The Complete Works of Katharine Elizabeth Dopp

The Complete Works, Novels, Plays, Stories, Ideas, and Writings of Katharine Elizabeth Dopp

This Complete Collection includes the following titles:

--------

1 - The Tree-Dwellers

2 - The Later Cave-Men

3 - The Early Cave-Men

4 - Bobby and Betty with the workers

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Preface

Table of Contents

List of Illustrations

The Tree-Dwellers

Suggestions to Teachers

Industrial and Social History Series

By KATHARINE ELIZABETH DOPP, Ph.D.

Author of The Place of Industries in Elementary Education

Book I. THE TREE-DWELLERS. THE AGE OF FEAR. Illustrated with a map, 14 full-page and 46 text drawings in half-tone by Howard V. Brown. Cloth. Square 12mo. 158 pages. For the primary grades.

Book II. THE EARLY CAVE-MEN. THE AGE OF COMBAT. Illustrated with a map, 16 full-page and 17 text drawings in half-tone by Howard V. Brown. Cloth. Square 12mo. 183 pages. For the primary grades.

Book III. THE LATER CAVE-MEN. THE AGE OF THE CHASE. Illustrated with 27 full-page and 87 text drawings in half-tone by Howard V. Brown. Cloth. Square 12mo. 197 pages. For the primary grades.

Book IV. THE EARLY SEA PEOPLE. FIRST STEPS IN THE CONQUEST OF THE WATERS. Illustrated with 21 full-page and 110 text drawings in half-tone by Howard V. Brown and Kyohei Inukai. Cloth. Square 12mo. 224 pages. For the intermediate grades.

Book V. THE EARLY HERDSMEN. FIRST STEPS IN TAMING THE GRASS-EATING ANIMALS. Illustrated with 24 full-page and 74 text drawings in half-tone by Howard V. Brown and Louis Jensen. Cloth. Square 12mo. 232 pages. For the intermediate grades.

Book VI. THE EARLY FARMERS. FIRST STEPS IN THE CULTIVATION OF PLANTS. Illustrated with 32 full-page, 23 half-page, and 30 text illustrations by William Wallace Clarke and Howard V. Brown. Cloth. Square 12mo. 236 pages. For the intermediate grades.

A map of the Tree-dwellers’ country, showing the relative position

of the geographical features referred to in this book.

Text of Title Page

Copyright, 1904,

By Katharine Elizabeth Dopp

Entered at Stationer’s Hall

All rights reserved

Edition of 1930

Made in U.S.A.

TO MY MOTHER

Janet Moyes Dopp

I DEDICATE THIS BOOK

8

THE series, of which this is the first volume, is an attempt to meet a need that has been felt for several years by parents and physicians, as well as by teachers, supervisors, and others who are actively interested in educational and social progress. The need of practical activity, which for long ages constituted the entire education of mankind, is at last recognized by the elementary school. It has been introduced in many places and already results have been attained which demonstrate that it is possible to introduce practical activity in such a way as to afford the child a sound development—physically, intellectually, and morally—and at the same time equip him for efficient social service. The question that is perplexing educators at the present time is, therefore, not one regarding the value of practical activity, but rather one of ways and means by which practical activity can be harnessed to the educational work.

The discovery of the fact that steam is a force that can do work had to await the invention of machinery by means of which to apply the new force to industrial processes. The use of practical activity will likewise necessitate many changes in the educational machinery before its richest results are realized. Yet the conditions that attend the introduction of practical activity as a motive power in education are very different from those that attended the introduction of the use of steam. In the case of steam the problem was that of applying a new force to an old work. In the case of practical activity it is a question of restoring a factor which, from the earliest times until within the last two or three decades, has operated as a permanent educational force.

The situation that has recently deprived the child of the opportunity 9 to participate in industrial processes is due, as is well known, to the rapid development of our industrial system. Since the removal of industrial processes from the home the public has awakened to the fact that the child is being deprived of one of the most potent educational influences, and efforts have already been made to restore the educational factor that was in danger of being lost. This is the significance of the educational movement at the present time.

As long as a simple organization of society prevailed, the school was not called upon to take up the practical work; but now society has become so complex that the use of practical activity is absolutely essential. Society to-day makes a greater demand than ever before upon each and all of its members for special skill and knowledge, as well as for breadth of view. These demands can be met only by such an improvement in educational facilities as corresponds to the increase in the social demand. Evidently the school must lay hold of all of the educational forces within its reach.

In the transitional movement it is not strange that new factors are being introduced without relation to the educational process as a whole. The isolation of manual training, sewing, and cooking from the physical, natural, and social sciences is justifiable only on the ground that the means of establishing more organic relations are not yet available. To continue such isolated activities after a way is found of harnessing them to the educational work is as foolish as to allow steam to expend itself in moving a locomotive up and down the tracks without regard to the destiny of the detached train.

This series is an attempt to facilitate the transitional movement in education which is now taking place by presenting educative materials in a form sufficiently flexible to be readily adapted to the needs of the school that has not yet been equipped for manual training, as well as to the needs of the one that has long recognized practical activity as an essential factor in its work. Since the experience of the race in industrial and social processes embodies, 10 better than any other experiences of mankind, those things which at the same time appeal to the whole nature of the child and furnish him the means of interpreting the complex processes about him, this experience has been made the groundwork of the present series.

In order to gain cumulative results of value in explaining our own institutions, the materials used have been selected from the life of Aryan peoples. That we are not yet in possession of all the facts regarding the life of the early Aryans is not considered a sufficient reason for withholding from the child those facts that we have when they can be adapted to his use. Information regarding the early stages of Aryan life is meager. Enough has been established, however, to enable us to mark out the main lines of progress through the hunting, the fishing, the pastoral, and the agricultural stages, as well as to present the chief problems that confronted man in taking the first steps in the use of metals, and in the establishment of trade. Upon these lines, marked out by the geologist, the paleontologist, the archæologist, and the anthropologist, the first numbers of this series are based.

A generalized view of the main steps in the early progress of the race, which it is thus possible to present, is all that is required for educational ends. Were it possible to present the subject in detail, it would be tedious and unprofitable to all save the specialist. To select from the monotony of the ages that which is most vital, to so present it as to enable the child to participate in the process by which the race has advanced, is a work more in keeping with the spirit of the age. To this end the presentation of the subject is made: First, by means of questions, which serve to develop the habit of making use of experience in new situations; second, by narrative, which is employed merely as a literary device for rendering the subject more available to the child; and third, by suggestions for practical activities that may be carried out in hours of work or play, in such a way as to direct into useful channels energy which when left undirected is apt to express itself in trivial if not 11 in anti-social forms. No part of a book is more significant to the child than the illustrations. In preparing the illustrations for this series as great pains have been taken to furnish the child with ideas that will guide him in his practical activities as to illustrate the text itself.

Mr. Howard V. Brown, the artist who executed the drawings, has been aided in his search for authentic originals by the late J. W. Powell, director of the United States Bureau of Ethnology, Washington, D.C.; by Frederick J. V. Skiff, director of the Field Columbian Museum, Chicago, and by the author. Ethnological collections and the best illustrative works on ethnological subjects scattered throughout the country have been carefully searched for material.

I wish to take this opportunity to express my gratitude to Professor Dewey for the suggestions he has given me with reference to this series, and to acknowledge that without the inspiration that has come through his teaching I should probably never have undertaken a work of this kind. To Dr. W. I. Thomas, professor of sociology and anthropology in the University of Chicago, I am indebted for suggestions upon anthropological phases of many of the subjects presented. To Dr. S. W. Williston, professor of paleontology in the University of Chicago, I am indebted for a careful examination of the book from the standpoint of the paleontologist. Among the many friends who have given me help and inspiration, I would mention especially, Professor Ella Flagg Young, of the University of Chicago; Superintendent F. A. Manny, of the Ethical Culture Schools, New York City; Mrs. Charlotte W. Williams, of Chicago; my sister, Miss Elspa M. Dopp, of the State Normal School, St. Cloud, Minn.; and Mr. W. W. Charters, of the University of Chicago. To the late Director J. W. Powell, of the United States Bureau of Ethnology, and to Director Frederick J. V. Skiff, of the Field Columbian Museum, Chicago, I am under obligations for courtesies extended which have enabled me to gain access to illustrative materials.

K. E. D.

12

PAGE

Dedication

7

Preface

8

Contents

12

Illustrations

13

THE TREE-DWELLERS

THE AGE OF FEAR

A Story of Long Ago

15

Sharptooth

17

The Wooded Hills

20

Sharptooth’s Excursions

23

Sharptooth and Her Baby

28

The First Weaver

31

What Happened When the Wild Cattle Went to the River

35

How Sharptooth Spent the Night

38

Sharptooth Goes to the River

43

What the Wild Hogs Did for Sharptooth

47

How the Wild Hogs Protected their Young

50

How the Tree-dwellers Taught their Children

53

Alone on the Wooded Hills

56

How Bodo Found Wild Honey

59

Bodo Follows the Wild Horses

61

Ancestors of Our Mammals

66

The Story of the Wild Horse

69

How Bodo Learned to Make Tools and Weapons

72

Bodo’s Hammer and Knife

75

What Bodo and One-Ear Found in the Alders

81

How the Hyenas Hunted

85

Frightened by Fire

89

How People Got their First Homes

93

How the Tree-dwellers Formed a Clan

99

How the Women Made a Shelter

102

How Sharptooth Made a Basket

106

How Bodo Used Fire

112

How Bodo Saved One-Ear’s Life

116

How People Learned to Hunt Large Animals

119

Why People Began to Wear Ornaments

122

The Coming of the Musk Sheep

125

The Woolly Rhinoceros

128

How We Have Learned About the Tree-dwellers

130

Suggestions to Teachers

132

a. Method

134

b. Typical Modes of Activity

136

c. Supplementary Facts

142

d. Animal Life

142

e. Special Suggestions

147

13

FULL PAGE

PAGE

A map of the Tree-dwellers’ country

Frontispiece

Many wild beasts lived then

14

Sharptooth was afraid of wild animals

19

She made a safe place for the baby to sleep

32

There were a great many wild cattle when the Tree-dwellers lived

34

The upper part of the river valley

39

Hippopotamuses were snorting and blowing

41

Bodo watched them wade through the shallow water

62

Sometimes Bodo threw stones

73

They crept up softly and peeped into the alders

83

Bodo stood and watched it a moment

91

They lived by the fire at the foot of a tree

97

They talked about the wild animals they had seen

100

So the women now tried to weave a shelter

105

They saw Bodo rush up to the cave-bear and wave a torch in his face

117

TEXT

The illustration titles in this section are given as printed. They are generally not the same as the printed caption.

Tiger’s head—vignette on title page

5

A Tree-dweller

17

The wooded hills

21

Acorns and wild roots

22

Sharptooth in the tree branches

24

Sharptooth watching the wild cattle

26

A lion

27

Sharptooth gathering berries

30

Wild cattle

36

A hyena

43

Sharptooth’s baby’s cradle in the tree

44

Cave wolves

45

A wild hog

48

Wild pigs

51

Bodo catches a pig

55

A bear

56

A boy in a tree hunting eggs

58

Bodo with the bird’s eggs

59

Bodo running away from the bees

60

A herd of mammoths

63

A bison

64

A reptile and a wild horse

67

A wild horse

69

The stick Bodo used

74

Bodo cracks nuts

77

A chipped pebble

78

An antler

79

A big-nosed rhinoceros

86

The fight on the cliff

88

Basket-weaving showing four stages of construction

108, 109,

110, 111

Sabre-tooth

112

Bodo builds a fire

113

Bodo’s club

114

Bodo catches a squirrel

115

A leader

120

A necklace of claws

122

How they wore the necklace

123

Musk sheep

125

A Tree-dweller

131

A lion

158

14

Many wild beasts lived then

15

THE TREE-DWELLERS

THE AGE OF FEAR

I.

A Story of Long Ago

This is a story of long ago.

It will tell you of the first people we know anything about.

It will tell you how they lived before they had fire.

It will tell you how they worked before they had tools.

Many wild beasts lived then.

They were fierce and strong.

All the people feared them.

The cave-bear could strike with his big paws.

The tiger could tear with his sharp teeth.

16

The rhinoceros could trample one under his feet.

Each animal knew how to do one thing well.

But the people could do a great many things.

They could remember, too, what had happened before.

They learned to profit by their mistakes.

You will learn how they became brave and strong.

You will learn how they used their bodies and minds.

They began the work we are doing to-day.

They took the first steps.

People who lived after them were able to do a little more.

The next people could do still more.

Many people have lived and worked since then.

The work they have done helps us to-day.

We have something to do, too.

We can do our part better if we know what others have done.

17

We can do it better if we learn to use our hands.

We can do it better if we learn to use our minds.

That is why we have this little book.

II.

THINGS TO THINK ABOUT

What do you need in order to live?

What do you think that the Tree-dwellers needed?

A Tree-dweller chasing

a young rabbit

Sharptooth

Sharptooth was a Tree-dweller.

She lived a long, long time ago.

She did not have any home.

Nobody had a home then.

People wandered from place to place.

18

They had no shelter except the trees.

Each night Sharptooth slept in the branches.

Each day she hunted for something to eat.

Sometimes she was very hungry.

She had hard work to find enough food.

She could not go to a store to buy it.

There were no stores then.

She could not buy food of a farmer.

There were no farmers then.

All the plants were growing wild.

All the animals were wild, too.

Sharptooth was afraid of them.

That is why she climbed the trees.

THINGS TO DO

Go out where everything is growing wild and find a place where the Tree-dwellers might have lived.

Find as many wild foods as you can.

Notice what places have the best wild foods.

Find a place where the Tree-dwellers might have protected themselves from the wild beasts.

Find a picture of Sharptooth running away from a wild animal.

Tell a story about this picture.

19

Sharptooth was afraid of wild animals

20

III.

THINGS TO THINK ABOUT

Did you find a place where the Tree-dwellers might have lived?

What kind of a place was it?

Did you find any wild foods where the ground was covered with grass?

Do you think they could live on a grassy plain?

Did you find any wild foods where the trees were thick?

Do you think they could live in a dense forest?

Where did you find the best wild foods?

Could the sun get down to places where you found wild roots?

Do vegetables grow better in the shade or in the sunlight?

Are there as many wild foods here now as there used to be? Why not?

Do you think you could live on such foods as the Tree-dwellers ate?

Can you think of a name for the place where the Tree-dwellers lived?

The Wooded Hills

The Tree-dwellers needed a place where they could be safe from the wild animals.

So they lived among the tall trees.

21

They needed to be near fresh water.

So they lived by trees along the river.

They needed to be where they could find roots and berries.

The wooded hills

Down in the river valley most of the forests were dense.

The sun could not shine through the thick leaves of the trees.

There was not enough sunlight to make the roots and berries grow.

Acorns

There were not many nuts and acorns on the trees.

So the Tree-dwellers could not live there.

22

Out on the grassy plains there were no trees.

The Tree-dwellers could not live there.

Near the head of the river valley there were hills and uplands.

Wild roots were

used for food

The forests there were not so dense.

The sun could shine through the open spaces.

Many roots and berries grew there.

On the wooded hills near the head of the valley was a good place for the Tree-dwellers to live.

They could be safe in the tall trees.

They could get fresh water from the river.

They could find nuts and acorns on the trees.

They could find roots and berries in the open spaces.

23

THINGS TO DO

Model in sand the hills and uplands near the head of a river valley.

Show where the trees grow.

Where would you look for the roots and berries?

Where would the cattle find grass?

What else would the cattle need?

Where would they find it?

IV.

THINGS TO THINK ABOUT

Do you think Sharptooth had ever been away from the wooded hills near the head of the river valley?

If she had gone into the dense forests, do you think she would have stayed there?

Would it have been safe for her to walk on the ground?

What way would have been safe at that time?

Do you think Sharptooth would dare to go out on the grassy plains?

Why did she like the wooded hills best?

Sharptooth’s Excursions

Sharptooth knew every spot on the wooded hills.

But she seldom went to a strange place.

24

She walked out upon a strong spreading branch

One day, though, she took a long journey.

This is the way that it came about.

She found plenty of roots and ripe blue berries.

She ate until she was satisfied.

Then she began to play among the trees.

She walked out upon a strong spreading branch.

25

Then she grasped a tough branch just over her head.

She swung herself into a neighboring tree.

Then she walked out on another branch.

She swung herself into another tree.

She traveled in this way for a long time.

At last she came to a dense forest.

How dark and damp it seemed!

How still it was!

She stopped her play.

She began to feel tired and hungry; so she rested a while, and then searched for food.

She found few signs of roots or berries.

There were many trees, but nuts were scarce.

So she ate the bark from the tender twigs.

But she was not satisfied.

She missed the roots and berries.

She missed the bright sunshine.

She missed familiar sights and sounds.

So she soon went back to the wooded hills.

Another day Sharptooth went to the edge of a grassy plain.

26

Sharptooth hid in the tall green grass

There were many wild animals feeding there.

She hid in the tall green grass and watched the wild cattle from her hiding-place.

She saw mammoths eating the tender grass.

There were smaller animals not far away.

A lion was creeping up through the grass.

Sharptooth saw him pounce upon the beasts.

27

The frightened creatures ran for their lives.

Sharptooth wished that she had not ventured so far.

She watched for a chance to get away.

As soon as she dared she crept to the trees.

Then she hurried back to the wooded hills.

She never forgot what she saw that day.

A lion

THINGS TO DO

Think of Sharptooth as she was playing among the trees. Draw the picture.

Think of what she saw when she was hiding in the tall grass. Draw the picture.

Show on your sand map where the dense forest was.

Show where the grassy plain was.

Cut a lion and a mammoth from paper.

28

V.

THINGS TO THINK ABOUT

Can you think why the Tree-dwellers did not live in families as we do?

Why did each one have to take care of himself?

Who took care of the babies then?

Do you know whether the baby Tree-dwellers could do anything for themselves?

Sharptooth and Her Baby

We have learned that the Tree-dwellers had no homes.

All the Tree-dwellers had a hard time to live, for they had not yet learned to help one another.

It took many long years to learn to do that.

But mothers have always taken care of their babies.

Sharptooth’s mother had once taken care of her.

But Sharptooth soon learned to take care of herself.

29

Then she began to live as the other Tree-dwellers lived.

She lived by herself the greater part of the time.

She grew to be a strong young woman.

Then a baby came to live with her.

How proud she was of the little boy!

Wherever she went she took him with her, for there was nothing else for her to do.

There was no place where she dared to leave him, so the mother and baby were never apart.

Sometimes the baby clung to her waist.

Baby Tree-dwellers knew how to hold fast.

Sometimes Sharptooth tied a vine around her waist.

Then the baby clung to the vine.

Sometimes he sat on her shoulder and clung to her head or neck.

Sometimes he rode upon her back.

Sharptooth helped him all that she could, but she needed her hands for other work.

30

THINGS TO DO

Show how your mamma carries your baby brother or sister.

Show how Sharptooth carried her baby.

Which of the babies do you think has the better care?

How do you help to take care of the baby?

Draw a picture of a mother and baby.

Sharptooth gathering berries

VI.

THINGS TO THINK ABOUT

How many kinds of cradles have you seen?

What kind of a cradle does your baby brother or sister have?

What kind of a cradle do you think Sharptooth’s baby had?

What kind of a lullaby would Sharptooth sing?

What lullaby can you sing?

31

The First Weaver

Sharptooth had climbed most of the trees on the wooded hills.

She had slept in many of them.

But she liked the old oak near the trail the best of all.

Its strong spreading branches were covered with vines.

Here was a place to lay the baby.

While he slept among the vines, she gathered wild foods.

But she never went far away, and she never stayed away long.

There were panthers and wild cats on the hills.

Sharptooth knew that they could climb the trees.

Many a time they had nearly caught her.

She was afraid that they would get the baby.

So she always stayed near him while he slept.

32

She made a safe place for the baby to sleep

33

When she stayed in a tree that had no vines, there was no place to lay the baby.

So she wove the slender branches together.

She made a safe place for the baby to sleep.

She lulled him to sleep as he lay in her arms.

Then she gently laid him upon his bed.

She watched him a moment as he slept.

A moment more and she, too, was asleep.

THINGS TO DO

Think of Sharptooth as she was laying the baby down among the vine-covered branches. Draw the picture.

Find some vines or branches and make a cradle.

VII.

THINGS TO THINK ABOUT

There were a great many wild cattle when the Tree-dwellers lived.

They were not so gentle as our cattle.

They had wide-spreading horns.

The fierce flesh-eating animals were always lying in wait for them.

How could the wild cattle protect themselves from their enemies?

34

There were a great many wild cattle when the Tree-dwellers lived

35

Where would they stay during the day?

Where would they go at night?

Why did they stay in herds?

Where could they find water?

What kind of banks does a river have at the drinking-places?

Do you think the cattle would make paths to the drinking-places? How?

What Happened When the Wild Cattle Went to the River

The sun was just setting.

Sharptooth was getting ready for the night.

She was in the old oak tree.

The baby had gone to sleep.

As she put him down upon his bed she heard the mooing of the wild cattle.

She looked out upon the hills.

The wild cattle were coming down to the river to drink.

She watched the long line winding down the trail.

Other creatures were watching, too.

Wild animals were coming out of their dens.

36

A big bear passed close to Sharptooth’s tree.

He had heard the mooing of the wild cattle.

Wolves were prowling about.

They, too, were watching the herd.

They drank from the flowing stream

The cattle reached the river.

They waded out.

They drank from the flowing stream.

They stood knee deep in the cool water.

At last the leader turned to go.

The others followed one by one.

37

But some of the weaker ones lingered behind.

They seemed tired.

A big wolf watched them from a thicket.

At length the cattle came out of the stream.

They walked slowly along the bank.

They passed close to the thicket.

The wolf sprang out from his hiding-place.

He seized the smallest creature.

The others dashed off through the underbrush.

They were too frightened to keep the path.

They lost their way.

Wolves and bears were lying in wait.

They fell upon the frightened cattle.

The herd was too far away to help.

So the poor creatures lost their lives.

But the wolves and bears had a feast.

THINGS TO DO

Model the wooded hills where the cattle fed by day.

Model the grassy uplands where they fed by night.

Show the trail that the cattle made.

Make the banks at the drinking-place.

Make the thickets and show where the wolf hid.

38

VIII.

THINGS TO THINK ABOUT

Why did the wild cattle feed on the grassy uplands at night instead of during the day?

Where did they spend the day?

When do the flesh-eating animals sleep?

When do they hunt?

Can they live without flesh to eat?

Do you know whether they kill more than they need to eat?

How Sharptooth Spent the Night

It was now almost dark.

The wild cattle had reached the grassy upland.

They were feeding on the fresh grass.

Sharptooth had watched them out of sight, and now she was getting sleepy.

She could see nothing but dim shadows, but she could hear all sorts of sounds.

Wild animals were coming out of their dens.

Most of them had slept during the day, but now they were wide awake.

39

The upper part of the river valley

40

Hippopotamuses were snorting and blowing.

They were splashing in the water.

They were crashing through the underbrush along the banks.

Straight-tusked elephants were trumpeting and bellowing.

Lions were roaring.

The hunted animals were seeking a place of refuge.

Sharptooth was used to these sights and sounds.

She felt safe in the old oak tree.

She tied herself to a strong branch and soon was fast asleep.

She slept all through the long night.

Many of the wild beasts, too, were soon asleep.

Some of the hunted creatures found places of refuge.

Some beasts of prey were soon satisfied.

Then they stole back to their dens and slept.

But all of the wild animals did not fare so well.

41

Hippopotamuses were snorting and blowing

42

Not all of the hunted creatures found places of refuge.

Not all of the beasts of prey found food.

Some beasts of prey hunted all through the night and were still hungry when morning came.

THINGS TO DO

Cut a hippopotamus or a straight-tusked elephant from paper.

Tell how little boys and girls that you know are taken care of at night.

Tell how the Tree-dwellers took care of their children.

IX.

THINGS TO THINK ABOUT

At the drinking-place the river banks were low.

In many other places they were high and steep.

In some places there was a solid wall of rock.

In others the rocks were broken and worn.

In some places there were deep holes in the rocks.

We call these holes caves.

They were made long ago.

Can you think how they were made?

Can you think what the caves were used for?

43

Sharptooth Goes to the River

Before sunrise the next morning Sharptooth awoke.

She opened her eyes and looked out upon the hills.

Hyenas were stealing down to their caves

She heard animals moving about.

A large cave-bear was passing by toward his cave.

Hyenas, too, were stealing down to their caves.

Many flesh-eating animals were slinking away to their dens.

They were tired with their night’s work.

44

Most of them had eaten until they were satisfied, and now they were ready to sleep through the day.

The wild cattle were coming back to the hills.

The baby awoke.

Sharptooth played with him a moment.

Then she put him under her arm and slipped down the tree.

Sharptooth played with him a moment

She started down toward the river, but she did not go by the trail.

45

It was safer to walk in the shadow of the tall trees.

Once she suddenly grasped a branch of a tree and swung herself up and looked about.

The animals were ready to sleep through the day

46

She had heard a rustling in the underbrush.

Long ago she had learned what such sounds meant.

So she swung on the branches until she reached the river.

She listened a moment in the tree.

Then she slipped down and ran to the water’s edge.

She dipped up the water with her hand.

She drank some, and then gave some to the baby.

He was so pleased that he laughed aloud.

As quick as a flash, Sharptooth sprang for the tree.

She was afraid the hyenas were in the thickets.

She was afraid they had heard the baby laugh.

She talked to the baby in a strange language.

She made queer clucking sounds.

After that he was always quiet when they went to the river.

He must have understood what she said.

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THINGS TO DO

If there is a cave near where you live, visit it.

Model in sand some high river banks with caves.

Show where Sharptooth went to drink, and where the hyenas were hiding.

Show how she gave water to the baby.

Show how she sprang for the tree when the baby laughed.

Draw a picture of Sharptooth and the baby.

Ask some one to read you the first story in Kipling’s Second Jungle Book.

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THINGS TO THINK ABOUT

Where do hogs live to-day? How are they taken care of?

How do you think the wild hogs found food?

Do you think the Tree-dwellers could learn anything by watching the wild hogs?

What have you learned from animals?

What the Wild Hogs Did for Sharptooth

The sun had now been up for some time.

Sharptooth was getting hungry.

She picked a handful of wild plums from the thicket, but she wanted something more.

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She kept on down the hill.

The wild hogs were rooting under the oak trees.

She wondered what they found there, so she stepped near enough to see.

A wild hog

They were eating something round and black.

She watched them for a long time.

As soon as they started off toward the marsh, Sharptooth ran down to the trees.

She saw the loose earth that the hogs had rooted up.

Then she began to dig where it had not been loosened.

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She had nothing to dig with except her hands, but she was not afraid to dig with them.

She soon felt something that was round and hard.

She dug it up and looked at it.

It was a truffle.

It was black and warty on the outside.

She bit off a piece.

It was white inside.

She tasted it and found that it was good, so she dug another and ate it.

She wondered how the wild hogs knew that the truffles