Primitive human beings lived in a harsh environment – Essay

Primitive human beings lived in a harsh environment, and in order to survive constant battles with nature, they gradually developed crude tools, such as axes, knives, and bows and arrows, which elevated them above other forms of animal life.

The primitive human’s cranial capacity which was larger than that of other creatures in relation to body size permitted the full development of the human intellect and capacity to reason and thus improved the chances of human survival over that of the animals.

More advanced patterns of speech developed as people became able to differentiate among shades of meaning. This greater precision and refinement in communication skills was necessary step toward civilization, for it allowed people to begin working together to improve their group situation.

While only the toughest and fittest individuals could survive the harsh life in primitive times, the formation of increasingly larger groups eased the difficulties of survival for the individual members, who were then able to develop their defences.

Primitive human beings gathered first in family groups: then several family groups would band together into a tribe under a strong leader or chief.

The tribe overcame the difficulties of providing food by learning to plant and harvest crops, and thus led a more settled life than the migratory prehistoric people who constantly searched for food. As farming developed and people were able to live and feed in one area for much longer periods of time, villages grew and society became more stable.

People were no longer forced to move when game animals became scarce, for the sources of food had expanded.

Living in settled villages sped up the process of civilization by leading to improvements in the crude standards of living and to a gradual elevation of the type of education provided for the young. The basic aim of the education within primitive society was survival both individual survival and group survival.

The education provided young males were primarily physical education, for it was oriented strongly toward physical strength and cunning. Good hunting and fighting skills were necessary if early man was to feed himself and his family and provide protection from other forces.

Dance activities and other ceremonial forms had meaning in primitive societies as prayers or as means of communicating to forces that could not be explained.

Primitive people both feared and revered the forces of nature, and in trying to influence what they could neither understand nor explain, they gradually developed religious beliefs and customs. Through dance the primitive people sought religious communication and experience.

Among the physical activities of primitive people were the hunting skills of archery, spear and rock throwing, and stalking animals.

Survival skills included such activities as running, jumping, and swimming, while hand-to-hand combat primarily wrestling represented the fighting skills. As societies grew more advanced and life became easier, recreational activities developed.

These activities often grew from earlier survival skills such as archery and running contests but they became aimed more at children or for use by adults as entertainment.

As games and sports developed, ball games became popular activities in early societies. Despite differences caused by climate, local customs, and available natural materials, the games that developed around the world were basically similar, for they often served as training methods in skills the children would need as adults.

The character of this type of education changed with the development of far more complex cultural patterns than those which existed in village societies.

As civilizations grew, the world moved closer to the state concept, and large groups of people sharing many similar characteristics such as racial group, language, customs, and mode of living developed loose governmental forms and leaders.

Rather than aiming education, which had been primarily physical education in primitive cultures, toward the survival of the individual and small groups, the new states oriented the educational process toward their own strength and survival, and often toward their expansion.

The Chinese civilization was not the earliest civilization, and while it had almost no effect upon the development of Western civilization and patterns of education, it was the major civilization remained stable well into modern times, which thus make it one of the longest lasting of history’s civilizations. Early China was a society of agrarian people governed by tradition.

All persons fulfilled assigned tasks just as those tasks had been carried out before their birth and would be performed long after their death. The very strong societal organization was based on a strong family unit, which was controlled by its eldest member.

Every individual had strong family ties and followed the tradition of ancestor worship, for individual obedience and subservience to the family or group, rather than individuality, was stressed.

The nation’s system was based on a group of major lords who had the allegiance of many vassals. The dominant interest of the government was the maintenance of the statuesque, or keeping things as they had been in the past. The educational process, which was primarily for upper classes, gradually became book oriented and formal.

The emphasis on memorizing ancient writings required oral tests in which entire passages would be recited from memory; the result was a widespread system of rigorous examinations the left no time for physical activities.

Many of the ancient writings, or teachings, were based on the works of Confucius and Buddha, and an attempt was made to develop a student’s intellectual, moral, and aesthetic senses. During the earlier period of China’s history, the education process had included physical training, but as the process more ritualistic, there was less time available for such activities.

In many societies the military needs of the nation often provided a reason for developing a program of physical training, but this reason was not generally true for the ancient Chinese who had developed a policy of isolationism.

Their country also was blessed with many natura¹ barriers that made invasion by outside forces extremely difficult. The towering Himalaya Mountains, which were all but impossible to pass, blacked many of the southern approaches to the land, and further complications were presented by the Gobi Desert.

In answer to the few unprotected borders, the Great Wall was built to protect much of the northwest border of China. Many social problems resulted from the static nature of Chinese society, for it could accept no innovations unless they were justified by ancient authorities.

The system of respect for the past and honour of elders of the family was implemented and upheld, however, by the teachings of Confucianism, which stressed the self- restraint and moderation necessary to survival in such an unchanging society.

As religions developed, they were the sort of teachings that emphasized a life of contemplation as the ideal. The combined nature of the various aspects of Chinese life made vigorous physical exercise an idea of little interest to the society.

However, such recreation games and sports as early versions of soccer, polo, chess, and competitions in archery and wrestling were practised by the people. A program of mild physical exercises, similar to gymnastics-oriented calisthenics, was developed and called Cong Fu.

These activities were designed to prevent disease, which the Chinese believed could result from a lack of physical activity. Dancing was also popular.