RY NOTE

The aim of the special sections contained in Chapters III-VIII is to
describe, not the objects usually to be seen in Museums, but only
such things as will be found lying out on mounds and sites, and as
are more or less distinctive of a period. Thus certain comparatively
trivial objects are named, because they are peculiar to a period, and
likely to be found in a casual passage over a site, whereas other
objects, common to several periods, are ignored. Only the
distinctive, key objects are mentioned. The great features of Greek
Art, for instance, are not dealt with in Chapter II; nor are coins,
the probabilities of finding them being too slender, and the
possibilities too wide. Nevertheless, coins when found should be
carefully quoted. Pottery naturally takes the largest place, as it
was abundant, and its fragments are a good guide to period, and being
practically indestructible and of no intrinsic value are most likely
to be met with. The difference between pottery made with the use of
the wheel and that made without is important to be noted. The use of
the wheel can usually be detected through the slight inequalities of
the clay that make a series of parallel lines on the inner surface.
The diagrammatic representations of the pot-forms characteristic of
various periods or of other objects ranging through a civilization
the main features of which can be shown in outline will, it is hoped,
be found useful. Simplified tables of alphabets, intended to make it
possible roughly to identify the script, if not the date, of an
inscription, are also given.

CHAPTER I

FLINT IMPLEMENTS

See Diagrams, [Illustrations II: Flint Implements]

As the development of Flint Implements follows more or less the same
course in all the districts with which this volume deals, a general
description is given here, to avoid repetition in the special
sections.

The earlier periods of man are so remote that geological changes,
wet, and decay, have removed nearly all his works except the flint
tools. It is to these chiefly that we must look for our knowledge of
his abilities. Flints are nearly all that we have for the early
stages, to supply what arts, history, and literature give in later
stages. To preserve and educe all we possibly can obtain from their
situation, and purpose, is a main duty to history. To destroy or
confuse the evidence, by removing specimens without a record, or by
shifting them to a different place, i