
• 1:34:25
  Speaker 1: tribute to the sciences and the arts. If it is
• 1:34:28
  Speaker 1: ignored or repressed, it is liable to find expression in
• 1:34:31
  Speaker 1: acts of cruelty. See Catherine E. Dpp. Some Steps in
• 1:34:36
  Speaker 1: the evolution of social occupations the elementary school teacher may
• 1:34:40
  Speaker 1: in September nineteen o three the University of Chicago Press method.
• 1:34:47
  Speaker 1: The subject matter is presented with the view of economizing
• 1:34:50
  Speaker 1: the energy of the teacher as well as that of
• 1:34:52
  Speaker 1: the child. The attempt has been made to base each
• 1:34:55
  Speaker 1: lesson upon the experience of the child, or at least
• 1:34:58
  Speaker 1: upon that which he may be enabled to experience, if
• 1:35:01
  Speaker 1: he has not yet done so. This experience is so
• 1:35:04
  Speaker 1: treated as to secure problems for advanced thought. The purpose
• 1:35:08
  Speaker 1: of things to think about is to awaken the inquiring attitude.
• 1:35:12
  Speaker 1: It is at this point of the lesson that the
• 1:35:14
  Speaker 1: child is given the opportunity he prizes so highly of
• 1:35:17
  Speaker 1: telling what he has seen, heard, or done. Here he
• 1:35:21
  Speaker 1: meets with the new problems which compel him to reconstruct
• 1:35:24
  Speaker 1: his experiences. The printed questions, which map out the main
• 1:35:27
  Speaker 1: features in the development of the lesson, should be discussed freely.
• 1:35:32
  Speaker 1: Care should be taken to avoid mechanical answers. It is
• 1:35:35
  Speaker 1: much better to leave questions unsettled, or to leave the
• 1:35:38
  Speaker 1: subject with several different solutions that the different children have
• 1:35:41
  Speaker 1: worked out, than it is to secure uniformity by imposing
• 1:35:45
  Speaker 1: upon the child the judgment of the teacher or of
• 1:35:48
  Speaker 1: the author of the text. In case of a necessary
• 1:35:51
  Speaker 1: delay in answering a question on account of a lack
• 1:35:53
  Speaker 1: of related experience, the teacher should use the means that
• 1:35:57
  Speaker 1: are available for supplying the child with the necessary aides experience.
• 1:36:01
  Speaker 1: If the printed questions are discussed before the story is read,
• 1:36:04
  Speaker 1: there will be less danger of a mechanical use of
• 1:36:07
  Speaker 1: the book than might arise from the habit of reading
• 1:36:09
  Speaker 1: the story first and making answers to the questions so
• 1:36:13
  Speaker 1: as to fit the story. The story. The function of
• 1:36:17
  Speaker 1: the story is to supply the child with racial experiences
• 1:36:21
  Speaker 1: that will enrich his own more narrow personal experience. It
• 1:36:24
  Speaker 1: is not intended merely to please, but to present facts
• 1:36:28
  Speaker 1: in a form which the child can understand. By using
• 1:36:31
  Speaker 1: the simple form of a sequence of sentences, each sentence
• 1:36:34
  Speaker 1: standing by itself, less difficulty is presented to the child
• 1:36:38
  Speaker 1: in reading than if the paragraph form had been employed.
• 1:36:41
  Speaker 1: The greater ease with which the young child reads this style,
• 1:36:45
  Speaker 1: together with the fact that the rhythm in a majority
• 1:36:47
  Speaker 1: of the stories is of a character in keeping with
• 1:36:49
  Speaker 1: the subject and readily appreciated, by the child seem to
• 1:36:53
  Speaker 1: justify the use of this style for a few months
• 1:36:55
  Speaker 1: of the child's life. Things to do. The teacher should
• 1:36:59
  Speaker 1: use her judgment in regard to how many of these
• 1:37:01
  Speaker 1: suggestions it is best to carry out in the school hours.
• 1:37:05
  Speaker 1: In schools where little work has yet been done in pantomime, drawing, modeling,
• 1:37:09
  Speaker 1: and other kindred modes of activity, it will probably be
• 1:37:12
  Speaker 1: the better plan to have many of the suggestions carried
• 1:37:15
  Speaker 1: out in hours of play. If the teacher takes an
• 1:37:18
  Speaker 1: interest in what the child does outside of school hours,
• 1:37:21
  Speaker 1: as well as in what he does in regular recitation
• 1:37:24
  Speaker 1: and work periods, and if she utilizes the experiences of
• 1:37:27
  Speaker 1: the child that are gained in informal ways, she will
• 1:37:30
  Speaker 1: have no difficulty in securing the heartiest cooperation in the
• 1:37:33
  Speaker 1: work of the school. Where constructive work has already been introduced,
• 1:37:37
  Speaker 1: the teacher will have no difficulty in selecting from the
• 1:37:40
  Speaker 1: suggested activities those that are best adapted to her purpose.
• 1:37:44
  Speaker 1: She should always feel free to substitute for any of
• 1:37:46
  Speaker 1: the printed suggestions others which may more nearly meet the
• 1:37:50
  Speaker 1: needs of the child in the locality in which she lives.
• 1:37:54
  Speaker 1: Typical modes of activity if there is one principle more
• 1:37:57
  Speaker 1: than another, upon which all educational practice, not simply education
• 1:38:01
  Speaker 1: in art, must base itself. It is precisely in this
• 1:38:05
  Speaker 1: that the realization of an idea in action through the
• 1:38:08
  Speaker 1: medium of movement is as necessary to the formation of
• 1:38:11
  Speaker 1: the mental image as is the expression the technique to
• 1:38:15
  Speaker 1: the full play of the idea itself. John Dewey gesture
• 1:38:19
  Speaker 1: and pantomime. The muscular sense is the foundation sense from
• 1:38:23
  Speaker 1: which all the others have been derived. Perceptions through sight
• 1:38:26
  Speaker 1: and hearing are uncertain, often requiring to be verified by
• 1:38:30
  Speaker 1: the use of the muscular sense, or even of the
• 1:38:33
  Speaker 1: use of smell or taste. Knowledge gained through the use
• 1:38:36
  Speaker 1: of sight and hearing may be superficial. That which comes
• 1:38:39
  Speaker 1: through the use of the muscular sense is wrought into
• 1:38:42
  Speaker 1: the very fiber of one's being. Among the more simple
• 1:38:45
  Speaker 1: modes of using the muscular sense are gesture and pantomime.
• 1:38:49
  Speaker 1: They are within the reach of every teacher. They require
• 1:38:52
  Speaker 1: no materials, a worthy idea and the desire to communicate
• 1:38:56
  Speaker 1: it by the essential conditions for profitable work. Gesture and
• 1:38:59
  Speaker 1: pain pantomime are two powerful tools in education. To be
• 1:39:02
  Speaker 1: used carelessly, the teacher should aid the child in discovering
• 1:39:06
  Speaker 1: the real motive which animated the character to be represented,
• 1:39:09
  Speaker 1: she should appeal to the best in the child. In
• 1:39:12
  Speaker 1: so doing, she will be able to use gesture in
• 1:39:14
  Speaker 1: pantomime in such a way as to transform activities which,
• 1:39:18
  Speaker 1: when undirected, are liable to degenerate into vicious habits, into
• 1:39:22
  Speaker 1: activities of great moral significance. Teachers who have tried gesture
• 1:39:27
  Speaker 1: in pantomime as a preparatory step to other modes of
• 1:39:29
  Speaker 1: activity have found it invaluable as a means of securing
• 1:39:33
  Speaker 1: a genuine growth of imagery and free expression in a
• 1:39:36
  Speaker 1: variety of forms play. It is now well known that
• 1:39:40
  Speaker 1: many of the child's spontaneous plays are idealized reproductions of
• 1:39:44
  Speaker 1: the serious activities of primitive people. It is possible to
• 1:39:47
  Speaker 1: make a much larger use of these plays than has
• 1:39:50
  Speaker 1: yet been made. It is hoped that the suggestions that
• 1:39:53
  Speaker 1: are scattered throughout the pages of this and the succeeding
• 1:39:55
  Speaker 1: volumes of this series, will enable the teacher to make
• 1:39:58
  Speaker 1: a large use of this most important educational force, sand modeling.
• 1:40:04
  Speaker 1: Almost every child has had experience in sand modeling before
• 1:40:07
  Speaker 1: coming to school. The part of the teacher is to
• 1:40:10
  Speaker 1: enable him to make use of this habit with reference
• 1:40:13
  Speaker 1: to new ends. One who has not learned through experience
• 1:40:16
  Speaker 1: the value of this art is scarcely in a position
• 1:40:18
  Speaker 1: to realize what a stimulus it is to the growth
• 1:40:21
  Speaker 1: of definite images of geographical forms. When based upon observation,
• 1:40:26
  Speaker 1: as it always should be, it is unsurpassed as a
• 1:40:28
  Speaker 1: mode of developing and communicating adequate conceptions of topographical features.
• 1:40:34
  Speaker 1: Sand pans should be provided so that there will be
• 1:40:36
  Speaker 1: at least one pan for every two children. If each
• 1:40:39
  Speaker 1: child can have a pan, the conditions will be still
• 1:40:42
  Speaker 1: more favorable whether sand pans are available or not. Every
• 1:40:46
  Speaker 1: primary school room should be supplied with a large sand box,
• 1:40:49
  Speaker 1: two or three if there is room for them. Excellent
• 1:40:52
  Speaker 1: results have been attained in many schools by modeling typical
• 1:40:55
  Speaker 1: areas and representing in a graphic way the life of
• 1:40:59
  Speaker 1: the place. If the sand box is lined with zink,
• 1:41:02
  Speaker 1: rivers and lakes may be represented with ease. In case
• 1:41:05
  Speaker 1: there is no zinc lining, water may be represented by
• 1:41:08
  Speaker 1: the use of tinfoil or by glass, which may be
• 1:41:11
  Speaker 1: laid in the bottom of the box, leaving only such
• 1:41:13
  Speaker 1: portions uncovered as are needed in order to represent the
• 1:41:17
  Speaker 1: water moss, twigs, grass, stones, toy animals all help to
• 1:41:21
  Speaker 1: make the scene more lifelike. By sprinkling the sand with
• 1:41:25
  Speaker 1: lime water, it hardens so as to keep its shape
• 1:41:27
  Speaker 1: for a long time. Clay modeling, although clay does not
• 1:41:32
  Speaker 1: respond so quickly to the touch as sand, it preserves
• 1:41:35
  Speaker 1: its shape more easily. The more skill that the teacher
• 1:41:38
  Speaker 1: has in clay modeling, the more freedom she will feel
• 1:41:40
  Speaker 1: in the work. But she should not hesitate to make
• 1:41:43
  Speaker 1: use of this mode of expression, even though she has
• 1:41:45
  Speaker 1: to learn with the child. The aim is not so
• 1:41:48
  Speaker 1: much to secure finish in details or a result similar
• 1:41:51
  Speaker 1: to that reach by other people, as it is to
• 1:41:54
  Speaker 1: secure the growth of the image and freedom in expression.
• 1:41:58
  Speaker 1: Only by leading the child to compare the result of
• 1:42:00
  Speaker 1: his work with the image in his mind does the
• 1:42:03
  Speaker 1: image grow. By so doing, and by referring to the
• 1:42:06
  Speaker 1: real object when present, the child gradually gains control over
• 1:42:10
  Speaker 1: this mode of acquiring and communicating ideas. It costs but
• 1:42:14
  Speaker 1: little to supply a class with clay, for the same
• 1:42:17
  Speaker 1: material may be used again and again. It is desirable, however,
• 1:42:21
  Speaker 1: to have a sufficient supply to permit the preservation of
• 1:42:24
  Speaker 1: the best work for some time. Clay may be bought
• 1:42:27
  Speaker 1: ready mixed at art stores and in kindergarten supply stores.
• 1:42:30
  Speaker 1: The common gray clay costs two or three cents a pound.
• 1:42:34
  Speaker 1: Artists clay costs five cents a pound. A cheaper kind
• 1:42:37
  Speaker 1: can be obtained of manufacturers of sewer pipes. The teacher
• 1:42:40
  Speaker 1: will find suggestions regarding the use of clay in Fry's
• 1:42:44
  Speaker 1: Child in Nature, pages thirty six through eight, Kellogg's Forty
• 1:42:48
  Speaker 1: Lessons in Clay Modeling, Praying's Art Instruction in Primary Schools
• 1:42:52
  Speaker 1: first Year, pages twenty seven to thirty nine, Second Year,
• 1:42:56
  Speaker 1: pages thirty two to forty three, and in Kate Douglas
• 1:42:59
  Speaker 1: Wiggan and Nora A. Smiths Froebel's Occupations, pages thirty two
• 1:43:03
  Speaker 1: through forty three. Excellent articles illustrated by the work of
• 1:43:07
  Speaker 1: children appear in the University Elementary Record, which is published
• 1:43:11
  Speaker 1: by the University of Chicago Press. Chicago Basketry. The materials
• 1:43:16
  Speaker 1: of which baskets are made are less pliable than clay
• 1:43:18
  Speaker 1: or sand, yet the child of seven is able to
• 1:43:21
  Speaker 1: manipulate some of them where possible. He should be encouraged
• 1:43:24
  Speaker 1: to exploit his environment in the search for raw materials
• 1:43:28
  Speaker 1: that are adapted to this purpose. In many localities, tough grasses, willows, rushes,
• 1:43:34
  Speaker 1: or other pliable materials are present, and even though the
• 1:43:37
  Speaker 1: child finds little that is adapted to the purpose, the
• 1:43:39
  Speaker 1: mere search for materials enables him to appreciate the value
• 1:43:43
  Speaker 1: of the commercially prepared ones and aids him in picturing
• 1:43:46
  Speaker 1: these materials in their raw state. The pleasant days of
• 1:43:50
  Speaker 1: autumn should be used for collecting such applies as are
• 1:43:53
  Speaker 1: available at that time. These may be prepared for use
• 1:43:56
  Speaker 1: and stored until they may be needed later in the year.
• 1:44:00
  Speaker 1: If the child makes a ball of braided grass, he
• 1:44:02
  Speaker 1: will find many ways of using it later in making baskets, mats, cradles, sandals,
• 1:44:08
  Speaker 1: are anything which he may choose to make of it.
• 1:44:10
  Speaker 1: Where natural materials cannot be obtained, commercially prepared ones may
• 1:44:14
  Speaker 1: be substituted raffia, uncolored, or colored with vegetable dyes, where
• 1:44:18
  Speaker 1: tean reads and splints may be obtained, wherever kindergarten supplies
• 1:44:22
  Speaker 1: are kept, as well as in large seed stores and
• 1:44:25
  Speaker 1: in most of the department stores in large cities. Of
• 1:44:28
  Speaker 1: the many books that are appearing upon the subject, probably
• 1:44:31
  Speaker 1: none is more suggestive with reference to the significance of
• 1:44:34
  Speaker 1: the art than George Wharton James's Indian Basketry, and none
• 1:44:38
  Speaker 1: more helpful with reference to mastering the processes than Merry
• 1:44:42
  Speaker 1: Whites how to make baskets, drawing, and painting. Since these
• 1:44:47
  Speaker 1: arts were originally derived from gesture language, it is not
• 1:44:50
  Speaker 1: strange that gesture and pantomime are the best means of
• 1:44:52
  Speaker 1: preparing the child for these modes of communication. The child
• 1:44:56
  Speaker 1: who has difficulty in expressing his image by means of
• 1:44:59
  Speaker 1: drawing and painting should be given the opportunity to experiment
• 1:45:02
  Speaker 1: by means of pantomime until his image has become so
• 1:45:05
  Speaker 1: clear that he can express it in a less real way.
• 1:45:09
  Speaker 1: Few children fail to draw and paint reasonably well when
• 1:45:11
  Speaker 1: afforded this opportunity that should be denied to none. In
• 1:45:15
  Speaker 1: order to secure the best results, the teacher should be
• 1:45:18
  Speaker 1: careful not to repress spontaneity by criticizing too severely. On
• 1:45:22
  Speaker 1: the other hand, she should induce the child to make
• 1:45:24
  Speaker 1: such comparisons of his work with his image and with
• 1:45:27
  Speaker 1: the object when present, as to prevent the formation of
• 1:45:30
  Speaker 1: careless habits of work. Although water colors are used in
• 1:45:34
  Speaker 1: some schools, such materials present more difficulties than it seems
• 1:45:38
  Speaker 1: worth the while for the child to encounter more satisfactory
• 1:45:41
  Speaker 1: results have thus far been reached by the use of blackboard, crayon,
• 1:45:45
  Speaker 1: colored crayon, and charcoal language. When the child talks about
• 1:45:49
  Speaker 1: what he has experienced, his language is almost invariably simple
• 1:45:53
  Speaker 1: and direct. The lessons in this book afford ample opportunity
• 1:45:57
  Speaker 1: for the use of the fundamental forms of language and
• 1:45:59
  Speaker 1: care communicating actual experience. Many of the stories may well
• 1:46:03
  Speaker 1: be supplemented by stories that the child tells himself. Care
• 1:46:07
  Speaker 1: should be taken, however, to keep the child within the
• 1:46:09
  Speaker 1: limits of what was possible during the age to which
• 1:46:12
  Speaker 1: his story refers. Much benefit is derived from allowing the
• 1:46:16
  Speaker 1: children of the class to dramatize a story after they
• 1:46:19
  Speaker 1: have read it and represented it by means of pantomime.
• 1:46:22
  Speaker 1: Although there is ample room for written work, it is
• 1:46:25
  Speaker 1: oral rather than written language that should receive emphasis at
• 1:46:29
  Speaker 1: this time. Field lessons. The geographical phases of the work
• 1:46:34
  Speaker 1: are referred to so frequently throughout the text, as well
• 1:46:37
  Speaker 1: as under the special suggestions for each lesson that little
• 1:46:40
  Speaker 1: need be added at this time, except to emphasize the
• 1:46:42
  Speaker 1: fact that the teacher should make use of every opportunity
• 1:46:45
  Speaker 1: to cultivate in the child an intelligent interest in his
• 1:46:48
  Speaker 1: natural environment. Perhaps nothing will contribute more toward developing this
• 1:46:52
  Speaker 1: interest than field lessons. The value of these lessons will
• 1:46:56
  Speaker 1: depend upon whether an adequate motive is aroused in the
• 1:46:59
  Speaker 1: child for take making the trip, and upon whether he
• 1:47:02
  Speaker 1: is given the opportunity to make use of the experience
• 1:47:05
  Speaker 1: gained in a practical way. There are schools in crowded
• 1:47:08
  Speaker 1: quarters of large cities where it does not yet seem
• 1:47:11
  Speaker 1: practicable to take an entire class out on a field lesson,
• 1:47:14
  Speaker 1: But it is always feasible to make use of informal
• 1:47:17
  Speaker 1: observations that the child makes from day to day, as
• 1:47:20
  Speaker 1: well as the results of trips that have previously been
• 1:47:22
  Speaker 1: taken by some members of the class. During the time
• 1:47:25
  Speaker 1: that this book is used, it is hoped that at
• 1:47:27
  Speaker 1: least two or three of the following field trips or
• 1:47:29
  Speaker 1: excursions may be made. One to uncultivated spots on hillsides,
• 1:47:35
  Speaker 1: in the woods, and on natural meadows, to find a
• 1:47:38
  Speaker 1: a place where the tree dwellers might have lived, b
• 1:47:41
  Speaker 1: wild foods, and to discover, if possible, the reasons for
• 1:47:45
  Speaker 1: abundance or scarcity of certain forms c trees that offer
• 1:47:49
  Speaker 1: protection from the sun and rain, and branches that are
• 1:47:52
  Speaker 1: tough and strong. D suitable sticks for primitive implements and weapons. E. Grasses, barks, willows, rightnes, bushes,
• 1:48:00
  Speaker 1: and other tough and flexible fibers for basketry. F The
• 1:48:04
  Speaker 1: topographical features which later are to be represented in sand.
• 1:48:09
  Speaker 1: G What animals now live in uncultivated places. Two to
• 1:48:14
  Speaker 1: a brook or river to find a the best drinking
• 1:48:17
  Speaker 1: places for animals. B the best fords, c the best
• 1:48:21
  Speaker 1: places to build bridges. D Stones for primitive implements and weapons. E.
• 1:48:27
  Speaker 1: How the river grinds the stones, f What the river
• 1:48:31
  Speaker 1: carries in its water, and g. What plants and animals
• 1:48:35
  Speaker 1: may be seen there. Three to a circus to see
• 1:48:38
  Speaker 1: the wild animals, so as to be better able to
• 1:48:41
  Speaker 1: realize what the animals that lived when the tree dwellers
• 1:48:44
  Speaker 1: did were like. Four to a farm to find a
• 1:48:48
  Speaker 1: what animals live there, how they are taken care of,
• 1:48:51
  Speaker 1: and how they differ from wild animals. B. What plants
• 1:48:55
  Speaker 1: are cultivated on the farm and in the gardens, how
• 1:48:58
  Speaker 1: they are cultivated, and how they differ from the wild
• 1:49:00
  Speaker 1: plants that can be found in uncultivated spots. Five to
• 1:49:05
  Speaker 1: a gravel bed or stone quarry to find a what
• 1:49:09
  Speaker 1: kinds of stone are there? B, how stone is quarried,
• 1:49:12
  Speaker 1: in what it is used for? C A problem with
• 1:49:15
  Speaker 1: reference to how the gravel bed or the stone quarry
• 1:49:18
  Speaker 1: was made. End of section. This recording is in the
• 1:49:23
  Speaker 1: public domain. Suggestions for Teachers from the Tree Dwellers by
• 1:49:34
  Speaker 1: Catherine Elizabeth Thopp, Part two recorded for LibriVox dot org
• 1:49:40
  Speaker 1: supplementary facts. The child asks many questions, some of which
• 1:49:44
  Speaker 1: are difficult to answer. Since what has been ascertained regarding
• 1:49:48
  Speaker 1: the period during which the tree dwellers lived is not
• 1:49:50
  Speaker 1: contained in books that are generally available, it has seemed
• 1:49:53
  Speaker 1: best to present at this time such summarized statements as
• 1:49:56
  Speaker 1: will furnish the teacher with the facts that she may need.
• 1:50:00
  Speaker 1: Animal life extinct species. Among the animals of the mid
• 1:50:03
  Speaker 1: Pleistocene period that have since become extinct were the Irish deer,
• 1:50:08
  Speaker 1: the big nose, the small nosed and the wooly rhinoceros,
• 1:50:11
  Speaker 1: the mammoth, the cave bear, and a saber toothed Felis
• 1:50:14
  Speaker 1: Macarotis latidins, sometimes though incorrectly referred to as the cave tiger.
• 1:50:20
  Speaker 1: The rhinoceros. The big nosed and the small nosed rhinoceros
• 1:50:24
  Speaker 1: came to Western Europe from the south. The former came
• 1:50:26
  Speaker 1: the earlier and stayed until the late Policetocene period, when
• 1:50:30
  Speaker 1: the later cavemen hunted the reindeer. During this period, it
• 1:50:33
  Speaker 1: became extinct as the climate became severe. Both species may
• 1:50:37
  Speaker 1: have migrated south each winter. It would have been possible, however,
• 1:50:41
  Speaker 1: for them to remain, for they were well adapted to
• 1:50:43
  Speaker 1: a cold climate. Is interesting to know that many of
• 1:50:46
  Speaker 1: our popular tales of dragons originated in connection with the
• 1:50:50
  Speaker 1: discoveries of the huge bones of these creatures, which could
• 1:50:53
  Speaker 1: be accounted for in no other way. Our information regarding
• 1:50:56
  Speaker 1: these creatures is exceedingly meager. They are characterized as dull,
• 1:51:00
  Speaker 1: witted creatures with dim eyesight, exceedingly impulsive and dangerous. They
• 1:51:05
  Speaker 1: rarely attacked other animals, for they lived upon vegetable food,
• 1:51:08
  Speaker 1: but if they were molested, they were formidable creatures. At
• 1:51:12
  Speaker 1: such times, they would root up young trees with their
• 1:51:14
  Speaker 1: tusks and pierce and rend the bodies of their most
• 1:51:17
  Speaker 1: powerful assailants. A full grown rhinoceros was seldom attacked by
• 1:51:21
  Speaker 1: even a mammoth or the saber tooth felus. Its thick
• 1:51:24
  Speaker 1: skin served as an impervious shield, protecting it from the
• 1:51:27
  Speaker 1: most powerful blows of the fiercest animals. It is quite
• 1:51:31
  Speaker 1: probable that packs of hyenas and wolves learned to take
• 1:51:34
  Speaker 1: advantage of precipices, and that they frightened the rhinoceros over
• 1:51:37
  Speaker 1: the brink, thus disabling him so that he became an
• 1:51:40
  Speaker 1: easy prey. The wooly rhinoceros came down from the north
• 1:51:44
  Speaker 1: during mid Plictocene times and was protected from the cold
• 1:51:47
  Speaker 1: by a fine inner coat which resembled wool, and a coarse,
• 1:51:50
  Speaker 1: hairy outer coat. This species was abundant until the close
• 1:51:54
  Speaker 1: of the police Dicene period, when it became extinct. What
• 1:51:58
  Speaker 1: is stated above with reference to the character uristics of
• 1:52:00
  Speaker 1: the rhinoceros applies equally well to this species. Very little
• 1:52:04
  Speaker 1: has been written concerning these extinct species that is satisfactory
• 1:52:08
  Speaker 1: for the teacher's use. Brief accounts can be found in
• 1:52:11
  Speaker 1: Hutchinson's Extinct Monsters, page two hundred twenty five, in Stanley
• 1:52:15
  Speaker 1: Waterloo's The Story of ab page seventy one, and in
• 1:52:19
  Speaker 1: an article by E. D. Cope on extinct American rhinoceroses.
• 1:52:23
  Speaker 1: In The American Naturalist, Volume thirteen, page seven hundred and
• 1:52:26
  Speaker 1: seventy one A the Mammoth, Professor Owen, the eminent paleontologist, writes,
• 1:52:33
  Speaker 1: the mammoth is better known than most extinct mammals by
• 1:52:36
  Speaker 1: reason of the discovery of an entire specimen preserved in
• 1:52:39
  Speaker 1: the frozen soil of a cliff at the mouth of
• 1:52:42
  Speaker 1: the River Lina in Siberia. The skin was clothed with
• 1:52:45
  Speaker 1: a reddish wool and with long black hairs. It is
• 1:52:48
  Speaker 1: now preserved at Saint Petersburg together with the skeleton. The
• 1:52:52
  Speaker 1: mammoth was not so large as it has sometimes been pictured.
• 1:52:56
  Speaker 1: The largest was not more than thirteen feet high, and
• 1:52:59
  Speaker 1: many were not higher than nine or ten feet. Its
• 1:53:02
  Speaker 1: body was heavier than that of the elephant, and its
• 1:53:04
  Speaker 1: legs were shorter. It had enormous tusks, which it is
• 1:53:07
  Speaker 1: thought were sometimes used as crowbars in rooting up young
• 1:53:11
  Speaker 1: trees in order to get the branches for food. It
• 1:53:14
  Speaker 1: is thought that several mammoths cooperated in this work. Professor
• 1:53:17
  Speaker 1: Owen writes the tusts of the extinct Elephus primagenius or
• 1:53:22
  Speaker 1: mammoth have a bolder and more extensive curvature than those
• 1:53:25
  Speaker 1: of the Elephus indicus. Some have been found which describe
• 1:53:29
  Speaker 1: a circle, but the curve being oblique. They thus clear
• 1:53:32
  Speaker 1: the head and point outward, downward, and backward. The numerous
• 1:53:36
  Speaker 1: fossil tusts of the mammoths which have been discovered and
• 1:53:38
  Speaker 1: recorded may be ranged under two averages of size, the
• 1:53:42
  Speaker 1: larger ones at nine feet and a half, the smaller
• 1:53:45
  Speaker 1: at five feet and a half in length. The writer
• 1:53:48
  Speaker 1: has elsewhere assigned reasons for the probability of the latter
• 1:53:51
  Speaker 1: belonging to the female mammoth, which must accordingly have differed
• 1:53:54
  Speaker 1: from the existing elephant of India and have more resembled
• 1:53:58
  Speaker 1: that of Africa in the development of her tusks, yet
• 1:54:01
  Speaker 1: manifesting an intermediate character of smaller size of the tusks
• 1:54:05
  Speaker 1: assigned to the male mammoth. One from the newer tertiary
• 1:54:08
  Speaker 1: deposits in Essex measured nine feet ten inches in length
• 1:54:12
  Speaker 1: and two feet five inches in circumference at its thickest part.
• 1:54:16
  Speaker 1: Mammoth tusts are collected in Siberia as an article of commerce.
• 1:54:19
  Speaker 1: The ivory is little altered from the examination of the
• 1:54:23
  Speaker 1: contents of the stomach of a mammoth that was found
• 1:54:25
  Speaker 1: frozen in a marsh. It has been proved that the
• 1:54:28
  Speaker 1: mammoth ate not only the buds, cones, and tender branches
• 1:54:31
  Speaker 1: of trees, but the wood itself. Professor Owen shows that
• 1:54:35
  Speaker 1: the mammoth was independent of the seasons on account of
• 1:54:38
  Speaker 1: being able to live upon such a diet. The teeth
• 1:54:41
  Speaker 1: of the mammoth, one of which weighs seventeen pounds, were
• 1:54:44
  Speaker 1: well adapted to grinding food that was hard and tough.
• 1:54:48
  Speaker 1: The cave bear. The cave bear differed from the grizzly
• 1:54:51
  Speaker 1: of today, chiefly in its greater size and strength. An
• 1:54:55
  Speaker 1: interesting story of the cave bear is found in Stanley
• 1:54:57
  Speaker 1: Waterloos The Story of ab Chap Twenty two. Ernest Thompson
• 1:55:02
  Speaker 1: Seton's biography of a Grizzly in The Century Magazine, Volume
• 1:55:06
  Speaker 1: fifty nine, pages twenty seven through forty, will be interesting
• 1:55:09
  Speaker 1: to read. In this connection. The sabertooth Felis Macarotis latidins.
• 1:55:15
  Speaker 1: This animal has usually been spoken of as the cave tiger,
• 1:55:19
  Speaker 1: but Professor W. Boyd Dawkins has shown that it was
• 1:55:21
  Speaker 1: no more closely allied to the tigers than to other felines,
• 1:55:25
  Speaker 1: and that the very tempting name of sabertoothed tiger must
• 1:55:28
  Speaker 1: therefore be given up as implying a relationship that does
• 1:55:31
  Speaker 1: not exist. It differs from the genus Felis in the
• 1:55:35
  Speaker 1: enormous development of the serrated upper canines, as well as
• 1:55:38
  Speaker 1: the presence of a third lobe on the sectorial edge
• 1:55:40
  Speaker 1: of the upper premolar. It was a peculiarly destructive animal,
• 1:55:45
  Speaker 1: its teeth being described as uniting the power of a
• 1:55:48
  Speaker 1: saw with that of a knife. The canine tooth of
• 1:55:51
  Speaker 1: this animal is the most perfect instrument for piercing and
• 1:55:53
  Speaker 1: dividing flesh known. It belonged to the southern group of Amelia,
• 1:55:57
  Speaker 1: and as the winters became cold, probably migrated each fall.
• 1:56:02
  Speaker 1: Although it was never abundant, it was much feared. Remains
• 1:56:05
  Speaker 1: of similar animals have been found in the United States,
• 1:56:08
  Speaker 1: mingled with the bones of the mammoth. Living species. Of
• 1:56:13
  Speaker 1: the living species there were present in mid Plestiocene times
• 1:56:16
  Speaker 1: the brown bear, the grizzly bear, the wolf, the fox,
• 1:56:20
  Speaker 1: the stag, the roe, the urus or the wild ox,
• 1:56:24
  Speaker 1: the aurex or the European bison, the hippopotamus, the horse,
• 1:56:28
  Speaker 1: the wild boar, the beaver, the water rat, the lion,
• 1:56:31
  Speaker 1: sometimes spoken of as the cave lion and being the
• 1:56:34
  Speaker 1: same species as the felss leo of today, the lynx,
• 1:56:38
  Speaker 1: the panther or leopard, the wild cat, the spotted hyaena,
• 1:56:41
  Speaker 1: the otter, the muss sheep, and the marmot. No animal
• 1:56:45
  Speaker 1: was domesticated at this time. The urus. The urus, which
• 1:56:49
  Speaker 1: is the representative of the wild cattle of this period,
• 1:56:52
  Speaker 1: is the ancestor of our long horned cattle and should
• 1:56:55
  Speaker 1: be distinguished from the short horned cattle that appear in
• 1:56:57
  Speaker 1: western Europe. In the prehistoric period, in a domesti decated state,
• 1:57:01
  Speaker 1: the wild bulls were formidable antagonists when enraged. It is
• 1:57:05
  Speaker 1: thought by some that the Chillingham cattle are descendants of
• 1:57:08
  Speaker 1: the urus. The color of the urus is not known.
• 1:57:11
  Speaker 1: Some think that it was white, but others doubt that
• 1:57:14
  Speaker 1: the species would have been able to survive with such
• 1:57:16
  Speaker 1: a conspicuous covering. On account of their fear of the
• 1:57:19
  Speaker 1: beasts of prey, the wild cattle probably kept under the
• 1:57:22
  Speaker 1: cover of trees during the day and went out to
• 1:57:25
  Speaker 1: the grassy uplands only when darkness came. On the feeding
• 1:57:28
  Speaker 1: grounds of the grass eating animals determined the haunts of
• 1:57:31
  Speaker 1: the beasts of prey. When wild cattle are attacked, the
• 1:57:34
  Speaker 1: larger animals in the herds surround the younger and weaker
• 1:57:37
  Speaker 1: so as to present a woll of horns to the assailant.
• 1:57:39
  Speaker 1: This habit is not peculiar to wild cattle, but is
• 1:57:42
  Speaker 1: quite characteristic of all grass eating animals the wild horse.
• 1:57:47
  Speaker 1: The steps in the evolution of the horse are stated
• 1:57:49
  Speaker 1: so fully in the text that it is not necessary
• 1:57:52
  Speaker 1: to repeat them here. Almost any good text in geology
• 1:57:55
  Speaker 1: gives the same facts. It should be remembered that horses
• 1:57:59
  Speaker 1: with more than one on each foot did not live
• 1:58:01
  Speaker 1: when the tree dwellers did, but during earlier periods. The
• 1:58:05
  Speaker 1: teacher who wishes to read further regarding the wild horse
• 1:58:08
  Speaker 1: will find materials in the Century Dictionary under Horse, in
• 1:58:11
  Speaker 1: Chambers Encyclopedia, in H. N. Hutchinson's Creatures of Other Days,
• 1:58:16
  Speaker 1: in N. S. Shaler's Domesticated Animals, and in McClure's Magazine,
• 1:58:20
  Speaker 1: Volume fifteen, page five hundred twelve. The musk sheep. The
• 1:58:24
  Speaker 1: appearance of the musk sheep in Western Europe during the
• 1:58:27
  Speaker 1: mid Plice Decene period marked the change that was beginning
• 1:58:30
  Speaker 1: to take place in the climate. As the climate increased,
• 1:58:32
  Speaker 1: in severity, all the Arctic species came down from the
• 1:58:35
  Speaker 1: north and occupied the land during the late police Descene period.
• 1:58:39
  Speaker 1: The musk sheep is the most arctic in its habits
• 1:58:42
  Speaker 1: of any of the herbivores, and at the present time
• 1:58:44
  Speaker 1: is restricted to the high latitudes of North America. It
• 1:58:47
  Speaker 1: thrives in desolate, treeless barren grounds, not even being driven
• 1:58:51
  Speaker 1: from its haunts by the extremest cold. It is closely
• 1:58:55
  Speaker 1: allied to the species which is the parent of our
• 1:58:57
  Speaker 1: domestic sheep, although that species did not appear in Western
• 1:59:00
  Speaker 1: Europe until prehistoric times. The muss sheep goes in herds
• 1:59:04
  Speaker 1: of from twenty to thirty individuals, and when alarmed, the
• 1:59:07
  Speaker 1: animals huddle together like frightened sheep. Its food is grass, lichens, moss,
• 1:59:12
  Speaker 1: and tender shoots of the willow and pine. It is
• 1:59:15
  Speaker 1: much sought after for its skin, which makes a fine robe.
• 1:59:18
  Speaker 1: It is sometimes known as the musk ox and occasionally
• 1:59:21
  Speaker 1: as the mus bison. Plant life, the characteristic trees of
• 1:59:26
  Speaker 1: the mid Pleistocene period were evergreen. Of these, the most
• 1:59:29
  Speaker 1: abundant forms were the spruce, the fir, and the yew tree.
• 1:59:32
  Speaker 1: The trees which shed their foliage were represented by the
• 1:59:35
  Speaker 1: oak and the birch. The banks of rivers were shaded
• 1:59:38
  Speaker 1: by thickets of laurel and by the slough, the original
• 1:59:41
  Speaker 1: form of the wild plum tree. The marshes afforded rich
• 1:59:45
  Speaker 1: pastures for grass eating animals as well as hiding places,
• 1:59:49
  Speaker 1: for they were partly covered by a heavy growth of alders,
• 1:59:52
  Speaker 1: wild peas, beans, stringy rooted carrots, rudubagas, and turnips grew
• 1:59:56
  Speaker 1: on the hillsides. The cabbage, with its thick leaves, which
• 2:00:00
  Speaker 1: had not yet developed into a head, was present. Seeds
• 2:00:03
  Speaker 1: of grasses were available, but not used, for man had
• 2:00:06
  Speaker 1: not yet learned to gather them and convert them into
• 2:00:08
  Speaker 1: nourishing food. The teacher may be interested in referring to candles,
• 2:00:13
  Speaker 1: Origin of cultivated Plants and Darwin's Plants and Animals under
• 2:00:17
  Speaker 1: Domestication and of section. This recording is in the public domain.
• 2:00:28
  Speaker 1: Suggestions for Teachers from the Tree Dwellers by Catherine Elizabeth Dopp,
• 2:00:33
  Speaker 1: Part three recorded for LibriVox dot org. Special suggestions if possible,
• 2:00:39
  Speaker 1: read the entire book, including the preface, carefully before beginning
• 2:00:43
  Speaker 1: the work. If in addition to this, you can read
• 2:00:45
  Speaker 1: parts of the following books and articles. Do so, for
• 2:00:48
  Speaker 1: in this way it will be easier to grasp the
• 2:00:50
  Speaker 1: full significance of the work. References Catherine Edop, The Place
• 2:00:55
  Speaker 1: of Industries in Elementary Education, Chicago, The University of Chicago Press.
• 2:01:00
  Speaker 1: Some Steps in the Evolution of Social Occupations one, two, three,
• 2:01:04
  Speaker 1: and four. The Elementary School Teacher, Chicago, December nineteen o two, January,
• 2:01:10
  Speaker 1: March and April nineteen o three. A New Factor in
• 2:01:13
  Speaker 1: the Elementary School Curriculum, The American Journal of Sociology, Chicago,
• 2:01:17
  Speaker 1: September nineteen o two, Dewey and Runyon, The University Elementary Record, Chicago,
• 2:01:23
  Speaker 1: The University of Chicago Press. Lesson one. The child has
• 2:01:27
  Speaker 1: the right to know what the book that he is
• 2:01:29
  Speaker 1: beginning to read deals with. This lesson is an attempt
• 2:01:32
  Speaker 1: to answer the question that naturally comes to his mind
• 2:01:34
  Speaker 1: when opening the book. It is hoped that it will
• 2:01:36
  Speaker 1: serve as a means of enabling the child to gain
• 2:01:39
  Speaker 1: a clearer insight into the practical activities presented in the
• 2:01:42
  Speaker 1: following pages than would be possible without a consciousness of
• 2:01:45
  Speaker 1: the goal toward which they tend. Although this lesson embodies
• 2:01:48
  Speaker 1: a great deal of the philosophy of life. It is
• 2:01:50
  Speaker 1: a philosophy that the child needs, and one which he
• 2:01:53
  Speaker 1: can readily understand when presented in a simple form and
• 2:01:56
  Speaker 1: when related to his own experience. Unless it arouses questions
• 2:02:00
  Speaker 1: from the child, it may be passed over somewhat superficially
• 2:02:03
  Speaker 1: at first, but referred to again and again as occasions
• 2:02:06
  Speaker 1: for its use present themselves. Assist the child to get
• 2:02:09
  Speaker 1: the real thought from the lesson by conversing with him
• 2:02:12
  Speaker 1: and encouraging him to converse with his parents and friends
• 2:02:15
  Speaker 1: regarding the way in which they lived when they were
• 2:02:17
  Speaker 1: children and the improvements that have been made since. Then
• 2:02:21
  Speaker 1: find out from what countries the forefathers of the children
• 2:02:23
  Speaker 1: of the class came originally in something of the way
• 2:02:26
  Speaker 1: that they lived before they came to this country. In
• 2:02:29
  Speaker 1: this way, the child will gradually see that what we
• 2:02:32
  Speaker 1: have and what we know, we owe largely to the
• 2:02:35
  Speaker 1: efforts of our forefathers, who have lived and worked for
• 2:02:38
  Speaker 1: many long ages. If you can get the child to
• 2:02:40
  Speaker 1: gain even a slight appreciation of the privileges that he
• 2:02:44
  Speaker 1: enjoys and a respect for honest labor, you would be
• 2:02:47
  Speaker 1: doing a much needed work. This lesson should not be
• 2:02:50
  Speaker 1: passed without noticing the meaning of these three sentences. Each
• 2:02:53
  Speaker 1: animal knew how to do one thing well, but the
• 2:02:56
  Speaker 1: people could do a great many things. They could remember too,
• 2:03:00
  Speaker 1: what had happened before. These three sentences contain the key
• 2:03:03
  Speaker 1: to man's superiority over the brutes. Man at this time
• 2:03:06
  Speaker 1: had a mind, but he was only beginning to use it.
• 2:03:09
  Speaker 1: We have no other ground for thinking ourselves superior to
• 2:03:12
  Speaker 1: our forefathers, the tree dwellers, than this. We live at
• 2:03:15
  Speaker 1: a time when it is possible to take advantage of
• 2:03:18
  Speaker 1: what has been accomplished during many long ages where we
• 2:03:21
  Speaker 1: deprived of the opportunities thus presented. We should find it
• 2:03:24
  Speaker 1: difficult to account for any superiority. Reference Catherine eedopp The
• 2:03:29
  Speaker 1: Place of Industries in Elementary Education, pages sixteen to twenty four,
• 2:03:34
  Speaker 1: lesson two. The two questions raised served to show the
• 2:03:37
  Speaker 1: child that the tree dwellers needed some of the things
• 2:03:39
  Speaker 1: that we need. We feel the need of much that
• 2:03:42
  Speaker 1: they did not have, But we, as well as the
• 2:03:44
  Speaker 1: tree dwellers, need food the most of all. Next to food,
• 2:03:48
  Speaker 1: we feel the need of shelter, clothing, and means of protection.
• 2:03:51
  Speaker 1: The child is ready to understand that Sharptooth is a
• 2:03:54
  Speaker 1: woman who differs from women today, chiefly in the fact
• 2:03:57
  Speaker 1: that she did not have as good an opportunity to learn.
• 2:04:00
  Speaker 1: Help him to be alert to see the admirable traits
• 2:04:03
  Speaker 1: in sharp tooth character. If he wishes to have her described,
• 2:04:06
  Speaker 1: Tell him that she was shorter and probably more thick
• 2:04:09
  Speaker 1: set than women of to day, That she probably walked
• 2:04:12
  Speaker 1: with a bend at the knee, that her forehead sloped backward,
• 2:04:15
  Speaker 1: that her jaw bones were large and strong, her chin small,
• 2:04:19
  Speaker 1: and that probably her hair was a reddish color. These
• 2:04:22
  Speaker 1: points were omitted from the lesson because they are not
• 2:04:24
  Speaker 1: regarded as essential, and their introduction might lead to many
• 2:04:28
  Speaker 1: questions which the teacher ought not to be expected to
• 2:04:30
  Speaker 1: be able to answer. They are added here as a
• 2:04:33
  Speaker 1: help to the teacher who may be questioned concerning these points.
• 2:04:37
  Speaker 1: Should the teacher desire further information on this subject, she
• 2:04:40
  Speaker 1: will find it in the references given below. In places
• 2:04:43
  Speaker 1: where it is impossible for the children to go to
• 2:04:45
  Speaker 1: an uncultivated place, the teacher may substitute for the suggestions
• 2:04:49
  Speaker 1: at the close of the lesson other work, but she
• 2:04:51
  Speaker 1: should in some way give the child an idea of
• 2:04:54
  Speaker 1: grassy plains, wooded hills, and dense forests. Unless he has
• 2:04:58
  Speaker 1: such an experience as this, he will not be able
• 2:05:00
  Speaker 1: to deal with the problem of finding a place where
• 2:05:02
  Speaker 1: the tree dwellers might have lived. The teacher's problem that
• 2:05:06
  Speaker 1: the close of this lesson is the one that constitutes
• 2:05:08
  Speaker 1: the central thought of the next two lessons. It is this,
• 2:05:12
  Speaker 1: how can the child get such an experience as will
• 2:05:14
  Speaker 1: enable him to select a place where the tree dwellers
• 2:05:17
  Speaker 1: might have lived? In these days of cheap transportation, there
• 2:05:20
  Speaker 1: are few schools where it is not possible for some
• 2:05:23
  Speaker 1: of the children to visit places that are sufficiently wild.
• 2:05:26
  Speaker 1: To answer the purpose, by making use of such experiences
• 2:05:29
  Speaker 1: of the children in uncultivated places as they have or
• 2:05:32
  Speaker 1: they can easily get, and by supplementing these by means
• 2:05:35
  Speaker 1: of pictures, stories, and sand modeling, very satisfactory results can
• 2:05:39
  Speaker 1: be obtained. References Catherine Adopt The Place of industries in
• 2:05:43
  Speaker 1: Elementary Education, Pages eighteen nineteen, one hundred twenty six, one
• 2:05:48
  Speaker 1: hundred twenty seven. Some Steps in the evolution of social
• 2:05:51
  Speaker 1: occupations The Elementary school Teacher, January nineteen o three, Lesson three.
• 2:05:57
  Speaker 1: The problem of this lesson has already been staying. The
• 2:06:00
  Speaker 1: questions at the beginning of the lesson serve to help
• 2:06:03
  Speaker 1: the child to interpret what he has observed are what
• 2:06:05
  Speaker 1: has been illustrated to him. The scene of this lesson
• 2:06:08
  Speaker 1: need not be definitely located in space, for this book
• 2:06:12
  Speaker 1: is a generalized account of progress, not a description of
• 2:06:15
  Speaker 1: a particular locality. Should the teacher need assistance in getting
• 2:06:18
  Speaker 1: a more adequate notion of a river valley, she will
• 2:06:21
  Speaker 1: do well to read the following references, as well as
• 2:06:23
  Speaker 1: the chapters on river valleys in any good text book
• 2:06:26
  Speaker 1: on geography or physiography. References N. S. Shaler, First Book
• 2:06:31
  Speaker 1: in Geology, pages one through four. Fry Brooks and brook Basins,
• 2:06:36
  Speaker 1: Aspects of the Earth. Chapter on River Valleys Winchell, Walks
• 2:06:40
  Speaker 1: and Talks in a Geological Field, Rollin D. Salisbury and
• 2:06:44
  Speaker 1: Wallace w Atwood, The Geography of the Devil's Lake Region, Wisconsin,
• 2:06:49
  Speaker 1: pages thirty six through fifty eight. Note. This pamphlet may
• 2:06:53
  Speaker 1: be obtained by writing to Professor E. A. Burge, State University, Madison,
• 2:06:57
  Speaker 1: Wisconsin and enclosing thirty cents. It is bullet to number
• 2:07:01
  Speaker 1: five Educational Series number one, R. S. TR Elementary Physical Geography,
• 2:07:07
  Speaker 1: pages two sixty two to eighty two Lesson four. This
• 2:07:11
  Speaker 1: lesson serves merely to bring out the striking contrast that
• 2:07:13
  Speaker 1: the geographical features mentioned in the last lesson present. The
• 2:07:17
  Speaker 1: child can readily see why it was necessary for Sharptooth
• 2:07:20
  Speaker 1: to swing from branch to branch instead of walking on
• 2:07:23
  Speaker 1: the ground Lesson five. Although the father was always more
• 2:07:27
  Speaker 1: or less attached to the primitive group, it was the
• 2:07:30
  Speaker 1: mother and child that constituted the original family. Not until
• 2:07:34
  Speaker 1: the development of the patriarchal system in the pastoral stage
• 2:07:37
  Speaker 1: of culture was the relation of the father recognized as
• 2:07:40
  Speaker 1: of as great importance as that of the mother. The
• 2:07:43
  Speaker 1: data from which the part of the story that deals
• 2:07:45
  Speaker 1: with the way in which Sharptooth carried her baby was
• 2:07:47
  Speaker 1: constructed was derived from the practices of contemporary tribes in
• 2:07:51
  Speaker 1: the lowest stages of culture. It is a well known
• 2:07:54
  Speaker 1: fact that all young infants, during the first few hours
• 2:07:57
  Speaker 1: after birth possessed the power to grasp and to hang
• 2:08:00
  Speaker 1: suspended by the hands for several minutes. References Lauria, Economic
• 2:08:05
  Speaker 1: Foundations of Society, page eighty seven Thwing the Primitive family.
• 2:08:11
  Speaker 1: Sea N. Stark Primitive family in its origin and development.
• 2:08:15
  Speaker 1: G l Gaum The Primitive Human Hoarde, Journal of the
• 2:08:18
  Speaker 1: Anthropological Institute, Volume seventeen, pages one eighteen through thirty three.
• 2:08:23
  Speaker 1: The Evolution of the Family, Popular Science Monthly, Volume eleven,
• 2:08:28
  Speaker 1: page two fifty seven, Charles Latourneaux, The Evolution of Marriage
• 2:08:32
  Speaker 1: and the Family, Lesson six. This lesson is important as
• 2:08:37
  Speaker 1: marking the beginning of the textile industry. Undoubtedly, the motive
• 2:08:40
  Speaker 1: that prompted the first weaving was the love of the
• 2:08:43
  Speaker 1: mother for her child and her desire to keep it
• 2:08:46
  Speaker 1: safe from harm. The materials were inevitably such as the
• 2:08:49
  Speaker 1: immediate environment could afford vines, slender branches, or other fibrous plants.
• 2:08:54
  Speaker 1: The process at first must have been crude, but savage
• 2:08:57
  Speaker 1: women very early developed a skill in basketry that we
• 2:09:00
  Speaker 1: are not able to find among civilized peoples. By encouraging
• 2:09:04
  Speaker 1: the child to think of the different articles that he
• 2:09:06
  Speaker 1: uses that were made by weaving, and by examining the
• 2:09:09
  Speaker 1: beauty of the work, he will be prepared to grasp
• 2:09:12
  Speaker 1: something of the significance of the simple act of sharptooths,
• 2:09:15
  Speaker 1: which was an expression of the same kind of mother
• 2:09:17
  Speaker 1: love which he enjoys, but which he accepts as a matter,
• 2:09:20
  Speaker 1: of course, explain to the child that the tree dwellers
• 2:09:24
  Speaker 1: did not have such music as we have, but mothers,
• 2:09:27
  Speaker 1: as they held their babies in their arms, would gently
• 2:09:29
  Speaker 1: sway back and forth, uttering a soothing sound. The little
• 2:09:33
  Speaker 1: girls will no doubt enjoy making such a lullaby in
• 2:09:36
  Speaker 1: their hours of play less than seven. If no child
• 2:09:39
  Speaker 1: in the class knows what kind of banks a river
• 2:09:42
  Speaker 1: has at the drinking places, and if there is no
• 2:09:44
  Speaker 1: opportunity to go to a brook or river to find out,
• 2:09:47
  Speaker 1: do not state that the banks are low. The fact
• 2:09:50
  Speaker 1: presented in that way would be almost devoid of meaning.
• 2:09:53
  Speaker 1: But let the child model a river valley in the
• 2:09:55
  Speaker 1: sand box or out on the playground, showing steep banks
• 2:09:58
  Speaker 1: in places, and in other banks that slope gently. Then
• 2:10:02
  Speaker 1: let him think of a herd of cattle feeding on
• 2:10:04
  Speaker 1: the hillsides. The cattle need water. Suppose they come up
• 2:10:07
  Speaker 1: to the steep banks. Can they reach the water? How
• 2:10:10
  Speaker 1: can the cattle get down to the stream. When the
• 2:10:12
  Speaker 1: cattle have found a good drinking place, will they be
• 2:10:14
  Speaker 1: apt to come to it again? By means of such
• 2:10:17
  Speaker 1: questions as these, the child can picture the conditions and
• 2:10:20
  Speaker 1: the relation of living creatures to them such knowledge. As
• 2:10:23
  Speaker 1: this means something to him, he need not try to
• 2:10:26
  Speaker 1: remember it, for it is his. Give the child plenty
• 2:10:29
  Speaker 1: of time in reading the short sentences that picture the
• 2:10:32
  Speaker 1: cattle in the stream, to allow him to actually see
• 2:10:34
  Speaker 1: the different steps in the process. By considering each point
• 2:10:38
  Speaker 1: by itself, but yet in relation to the preceding step,
• 2:10:41
  Speaker 1: the child can get a vivid picture. For information concerning
• 2:10:45
  Speaker 1: the wild cattle, see the URIs, page one forty five.
• 2:10:49
  Speaker 1: Lesson eight. This lesson is introduced to give the child
• 2:10:52
  Speaker 1: a faint suggestion of the struggle for existence among wild animals.
• 2:10:56
  Speaker 1: It also suggests something of the dangers to which the
• 2:10:59
  Speaker 1: tree dwellers works exposed. Pass lightly over these dark pictures
• 2:11:02
  Speaker 1: and emphasize the fact that it was possible, even in
• 2:11:05
  Speaker 1: those times for Sharptooth and her baby to sleep safe
• 2:11:08
  Speaker 1: from harm. In contrast to this wild life, let the
• 2:11:11
  Speaker 1: children draw pictures that will illustrate the security and comfort
• 2:11:15
  Speaker 1: of their own homes. Lesson nine. If possible, let the
• 2:11:19
  Speaker 1: child visit a cave. If not, he may take advantage
• 2:11:22
  Speaker 1: of the tiny streams that may be seen everywhere after
• 2:11:25
  Speaker 1: a heavy rain or during the thawing of snow. A
• 2:11:28
  Speaker 1: careful examination of such a miniature stream will enable the
• 2:11:31
  Speaker 1: child to get all the experience he needs in order
• 2:11:34
  Speaker 1: to understand the geographical phase of this lesson. Do not
• 2:11:37
  Speaker 1: try to teach the child much more than he can
• 2:11:39
  Speaker 1: observe regarding the way in which caves were formed. A
• 2:11:42
  Speaker 1: much better opportunity to teach him this lesson is presented later.
• 2:11:46
  Speaker 1: Ask the child why sharp tooth dipped up the water
• 2:11:49
  Speaker 1: with her hand. Do not be discouraged if some child
• 2:11:51
  Speaker 1: thinks that she might have used a tin dipper. It
• 2:11:54
  Speaker 1: is only by discovering the misconceptions of the child that
• 2:11:57
  Speaker 1: we are able to correct them. The language of the
• 2:12:00
  Speaker 1: tree dwellers was probably in a very undeveloped state. That
• 2:12:04
  Speaker 1: fact is merely suggested in the story Lessons ten and eleven.
• 2:12:09
  Speaker 1: The first of these lessons conveys the truth that people
• 2:12:11
  Speaker 1: have taken many suggestions from animals in order to better
• 2:12:14
  Speaker 1: their condition in life. This does not imply that man
• 2:12:17
  Speaker 1: is inferior to the animal, but merely that he is
• 2:12:20
  Speaker 1: inferior in some one respect, or that he depends less
• 2:12:23
  Speaker 1: upon instincts and thus has a greater need of training.
• 2:12:27
  Speaker 1: If the child learns at this early stage that there
• 2:12:29
  Speaker 1: is no person or no creature too insignificant to teach
• 2:12:32
  Speaker 1: him something. He will have learned one of the most
• 2:12:35
  Speaker 1: valuable lessons in life. The child may not be able
• 2:12:38
  Speaker 1: to tell why the wild hog has lost its tusks,
• 2:12:41
  Speaker 1: but he will enjoy thinking about it. He can observe
• 2:12:44
  Speaker 1: or find out in other ways that the domesticated hog
• 2:12:47
  Speaker 1: no longer has them, and by comparing the difference in
• 2:12:49
  Speaker 1: the mode of life of the animal in the wild
• 2:12:52
  Speaker 1: and in the domestic state, he can see that the
• 2:12:54
  Speaker 1: wild hog needed tusks and use them, while the domestic
• 2:12:57
  Speaker 1: hog of today does not have themildren are so keen
• 2:13:00
  Speaker 1: in their thought that they can soon get the relation
• 2:13:03
  Speaker 1: that exists between the use of an organ and the
• 2:13:05
  Speaker 1: state of its development. This point introduced here paves the
• 2:13:09
  Speaker 1: way for the lesson of the wild horse. Let the
• 2:13:12
  Speaker 1: children represent by pantomime the way in which the wild
• 2:13:15
  Speaker 1: hogs protected their young Lesson twelve. The only point that
• 2:13:19
  Speaker 1: is liable to need explanation here is the fact that
• 2:13:22
  Speaker 1: Sharptooth required Bodo to take care of himself when he
• 2:13:25
  Speaker 1: was only a child. This can be more easily understood
• 2:13:28
  Speaker 1: if it is taken into consideration that mothers frequently had
• 2:13:31
  Speaker 1: another child to take care of at that time, and
• 2:13:34
  Speaker 1: so of necessity were obliged to let the older child
• 2:13:37
  Speaker 1: take care of himself. The fact that Sharptooth took pains
• 2:13:40
  Speaker 1: to teach Bodo all that she knew, and that she
• 2:13:42
  Speaker 1: left him only when he was able to take care
• 2:13:44
  Speaker 1: of himself justifies the acts sufficiently. The slow development of
• 2:13:48
  Speaker 1: father love is less easy to explain, and will not
• 2:13:51
  Speaker 1: be attempted at this time. Lesson thirteen. Read the general
• 2:13:56
  Speaker 1: suggestion pages one thirty three and one thirty four before
• 2:13:59
  Speaker 1: attempting to teach this lesson. Lesson fourteen. Supplement this lesson
• 2:14:04
  Speaker 1: by facts which the child has observed regarding bees, or
• 2:14:07
  Speaker 1: by pictures and stories that are almost universally available. Lesson fifteen.
• 2:14:12
  Speaker 1: Wild horses usually associate in large herds, sometimes numbering several hundred.
• 2:14:17
  Speaker 1: This large herd is subdivided into several smaller herds, each
• 2:14:20
  Speaker 1: of which is led by the handsomest and strongest stallion
• 2:14:23
  Speaker 1: of the group. The younger and smaller horses keep on
• 2:14:26
  Speaker 1: the outskirts of the herd. If the paper animals which
• 2:14:29
  Speaker 1: the children cut are mounted in groups upon the blackboard
• 2:14:32
  Speaker 1: or on a large sheet of Manila paper, it will
• 2:14:34
  Speaker 1: greatly add to the vividness of the child's image. See
• 2:14:37
  Speaker 1: the wild Horse, Page one forty six, Lessons sixteen and seventeen.
• 2:14:42
  Speaker 1: The fact that we possess the records which reveal the
• 2:14:45
  Speaker 1: story of the evolution of the wild horse, while the
• 2:14:47
  Speaker 1: complete account of many other species is not yet made,
• 2:14:50
  Speaker 1: accounts for the frequent allusions to the horse when discussing
• 2:14:53
  Speaker 1: the history of physical development. Read the suggestions here offered,
• 2:14:57
  Speaker 1: and as much of the suggested reading as possible before
• 2:15:00
  Speaker 1: teaching this lesson. Notice that the four toed horse the
• 2:15:04
  Speaker 1: size of a fox, live not when the tree dwellers did,
• 2:15:07
  Speaker 1: but at a much earlier period. It is not necessary
• 2:15:10
  Speaker 1: for the child to get a clear conception of the
• 2:15:12
  Speaker 1: time required for the change is pictured in these lessons.
• 2:15:15
  Speaker 1: No adult can have a perfect conception of this, but
• 2:15:18
  Speaker 1: even the child can get an idea of development of change,
• 2:15:22
  Speaker 1: which will prevent the formation of such static conceptions of
• 2:15:25
  Speaker 1: life as are still only too prevalent in many of
• 2:15:28
  Speaker 1: our institutions of learning. For further information regarding the wild horse,
• 2:15:32
  Speaker 1: see page one forty six, Lessons eighteen and nineteen. Before
• 2:15:37
  Speaker 1: the child is able to use tools, he deals with
• 2:15:39
  Speaker 1: objects through a direct use of the various organs of
• 2:15:42
  Speaker 1: his body. No better preparation can be given the child
• 2:15:45
  Speaker 1: for an intelligent use of tools and machinery than to
• 2:15:47
  Speaker 1: let him practice a great variety of activities that furnish
• 2:15:51
  Speaker 1: him with the muscular sensations necessary to interpret the more
• 2:15:54
  Speaker 1: complex processes. Encourage the child to collect natural forms in wood, stone, bone, horn, shells,
• 2:16:01
  Speaker 1: and other materials that may be available, and preserve the
• 2:16:03
  Speaker 1: best of them, thus forming the nucleus of an industrial museum.
• 2:16:08
  Speaker 1: References Catherine Edopp The Place of Industries in Elementary Education,
• 2:16:12
  Speaker 1: Pages nineteen through twenty one, thirty two, thirty three, one
• 2:16:16
  Speaker 1: thirty four through one forty Some Steps in the evolution
• 2:16:20
  Speaker 1: of social occupations three the Elementary school Teacher, March nineteen
• 2:16:24
  Speaker 1: o three, Lesson twenty. The purpose of this lesson is
• 2:16:28
  Speaker 1: to show the way in which man began the conquest
• 2:16:30
  Speaker 1: of the animal world. Lead the child to see that
• 2:16:33
  Speaker 1: it has taken a long time to make the earth
• 2:16:35
  Speaker 1: a good home for man, and that one reason why
• 2:16:38
  Speaker 1: we learn more than the lower races new is because
• 2:16:40
  Speaker 1: they spent their time in making the earth a better
• 2:16:43
  Speaker 1: place in which to live. See pages one forty seven
• 2:16:46
  Speaker 1: and one forty eight Lesson twenty one. This lesson is
• 2:16:50
  Speaker 1: based upon well authenticated facts supplied by Professor Boyd Dawkins.
• 2:16:53
  Speaker 1: It portrays not merely the intelligence of animals, but man's
• 2:16:57
  Speaker 1: alertness to take suggestions. It also so suggest to the
• 2:17:00
  Speaker 1: child a relation that exists between him and the larger
• 2:17:03
  Speaker 1: world to which he is already looking with expectancy. See
• 2:17:07
  Speaker 1: Supplementary Facts, page one forty two through one forty four
• 2:17:10
  Speaker 1: for information regarding the rhinoceros, the mammoth, and the saber tooth.
• 2:17:14
  Speaker 1: Feelis Lesson twenty two. This lesson, together with the two following,
• 2:17:19
  Speaker 1: in which the probable method of subduing fire is portrayed,
• 2:17:22
  Speaker 1: marks the climax of interest in the story of the
• 2:17:24
  Speaker 1: tree dwellers. No greater conquest has ever been made in
• 2:17:28
  Speaker 1: writing of this subject, mister Geiger says, And if we
• 2:17:31
  Speaker 1: admire ingenius not only superior intellectual endowment, but the boldness
• 2:17:36
  Speaker 1: of attempting to think of what has never been thought
• 2:17:38
  Speaker 1: of by any one before, and to undertake what has
• 2:17:40
  Speaker 1: never been done before, it was surely an active genius
• 2:17:44
  Speaker 1: when man approached the dreaded glow, when he bore the
• 2:17:47
  Speaker 1: flame before him over the earth, on the top of
• 2:17:49
  Speaker 1: an ignited log of wood. An active daring without a
• 2:17:52
  Speaker 1: prototype in the animal world, and its consequences for the
• 2:17:56
  Speaker 1: development of human culture truly immeasurable. Only the first step
• 2:18:00
  Speaker 1: in the conquest of fire is portrayed in this lesson.
• 2:18:03
  Speaker 1: That is fear references Mason Origins of Invention, Chapter three,
• 2:18:09
  Speaker 1: Catherine E. Edopp The Place of Industries in Elementary Education,
• 2:18:13
  Speaker 1: pages twenty two through twenty four, Lesson twenty three. This
• 2:18:17
  Speaker 1: lesson shows how man, first through fear and then through
• 2:18:20
  Speaker 1: the desire to make friends with the dreaded object in
• 2:18:23
  Speaker 1: order to secure its protection, subdued fire. Its significance with
• 2:18:27
  Speaker 1: reference to social life is portrayed in this and in
• 2:18:30
  Speaker 1: the following lessons Lesson twenty four. The purpose of this
• 2:18:34
  Speaker 1: lesson is to enable the child to see the way
• 2:18:36
  Speaker 1: in which simple societies were formed, the necessity for the
• 2:18:39
  Speaker 1: division of labor, and an early, if not the earliest,
• 2:18:42
  Speaker 1: form of worship. This lesson also illustrates a step in
• 2:18:46
  Speaker 1: advance in the development of the primitive family. Lesson twenty five.
• 2:18:51
  Speaker 1: This lesson illustrates the first efforts of man to make
• 2:18:53
  Speaker 1: a shelter. Previous to this, he was protected by such
• 2:18:56
  Speaker 1: shelters as nature afforded. Now he begins to add dap
• 2:19:00
  Speaker 1: nature's gifts to his own needs. The construction of the
• 2:19:03
  Speaker 1: rude shelter illustrates what is probably the second step in
• 2:19:06
  Speaker 1: the evolution of the textile arts, the first being the
• 2:19:09
  Speaker 1: weaving of a cradle. In both cases, the motive was
• 2:19:13
  Speaker 1: undoubtedly the desire on the part of the mother to
• 2:19:16
  Speaker 1: protect her child. Lesson twenty six. The suggestions in this lesson,
• 2:19:20
  Speaker 1: together with those under Basketry pages one thirty eight through
• 2:19:23
  Speaker 1: one thirty nine, are probably all that are required. Lesson
• 2:19:27
  Speaker 1: twenty seven. Let the child suggest other uses to which
• 2:19:31
  Speaker 1: fire might have been put than those named here. Let
• 2:19:34
  Speaker 1: him also suggest other ways in which food might have
• 2:19:36
  Speaker 1: been cooked accidentally. Encourage him to make a connected story
• 2:19:40
  Speaker 1: which will embody what he has thought. Lead him to
• 2:19:42
  Speaker 1: discover some of the advantages that arise from the use
• 2:19:45
  Speaker 1: of cooked food. Reference Catherine eedopp Some steps in the
• 2:19:49
  Speaker 1: evolution of social occupations three and four the elementary school
• 2:19:54
  Speaker 1: teacher March in April nineteen o three. Lesson twenty eight.
• 2:19:58
  Speaker 1: The purpose of this lesson is to supply an experience
• 2:20:01
  Speaker 1: that will pave the way to an understanding of cooperative
• 2:20:03
  Speaker 1: action Lesson twenty nine. This lesson illustrates the way in
• 2:20:08
  Speaker 1: which leisure hours were used so as to secure not
• 2:20:11
  Speaker 1: merely recreation, but a training for the serious activities of life.
• 2:20:15
  Speaker 1: The child will readily appreciate the significance of the primitive dance,
• 2:20:19
  Speaker 1: for it is closely related to his own spontaneous play.
• 2:20:23
  Speaker 1: Reference Catherine E. Edopp, The Place of Industries in Elementary Education,
• 2:20:27
  Speaker 1: pages twenty five through thirty four, lesson thirty. This lesson
• 2:20:31
  Speaker 1: explains one very important reason for wearing ornaments. The child's
• 2:20:35
  Speaker 1: instinctive love of ornaments may be utilized to train him
• 2:20:38
  Speaker 1: in habits of industry, just as easily as the same
• 2:20:41
  Speaker 1: process took place in the development of the race. Really
• 2:20:44
  Speaker 1: beautiful necklaces and bracelets may be made by children if
• 2:20:48
  Speaker 1: they take pains in stringing seeds of various sorts in
• 2:20:51
  Speaker 1: such alternations as to give pleasing effects. It is worth
• 2:20:54
  Speaker 1: the while to encourage the child to see the beautiful
• 2:20:57
  Speaker 1: in nature, and to train him to adapt nature's form
• 2:21:00
  Speaker 1: so as to secure still more pleasing effects. Reference Catherine Edopp,
• 2:21:05
  Speaker 1: The Place of Industries and Elementary Education, Pages twenty five,
• 2:21:09
  Speaker 1: twenty seven, and one fifteen Lessons thirty one and thirty two.
• 2:21:13
  Speaker 1: These lessons serve the purpose of making the transition from
• 2:21:16
  Speaker 1: the mild, equable climate which characterized the early part of
• 2:21:20
  Speaker 1: the mid Pleistocene period to the colder climate of the
• 2:21:23
  Speaker 1: later part of that period. The early part is the
• 2:21:25
  Speaker 1: age which is characterized in this book. The latter part
• 2:21:28
  Speaker 1: will be treated in the next book. For information regarding
• 2:21:31
  Speaker 1: the animals referred to, see Supplementary Facts, pages one forty
• 2:21:35
  Speaker 1: three and one forty six, Less than thirty three. This
• 2:21:39
  Speaker 1: lesson is intended to still further satisfy the child regarding
• 2:21:42
  Speaker 1: the questions which will probably arise in his mind from
• 2:21:45
  Speaker 1: the first and which were partially satisfied then. The attempt
• 2:21:48
  Speaker 1: has been made in all cases where it seemed possible
• 2:21:51
  Speaker 1: to speak frankly and directly to the child. Had the
• 2:21:55
  Speaker 1: aim been merely to please him, to excite him by
• 2:21:57
  Speaker 1: dramatic stories, it could have been done in a mine
• 2:22:00
  Speaker 1: much easier way. The simple and plain statements of fact
• 2:22:03
  Speaker 1: have been made so as to enable the child to
• 2:22:05
  Speaker 1: understand they suggested. Activities, together with other normal forms of
• 2:22:10
  Speaker 1: work and play, furnish sufficiently rich emotional reactions. In the
• 2:22:14
  Speaker 1: light of the racial experiences embodied in the stories. These
• 2:22:17
  Speaker 1: emotional reactions maintain their normal function as the most powerful
• 2:22:21
  Speaker 1: factor in the education of the child. End of section
• 2:22:26
  Speaker 1: end of the Tree Dwellers by Katherine E. Dupp. This
• 2:22:29
  Speaker 1: recording is in the public domain.