ock which has markings made by glacial action. But reserve
the fine points of this topic for a later period.

The children will be helped to get a conception of the great number
of reindeer in a herd partly through the story, partly through
illustrations, and partly through tearing reindeer from paper and
mounting them so as to represent great herds. The child's experiences
in seeing processions or large numbers of people assembled can also be
used in forming a picture of the large number of reindeer that met at
the ford.

In this and in succeeding lessons, which refer to the women carrying
the fresh meat to the cave, remember that animals no larger than the
reindeer were carried to the cave. Larger animals, such as the wild
horse, the cow, and the bison, were divided on the spot. The bones
having the greater amount of flesh were removed from the carcass and
carried to the cave where the flesh was eaten and the bones left.
Three women could carry the flesh of one bison without the skin. When
the skins were good they were carried to the cave. In addition to the
skin and the flesh the Cave-men prized the head as a trophy and also
as a means of gaining control over the animals by sympathetic magic.
All the skulls were broken, probably for the sake of removing the
brains, which are usually considered a delicacy among primitive
peoples.

_Lesson II._ Help the children to see that when people had no books,
the person who knew most was of great service to the clan. The older
people, because they had more experience, took the place of books.
That is one reason why people were glad to take care of older and
wiser people than themselves, when the latter were no longer able to
do hard work.

_Lesson III._ This lesson illustrates one form which education among
primitive peoples takes. Relate what is given regarding the speed of
the wild horse in the lessons on pp. 61-71, in _The Tree-dwellers_,
which show the influence of such flesh-eating animals as wolves in
developing the speed of the wild horse on the grassy uplands.

_Lesson IV._ This lesson illustrates the ideas of primitive peoples
regarding sickness and methods of treating the sick, which consisted
largely of ceremonies for driving the "angry god," the "evil spirit,"
away. In dealing with a superstition of primitive peoples always try
to lead the child to discover the mistaken idea which gave rise to it.

_Lesson V._ Let the children experiment in making straight sha