ted, not hunter. Little heads are quite ready to tackle the
problem of defence and attack. They could throw stones, use sticks that
the wind blew down, pull up a young tree, or "a lot of people could
hang on to a branch and get it down." When one child suggested finding a
dead animal and using it for food, some were disgusted, but a little
girl said, "I don't suppose they would mind, they wouldn't be very
particular."

The idea of throwing stones starts the examination of different kinds,
which have to be provided for the purpose. Flint is invariably selected,
and for months the children keep bringing "lovely sharp flints," but
there is much careful observation, observation which has a motive. "I
would put a stone in a stick and chuck it at them" is followed by much
experiment at fixing. String is of course taboo, but bass is allowed
because it grows, also strips of skin. We very often get the suggestion
"they might find a stone with a hole in it," which leads to renewed
searching and to the endeavour to make holes. To make a hole in flint is
beyond us, but in a softer stone it can be done.

Then may come the question of safety and tree-climbing, and how to
manage with the babies. Children generally know that tiny babies can
hold very tight, and have various ideas for the mother. How to keep the
baby from falling brings the idea of twisting in extra branches, which
is recognised as a cradle in the tree, and the children delight in this
as a meaning for "Rock-a-bye, baby, in the tree-top." The possibility of
tree-shelters comes in, and various experiments are made, sometimes in
miniature, sometimes in the garden. Out of this comes the discussion of
clothes. Animals' skins is an invariable suggestion, though all children
do not realise that what they call "fur" means skin.

Skin is provided, and much time is taken in experimenting to see if it
can be cut with bits of flint. How could the long-ago people fasten on
the skins, brings the answers "by thorns," "tie with narrow pieces," and
the children are pleased to see that their own leather belts are strips
or straps. Sometimes much time is taken up in cutting out "skins to
wear" from paper or cheap calico, the children working in pairs, one
kneeling down while the other fits on the calico to see where the head
and legs come. The skins are painted or chalked, and pictures are
consulted to see whether the chosen animals are striped or spotted.

It may be stated here that