_Lesson VIII._ If the cave-men wanted to keep such trophies as teeth and claws of animals, it is evident that they would have to bore holes through them. To pierce bright and shining natural forms, fossil shells, etc., for beads, was an easy matter. To bore holes through such hard objects as the teeth and claws of wild animals taxed the cave-man’s ingenuity. The different devices for drilling represented in this lesson doubtless required ages for their development. It has seemed best, however, to represent them together, since they are all sufficiently simple for the child to understand. The advantage of the use of the strap or the bow in turning the drill will be appreciated by the child after trying to twirl it by the use of the hands alone. To get the best results from this work it should be carried on by the child for several days. He will probably enjoy doing such work outside of school hours. Horizontal drilling upon the thigh, and vertical drilling with or without the strap or the bow, may be carried on in actual boring or as mere games. Such exercises serve to give an insight into related industrial processes of the present, and to establish physical coördinations which can be turned to account in a variety of ways. Let the child try to bore a hole through a hard substance by using a soft spindle with sand and water. Such a device works better than the flint point without the sand. Although much of the experimentation with awls and drills may be made outside of school hours, the results of these experiments should be discussed during the recitation period. In this way the interest that the child takes in play is transferred to his school work. _References_: J. D. McGuire, “A Study of Primitive Methods of Drilling,” _Smithsonian Report_, 1894, pp. 623-756. 201 figs. Katharine E. Dopp, _The Place of Industries in Elementary Education_, pp. 27, 133. Chicago: The University of Chicago Press. _Lesson IX._ Encourage the child to make a collection of the natural objects in his vicinity that can be used for tools or weapons, and encourage him to make such changes in the natural forms he has collected as he thinks would make them better fitted for the use to which he wishes to put them. Help him arrange them in some part of the schoolroom where they can be referred to easily from time to time. If the child can visit a museum where primitive implements and weapons are exhibited, it will be easier for him to understand the function that such crude implements have fulfilled in the life of the race. Where a museum is not available, the text, together with its illustrations, will supply sufficient data for the child to get an appreciation of the social significance of such implements. But in no case should the observation of the implement or the story about its use be made to take the place of actually making it.