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Exploring the Variety of Random
Documents with Different Content
 TATTOOED NEW
ZEALANDER (VERNEAU).

Many Polynesian tribes tattoo. Elaborate patterns are pricked into

the skin, with lines of needles set side by side and dipped in color.
The New Zealanders tattooed their faces with curious curved-line
patterns, each line had its proper place, and the patterns probably
had a meaning. The Marquesas Islanders covered their bodies with
elaborate and graceful patterns. The process was painful and only a
small space was done at one time; the whole work required years.
Polynesian dress differed somewhat with the region. In New
Zealand fine, soft, and flexible robes and blankets were woven of the
native flax. In Hawaii the king and chiefs had wonderful feather
cloaks which hung to the knees or even to the ankles. The little
feathers of which these were composed were red and yellow; a
garment composed only of yellow feathers could be worn only by
the king; when both colors of feathers were used, they were
arranged in diamond-shaped or other ornamental forms, with spots
and lines of dark purple or black feathers. Besides the cloaks, there
were tippets of feathers, which were generally worn by lower chiefs,
who had not, or might not have, feather cloaks. In these feather
garments the dress was made of a sort of netted foundation, into
which these bright feathers were worked. Chiefs also had wonderful
helmets of wickerwork which were covered with feathers. The
helmet might be simple, just fitting the head, or large, ridged, or
crested, and rising high above the head. In some islands the clothing
consisted of a fringed girdle hanging from the waist to the knees.
 But everywhere in Polynesia the common
dress was made of tapa. This was a kind of
paper or cloth beaten out of the bark of
certain trees. The bark was removed from the
tree and soaked in water; it was laid upon a
large piece of wood and beaten with a sort of
club or mallet. This was made of hard wood
and was round at one end for being taken in
the hand; the remainder was squared, and
the four faces were either smooth or ribbed
by longitudinal grooves. By this beating the
wood was separated into its fibres, and these
HELMETS AND IDOL-
were mashed together into a sheet of firm
HEADS OF FEATHERS:
paper or cloth. This tapa differs with the tree HAWAII (RATZEL).
from the bark of which it is made. Some is
thin and dark brown; that from the bark of
the breadfruit tree is fawn-colored; that from the paper-mulberry,
best and finest of all, is beautifully white. The women were so
expert at beating tapa that single strips, four yards wide and two
hundred yards long, were beaten. Such cloth might be left plain, or
it might be stained with colors, or it might be stamped with patterns.
Wooden blocks or strips of bamboo were carved with designs which
were smeared with color and stamped on the cloth; sometimes ferns
were laid in coloring matter, then the form transferred to the tapa.
The two chief food supplies in Polynesia were breadfruit and
cocoanuts; yams (much like sweet potatoes) and bananas were
plenty. A favorite food in places is poi, a sort of gruel or pudding
made from the root of taro. It was not eaten with a spoon, but the
finger was dipped into it and stirred around to get a good load of the
sticky stuff on it, when it was stuck into the mouth and sucked
clean. Fish were much eaten, though not all kinds nor at all times.
The Polynesian oven was a hole, three or four feet across, and a
foot deep, dug in the ground. The bottom was lined with stones,
which were covered with dry leaves, upon which a brisk fire was
built. When the stones were red-hot, the dust and ashes were
brushed out of the oven, and the potatoes, yams, and taro, or the
pigs, dogs, fish, and birds were wrapped in leaves, and laid upon the
hot stones. When all the food to be cooked had been neatly placed,
leaves were laid above them, and hot stones on these. All was then
covered in with leaves and earth, and left until thoroughly baked
through.
Many of the strange peoples we have considered are filthy;
Polynesians were unusually cleanly, and bathed frequently. In some
islands surf bathing was the chief sport. Every traveller to Hawaii has
described the practice. Babies were taken into the sea by their
mothers within two or three days of their birth, and could swim as
soon as they could walk. Old and young, men and women, bathe in
the surf, and the heavier the waves the greater the sport. The surf-
bathing board was five or six feet long, and a foot wide; it was
carefully polished. Taking his board and pushing it before him, the
man swam far out to sea, diving under the billows as he met them.
When far enough out, he lay himself on the end of the board and
waited for a great wave. When it came, he poised himself on its very
crest, and paddling with hands and feet rode in upon it almost to the
shore.
The Polynesians were warriors, and their battles were cruel and
bloody. They rarely ventured into battle until their gods, through
their priests, promised them success. To prepare themselves for war
they practised in warlike arts. Thus they slung stones at marks,
threw javelins, and wrestled. It is said that, in slinging, they were
able to strike a small stick at fifty yards’ distance, four times out of
five. In their javelin practice, the man at whom the weapon was
thrown often caught it and hurled it back; some were so skilled that
they “would allow six men to throw their javelins at them, which
they would either catch and return on their assailants, or so
dextrously turn aside that they fell harmless to the ground.” In going
to war, a chief summoned all his friends and subordinates. When
they had gathered, the gods—especially the war gods—were
brought out to assist and encourage them. During the battle there
was great noise and confusion; effort was made to kill the great
chiefs of the enemy, so that their followers might be discouraged.
Many were killed. Survivors fled to some fortress, or the mountains,
or found safety in one of the curious “places of refuge,” within
whose sacred precincts no harm could be done them.
For weapons, the Hawaiians had spears of great length, javelins,
clubs which were used both for thrusting and striking, a hard wood
dagger, and slings often made of human hair. On the Kingsmill
Islands the natives made weapons, in many shapes or sizes, of
wooden shafts, along the sides of which great numbers of sharks’
teeth were securely lashed. These weapons were used both for
thrusting and striking, and were fearful things on naked bodies. In
those same islands, and on account of these shark-tooth weapons,
the natives had curious protective clothing or armor of cocoanut
fibre.
Many Polynesians were cannibals: some of
them dreadful cannibals. Their eating of
human flesh was often connected with their
religion. They had many gods, whom they
represented by idols. The Hawaiian war god is
an example. His idol was an image four or five
feet high; the upper part was of wickerwork
covered with red feathers; the hideous face
was supplied with a great mouth with triple
rows of dog’s or shark’s teeth; the eyes were
of shell, and upon the head was a helmet
crested with long tresses of human hair.

KINGSMILL ISLANDER
(TYLOR).
 XXXI.
CONCLUSION.

We have spoken of many Strange Peoples. We have gone around

the world in our search. But after all we have examined but a small
part. Remember that there are fifty-one peoples at least in the
Philippines alone. We have not examined the Australians, or the
unfortunate Tasmanians, or the many tribes of Siberia, or the sixty
native populations of India. We have omitted great nations like the
southeast Asians,—Siamese, Burmese, Annamese. In fact there are
many times more Strange Peoples in the world whom we have not
examined, than whom we have. But we have examined enough, I
hope, to learn that they are interesting and deserve our
acquaintance and our sympathy.
There are few unknown peoples left. Travellers have gone to
almost all parts of the world. The spots which represent absolutely
unexplored regions on our maps are now neither large nor
numerous. There are many peoples about whom we know little, but
there are not many who are actually unknown. Those that may be
discovered hereafter will be interesting, but they are not likely to be
very different from those now known.
Many of the Strange Peoples are becoming less “strange” every
year. Old customs and peculiar practices are dying out in every part
of the world. Travellers, missionaries, and merchants from white
men’s lands are taking our ideas, our tools, our weapons, our dress,
our learning, our religion, and our vices to the remotest parts of the
world. Some of the Strange Peoples here described have already lost
most of their old customs. The Polynesians and Fijians have little of
the old life which we have described. Many American Indian tribes
have changed less. Some populations have still changed little. But a
tribe must indeed be remote and difficult of access to actually
escape our touch absolutely. Usually the change is not improvement.
Other people more quickly adopt our vices than our virtues. Many
tribes have become drunken, diseased, and depraved through the
white man’s influence. It is rare, indeed, that a lower people gains in
happiness or virtue by contact with “higher civilization.”
Many of the Strange Peoples will disappear. The Tasmanians were
killed off almost like so many animals by the English. American
Indian tribes have suffered almost as badly at our hands. Many
tribes have gone; others are going. The Lipans were once a fairly
numerous tribe. In 1892 I saw all who were left in the United States
—four women and one man; six months later I saw them again—the
man was dead and only four women remained. The Tonkaways are
dying out at the rate of one-third each eight years. The Polynesians,
strong, handsome, active, and happy as they were when James
Cook visited their islands little more than one hundred years ago,
have dwindled, and fifty years more may blot them from the earth.
Not all American Indian tribes are dying out; it is possible too that
Polynesian decline began before Cook’s travels. But it is certain that
on the whole the changes brought by the newcomers sealed the
doom of the Indian and Polynesian.
There have always been movements of peoples from place to
place. We have seen the Malays pouring three great masses of
immigrants into the Philippines. There are white peoples in Asia;
there are yellow peoples in Europe. Recently plenty of whites and of
blacks have poured into America. Such movements contain some
danger. The fair whites will probably never be able to live in the
tropical lands. A certain sort of skin, hair, nose, breathing apparatus,
is necessary for men who are to live and prosper in low, hot, marshy
parts of Africa. For Germans to try to colonize equatorial Africa is
probably a fatal blunder. So far as we know the dark whites—
Spaniards, Italians, south Frenchmen—make better tropical
colonizers than we do; but even they are not successful. The negro
is a bad colonizer, he hardly holds his own even in our Southern
states. Of all the peoples of the globe the Chinese seem to be the
best able to colonize differing countries. He seems to go to hot lands
and cold lands, to small islands and to great continents, but
flourishes everywhere. So true is this that some writers have urged
that Africa be opened up for settlement to the crowded millions of
the old empire. For most peoples, however, migration, if they must
migrate, is best along the lines of latitude into lands as much like the
old home as possible. Many Scandinavians live to-day happily where
Wisconsin, Iowa, and Michigan join; and they may be expected to
prosper there, for land and water, soil and products, scenery and
climate, are there much what they were in the fatherland.
 LIST OF BOOKS REGARDING STRANGE
PEOPLES.

This list makes no pretension to completeness; a few only of the

many books of the kind are mentioned. Those with a prefixed
asterisk will be useful to teachers; those without will interest
children; those followed by an asterisk have directly contributed to
this book in reading matter or illustration.

Arnold: Japonica.*
Batcheller: The Ainu of Japan.*
Bramhall: The Wee Ones of Japan.*
*Brinton: Races and Peoples.
Du Chaillu: The Land of the Dwarfs.*
*Deniker: The Races of Man.
Doolittle: Social Life of the Chinese.*
Ellis: Polynesian Researches.*
Fielde: A Corner of Cathay.
Hearn: Glimpses of Unfamiliar Japan.
Huc: Travels in Tartary, Thibet, and China.*
*Keane: Ethnology.
*Keane: Man; Past and Present.
Lane: The Modern Egyptians.
Leonowens: The English Governess at the Siamese Court.
*Lowell: Chosön.*
*Lubbock: Origin of Civilization.
*Lummis: The Land of Poco Tiempo.*
Marshall: Phrenologist among the Todas.*
*Meyer: Album von Philippinen-Typen.*
Miln: Little Folk of Many Lands.*
Nansen: Eskimo Life.
*Peschel: The Races of Man.
De Quatrefages: The Pygmies.
*Ratzel: History of Mankind.
*Ratzel: Völkerkunde.*
*Réclus: Primitive Folk.
Rockhill: The Land of the Lamas.
Schweinfurth: The Heart of Africa.*
Smith: Chinese Characteristics.
Stanley: In Darkest Africa.*
*Turner: Samoa.
*Tylor: Anthropology.*
*Verneau: Les Races Humaines.*
Wallace: The Malay Archipelago.
Ward: India and the Hindoos.*
Williams: Fiji and the Fijians.*
 ADVERTISEMENTS

American Indians

By FREDERICK STARR, Ph.D.,

Associate Professor of Anthropology, University of Chicago.

Cloth. 240 Pages. Fully Illustrated. Price, 45 Cents.

D. C. HEATH & CO., Publishers,

BOSTON. NEW YORK. CHICAGO.

W. N. Hailman, Supt. of Schools, Dayton, O., formerly U. S.

Commissioner of Indian Schools: The book is beyond question the
most attractive and conscientious presentation of the subject I have
met.
M. V. O’Shea, School of Education, Univ. of Wisconsin, Madison,
Wis.: I am glad to say that I regard Starr’s “American Indians” as
one of the most appropriate books for grammar grade reading that I
have seen.
Richard E. Dodge, Prof. in Teacher’s College, Columbia Univ., in
“The Journal of School Geography”: The name of the author is a
sufficient guarantee as to the accuracy and value of the little book
whose title is noted above. We have long needed a well-written and
true account of the much misused and misunderstood American
Indians, and more especially an account that would appeal to the
young, and give them different impressions from those gathered
from nursery tales, school primers or Cooper’s stories. The book is
attractive in general appearance, in typography, and illustration, and
is well divided into thirty-three short chapters, each devoted to a
pertinent topic. It deals with all the aspects of Indian life, as is
shown by the following selected chapter headings—Houses, Dress,
the Baby and Child, War, Hunting and Fishing, Picture Writing,
Money, Medicine Men and Secret Societies, Dances and Ceremonials,
The Algonquins, the Six Nations, the Creeks, the Cherokees, The
Pueblos, Totem Posts, The Aztecs, etc. The author has made good
use of authorities and includes notes concerning each author
quoted. The book shows that great care has been expended in
selecting and organizing materials, and is authoritative. It should
receive a hearty welcome, and be used not only in schools, but in
homes, as a book for boys and girls, or as a book for a parent to use
in selecting true facts for family talks and conferences. Two valuable
maps are included in the text, and are both very pertinent.
Journal of Education, Boston, Mass.: The book is interesting
and instructive throughout, and should be read widely in school and
out.
The American, Philadelphia, Pa.: This book, prepared
especially for younger people, is a careful, interesting history of the
chief tribes of North American Indians, their peculiarities and ways of
life. The picture drawn is good and highly instructive.
Tribune, Chicago, Ill.: Professor Starr is already a recognized
authority on Indian lore, having a personal acquaintance with some
thirty tribes, from Alaska to Yucatan. His book condenses into 240
pages the main facts gathered by students and explorers among the
red men since the discovery of America. One cannot read many
pages without feeling that the author is deeply in sympathy with the
people of whom he is writing.
 Supplementary Reading
A Classified List for all Grades.

GRADE I. Bass’s The Beginner’s Reader .25

Badlam’s Primer .25
Fuller’s Illustrated Primer .25
Griel’s Glimpses of Nature for Little Folks .30
Heart of Oak Readers, Book I .25
Regal’s Lessons for Little Readers .35

GRADE II. Warren’s From September to June with Nature .35

Badlam’s First Reader .30
Bass’s Stories of Plant Life .25
Heart of Oak Readers, Book I .25
Snedden’s Docas, the Indian Boy .35
Wright’s Seaside and Wayside Nature, Readers No. 1 .25

GRADE III. Heart of Oak Readers, Book II .35

Pratt’s America’s Story, Beginner’s Book .35
Wright’s Seaside and Wayside Nature Readers, No. 2 .35
Miller’s My Saturday Bird Class .25
Firth’s Stories of Old Greece .30
Bass’s Stories of Animal life .35
Spear’s Leaves and Flowers .25

GRADE IV. Bass’s Stories of Pioneer Life .40

Brown’s Alice and Tom .40
Grinnell’s Our Feathered Friends .30
Heart of Oak Readers, Book III .45
Pratt’s America’s Story—Discoverers and Explorers .40
Wright’s Seaside and Wayside Nature Readers, No. 3 .45
GRADE V. Bull’s Fridtjof Nansen .30
Grinnell’s Our Feathered Friends .30
Heart of Oak Readers, Book III .45
 Pratt’s America’s Story—The Earlier Colonies .00
Kupfer’s Stories of Long Ago .35

GRADE VI. Starr’s Strange Peoples .40

Bull’s Fridtjof Nansen .30
Heart of Oak Readers, Book IV .50
Pratt’s America’s Story—The Colonial Period .00
Dole’s The Young Citizen .45

GRADE VII. Starr’s American Indians .45

Penniman’s School Poetry Book .30
Pratt’s America’s Story—The Revolution and the Republic .00
Eckstorm’s The Bird Book .60
Heart of Oak Readers, Book IV .50
Wright’s Seaside and Wayside Nature Readers, No. 4 .50

GRADES VIII and IX. Heart of Oak Readers, Book V .55

Heart of Oak Readers, Book VI .60
Dole’s The American Citizen .80
Shaler’s First Book in Geology (boards) .40
Goldsmith’s Vicar of Wakefield .50
Addison’s Sir Roger de Coverley .35

Descriptive circulars sent free on request.

 Elementary Mathematics

Atwood’s Complete Graded Arithmetic. Presents a carefully

graded course, to begin with the fourth year and continue
through the eighth year. Part I, 30 cts.; Part II, 65 cts.
Badlam’s Aids to Number. Teacher’s edition—First series, Nos.
1 to 10, 40 cts.; Second series, Nos. 10 to 20, 40 cts. Pupil’s
edition—First series, 25 cts.; Second series, 25 cts.
Branson’s Methods in Teaching Arithmetic. 15 cts.
Hanus’s Geometry in the Grammar Schools. An essay, with
outline of work for the last three years of the grammar school.
25 cts.
Howland’s Drill Cards. For middle grades in arithmetic. Each, 3
cts.; per hundred, $2.40.
Hunt’s Geometry for Grammar Schools. The definitions and
elementary concepts are to be taught concretely, by much
measuring, and by the making of models and diagrams by the
pupils. 30 cts.
Pierce’s Review Number Cards. Two cards, for second and
third year pupils. Each, 3 cts.; per hundred, $2.40.
Safford’s Mathematical Teaching. A monograph, with
applications. 25 cts.
Sloane’s Practical Lessons in Fractions. 25 cts. Set of six
fraction cards, for pupils to cut. 10 cts.
Sutton and Kimbrough’s Pupils’ Series of Arithmetics.
Lower Book, for primary and intermediate grades, 35 cts. Higher
 Book, 65 cts.
The New Arithmetic. By 300 teachers. Little theory and much
practice. An excellent review book. 65 cts.
Walsh’s Arithmetics. On the “spiral advancement” plan, and
perfectly graded. Special features of this series are its division
into half-yearly chapters instead of the arrangement by topics;
the great number and variety of the problems; the use of the
equation in solution of arithmetical problems; and the
introduction of the elements of algebra and geometry. Its use
shortens and enriches the course in common school
mathematics. In two series:—

Three Book Series—Elementary, 30 cts.; Intermediate, 35 cts.;

Higher, 65 cts.
Two Book Series—Primary, 30 cts.; Grammar school, 65 cts.

Walsh’s Algebra and Geometry for Grammar Grades. Three

chapters from Walsh’s Arithmetic printed separately. 15 cts.
White’s Two Years with Numbers. For second and third year
classes. 35 cts.
White’s Junior Arithmetic. For fourth and fifth years. 45 cts.
White’s Senior Arithmetic. 65 cts.
For advanced works see our list of books in Mathematics.
 Drawing and Manual Training.

Thompson’s New Short Course in Drawing. A practical, well-

balanced system, based on correct principles. Can be taught by
the ordinary teacher and learned by the ordinary pupil. Books I-
IV, 6 × 9 inches, per dozen, $1.20. Books V-VIII, 9 × 12 inches,
per dozen, $1.75. Manual to Books I-IV, 40 cts. Manual to Books
V-VIII, 40 cts. Two-Book Course: Book A, per dozen, $1.20;
Book B, per dozen, $1.75; Manual, 40 cts.
Thompson’s Æsthetic Series of Drawing. This series includes
the study of Historical Ornament and Decorative Design. Book I
treats of Egyptian art; Book II, Greek; Book III, Roman; Book IV,
Byzantine; Book V, Moorish; Book VI, Gothic. Per dozen, $1.50.
Manual, 60 cents.
Thompson’s Educational and Industrial Drawing.

Primary Free-Hand Series (Nos. 1–4). Each No., per doz., $1.00.
Manual, 40 cts.
Advanced Free-Hand Series (Nos. 5–8). Each No., per doz.,
$1.50.
Model and Object Series (Nos. 1–3). Each No., per doz., $1.75.
Manual, 35 cts.
Mechanical Series (Nos. 1–6). Each No., per doz., $2.00. Manual,
75 cts.

Thompson’s Manual Training No. 1. Clay modeling, stick

laying, paper folding, color and construction of geometrical
solids. Illus. 66 pp. 25 cts.
Thompson’s Manual Training No. 2. Mechanical drawing, clay
modelling, color, wood carving. Illus. 70 pp. 25 cts.
Thompson’s Drawing Tablets. Four Tablets, with drawing
exercises and practice paper, for use in the earlier grades. Each
No., per doz., $1.20.
Drawing Models. Individual sets and class sets of models are
made to accompany several of the different series in the
Thompson Drawing Courses. Descriptive circulars free on
request.
Anthony’s Mechanical Drawing. 98 pages of text, and 32
folding plates. $1.50.
Anthony’s Machine Drawing. 65 pages of text, and 18 folding
plates. $1.50.
Anthony’s Essentials of Gearing. 84 pages of text, and 15
folding plates, $1.50.
Daniels’s Freehand Lettering. 34 pages of text, and 13 folding
plates. 75 cts.
Johnson’s Lessons in Needlework. Gives, with illustrations, full
directions for work during six grades. 117 pages. Square 8vo.
Cloth, $1.00. Boards, 60 cts.
Lunt’s Brushwork for Kindergarten and Primary Schools.
Eighteen lesson cards in colors, with teacher’s pamphlet, in
envelope. 25 cts.
Seidel’s Industrial Instruction (Smith). A refutation of all
objections raised against industrial instruction. 170 pages. 90
cents.
Waldo’s Descriptive Geometry. A large number of problems
systematically arranged, with suggestions. 85 pages. 80 cents.
Whitaker’s How to use Woodworking Tools. Lessons in the
uses of the hammer, knife, plane, rule, square, gauge, chisel,
saw and auger. 104 pages. 60 cents.
Woodward’s Manual Training School. Its aims, methods and
results; with detailed courses of instruction in shop-work.
Illustrated. 374 pages. Octavo. $2.00.
Sent postpaid by mail on receipt of price.
 America’s Story for America’s Children

A series of history readers by Mara L. Pratt. In five books.

Book I.—The Beginner’s Book. This is introductory to the
series, and is adapted to third and fourth year classes. Its purpose is
to develop centers of interest, and to present the picturesque and
personal incidents connected with the greater events in our history.
The book contains about sixty illustrations, four of which are in
color. Cloth. 132 pages. 35 cents.
Book II.—Exploration and Discovery: 1000–1609. The
second book tells the story of the great discoverers and explorers
from the time of Leif Ericson to Henry Hudson. It portrays the pomp
and pride of the Spanish, the simple life and customs of the
aborigines, and the sturdy temper of the early English and Dutch
navigators.
A large number of illustrations from authentic sources add to the
interest and value of the stories. Cloth. 160 pages. 40 cents.
Book III.—The Colonies. The story of the founding of the first
settlements on this continent, and of the beginnings of the thirteen
colonies. The style is animated and attractive; the subject matter
includes the results of the most recent research, and the most
accurate data that are available concerning the earlier colonial
period.
[In press.

Book IV treats of the early settlements in the Mississippi Valley,

the French and Indian Wars, etc., and gives vivid and definite ideas
of the heroes of the later colonial period.
 [In press.

Book V tells the story of the Revolution, the causes that led to it,
and of the men who guided the development of events and laid the
foundations of the Republic. The victories of peace, and the growth
of the nation in wealth and power are also set forth.
[In preparation.

D. C. HEATH & CO. Publishers

BOSTON NEW YORK CHICAGO LONDON

 TRANSCRIBER’S NOTES
1. Silently corrected typographical errors and variations in
spelling.
2. Archaic, non-standard, and uncertain spellings retained as
printed.
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