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 Contents vii

■ CULTURAL FOCUS: Object Permanence SECTION 3 EMOTIONAL AND SOCIAL

Across Cultures 181 DEVELOPMENT 225
Information-Processing Approaches 182 Emotional Development in Toddlerhood 225
Assessing Infant Development 184 Toddlers’ Emotions 225
■ EDUCATION FOCUS: Can Educational Media Enhance The Birth of the Self 228
Infants’ Cognitive Development? 185 Gender Identity and the Biology
The Beginnings of Language 186 of Gender Development 229
First Sounds and Words 186 Attachment Theory and Research 231
Infant-Directed (ID) Speech 188 Attachment Theory 231
Summary: Cognitive Development 189 ■ CULTURAL FOCUS: Stranger Anxiety Across Cultures 233
SECTION 3 EMOTIONAL AND SOCIAL ■ EDUCATION FOCUS: Enhancing Attachment in
DEVELOPMENT 191 Child Welfare Institutions 234
Temperament 191 Quality of Attachment 235
Conceptualizing Temperament 191 ■ RESEARCH FOCUS: Early Child Care and
■ RESEARCH FOCUS: Measuring Temperament 193 Its Consequences 237
Goodness-of-Fit 194 The Social World of the Toddler 240
Infants’ Emotions 194 The Role of Fathers 240
Primary Emotions 194 The Wider Social World: Siblings,
Infants’ Emotional Perceptions 196 Peers, and Friends 241
The Social World of the Infant 197 Autism Spectrum Disorder: A Disruption
in Social Development 243
Cultural Themes of Infant Social Life 198
Media Use in Toddlerhood 245
The Foundation of Social Development:
Two Theories 199 Summary: Emotional and Social Development 246

Summary: Emotional and Social Development 200

Apply Your Knowledge 247
Apply Your Knowledge 201
7 Early Childhood 248
6 Toddlerhood 202 SECTION 1 PHYSICAL DEVELOPMENT 250
SECTION 1 PHYSICAL DEVELOPMENT 204 Growth from Age 3 to 6 250
Growth and Change in Years 2 and 3 204 Bodily Growth 250
Bodily Growth 204 Brain Development and “Infantile Amnesia” 251
Brain Development 206 Motor Development, Safety, and Health 253
Motor Development 207 Gross and Fine Motor Skills 253
■ CULTURAL FOCUS: Gross Motor Development Safety and Health in Early Childhood 254
Across Cultures 208 Summary: Physical Development 257

Socializing Physical Functions: Weaning and Sleeping 209 SECTION 2 COGNITIVE DEVELOPMENT 258
Weaning 210 Theories of Cognitive Development 258
Sleeping 210 Piaget’s Preoperational Stage 258
Summary: Physical Development 211 Young Children’s Social Cognition:
The Development of “Theory of Mind” 261
SECTION 2 COGNITIVE DEVELOPMENT 212
Cultural Learning in Early Childhood 262
Theories of Cognitive Development 212
Piaget’s Theory: The Completion of the ■ CULTURAL FOCUS: Guided Participation
Sensorimotor Stage 212 Across Cultures 263
Vygotsky’s Cultural Theory of Cognitive Early Childhood Education 264
Development 214 The Importance of Preschool Quality 264
Language Development 216 Preschool as a Cognitive Intervention 266
The Biological and Evolutionary Bases Language Development 268
of Language 217 Advances in Vocabulary and Grammar 268
Milestones of Toddler Language: From Pragmatics: Social and Cultural Rules
First Words to Fluency 218 of Language 268
Learning Language in a Social and Summary: Cognitive Development 270
Cultural Context 222
SECTION 3 EMOTIONAL AND SOCIAL
■ CULTURAL FOCUS: Language Development DEVELOPMENT 271
Across Cultures 223 Emotional Regulation and Gender Socialization 271
Summary: Cognitive Development 224 Emotional Regulation 271
viii Contents

Moral Development 273 The Social and Cultural Contexts of

Gender Development 275 Middle Childhood 335
■ EDUCATION FOCUS: Gender in the Classroom 276 Family Relations 335
Parenting 278 Friends and Peers 340
Parenting “Styles” 278 ■ CULTURAL FOCUS: Friendship and Play in Middle
Discipline and Punishment 282 Childhood Across Cultures 341
The Child’s Expanding Social World 285 Work 343
Mead’s Classifications of Childhood Social Media Use 344
Stages 286 ■ RESEARCH FOCUS: TV or Not TV? 346
Siblings and “Only Children” 287 Summary: Emotional and Social Development 347
Peers and Friends 288 Apply Your Knowledge 349
■ RESEARCH FOCUS: Shyness in China and Canada:
Cultural Interpretations 289 9 Early Adolescence 350
Media Use in Early Childhood 292 SECTION 1 PHYSICAL DEVELOPMENT 352
Summary: Emotional and Social Development 294
The Metamorphosis: Biological Changes of Puberty 352
Apply Your Knowledge 295
The Physical Changes of Puberty 352

8 Middle Childhood 296

Primary and Secondary Sex Characteristics
■ RESEARCH FOCUS: Tanner’s Longitudinal
355

SECTION 1 PHYSICAL DEVELOPMENT 298 Research on Pubertal Development 357

Growth in Middle Childhood 298 The Timing of Puberty 357
Physical Growth and Sensory Development 298 Influences on Pubertal Timing 357
Motor Development 299 Consequences of Being “Early” or “Late” 359
■ EDUCATION FOCUS: Physical Education: A Brain Responses to Puberty 360
Tonic for Children 300 Personal Responses to Menarche and Semenarche 360
Health Issues 302 Puberty Rituals 363
Malnutrition and Obesity 302 Summary: Physical Development 364
■ CULTURAL FOCUS: Is Contemporary American SECTION 2 COGNITIVE DEVELOPMENT 365
Culture Setting Off a Genetic Tripwire Cognitive Changes in Early Adolescence 365
for Obesity? 304 Piaget’s Formal Operations Stage 365
Illness and Injuries 305 Information Processing 367
Summary: Physical Development 307 Social Cognition: The Imaginary Audience and
SECTION 2 COGNITIVE DEVELOPMENT 308 the Personal Fable 368
Theories of Cognitive Development 308 Culture and Cognition 369
Piaget’s Concrete Operations Stage 308 School in Relation to Other Social Contexts 371
Information Processing 310 Family and Friends 371
Intelligence and Intelligence Tests 314 Social Class, Ethnicity, and Immigrant Generation 372
Language Development 319 Summary: Cognitive Development 374
Becoming an Adept Native Speaker 319 SECTION 3 EMOTIONAL AND SOCIAL
Multilingualism 320 DEVELOPMENT 376
School in Middle Childhood 322 Emotional and Self-Development 376
School Experiences and Achievement 322 Emotionality in Early Adolescence: The Start
■ CULTURAL FOCUS: School and Education in Middle of Storm and Stress? 376
Childhood Across Cultures 325 Self-Development 378
Learning the Cognitive Skills of School: ■ EDUCATION FOCUS: Praise, Motivation, and Academic
Reading and Mathematics 325 Achievement 379
Summary: Cognitive Development 328 Gender Development 380
SECTION 3 EMOTIONAL AND SOCIAL The Social and Cultural Contexts of Early Adolescence 381
DEVELOPMENT 330 Family Relationships 382
Emotional and Self-Development 330 ■ CULTURAL FOCUS: Adolescent Conflict with
Smooth Sailing: Advances in Emotional Parents Across Cultures 383
Self-Regulation 330 Physical and Sexual Abuse in the Family 384
Self-Understanding 331 Friends and Peers 385
Gender Development 334 Media Use 388
 Contents ix

Summary: Emotional and Social Development 389 Physical Changes of Emerging Adulthood 444
Apply Your Knowledge 391 The Peak of Physical Functioning 444
Sleep Patterns and Deficits 445
10 Late Adolescence 392 Brain Development 447
SECTION 1 PHYSICAL DEVELOPMENT 394 Risk Behavior and Health Issues 448
Brain Development 394 Injuries and Fatalities: Automobile Accidents 448
Changes to the Adolescent Brain 394 ■ RESEARCH FOCUS: Graduated Driver Licensing 450
Implications of Adolescent Brain Changes 395 Substance Use and Abuse 451
Health Issues 396 Resilience 452
Obesity 396 Summary: Physical Development 454

Eating Disorders 397 SECTION 2 COGNITIVE DEVELOPMENT 455

Summary: Physical Development 399 Education and Work 455
SECTION 2 COGNITIVE DEVELOPMENT 400 Tertiary Education: College, University, and Training
Cognitive Advances in Late Adolescence 400 Programs 455
Abstract, Complex, and Metacognitive Thinking 400 ■ CULTURAL FOCUS: Tertiary Education Across
Speed and Automaticity 402 Cultures 455
Education and Work 402 Tertiary Education’s (Possible) Future:
Secondary Schools 403 Online Learning 459
Finding Adult Work 460
■ EDUCATION FOCUS: School Climate 405
Summary: Cognitive Development 463
Work and Apprenticeships 405
Summary: Cognitive Development 408 SECTION 3 EMOTIONAL AND SOCIAL
DEVELOPMENT 464
SECTION 3 EMOTIONAL AND SOCIAL
Emotional and Self-Development 464
DEVELOPMENT 409
Self-Esteem 464
The Self and Gender Development 409
Identity Development 465
Self-Conceptions 409
Gender Development: Cultural
Gender: Beyond the Binary 410
Beliefs and Stereotypes 470
■ CULTURAL FOCUS: GENDER AMONG LATINAS 412
Cultural Beliefs 472
Cultural Beliefs: Morality and Religion 412 Religious Development 472
Moral Development 412 Civic and Political Development 473
Religious Beliefs 415 ■ EDUCATION FOCUS: Schools as Civic Institutions 474
The Social and Cultural Contexts of Late The Social and Cultural Contexts
Adolescence 417 of Emerging Adulthood 475
Family Relationships 417 Family Relationships 475
■ RESEARCH FOCUS: The Daily Rhythms of Adolescents’ Friendships 478
Family Lives 418 Love and Sexuality 478
Peers and Friends 420 Media Use 481
Love and Sexuality 422 ■ CULTURAL FOCUS: Media Use in Emerging Adulthood
Social Media 426 Across Cultures 483
Problems 427 Summary: Emotional and Social Development 483
Depression 427 Apply Your Knowledge 485
Substance Use 429
Crime and Delinquency 429 12 The Future of Child
Summary: Emotional and Social Development 433 Development 486
Apply Your Knowledge 435
SECTION 1 PHYSICAL DEVELOPMENT 488

11 Emerging Adulthood 436 Will Inequalities in Children’s

Development Rise or Fall? 488
SECTION 1 PHYSICAL DEVELOPMENT 438 Population Growth and Immigration 488
The Emergence of Emerging Adulthood 438 Family Incomes, Health, and Education 489
Five Features 439 Summary: Physical Development 490

The Cultural Context of Emerging Adulthood 442 SECTION 2 COGNITIVE DEVELOPMENT 491
■ CULTURAL FOCUS: The Features of Emerging Intelligence on the Rise 491
Adulthood 444 The Flynn Effect 491
x Contents

The Future of the Flynn Effect: Up and Down? 492 ■ RESEARCH FOCUS: Ethiopian Children Receive Laptops 504
English and Multilingualism Across the World 493 Bicultural and Hybrid Identities 505
English: An International Language 493 ■ CULTURAL FOCUS: “Teenagers” in Kathmandu, Nepal 505
The Growth of Multilingualism 495 Children’s Values in Today’s and Tomorrow’s World 506
■ EDUCATION FOCUS: Early Multilingual Education Individualism on the Rise 506
Across Contexts 496 Exposure to Diversity 508
Summary: Cognitive Development 498 Summary: Emotional and Social Development 508
SECTION 3 EMOTIONAL AND SOCIAL Apply Your Knowledge 509
DEVELOPMENT 499
Glossary G-1
Changing Gender Norms 499
Gender in Today’s World: Education, Unpaid References R-1
Work, and Physical Violence 499 Research Focus Answers A-1
Gender in Tomorrow’s World 502
Name Index NI-1
Globalization and Media 502
New Beliefs and Behaviors 502 Subject Index SI-1
Introducing the New Edition

W
elcome to the third edition of Child Development: of child development are the remarkable changes that both
A Cultural Approach! We have made many ex- have undergone in recent decades. This text reflects those
citing and important changes in this edition of changes.
the text. Lene Arnett Jensen is joining this edition as a co- Globalization and technology have been making the
author with Jeffrey Jensen Arnett. Together, we have also world smaller—with distances shrinking and intercon-
published a topically organized child development text and nections multiplying. Cultural diversity and globalization
a lifespan development text. This third edition has been ex- are often part of the everyday experiences of today’s
panded to a total of 12 chapters, compared to nine in the students—through travel, migration, and study abroad
previous two editions. Chapter 1 has been reorganized and programs, as well as everyday real-life and virtual interac-
reconceptualized. We have made these changes to enhance tions. We see this vividly in our twins’ lives as they learn
the learning experience for students and to make the text about different cultures from their college instructors, have
more comprehensive. friends from different countries, and play internet games
In every chapter, this edition features up-to-date re- with children from across the globe. These worldwide
search. During the revision process, we have worked changes are here to stay and will continue to profoundly
closely with instructors to provide the full scope of child impact children’s lives.
development that students need to know. While we have Today, the field of child development is as fascinating
substantially strengthened the coverage by adding three and important as it has ever been—and, like the world,
new chapters, we have also largely preserved the organi- looks much different than it did 15 or 25 years ago. This
zation of the previously existing nine chapters, making it text speaks to those changes. After all, child development
easy for instructors who have used prior editions to use the does not occur in a vacuum. It happens in numerous com-
present one. munal contexts and cultural settings that are perpetu-
We have also worked closely with the Pearson team ally changing. By encouraging students to see children
during the revision process to develop and enhance a through a cultural lens, this text balances the universals
wide range of interactive features that make the content and Western-centric research that have in the past char-
and cultural approach even more engaging to students. acterized much of the field with the growing body of
Throughout the text, you’ll see exciting new videos, in- research on the development of children from diverse
teractive figures and maps, digital writing prompts, and cultures within and across countries. Our experiences of
self-assessments with instant feedback that allow stu- growing up and working in a number of different coun-
dents to be active and enthusiastic learners. As authors, tries have translated into an approach that emphasizes
we are involved in the creation of every one of these inter- how universal features of development are shaped by
active features to ensure that they seamlessly align with cultural diversity. Child Development: A Cultural Approach,
our content. Third Edition, offers this new approach in four funda-
mental ways:

Four New Ways to Approach 1. An emphasis on teaching students to think culturally

about development;
Child Development 2. A broadened scope of child development and an updated
Child Development: A Cultural Approach, Third Edition, grows perspective on when children may be considered
out of our personal, teaching, and professional experiences. “grown up”;
Lene grew up in Denmark and Belgium and Jeff in the 3. An unprecedented inclusion of diverse contexts of child
United States. Together, we have lived in Denmark, India, development; and
France, and the United States. We have shared the wonder-
4. A deep integration of interactive digital technology into the
ful experience of being involved in the development of our
text.
twins, now 19 years old, who have traveled with us to all
those places and consider themselves fully American and
fully Danish. Both of us have taught a wide range of de- 1. Thinking Culturally
velopmental psychology courses, including child develop- The world’s population is more than 7.5 billion, and the
ment. What is striking to us about the world and the field population of the United States is about 330 million—less

xi
xii Introducing the New Edition

than 5 percent of the total. By 2100, the world’s popula- recent, begun in 2013, because scholars recognized that it
tion is expected to reach 11 billion, with almost all growth was taking longer than in the past to “grow up” in many
taking place in economically developing countries. countries and that ages 18 to 25 had become crucial years of
Worldwide, child development is remarkably diverse. In change and preparation for adult life. Also, major interna-
Africa, for example, most children are multilingual be- tional organizations dedicated to the well-being of children,
cause they learn both local and European languages in such as UNICEF (United Nations Children’s Fund) and
primary school. In Asia, after centuries of being excluded the WHO (World Health Organization), have broadened
from educational opportunities, girls are reaching parity their focus on younger children to include adolescents and
with boys in educational achievement. In fact, 15-year- emerging adults.
old-girls in many Asian countries outperformed boys In this text we provide in-depth coverage from prenatal
on recent international science tests. In Europe, it is now development through middle childhood, and also cover ad-
typical for young people in many countries to take a “gap olescence and emerging adulthood. The learning goal is for
year”—a year devoted to travel and exploration before students to know what contemporary child development
they commit to higher education or a “real” job—as they looks like—to understand how the meanings of childhood,
enter emerging adulthood. For students, it is more impor- adolescence, and emerging adulthood are dependent on
tant than ever to have knowledge of the wider world be- cultural and historical circumstances. For example, emerg-
cause of the increasingly globalized economy and because ing adulthood exists in some cultures but not others, and
so many issues—such as climate change, disease, and consequently, adult work may be taken on anywhere from
terrorism—cross borders. middle childhood to the 20s.
Although this text covers scientific findings from across
the world, it aims to do something even more important. 3. Encompassing Diverse
The ultimate learning goal is for students to think cultur-
ally about development. As this text emphasizes, diverse
Developmental Contexts
cultures exist both within and across nations, often inter- Not only has child development broadened in terms of
secting in important ways with ethnicity, race, and religion. the age groups covered, but today the field also addresses
We hope that through this text students will learn to apply many more contexts of development than previously.
child development to the work they do as well as to their From an early focus in the field on family (e.g., Freud)
own lives, and to understand that there is always a cultural and peers (e.g., Piaget), researchers now address many
basis to development. To be clear, this does not mean that other contexts such as work, media, and civic and reli-
biology is not important. Transcending the old “nature ver- gious organizations. This text addresses all of these devel-
sus nurture” division, students will learn that humans have opmental contexts.
evolved to be an incomparably cultural and global spe- It is not only that we cover diverse contexts, but we
cies, and that current research reveals fascinating ways that also address topics that reflect cultural diversity and change
genes and the environment influence one another. within those contexts. For example, we address diverse
families, including sexual minority and multigenerational
2. Broadening the Scope of Child families. This text recognizes that many children all over
the world work—not just to support their leisure activi-
Development ties, but to support their families. We cover not only long-
The second way that this text takes a new approach known risks of media use to children’s development, but
corresponds to the historical expansion of the field of also benefits of media use to cognitive, emotional, and so-
child development, from an early, narrow focus on young cial development.
children to a broader one that now encompasses adoles- Every chapter also includes “Apply Your Knowledge
cents and emerging adults. This expansion is reflected in the as a Professional” videos and “Apply This Chapter to Your
growth of professional organizations supported by instruc- Experiences” journaling prompts to help students see how
tors, researchers, and practitioners. The oldest, the Society what they have learned is applicable across a wide range of
for Research in Child Development (SRCD), was started in professions and developmental contexts. For example, the
1933. The Society for Research on Adolescence (SRA) and videos include interviews with a media literacy teacher, a
the European Association for Research on Adolescence child development researcher, a reproductive endocrinolo-
(EARA) were established about a half century later, in gist, and a court-appointed child advocate. In short, the
1984 and 1988 respectively, as scholars increasingly recog- learning goal is for students to know that current theory
nized the importance of the adolescent years. The Society and research on child development pertain to many con-
for the Study of Emerging Adulthood (SSEA) is even more texts and societal roles.
 Introducing the New Edition xiii

4. Embracing Interactive Digital Yet, culture also profoundly impacts psychological

development. By encouraging students to see children
Learning from both a developmental and cultural perspective, we
Our fourth approach to offering an up-to-date and in- hope to inspire an understanding that will be useful and
novative text pertains to pedagogy. Today’s students are fruitful, not only while students are taking this course but
the most tech-savvy generation of college students yet, throughout their lives.
and we wanted to present materials in a way that was

What’s New in the

inspired by the opportunities of interactive digital tech-
nology. When we wrote the text, we wrote it with digital
features in the forefront of our minds rather than as an Third Edition?
afterthought.
In addition to print, this text is available in Revel for- The third edition marks the addition of a new coauthor,
mat, which provides an immersive digital and interactive along with several exciting new enhancements to students’
learning experience. After all, a digital approach fits well learning experience.
with our cultural approach. Digital content easily travels
across boundaries. For example, interactive maps of the Lene Arnett Jensen Is Now a
United States and the world allow students to explore con- Coauthor with Jeffrey Jensen Arnett
tent across cultures in a more meaningful way. When stu-
As you probably guessed right away from our names, we
dents engage with content in a lively way, they learn more
are related. When we married, we each took the other’s last
deeply and effectively.
name as a new middle name. In addition to being partners
Revel also allows us to update materials more fre-
in marriage and parenthood, for more than two decades we
quently to provide students access to important cutting-
have thoroughly enjoyed coauthoring. Our first publica-
edge knowledge. This third edition adds a new “Breaking
tion was in the journal Child Development in 1993 on the cul-
Developments” feature that will be available in Revel.
tural bases of risk behavior among Danish adolescents. Our
The feature will provide succinct summaries of landmark
most recent publications include the first edition of a topi-
new research and significant cultural trends that have di-
cal child development text, Child Development Worldwide:
rect relevance to theory and research in the text, yet have
A Cultural Approach (Pearson, 2018), and the third edition
occurred since the publication of the print text. “Breaking
of a lifespan text, Human Development: A Cultural Approach
Developments” will be updated at the beginning of each
(Pearson, 2019).
January and July.
Lene received her Ph.D. from the Committee on
Comparative Human Development at the University of
Understanding Children’s Lives Today Chicago, a program renowned for its attention to culture.
As parents, we have learned a lot from raising twins who As described in more detail later in “About the Authors,”
are now entering emerging adulthood. We occasionally her research focuses on moral development across the life
share stories from their childhood to illustrate concepts course among diverse groups within the United States
in the text. At the outset of almost all chapters, we also as well as in several other countries. She has also written
include vivid descriptions of the lives of individual chil- extensively on children’s identity development in the
dren, adolescents, and emerging adults from around the context of globalization. Just as is the case for Jeff, Lene has
world. In videos throughout the text, children talk about taught a wide range of developmental psychology courses
their lives, including growing up as a Latina girl in the at different colleges and universities.
United States, having the daily chore of scavenging a For decades, we have valued writing together and here,
dump in Cambodia to find food for the family pigs, and too, we have aimed to use a lively, clear, and coherent writ-
living with a learning disability. We wish for students to ing style to keep students focused and thinking. We ask
hear and see other individuals’ perspectives, and we think questions, give vivid examples, and use active voice. Both
this adds authenticity to the presentation of theories and of us take a cultural approach to understanding psychologi-
research findings. cal development, but we have different childhood experi-
Growing up is universal. Every culture differentiates ences and different areas of expertise in our research, so we
between children and adults, and children across all hope students will benefit from the synthesis of our voices
cultures share common developmental characteristics. throughout the text.
xiv Introducing the New Edition

Enhanced Emphasis on
Cultural Diversity
Additional Cultural Videos. The second edition intro-
duced culturally based “Chapter Introduction” videos with Watch PUBERTY RITUALS

diverse Americans for each chapter, as well as “Cultural

Video
Focus” videos filmed in Botswana, Mexico, and the United
States. In this third edition we have added new videos to
broaden and deepen understanding of culture, for example
on the interaction between genes and culture in childhood
obesity, and an unforgettable account of a young adolescent
boy in Congo who sells cakes on the street to help support
his family. There are also new videos homing in on cul-
tural diversity within the United States, including one with
Latina adolescents recounting changing views of gender
in their community and one on religiosity among African
American adolescents and emerging adults.

New Interactive Research and Artwork. Building

WA on the previous edition, we have continued to incor-
MT ND VT ME

OR MN NH
porate interactive maps, figures, and tables to help
ID
WY
SD WI
MI
NY MA
RI
students appreciate the diversity that exists within
NV NE
IA
OH
PA CT the United States and understand the role of culture,
IL IN NJ
CA
UT
CO
KS
WV
VA MD ethnicity, socioeconomic status, and other factors in
MO KY

TN
NC child development. The maps of the United States help
OK
AZ
NM AR SC
students understand similarities and differences be-
GA
tween states. We also have many maps of the world
MS AL
AK TX LA
0−9%

FL
10−19% that allow students to compare countries and regions
HI
20−29%
30−39% across the globe. This edition includes new world
Percentage of population over age 5 who speak
a language other than English at home
40−50%
No data
maps on phenomena such as postpartum maternal de-
Map 8.2 Multilingualism in the United States pression and cosleeping.
Source: U.S. Bureau of the Census (2010).

Expanded Opportunities
Education Focus: Early Multilingual Education
to Apply Knowledge Across Contexts
Additional Education Focus Features. On the basis of a comprehensive review of the research on
multilingualism, a group of social scientists has issued policy
This edition includes an Education guidelines for professional caregivers and teachers to ensure
Focus feature in every chapter, whereas
Source: David Grossman/Alamy Stock Photo

that multilingual children in the United States develop strong

language skills. The report was endorsed by the American
the previous edition only included this Academy of Pediatrics (McCabe et al., 2013). The report

feature in some chapters. The Education highlights six strategies:

1. Avoid attributing children’s language delays to

Focus features highlight the application multilingualism.

of child development research to edu- 2. Ensure that multilingual children have exposure to rich
versions of both the first language and English across a
cational settings, both in and outside variety of contexts.
3. Provide support for development of the first language in Experts recommend that children learning more than one language be exposed to them
of school. Students read an overview of the childcare environment.
at an early age.

the topic and then respond to a review 4. Support the first language by also visiting other contexts
and places where it is spoken. Review Question:
question. 5. Have the caregiver speak to the child in the language The policy report focuses on ways to support multilingual
that comes most naturally to ensure a rich language development in immigrant children. Do you think there is
environment. a need for new policies for professional caregivers and
6. Develop programs that expose children to high-quality teachers to support multilingual development among
English at an early age. Such exposure may involve American children from families in which only English is
home visitation, center-based early childhood education spoken? Explain.
programs, healthcare providers, and mass media.
 Introducing the New Edition xv

Upgraded “Apply Your Knowledge

APPLY YOUR KNOWLEDGE as a Professional” Videos. The
Apply Your Knowledge as a Professional previous edition featured several
The topics covered in this chapter apply to a wide variety of career professions. Watch this video to learn how they apply videos at the end of each chapter
to an early learning specialist at an international aid organization.
with professionals who explain how
Watch EARLY LEARNING SPECIALIST
knowledge of child development and
culture influences their work on a
Video

daily basis. In this edition, based on

instructor and student feedback, we
have chosen the best video for each
chapter and shortened them to 3 to
4 minutes. These engaging videos
allow students to learn about a wide
variety of career paths. Diverse ca-
reers are profiled, including a pedi-
atric nurse, a nanny, a middle school
teacher, and a college counselor.

New “Journaling Questions.” A new feature in this edition is a “Journaling Question”

at the end of each chapter. This question encourages students to apply key information
from across a chapter to their everyday experiences. Students’ responses are easily shared
with the instructor, providing the instructor with feedback on how well students are at-
taining and applying new knowledge.

Apply This Chapter to Your Experiences

Journaling Question: Reflect on your own psychological identity. How do you think of yourself? This chapter has introduced a
variety of dimensions such as culture, developmental stage, ethnicity, gender, SES, and globalization. Which of these dimensions,
and potentially others too, are most important to how you see yourself?

New Feature to Stay Up-to-Date

“Breaking Developments.” Important new findings on
child development are published continuously. In the digital
Revel format of the text we have added a new feature in this
edition called “Breaking Developments,” in which we sum-
marize an exciting new research finding at the end of a chap-
ter, drawing from research in diverse cultures. This feature
allows students and instructors to keep up with the latest
findings in child development research, rather than waiting
3 to 4 years between editions for updates of current research.
We will add “Breaking Developments” at the beginning of
January and July of each year, in selected chapters as re-
search warrants.
Visit https://ebooksecure.com
now to explore a rich
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xvi Introducing the New Edition

Chapter-by-Chapter • Findings on the impact of culture on the development

of the social smile.
Highlights of New Research
Chapter 6: Toddlerhood
Pooling our energies for this third edition, we have ex-
panded the text and revised every chapter to incorporate • Updated information on the parent-child relationship,
the latest and most important child development research. including findings from a meta-analysis on the long-
While we cannot catalog every change here, we will high- term implications of early attachment, research on fa-
light two key updates to each chapter and provide a brief ther involvement, and Scandinavian public policies to
description of new chapters. encourage paternal care of young children.

• Revised terminology and diagnostic criteria for autism

Chapter 1: Child Development Today:
spectrum disorder (ASD), including a new video with a
Who, How, and Why
clinician who diagnoses ASD in children.
• New data on the global demographic divide, including
a new video. Chapter 7: Early Childhood
• A differentiation of research measurements from re- • Information on the diets of American children, includ-
search designs, including new summary tables. ing the roles of socioeconomic status, ethnicity, and im-
migrant generation.
Chapter 2: Developmental Theories and Contexts:
Past and Present • A new section on theory of mind, including how differ-
• Across history and cultures, humans have had theo- ent measurement techniques yield different findings on
ries about children’s development. This new chapter when children acquire it.
distills the insights provided by such theories and ex-
plicates the major theoretical scientific conceptions that Chapter 8: Middle Childhood
guide contemporary child development research. • A new section on executive function in middle child-
• One of the ways that today’s field is different from the hood, including how its development is impacted by
past is that researchers investigate many more contexts physical exercise and multilingualism.
than in the past. This chapter highlights the importance • Explication of the revised Wechsler-V measurement
of each of these contexts. Finally, the chapter addresses of IQ.
five questions about children’s development that cut
across developmental theories and contexts. Chapter 9: Early Adolescence

Chapter 3: Genetics and Prenatal Development • The chapter on adolescence in the second edition has
been expanded into two chapters in this edition. This
• The latest statistics on assisted reproductive technolo-
chapter, covering ages 10 to 14, addresses the dramatic
gies and age of viability in developed countries, as well
changes of early adolescence.
as sex ratios at birth across diverse countries.
• New glossary terms and descriptions pertaining to • The physical changes of puberty are the most obvious,
neurogenesis, multifactorial disorders, and maternal but there are other striking changes, for example, in
blood screening. cognitive development, self-esteem, family and peer
relations, and media use.
Chapter 4: Birth and the Newborn Child
• Information from diverse countries on maternal and Chapter 10: Late Adolescence
paternal postpartum depression. • This chapter addresses many developmental advances
• The latest statistics for episiotomies (within the United that take place in late adolescence, including in cogni-
States) and C-section rates (across countries). tion, moral reasoning, and self-conceptions.

• The chapter also addresses problem behaviors that be-

Chapter 5: Infancy
come prevalent for the first time often in late adolescence,
• Exciting contemporary cognitive development research including eating disorders, depression, substance use,
on object permanence across species, and the roles of and crime and delinquency. Yet the chapter also casts a
babbling, gesturing, and turn-taking in the emergence critical eye on the notion that adolescence is universally
of speech. (The substages of Piaget’s sensorimotor stage and inherently a stage where the ability to think ratio-
were deleted to make room for these current research foci.) nally is often overridden by rash and reckless impulses.
 Introducing the New Edition xvii

Chapter 11: Emerging Adulthood Chapter 12: The Future of Child Development
• Important information about sleep in emerging adult- • This new chapter examines a variety of ways that the
hood, including the concepts of delayed sleep phase syn- lives of children may change in the future, but always
drome and sleep debt, as well as tips for sleep hygiene. in all humility, acknowledging that no one knows for
certain what the future may hold.
• A new section on the opportunities and limitations
of online learning, and on blended learning, in which • Future predictions include greater gender parity, a rise
students learn partly online and partly through face-to- in intelligence in most of the world, a worldwide in-
face learning in the classroom. crease in children’s use of English and multilingualism,
and a rise in individualism that is partly driven by the
global diffusion of media.

Teaching and Learning Aids

Learning Objectives
Learning Objectives (LOs) for each chapter are listed at
Learning Objectives
the start of each of the three main sections, providing 3.1 Distinguish between genotype and phenotype, and identify
an overview of the materials to be learned. Every LO the different forms of genetic inheritance.
is then repeated at the outset of the relevant part of the 3.2 Describe the sex chromosomes, and identify what makes
text. Based on Bloom’s taxonomy, these numbered ob- them different from other chromosomes.

jectives help students better organize and understand 3.3 Explain how behavior geneticists use heritability estimates
and concordance rates in their research.
the material. The end-of-section summaries are orga-
nized around these same objectives, as are all of the
supplements and assessment materials.

Section Summaries
SUMMARY: GENETIC INFLUENCES ON DEVELOPMENT
Organized by Learning Objective
LO 3.1 Distinguish between genotype and environment. The concept of reaction range also involves
phenotype, and identify the different forms of gene–environment interactions because it means that
(LO), a summary appears at the
genetic inheritance. genes set a range for development and environment end of each of the three major
Nearly all cells in the human body contain 46 chromo- determines where development falls within that range.
somes, organized into 23 pairs. There are about 19,000
sections within a chapter.
LO 3.5 Explain how the theory of genotype S
genes in the 46 chromosomes and 3 billion nucleotide environment effects casts new light on
pairs. These genes constitute a person’s genotype. A per- the old nature–nurture question.
son’s actual expressed characteristics are called the pheno- Rather than viewing nature and nurture as separate forces,
type. Genotype and phenotype may be different because this theory proposes that genes influence environments
of dominant–recessive inheritance, incomplete dominance, through three types of genotype S environment effects:
and environmental influences. Most human character- passive (parents provide both genes and environment to
istics are polygenic, meaning that they are influenced by their children); evocative (people evoke responses from
multiple genes rather than just one. others in their social environment); and active (people seek

Practice Quizzes and Chapter Quiz

In the Revel version of this third edition, multiple-choice
practice quizzes appear regularly throughout a chapter
to help students assess their comprehension of the ma-
terial. A cumulative multiple-choice quiz appears at the
end of every chapter.
xviii Introducing the New Edition

Revel
Educational Technology Designed for the Way
Today’s Students Read, Think, and Learn
Revel is an interactive learning environment that deeply engages students and prepares
them for class. Media and assessment integrated directly within the authors’ narrative let
students read, explore interactive content, and practice in one continuous learning path.
Thanks to the dynamic reading experience in Revel, students come to class prepared to
discuss, apply, and learn from instructors and from each other.

Learn More About Revel

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The third edition includes integrated videos and media content throughout, allowing
students to explore topics more deeply at the point of relevancy.
Revel also offers the ability for students to assess their content mastery by taking
multiple-choice quizzes that offer instant feedback and by participating in a variety of
writing assignments such as peer-reviewed questions and auto-graded assignments.
Additionally:

• MyVirtualChild and MyVirtualLife. MyVirtualChild is an interactive simulation

now available in Revel that allows students to play the role of a parent and raise their
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their children from birth to age 18 and learn firsthand how their own decisions and
other parenting actions affect their child over time. In MyVirtualLife, students make
decisions for a virtual version of themselves from emerging adulthood through the
end of life.
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feed directly into the gradebook, enabling instructors to track student progress
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Revel Combo Card

The Revel Combo Card provides an all-in-one access code and loose-leaf print reference
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Presentation and Teaching Resources

The Instructor’s Resource Center (www.pearsonhighered.com/irc) provides information
on the following supplements and downloadable files:

Test Bank (ISBN: 0135163595)

The Test Bank contains over 2,500 questions with each question mapped to the text-
book by learning objective and the major text section, or topic. Questions are addition-
ally assigned the appropriate skill level, difficulty level, and the American Psychological
Association (APA) learning objective. Each chapter of the test bank includes three Total
Assessment Guides, one for each section, an easy-to-reference grid that organizes all test
items by learning objective, skill level, and question type.
The test bank comes with Pearson MyTest (ISBN: 0135163617), a powerful test gener-
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 Introducing the New Edition xix

and tests can be authored online, allowing instructors ultimate flexibility and the ability
to efficiently manage assessments wherever and whenever they want. Instructors can
easily access existing questions and then edit, create, and store using simple drag-and-
drop and Word-like controls. Data on each question provides information relevant to the
skill level and difficulty level. In addition, each question maps to the text’s major section,
or topic, learning objective, and the American Psychological Association (APA) learning
objective. For more information go to www.PearsonMyTest.com.

Lecture Powerpoint Slides with Linked Videos

(ISBN: 013591700X)
The Lecture PowerPoints offer detailed outlines of key points for each chapter and in-
clude the videos from Revel. Standard Lecture PowerPoints (ISBN: 0135163625) without
linked videos are also available. A separate Art and Figure version (ISBN: 0135163498)
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electronic permissions.

Instructor’s Resource Manual (ISBN: 0135163641)

The Instructor’s Resource Manual includes suggestions for preparing for the course,
sample syllabi, and current trends and strategies for successful teaching. Each chapter
offers integrated teaching outlines and includes a bank of lecture launchers, as well
as activities, suggested supplemental readings, and a per chapter list of Revel videos,
Journal Prompts, and Shared Writing Questions found in the Revel product.
 About the Authors
Lene Arnett Jensen is Senior Research Scientist in the Department of Psychology at Clark
University in Worcester, Massachusetts. She received her Ph.D. in developmental psy-
chology in 1994 from the University of Chicago and did a 1-year postdoctoral fellowship
at the University of California–Berkeley. Prior to coming to Clark University, she taught at
the University of Missouri and Catholic University of America. She has also been a visit-
ing professor at Stanford University, Aalborg University in Denmark, Maharaja Sayajirao
University in India, and the University of Bordeaux in France. She has taught courses on
child development for close to 30 years.
Through scholarship and professional collaboration, she aims to move the dis-
cipline of psychology toward understanding development in terms of both what is
universal and what is cultural. She terms this a “cultural-developmental approach.”
Her research addresses moral development and cultural identity formation. Together
with her students, she has conducted research in countries such as Denmark, India,
Thailand, Turkey, and the United States. Her publications include New Horizons in
Developmental Theory and Research (2005, with Reed Larson, Jossey-Bass/Wiley),
Immigrant Civic Engagement: New Translations (2008, with Constance Flanagan,
Taylor-Francis), Bridging Cultural and Developmental Psychology: New Syntheses for
Theory, Research and Policy (2011, Oxford University Press), the Oxford Handbook of
Human Development and Culture (2015, Oxford University Press), Moral Development
in a Global World: Research from a Cultural-Developmental Perspective (2015, Cambridge
University Press), and the Oxford Handbook of Moral Development (2020, Oxford
University Press).
From 2004 to 2015, she was editor-in-chief for the journal New Directions for Child and
Adolescent Development (with Reed Larson). She served as program chair for the 2012 bien-
nial conference of the Society for Research on Adolescence (with Xinyin Chen), and cur-
rently serves on awards committees for the Society for Research on Child Development
(SRCD) and the Society for Research on Adolescence (SRA). For more information, see
www.lenearnettjensen.com.

Lene at ages 3, 11, and 17 years.

xx
 About the Authors xxi

Jeffrey Jensen Arnett is a Senior Research Scholar in the Department of Psychology at

Clark University in Worcester, Massachusetts. He received his Ph.D. in developmental
psychology in 1986 from the University of Virginia, and did 3 years of postdoctoral work
at the University of Chicago. From 1992 through 1998 he was Associate Professor in the
Department of Human Development and Family Studies at the University of Missouri,
where he taught a 300-student life span development course every semester. In the fall of
2005, he was a Fulbright Scholar at the University of Copenhagen in Denmark, in 2010–
2011 he was the Nehru Chair at Maharaja Sayajirao University in India, and in 2017–2018
he was a Visiting Professor at the University of Bordeaux in France.
His primary scholarly interest for the past 25 years has been in emerging adulthood.
He coined the term, and he has conducted research on emerging adults concerning a
wide variety of topics, involving several different ethnic groups in American society. He
is the Founding President and Executive Director of the Society for the Study of Emerging
Adulthood (SSEA; www.ssea.org). From 2005 to 2014 he was the editor of the Journal of
Adolescent Research (JAR), and currently he is on the Editorial Board of JAR and five other
journals. He has published many theoretical and research papers on emerging adulthood
in peer-reviewed journals, as well as the book Emerging Adulthood: The Winding Road from
the Late Teens Through the Twenties (2015, 2nd edition, Oxford University Press), among
many others. For more information, see www.jeffreyarnett.com.

Jeff at ages 8 months, 6 years, and 12 years.

Lene and Jeff live in Worcester, Massachusetts, with their twins, Miles and Paris.

The authors with their twins when they were toddlers and now at the outset of emerging adulthood.
Acknowledgments

W
e are grateful to all the talented and dedicated Mary Gauvain, University of California, Riverside
people who contributed to the third edition. We Arthur Gonchar, University of La Verne
would like to thank our senior editors and port- Brian Grossman, San Jose State University
folio managers with Pearson, Amber Chow, Erin Mitchell, Richard Kandus, Mt. San Jacinto College
and Kelli Strieby, who supported our vision for this third Michelle Pilati, Rio Hondo College
edition and mobilized the resources necessary to bring it to Wendy Sanders, College of the Desert
fruition. Shannon LeMay-Finn, our superb Development Emily Scott-Lowe, Pepperdine University
Editor, brought her extensive experience, sharp focus, and Susan Siaw, Cal Poly, Pomona
delightful sense of humor. The Managing Editor, Marita Malati Singh, Los Angeles Mission College
Sermolins Bley at Ohlinger Studios, brought her excellent Colorado
organizational skills to the entire project. Thanks also go to Silvia Sara Canetto, Colorado State University
Jane Kaddu and Madison Durham at Ohlinger Studios and Jessica Herrick, Mesa State College
to Allison Campbell at Integra Software Services for coordi- Diana Joy, Community College of Denver
nating all aspects of production. Katie Toulmin and Sabrina David MacPhee, Colorado State University
Avilés from Cabin 3 Media produced an outstanding slate Peggy Norwood, Community College of Aurora
of new videos, and Elissa Senra-Sargent produced the Revel
Connecticut
product. Christopher Brown, Senior Product Marketing
Carol LaLiberte, Asnuntuck Community College
Manager, and Debi Henion, Senior Field Marketing Manager,
Edward Keane, Housatonic Community College
handled the marketing of the text and organized focus
groups that provided valuable feedback on the Revel text. Florida
Finally, we would like to thank the hundreds of review- Maggie Anderson, Valencia College
ers who scrutinized chapters, sections, and other materials Diane Ashe, Valencia College
in the course of the development of the text. We benefited Diana Ciesko, Valencia College
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Other documents randomly have
different content
 “Now I must bid you good-night, for it is high time you were
asleep.”
The next evening, about the time the good-nights were being said
at the Oaks, Captain Raymond left Lulu, who had just passed a very
happy half hour, seated on his knee, in her own little sitting-room,
and went down to the parlor where Violet was entertaining her
guests.
There was quite a number of them, though it was only a family
gathering. Mr. and Mrs. Dinsmore, from Ion; Grandma Elsie, as
Evelyn and the Raymond children called her; Lester Leland and his
Elsie; Edward and Zoe, and Herbert and Harold, who were at home
from college for the Christmas holidays, beside the Lacey’s from the
Laurels, several of the Howards of Pine Grove, and Calhoun and
Arthur Conley from Roselands.
Violet looked up with a welcoming smile as her husband came in,
and made room for him on the sofa by her side.
“I was just telling Lester and Elsie,” she said, “how beautifully Lulu
is behaving—bearing so well the disappointment about her invitation
to the Oaks, and showing such devotion to Gracie in her sickness.”
“Yes, she is a dear child, and well deserving of reward,” he said,
feelingly. “It pained me to deny her the pleasure of sharing the
festivities at the Oaks, though as matters have turned out she would
not have gone had I given permission—loving Gracie, too dearly to
leave her while she is not well—and I have been thinking whether it
may not be made up to her by allowing her to have a party of her
own next week: inviting her young friends who are now at the Oaks,
and perhaps some others, to come here on Monday and stay until
Saturday. Does the idea meet your approval, my dear?”
“Yes, indeed!” cried Violet, looking really delighted! “how happy it
would make her and Max? Gracie, too, I think, if we can only get her
well enough to have a share in the sports.”
“And, I believe,” she added with a laugh, “I am child enough yet
to enjoy it greatly myself.”
 “I hope so,” her husband said, smiling fondly upon her; “you are
looking full young enough for mirth and jollity, and must not allow
yourself to grow old too fast in an endeavor to match your years
with mine.”
“No, captain, the better plan would be for you to match yours with
hers by growing young,” said Zoe, laughingly. “Can’t you turn boy
again for a few days?”
“I should not be averse to so doing,” laughed the captain. “I’ll see
what I can do, Sister Zoe. May we look to you for some assistance in
the work of contriving amusements?”
“Yes, indeed; if you give me an invitation to the party. I was not
favored with one to the Oaks, you know, because of being a married
woman; though Ella Conly was, in spite of her superiority of years.”
“Too bad!” returned the captain, gallantly; “but we will not draw
the line just where they did; all the present company will please
consider themselves invited for each evening’s entertainment,
mothers and all under twenty-five, for the whole time—from Monday
morning to Saturday afternoon. I am taking for granted that my wife
approves and joins me in the invitations,” he added, turning smilingly
to her.
“Oh, yes; yes, indeed!” she said; “I hope you will all come.”
There was a chorus of thanks and acceptances, some only partial
or conditional.
“I promise you I’ll be here when I can,” Arthur said; “but you
know a doctor can seldom or never be sure of having his time at his
own disposal.”
“You’ll be heartily welcome whenever you do come,” responded
the captain; “but please take notice that you will be expected to be
quite as much of a boy as your host.”
“No objection to that condition,” returned Arthur, smiling; “if I
don’t out-do you in that, it shall be no fault of mine.”
 “The next thing in order, I suppose, will be to consider how our
young guests are to be feasted and amused,” remarked Violet.
“Yes,” replied her husband; “but my wife is to be burdened with no
care or responsibility in regard to either. Christine and I will see to
the first—preparations for the feasting—and I imagine there will be
no trouble about the other; the children themselves will probably
have a number of suggestions to make.”
“Some of the older ones, too,” said Zoe, eagerly; and went on to
mention quite a list of games.
“Besides, we can act charades and get up tableaux; and oh, let us
try something I read about the other day in Miss Yonge’s ‘The Three
Brides,’ a magic case with a Peri distributing gifts, oriental genii,
turbaned figures, like princes in the ‘Arabian Nights,’ singing and
piano accompaniment. Oh, it would be fun, and delight the children,
I’m sure! And I know we could manage it all among us very easily.”
“It sounds charming,” said Violet; “we must study it out and see
what we can do. Shall we not, Levis?”
“I like the idea very much, so far as I understand it,” he said.
“Who will volunteer to take part?”
“Zoe and I may be counted on,” said Edward, with a smiling
glance at his young wife.
“And Herbert and I,” added Harold. “We’ve had some experience,
and it’s a sort of thing we enjoy.”
“Yes, and we’ll help with the charades and any thing else, if we’re
wanted,” said Herbert.
But it was growing late, so further arrangements were deferred to
the next day, and the company presently separated for the night.
The Lelands and Edward and Zoe remained in the house; the rest
departed to their homes.
“Why, Gracie; here before me, though you’re the sick one!”
exclaimed Lulu, as, early the next morning, she entered the little
sitting-room they shared between them and found her sister lying on
the sofa ready dressed for the day.
“Yes,” Grace said, “I was so tired of bed, and Agnes said she
would help me dress before mamma’s bell should ring. So I let her;
but I’m tired and have to lie down again a little bit.”
“Yes; you’re not nearly strong enough to sit up all day yet,”
returned Lulu, stooping over her to give her a kiss. “But you’ve been
crying, haven’t you? your eyes look like it.”
Grace nodded, hastily brushing away a tear.
“Why, what’s the matter?” asked Lulu, in surprise. “I can’t think of
any thing to make you cry, unless it’s pain; are you in pain, dear?”
Grace shook her head. “No, Lu, but,” sobbing, “I—I’ve been
thinking ’bout that time I was so naughty, meddling with mamma’s
things, and—and oh, you know the rest.”
“Yes, but why does it trouble you now? it was all over such a long
time ago.”
“Yes, but papa doesn’t know about it, and—oughtn’t I to tell him?”
“I don’t know,” Lulu said reflectively; “but you needn’t be afraid;
he wouldn’t punish you after this long while, especially as Mamma Vi
knew all about it at the time, and punished you herself.”
“Such a little bit of a punishment for such a wicked thing,” Grace
said; “papa would have punished me a great deal harder, I’m most
sure.”
“But he won’t now; so you needn’t be afraid to tell him.”
“But he’d look so sorry, and I can’t bear to see my dear papa look
sorry for something I did.”
“Then don’t tell him. It isn’t as if it had happened just the other
day.”
“But, Lulu, I oughtn’t to let him think I’m a better girl than I am.”
 “Maybe he doesn’t. You are a good girl; a great deal better than I
am.”
“No, I’m not; you would never, never do the wicked thing I did.
But I’m afraid papa thinks I’m better, ’cause when—when he thought
the baby was going to die, he was hugging me up and kissing me,
and he said ‘You never gave me a pang except by your feeble
health,’ and I said I didn’t ever want to, and I forgot all about how
bad I’d been that time, and that papa didn’t know about it.”
“What is it that papa didn’t know about, my darling?” asked a
voice close beside the sofa, and both little girls started in surprise,
for their father had come in so quietly, his slippered feet making no
noise on the carpet, that they had not been aware of his entrance.
He took Grace in his arms as he spoke, sat down with her on his
knee, drew Lulu to a seat by his side, then kissed them both, saying
in tender tones, “Good-morning, my two dear children.”
“Good-morning, my dear papa,” responded Lulu, leaning her cheek
affectionately against his shoulder.
But Gracie only hid her face on his breast with a little half-stifled
sob.
“What is it, my precious one?” he asked, holding her close with
loving caresses.
“Lu, you tell papa; please do,” she sobbed.
“Lulu may tell it, if you want papa to hear it,” he said, softly
smoothing her hair, “otherwise it need not be told at all. But if it is
about some wrong-doing that has been repented of and confessed
to God and mamma, you need not dread to have your father know
of it, for he, too, has been guilty of wrong-doing many times in his
life, and needs to seek forgiveness of God every day and every
hour.”
“Papa,” she exclaimed, lifting her head to give him a look of
astonishment not unmingled with relief, “I don’t know how to b’lieve
that, if you didn’t say it your own self; for I never, never see you do
any thing wrong. But I want you to know ’bout this, so you won’t
think I’m a better girl than I am. Lu, please tell,” and again her face
was hidden on his breast.
“Papa, it was a long, long, while ago,” began Lulu, as if eager to
vindicate her sister as far as possible, “and it was only that she
accidentally broke a bottle of Mamma Vi’s, and then she was
frightened (you know she’s always so timid, and can’t help it), and
so,’most before she knew what she was saying, she told Mamma Vi
she never meddled with her things when she was not there to see
her.”
There was a moment’s silence, broken only by Grace’s sobs, which
were now quite violent.
Then her father said low and tenderly, “My dear little daughter, I
can not comfort you by making light of your sin; lying is a very great
sin, one that the Bible speaks very strongly against in very many
places; but I have no doubt that you long ago repented, confessed it
to God and received forgiveness. And I trust you will prove the
sincerity of your repentance by being perfectly truthful all the rest of
your days.
“It was very honest and right in you to want me to know that you
have not always been so good as I supposed; and so, my darling, I
love you, if possible, better than ever,” he added, caressing her again
and again.
“Oh, I’m so glad to hear you say that, papa!” exclaimed Lulu,
looking up into his face with shining eyes.
“And you are no less dear than your sister,” he said, drawing her
closer to his side. “My child, I have felt very sorry over your
disappointment in missing the festivities at the Oaks, and have been
trying to think of some way to make it up to you. How would you
like to have something of the same sort here at home? a party of
children and young people to come next Monday morning and stay
till Saturday?”
 “Oh papa,” cried Lulu, opening her eyes very wide in surprise and
delight, “it ’most takes my breath away! Do you really mean it?”
“I do indeed,” he said, smiling on her. “It will be your, and Max’s
and Gracie’s party, and we older folks will do all in our power to
make the time pass pleasantly to you and your guests. We will have
games and charades, tableaux, stories, and every thing delightful
that can be thought of.”
“O papa! how very, very nice! how splendid!” cried Lulu, springing
to her feet, clapping her hands, and then jumping and dancing
round the room. “Dear me! I’d never once dreamed of such a thing!
And it’ll be ever so much nicer than going to the Oaks. I’m glad you
didn’t let me go: because I couldn’t be there now and get things
ready for my own party too, and it’s so much splendider to be the
one to have the party than one of the visitors. Isn’t it! won’t it be,
Gracie? Oh isn’t papa just the best and kindest father in the world?”
“’Course he is,” said Grace, putting her arm round his neck, and
lifting her eyes to his with a very grateful, loving look.
“Does it give you pleasure, papa’s dear pet?” he asked.
“Yes, sir,” she answered with some hesitation; “if I don’t be sick
when they’re here, and if I may sit on your knee sometimes.”
“Indeed you may,” he said; “and papa will try to take care that his
feeble little girl has nothing to tire her.”
“No, she needn’t entertain,” said Lulu; “I can do it for both of us.
Oh it is so nice, so nice, so perfectly splendid, to think we’re going to
have a real party of our own for several days together!” she cried,
again clapping her hands, jumping, dancing and pirouetting round
the room.
Grace laughed at the sight, and so did their father.
“Why, Lulu, daughter,” he said, “you seem to be going quite wild
over the prospect! I am very glad indeed to have hit upon something
that gives you such pleasure. But come here; I have something
more to tell you about it.”
 “Oh, have you, papa?” she cried, running to him to put her arm
round his neck and kiss him again and again; “what is it?”
“Ah,” he returned, laughing, “I doubt if it is well to tell you; you
are so nearly crazy already.”
“Oh, yes, do tell me please. I won’t get any crazier; at least I don’t
think I shall, I’ll try not to.”
So he told her of Zoe’s suggestion, and that he intended it should
be carried out.
A conservatory opened from one of the parlors, and there, he
said, they would have the magic cave.
“Oh papa, how lovely, how lovely!” both little girls exclaimed, their
eyes sparkling and their cheeks flushing with delighted anticipation.
“That entertainment will be for New Year’s Eve,” he said, “and the
Peri must have a present for each one who visits her case. That will
necessitate a shopping expedition to the city to-day or to-morrow.
Lulu, would you like to be one of the purchasers? shall I take you to
the stores with me?”
“Oh!” she cried half breathlessly, “wouldn’t I like it? But,” with a
sudden sobering down of demeanor and a tender look into the face
of her little sister, “I—I can’t leave Gracie, papa, she would miss me
and be so lonesome without me.”
“But I could stand it for one day, Lu; and I couldn’t bear to have
you miss such fun—such a good time—just for me,” said Grace, with
winning sweetness.
“And Mamma Vi will contrive that she shall not be lonely,” the
captain said, drawing them both closer into his arms.
“The mutual love of my little girls is a great joy to me,” he added,
caressing them in turn.
Just then a servant came in bringing Gracie’s breakfast.
 She ate it sitting on her father’s knee, while Lulu, standing
alongside, kept up a lively strain of talk on the all-absorbing theme
of the hour. She had a good many questions to ask too, and they
were all answered by her father with unfailing patience and
kindness.
The proposed festivities were the principal topic of conversation at
the family breakfast, also; for the ladies were deeply interested, the
gentlemen not quite indifferent.
The storm had passed, the morning was fine, and the captain
announced his intention to drive into the city, starting within an hour,
winding up with the query, “which of you ladies will volunteer to go
along, and assist in this important shopping?”
“Zoe would enjoy it, I am sure, and you could not have a more
competent helper,” Violet said, smiling kindly into the eager face of
her young sister-in-law.
“I should not object, if I can be of service,” said Zoe, “but don’t
you want to go yourself, Vi? I haven’t a doubt that the captain would
prefer your company to any other.”
“I think I should abide by the stuff,” returned Violet in a lively
tone, “or rather by the little ones, baby and Gracie. Lulu must go
with her papa—I would not have her miss it for a great deal—and I
am eager to make the day a happy one to Gracie in spite of the
absence of her devoted sister-nurse,” she added with an affectionate
glance and smile in Lulu’s direction.
“Oh, Mamma Vi, thank you ever so much!” exclaimed the little girl.
“I do think it will be just splendid to go with papa and help choose
the things, but I couldn’t bear to leave Gracie alone.”
“You are a dear, good sister, Lulu,” remarked Mrs. Elsie Leland. “It
does one good to see how you and Gracie love one another.”
“Thank you, Aunt Elsie,” said Lulu, flushing with gratification; then
catching the look of proud, fond affection with which her father was
regarding her, she colored still more deeply, while her heart bounded
with joy. It was so sweet to know that he loved her so dearly and
was not ashamed of her, faulty as she felt herself to be.
“Yes,” he said, “their mutual affection is a constant source of
happiness to their father. I pity the parent whose children are not
kind and affectionate to each other.
“Well, Mrs. Zoe,” turning smilingly to her, “am I to have the
pleasure of your company today, and the benefit of your assistance
and advice in the selection of the ornaments and gifts necessary or
desirable for the successful carrying-out of your proposed
entertainment?”
“Thank you; I shall be delighted to go and to give all the
assistance in my power,” she answered. “That is if Ned is willing to
spare me,” she added, turning to him with a merry, mischievous look
and smile.
“I don’t think I can,” he said, in a sober, meditative tone, “but if
the captain is sufficiently anxious to secure your valuable services to
take me too, my consent shall not be withheld.”
“Then it’s a bargain,” laughed the captain, and Lulu’s eyes
sparkled. She was saying to herself, “Then I shall be sure to sit
beside papa; because they always want to be together; so they’ll
take one seat in the carriage, and we’ll have the other.”
 CHAPTER III.
“Oh, Gracie, Gracie, I’ve had the nicest, the most splendid time
that ever was!” cried Lulu, rushing into their own little sitting-room
where Grace lay on the sofa, having that moment waked from her
afternoon nap.
“Oh, have you, Lu? I’m so glad,” she exclaimed, as her sister
paused for breath: for Lulu had rushed up stairs so fast in her joyful
eagerness to tell every thing to Grace, that she had not much breath
left for talking.
“I’ve had a good time, too, looking at pictures and playing with
baby, and hearing lovely stories that mamma and Aunt Elsie told
me,” continued Gracie. “But tell me ’bout yours.”
“Oh, it would be a long story to tell you every thing,” said Lulu. “I
enjoyed the drive ever so much, sitting close beside papa, with his
arm round me, and he giving me such a loving look every once in a
while, and asking me if I was quite warm and comfortable. Then we
went to ever so many stores and bought lots of things, some
handsome and some not worth much, but just to make fun (when
we have the case, you know). And papa was, oh, so kind! he let me
buy every single thing I wanted to. And he says I may label the
presents this evening—he helping me because it would be too much
for me to do all alone—and decide which present is to be given to
which person.”
“Oh, Lu, what fun!” cried Grace.
“Yes; and you shall have some say in it too, if you want to,”
returned Lulu, generously, throwing off her coat as she spoke, then
bending down to give Grace a loving kiss.
 “I’m to make out the list of folks to be invited, too,” she ran on,
“and write the notes, with papa’s help. He says this is to be all our
own party—Max’s, and yours, and mine—and he wants us to get
every bit of pleasure out of it we can. Isn’t he a dear, kind father?”
“Yes, indeed.”
“And, Oh Gracie, how nice it is to have him at home with us all the
time and to live with him in this lovely home!”
“Yes, Lu, I think we ought to be ever such good children.”
“So do I. Oh, here comes papa!” as a manly step drew near the
door.
It opened, and the captain came in and bending over Gracie
kissed her several times, asking in tender tones how she was and if
she had had a pleasant day.
“Yes, papa; oh, very! I’ve just had a nice nap and now I’d like to
get up and sit on your knee a little while, if you’re not too tired.”
“I’m not at all tired, my pet, and shall enjoy it perhaps as much as
you will,” he said, seating himself and complying with her request.
“Lulu, daughter, put your hat and coat in their proper places, and
make your hair neat.”
“Yes, sir,” Lulu returned, in bright, cheerful tones, and moving
promptly to obey.
She was back again almost immediately. “Oh, Gracie,” she said, “I
didn’t tell you about our dinner! Papa took us to Morse’s, the best
and most expensive place in the city, and he let me choose just what
I wanted from the bill of fare, and he paid for it.”
“And my wise little girl, who thinks it so delightful to have her own
way, chose several dishes that she found she could not eat at all,”
remarked the captain, with a humorous look and smile directed at
Lulu, who was now standing close at his side.
 “Yes,” she said, blushing, “you told me I wouldn’t like them, papa,
and I found you knew best after all, but you and Aunt Zoe enjoyed
them so that they weren’t lost.”
“Quite true,” he responded.
“And then, papa, let me choose again,” Lulu went on, addressing
Grace, “and I took things I knew I liked.”
“You did have a splendid time,” remarked Gracie, rather wistfully.
“I hope you will be able to go with us next year, my pet,” her
father said, caressing her tenderly.
“O, papa! are we to have another party next year?” queried Lulu,
in almost breathless excitement.
“That depends,” he said; “if a certain little girl of mine should
indulge in an outburst of passion while she is playing hostess to her
young friends, I think the prospect of a party for her next year will
not be a very brilliant one.”
“Oh, I hope I won’t, papa; please watch me all the time, and do
every thing you can to help me keep from it,” Lulu murmured, her
arm round his neck and her cheek laid to his.
“I certainly shall, my dear child,” he answered, putting his arm
about her and drawing her into a close embrace; “and I am very
hopeful in regard to it; you have been behaving so well of late. It
gives me great pleasure to be able to say that.”
She lifted dewy eyes to his. “Thank you, papa. Oh, I do mean to
try as hard as I can!”
“Suppose we decide now who are to be invited,” he said. “Gracie
must have a say about that, as well as the rest of us.”
“I s’pose we’ll have all the relations—least all that aren’t too old—
won’t we papa?” she asked.
“Yes, I think so; the same company they had at the Oaks, for the
whole time, and the grown people in the evenings, when we are to
have tableaux or the magic cave or something else not too juvenile
for them to enjoy.”
“Papa,” said Lulu, “I thought you said I was to have some choice.”
“Yes, daughter; mention any one else you may wish to invite.”
“I don’t care to have any body else, but—papa, please don’t be
angry with me, but I’d rather not have Rosie Travilla here.” She hung
her head and blushed, as she spoke in a low, hesitating way.
The captain looked a little surprised, but not angry. “Why not, my
child?” he asked. “You ought to have a very good excuse for leaving
her out.”
“Papa, its because—because I’m afraid she’ll get me in a passion.”
“Ah,” he said with an involuntary sigh, “I remember now that she
was mixed up in some way with that unfortunate affair of a few
weeks ago. But can you not forgive her for that?”
“Yes, papa, if I only could be sure she wouldn’t say horrid things
to me that—but, oh, I didn’t mean to tell tales!”
“And I certainly don’t want to hear any; yet I should be far from
willing to have your hard task of controlling your temper made
harder for you.”
“I don’t want to be a tell-tale either,” Grace said timidly, “and I do
like Rosie; but sometimes she isn’t very good to Lu. Sometimes she
teases her so that I think its ’most more her fault than Lu’s when Lu
gets in a passion.”
“Ah, that is news to me; and perhaps I have been too hard on my
quick-tempered little daughter,” he said in a remorseful tone,
drawing Lulu into a closer embrace, and pressing a tender kiss upon
her forehead.
Lulu looked up with a flash of joy in her eyes, then dropping her
head on his shoulder so that her face was half hidden there, “I’ll
invite Rosie if you want me to, papa,” she said, “and if she teases
me I’ll try to be patient.”
 “That’s my own dear child,” was his kindly response. “I should not
like to have her left out considering how very kind her mother and
grandfather have been to my children, and that she is your
mamma’s sister; and I hardly think she will do or say unkind, trying
things to you when she is your guest in your father’s house. I feel
quite sure she will not in my presence, and I shall arrange matters
so that I can be with you almost all the time while your guests are
here.”
“O, papa, thank you!” cried Lulu, drawing a long breath of relief;
“then I’m quite willing to have Rosie here. I shouldn’t like to hurt
Grandma Elsie’s feelings, or Mamma Vi’s or even Rosie’s own, by
leaving her out.”
“I am rejoiced to hear you say that; I trust there is little or no
malice in your nature,” he said, repeating his caresses.
“Papa, I think Lu’s very good ’cept her temper,” said Grace, putting
an arm affectionately round her sister’s neck.
“No,” said Lulu, “I’m willful, too; I’ve disobeyed papa more than
once because I liked my own way best; and I’m bad other ways,
sometimes. But I do love our dear father, and I am trying to be a
better girl,” she added, lifting her head to look affectionately into his
face.
“Yes, daughter, I see that you are, and it makes me very happy,”
he said.
“Now, I have something to tell you, two, that will please you, I
think. We are all invited to spend to-morrow afternoon at the Oaks
to see some tableaux they are getting up there, and I hope even my
little Grace will be able to go.”
“Oh, how nice!” cried Lulu, while Grace asked, “Will you go and
take us, papa?”
“I hope to,” he answered, smiling fondly down upon her. “Ah,
there is the tea-bell! Will you travel down to the table in papa’s
arms?”
 “Yes, sir; if you like to carry me, and it won’t make you tired.”
“It won’t tire me at all, my pet. I only wish you were heavy
enough to be something of a burden,” he said, as he rose with her in
his arms and moved on toward the door, Lulu following.
“Oh, Lu, don’t you wish you were in my place?” Grace asked with
a gleeful laugh, looking down at her sister over their father’s
shoulder.
“No; I’m so big and heavy that it must tire papa to carry me.”
“Hardly,” he said; “you remember it is not many weeks since I did
carry you quite a distance?”
“But didn’t it tire you, papa?”
“Very little; I was scarcely sensible of fatigue.”
“Oh, its nice as nice can be to have such a big strong papa!” cried
Grace, giving him a hug.
It was quite a party, and a merry one that gathered about the tea-
table, enlarged, since breakfast by the addition of Violet’s mother
and her two college boys.
The talk ran principally upon the holiday amusements going on at
the Oaks and those in course of preparation at Woodburn.
“They boast of being able to get up some very fine tableaux at the
Oaks,” remarked Harold, “and expect to quite astonish us to-
morrow.”
“I hope you are going, captain, and will take Lulu and Gracie with
you,” Grandma Elsie said, half inquiringly, smiling kindly upon the
two little girls as she spoke.
“Yes,” he said, smiling also into the eager young faces, “I shall
certainly take them both, unless something unforeseen happens to
prevent; my wife having promised to go with us,” he added, with an
affectionate glance at Violet.
 “Yes, indeed! I shouldn’t like to miss it,” she said gayly; “I believe
Zoe and I are about as eager over these holiday doings as either of
the children.”
“I’m glad to hear it,” he responded; “a man enjoys having a young
wife even when not young himself.”
“And the older he is, the younger he wants his wife to be,”
remarked Zoe in a lively tone: “at least so I have heard people say.”
“But papa isn’t old, aunt Zoe!” exclaimed Lulu, indignantly.
“My dear child,” laughed her father, “it’s no sin to be old, so you
need not be so ready to take up the cudgels for me.”
“Have you sent out your invitations, Lulu?” asked Zoe.
“No, ma’am, not yet.”
“You will have an opportunity to give them verbally to-morrow
afternoon, if you like,” remarked her father.
“But I—I don’t think I want to, papa,” she said. “I’d like to send
nice little notes—only it’s a good deal of trouble to write them.”
“Oh!” said Zoe, “you can have plenty of help in it; I’ll volunteer for
one.”
“I, too, am at your service,” said Grandma Elsie; and her offer was
followed by several others.
“‘Many hands make light work,’” said Zoe, “and we’ll have the
thing done in a few minutes after leaving the table. Then there’ll be
plenty of time for the selection of subjects for our tableaux, which I
intend shall outshine those at the Oaks.”
“Don’t make rash promises,” said Edward, laughingly, “you have
not seen those at the Oaks yet.”
“Are we who abode by the stuff to-day, to see your purchases
now?” asked Mrs. Leland, lightly, as they left the table.
“Why, no; of course not,” cried Zoe, with emphasis; “half the fun
will be in the surprises when the Peri hands out her gifts. O,
captain,” turning hastily to him, “is it to be decided beforehand who
is to have what?”
“I think that would be the better plan,” he answered, “and I
propose that you and Lulu share that privilege, if privilege you
consider it.”
“That I do,” she returned, quite delightedly; “and if you like I’ll
help label them, so there need be no mistake in the distribution.”
“Suppose you three attend to that business, in the children’s
sitting-room, while the rest of us repair to the library and write the
invitations,” suggested Violet; adding “then you can join us and help
in the selections for the tableaux.”
“An excellent arrangement, my dear,” said her husband. “Shall we
carry out our part of it, Madam Zoe?”
“With all my heart, Sir Captain,” rejoined Zoe, merrily.
“Then I will order our purchases carried up to the appointed place.
Gracie, shall I take you up there to oversee us at our work?”
“O, papa, mayn’t I help, too?” asked the little girl, with a very
wistful, coaxing look in her sweet blue eyes, as she lifted them to his
face.
“Help, darling? What could such a feeble little one as you do?”
“I mean help say whose the things are to be,” she said.
“Ah, I did not understand! Yes, my pet, you may; the gifts are to
be from you as much as from your brother and sister; so no one has
a better right to a voice in the matter of distribution.”
He was rewarded by a very bright, glad look and smile as she held
up her arms to be taken.
He held her while giving his order to a servant whom he had
summoned, then carried her up, settled her comfortably in an easy
chair, and wheeled it up beside a table whereon the day’s purchases
were presently piled.
 Zoe and Lulu had followed. The captain politely placed a chair for
each, then seated himself, and the work began; he writing the labels
and they affixing them.
It was all done very harmoniously; there seemed to be but little
difference of opinion, and Lulu behaved as well as could have been
desired, gracefully yielding her wishes now and again to those of
Zoe or her little sister.
That pleased her father very much, and she felt amply rewarded
by his smile of approval.
“There, that job is done!” announced Zoe at length.
“Why,” exclaimed Grace, in a tone of mingled surprise and dismay,
“there’s nothing for papa! No, nor for you, Aunt Zoe; nor Lu either!”
“Oh, that is all right, little girlie!” laughed Zoe, “for of course if we
provided our own gifts we should miss the surprise, which is more
than half the fun.”
“Oh, yes!” she said, “I forgot that.”
“You and I will contrive to find something for Aunt Zoe and Lu,”
her father said to her in a low aside; at which she clapped her hands
and laughed gleefully.
“Now we are going down to the library,” he continued, aloud,
“shall I carry you there?”
“I’m afraid it will make you too tired, papa, to carry me up and
down so often,” she answered, but with a longing, wistful look that
plainly told her desire to be with others.
So, with the assurance that she was a very light burden and he
enjoyed carrying her, he picked her up and bore her on after Zoe,
while Lulu brought up the rear.
“We’ll soon have to make this journey again,” he said, “for it will
be your bedtime in about half an hour.”
“O papa, can’t I stay up a while longer tonight?” she pleaded.
 “If you were well and strong I should say yes without any
hesitation,” he answered; “but I think you will find yourself weary
enough to be glad to go to bed at the usual hour.”
And he was right; for though much interested at first in the talk
that was going on among the older people, her eyelids presently
began to droop, and her head dropped on her father’s shoulder, for
she was sitting in her favorite place upon his knee.
“Ah, birdie, you are ready for your nest, I see,” he said, passing
his hand softly over her golden curls; “papa will carry you up and
put you in it.”
“Yes,” she murmured sleepily. “Lulu, won’t you come too?”
Lulu hesitated, and looked half inquiringly, half entreatingly at her
father. She was very loath to leave the room while the interesting
discussions in regard to arrangements for the anticipated
amusements were going on, questions of drapery, scenery,
costumes, and who should be given this part and who that, were
being settled.
“You are free to go or stay, as you choose,” the captain answered
to the look, speaking in a very kind tone.
He waited a moment for her decision. There was evidently a
struggle in her mind for a brief space, but love for her little feeble
sister conquered.
“I’ll go, papa,” she said. “I’ve been away from Gracie all day, and it
would be too bad to refuse her.”
“That is right and kind, daughter,” he returned with an approving
smile, as he rose with the little sleeper in his arms, for Gracie was
already too far on the way to the land of dreams to be aware of the
sacrifice of inclination Lulu was making for her sake.
 CHAPTER IV.
“Get me Gracie’s night-dress, and we’ll put her to bed—you and I,”
the captain said pleasantly to Lulu, when they had reached Gracie’s
bedroom.
Lulu made haste to obey, and stood by his side ready to give her
assistance when needed.
“Poor darling,” she said in a low tone, “how tired and sleepy she
is, papa.”
“Yes, she is not at all strong yet,” he sighed, thinking to himself it
was not likely she would ever be any thing but feeble and easily
exhausted.
The child did not rouse to consciousness, but was still fast asleep
as he laid her gently down upon her pillow.
He covered her up with tender care, then seating himself again,
drew Lulu into his arms with a fond caress.
“Dear child,” he said, “your unselfish love for your sister makes me
very happy.”
There was a flash of joy in Lulu’s eyes as she lifted them to his,
then blushing and half hiding her face on his shoulder, “But I don’t
deserve to have you say that, papa,” she murmured; “for I didn’t
want to come up with you and Gracie.”
“No, but if you had had no desire to stay behind there would have
been no self-denial in your yielding to her wish. You deserve all the
credit I am giving you. Now do you want to go back again?”
“If you like me to, papa, Gracie is so sound asleep that she will
not miss me.”
 “Yes; and if you are not too tired with all the shopping you have
done to-day, you may stay up half an hour later than your usual
bedtime,” he said, taking her hand and leading her from the room.
“Oh, thank you, papa!” she cried, “I don’t think that I’m too tired,
and I should like to so very much!”
“You are very greatly interested in what is going forward?” he
remarked, inquiringly, and smiling down on her as they descended
the stairs, her hand in his.
“Yes, indeed, papa! Oh, may I read the book that tells about the
magic cave?”
“Some day, when you are a little older; at present you may read
only what it says about that.”
Once such a reply to such a question would have brought a frown
to Lulu’s brow, and she would have asked sullenly why she could not
read the whole book now. But she was improving under her father’s
training; growing much less willful and more ready to yield to his
better judgment, having become convinced that he was really wiser
than herself, and that he loved her too well to deny her any
harmless indulgence.
So she responded in a perfectly pleasant tone, “Thank you, papa,
I’ll read only that part.”
“I can trust you,” he said, “for I know you to be a truthful child;
and I think, too, that you are learning to be an obedient one also.”
Lulu was allowed to stay in the parlor as long as the older people
did, as it so happened that they were ready to retire earlier than
usual that evening; they separated and scattered to their respective
rooms before ten o’clock.
Captain Raymond lingered behind to see that every thing was
made secure for the night. Passing into the library on his round he
was a trifle surprised to find Harold there.
“Ah, I thought you had gone up-stairs with the rest!”
 “So I did—part of the way at least—but the remembrance of
something I heard this afternoon and which ought, I think, to give
you pleasant dreams, brought me back to tell it. That boy of yours,
captain, is a son to be proud of.”
“So I have thought myself, at times, but feared it might be only a
father’s partiality,” returned the captain, his face lighting up with
pleased surprise. “What have you to tell me of him?”
“He had an experience over at the Oaks last night, that might
have easily proved too severe a test of moral courage to an older
fellow than he, yet he came out of the trial with colors flying. I heard
the whole story from Art Howard as we were driving together from
the Oaks over to Roselands.”
And Harold went on to give a detailed and perfectly correct
account of what had taken place among the lads after retiring to
their rooms for the night.
He had an intensely interested and deeply gratified listener.
When he had finished, his hand was taken in a cordial grasp, while
the captain said with emotion, “A thousand thanks, Harold! You can
never know until you are a father yourself, what joy you have
brought to my heart. I have strong hope that my boy will grow up a
brave, true Christian gentleman, neither afraid nor ashamed to stand
up for the right against all odds.”
“I believe it, sir; he’s a fine fellow; I’m so proud of him myself that
I regret the fact that there is no tie of blood between us.”
The next morning Lulu was hurrying through the duties of the
toilet, saying to herself that she wanted a little talk with Gracie about
the Peri’s present to papa, before he should come in to bid them
good-morning, as was his custom, when she heard his voice in their
sitting-room, which adjoined her bedroom.
Half glad, half sorry, he was there already, Lulu made all haste to
finish her dressing, then softly opened the communicating door.
 Her father was seated with Grace on his knee, his back toward
herself, and before he was aware of her presence she had stolen up
behind him and put her arms round his neck, her lips to his cheek,
with a loving “Good-morning, my dear, dearest papa!”
“Ah, good-morning, my darling daughter,” he responded, drawing
her round in front of him into his arms and returning the kiss. “How
happy it makes me to see you looking so bright and well. Beautiful,
too,” he added to himself; but that he did not say aloud.
“You’ve come in ’most too soon this morning, papa,” she
remarked, lifting laughing eyes to his.
“Ah! how is that?” he asked.
“Why, I was just coming in to consult with Gracie about the gift
you are to get from the Peri; and now I can’t, because it has to be a
secret from you, you know.”
“Papa,” said Grace, “please name over lots of things you would like
to have, so we can choose one, and you needn’t know which.”
“Lots of things that I should like to have!” he repeated, “I really
can not think of one. I have been deluged with beautiful and useful
presents; the lovely bracket Lulu sawed out for me, the pincushion
Gracie made with her own small fingers for my toilet table, Mamma
Vi’s beautiful painting that hangs over the mantel in my dressing-
room, the watch case from Max, beside the too-numerous-to-
mention gifts from others not quite so near and dear as wife and
children.”
“But you’ve got to have something, you see, papa,” laughed Lulu,
“whether you want it or not. Never mind, though, Gracie, we’ll think
up something. Perhaps Aunt Zoe can help us.”
“Ah, that reminds me,” the captain said, “that we are to think of a
gift for her. What shall it be, Lulu?”
“Suppose we say a ring, papa? When we were in that large
jewelry store I saw her looking at one with an emerald in it, and she
admired it very much. Would it cost too much!”
 “Perhaps not,” he said; “I shall see about it.”
“Did you like the things we gave you for Christmas, papa?” asked
Grace, affectionately stroking his face with her little white hand.
“Yes, indeed! particularly because they were all the work of your
own hands. I could hardly have believed such tiny fingers as my
Gracie’s could do work so fine as that on the cushion she made for
her papa. And Lulu’s carving surprised and pleased me quite as
much.”
“Isn’t it just lovely, papa?” cried Grace with enthusiasm. “I can’t do
that kind of work at all.”
“No, you are not strong enough.”
“And I can’t sew half so well as she can,” added Lulu; “I’m not at
all fond of plain sewing.”
“I am sorry to hear that,” remarked her father, “for I think every
woman should be skilled in that sort of work.”
“I’d like sewing on a machine pretty well,” said Lulu, “but it’s slow,
tedious work with a needle in your fingers.”
“Then I fear if I should buy you a machine now, you would never
learn the skillful use of your needle. I want you to persevere with
that, daughter, and I promise that as soon as your mamma tells me
you have become an accomplished needle-woman, I will buy you the
best machine that is to be had. And perhaps,” he added with a
humorous look, “it will not be necessary to forbid you to use it too
constantly.”
“I don’t believe it will, papa,” returned Lulu laughingly, “I don’t
believe I should ever enjoy working it half so well as sawing and
carving.”
Just then the breakfast-bell put an end to their talk.
Shortly after the meal was over Zoe drew Lulu aside and asked if
she had decided upon the present from the Peri to the captain.
 “No, not yet, Aunt Zoe; have you thought of any thing?”
“Yes, one that is spoken of in the book we take the idea from, the
idea of the magic cave, the Peri and so on, I mean. It’s a pen-wiper
with an ass’s head, and the words ‘There are two of us.’”
“Why, Aunt Zoe! that would be just insulting papa! I shan’t
consent to it at all!” Lulu burst out indignantly.
“Oh no; it would be only to make fun, and your father would
understand it and be as much amused as any one else.”
“I don’t like it; I couldn’t bear to have such a thing as that given
to him,” returned Lulu. “I want to buy him a gold pen and holder
that I saw in the city. I have money enough, and don’t you suppose
I can get somebody to go for it?”
“Oh that will be easy enough,” said Zoe good-naturedly. “Edward
is going in to-day, and I know he will do the errand willingly.”
“Oh, that will be nice! Thank you,” said Lulu, in a tone of delight,
“I must run and tell Gracie about it.”
She was turning to go, but Zoe detained her. “Wait a moment,”
she said. “There are some pretty things to be made for adorning the
magic cave; do you want to help with the work?”
“Yes, Aunt Zoe, if you will show me what to do,” Lulu answered a
little doubtfully, “you know I’m not an expert needle-woman; but I
think I should enjoy working with pretty things; it would be much
more interesting than plain sewing.”
“Yes, indeed, and you will take to it very readily if I am not greatly
mistaken. I’ll join you presently, bringing some of the materials, and
show you what is wanted.”
“Oh, if you please, Aunt Zoe! I’ll be ever so much obliged; you’ll
find me in Gracie’s and my sitting-room,” Lulu answered, hurrying
away.
“Yes; that will be a nice one for you to give papa,” Grace said in
reply to Lulu’s communication, “but what shall I give him? I want to
give him something too.”
“Make him a pen-wiper,” suggested Lulu; “that would go nicely
with a pen and pen holder, and you know he said he would rather
have something we made for him ourselves.”
“Oh, I’d like to, if I only knew how! Maybe mamma would give me
some stuff to make it of and show me how to do it.”
“Yes, I’m sure she will,” cried Lulu; “she’s so kind.”
At that moment Violet and Zoe came in together, bringing with
them a quantity of material to be fashioned into dolls, fairies, etc.,
for ornamenting the magic cave, or to do duty as gifts to be
dispensed by the Peri.
“If you little girls feel inclined to give us some assistance in this
work, we shall be glad to have it,” said Violet pleasantly.
“I should very much indeed, Mamma Vi, if you or Aunt Zoe will
show me how,” exclaimed Lulu, eagerly.
“I too, mamma,” said Grace. “Please, mayn’t I make papa a
present first! I was thinking of a pen-wiper for him, if you’ll please
show me how to make a pretty one.”
“Gladly, my dear. What would you think of a little book, its inside
leaves of chamois, the cover of soft morocco, all fastened together
with ribbon, and papa’s name printed in gilt letters on the outside?”
“Oh, that would be ever so nice, mamma! But I haven’t any
chamois or morocco; and could any body go and buy them for me in
time?”
“I have some of each and will make you a present of as much as
you need,” Violet returned gayly, bending down to press a kiss upon
the little eager upturned face.
“I have some liquid gilding too,” she went on, “so there will be no
trouble about the lettering on the cover. I will do that part and
perhaps papa will not object because so much is my work.”
 “Oh, no; I’m sure he won’t!” exclaimed Grace; “and mamma,
you’re so very kind to help me so!”
Lulu was eagerly turning over the piles of pretty things, while Zoe
gave her directions how to fashion them into the desired articles.
Violet went in search of what was needed for the pen-wiper, and
presently they were all four busily engaged, chatting and laughing
right merrily as they worked, Violet and Zoe seeming to feel almost
as young and free from care as the two little girls.
They were dressing paper dolls as fairies in wide-spreading
tarleton skirts highly ornamented with tinsel.
Lulu had dressed two, thought their appearance really beautiful,
and was highly delighted at her success; she was holding the second
one up and calling the attention of her companions to it, when
Harold Travilla looked in to say that a quantity of things to be used
in getting up the tableaux, had come over from Ion, been taken by
the captain’s order, to one of the unoccupied rooms, and mamma
thought Vi, Zoe and perhaps Lulu, might like to look them over and
select for the different characters.
“Of course we will,” said Zoe, jumping up with alacrity, while Lulu
hastily dropped her fairy into her work-basket, asking “O, Mamma Vi,
may I?”
“Certainly, dear; Gracie too, if she wishes,” Violet answered
pleasantly, adding, “you will have plenty of time to finish your gift for
papa afterward, little girlie.”
Zoe had already hurried on ahead, Violet and Lulu followed more
slowly, as Grace was not yet strong enough to move quickly, and
they would not leave her behind.
Reaching the room whither the package had been conveyed,
Grace was comfortably seated in an arm-chair where she could
overlook the proceedings without fatigue, and the others gave
themselves up to the fascinating business of examining the articles
and discussing their merits, and the uses to which they should be
put.
There were some very elegant silks, satins, velvets, brocades and
laces among them, and Lulu was quite lost in admiration. She
thought it would be delightful to wear some of them even for the
little while a tableau would last, and hoped it would be decided that
she should take part in several.
At length, having seen every thing, and being seized with a desire
to go on with her work, in which she had become quite interested,
she ran back to her own rooms without waiting for the others.
Reaching the open door of the sitting-room, she paused upon the
threshold, transfixed with astonishment and dismay. The baby, at the
moment sole occupant of the apartment, was seated on the floor
tearing up her fairies, while round her lay scattered in wildest
confusion, the contents of Lulu’s work-basket, skeins of silk, and
worsted tangled together, ribbons and bits of silk, satin and velvet
that Lulu had thought to fashion into various dainty little articles, all
crumpled and wet, showing this Miss Baby had been putting them in
her mouth and trying her pretty new teeth upon them.
Lulu’s first impulse was to spring forward, snatch the fairy out of
the baby’s hands, and give the little mischief-maker an angry shake.
But she controlled herself with a great effort, and recalling the sad
scenes and bitter repentance of a few weeks ago, refrained from
rushing at the child, but moved gently toward her, saying in soft
persuasive tones:
“Oh, baby, dear, don’t do so, let sister have that, there’s a darling!
Oh, you’ve made sad work! But you didn’t know any better, did you,
pretty pet?”
“Oh, Miss Lu! I’se awful sorry! didn’t neber t’ink ob my child doing
sech ting!” exclaimed the baby’s nurse, hurrying in from an adjoining
room. “I was jes’ lookin’ at de Christmas tings scattered roun’ an’
hyar de chile gets hol’ o’ yo’ work-basket fo’ I sees what she ’bout.”
 “You ought to have watched her, Aunt Judy: It was your business
to see that she didn’t get into mischief,” returned Lulu in a tone of
sorrow and vexation. “All these pretty things are ruined, just ruined?
And I’d taken so much pains and trouble to make those fairies for
the magic cave,” she went on, taking them up and turning them over
in her hands with a despairing sigh.
“Never mind, daughter, there are plenty more pretty things where
those came from,” said her father’s voice from the open doorway.
Lulu started, and looked up in surprise. “Papa!” she exclaimed, “I
did not know you were there. I did try to be patient with baby.”
“And succeeded,” he said, bending down to smooth her hair
caressingly (for he was now close at her side), and giving her a
tenderly affectionate look and smile.
Then he sat down and drew her into his arms, while Aunt Judy
carried the baby away.
“Dear child,” he said, “you have made me very happy by your
patience and forbearance under this provocation. I begin to have
strong hope that you will learn to rule your own spirit, which the
Bible tells us is better than taking a city.”
Lulu’s face was full of gladness. “Now, I don’t care if the fairies are
spoiled!” she said with a happy sigh, putting her arm round his neck
and laying her cheek to his. “I’m ’most obliged to baby for doing it.”
Her father continued his caresses for a moment, then he said, “I
am going for a walk; would you like to go with me? I should be glad
of your company, and I think you need the exercise.”
“Oh, ever so much, papa!” she answered joyously. “There’s
nothing hardly that I like better than taking a walk with you!”
“Then you may go and put on your coat and hood, and we will set
out at once.”
It was a bright clear morning, the air just cold enough to be
bracing and exhilarating. Lulu felt it so and went skipping, jumping,