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This page intentionally left blank
CONTENTS

Preface xiii
Acknowledgments xvi
Supplemental Resources xxi
Quick Start to College: Helpful Information and Advice as You Begin xxv

chapter 1 Welcome to chapter 2 Values, Goals,

College: Growing Toward and Time: Managing
Success 1 Yourself 28
What Would You Do? 1 What Would You Do? 29
STATUS CHECK 3 How Prepared Are You STATUS CHECK 3 How Developed Are Your
for College? 2 Self-Management Skills? 30
WHERE ARE YOU NOW—AND WHERE CAN WHY IS IT IMPORTANT TO KNOW WHAT YOU
COLLEGE TAKE YOU? 2 VALUE? 30
STUDENT PROFILE 3 How Values Develop and Change 31
How Values Affect Your Life Experience 31
The Culture of College 4
Your Place in the World of Work 5 HOW DO YOU SET AND ACHIEVE GOALS? 31
HOW CAN SUCCESSFUL INTELLIGENCE HELP YOU GET ANALYTICAL Explore Your
ACHIEVE YOUR GOALS? 7 Values 32
The Three Thinking Skills 8
Establish Your Personal Mission 32
How Thinking Skills Move You Toward Your Goals 8
STUDENT PROFILE 34
GET ANALYTICAL Define Your
“College Self” 10 Set Long-Term Goals 34
Set Short-Term Goals 35
HOW CAN A “GROWTH MINDSET” MOTIVATE Set Up a SMART Goal-Achievement Plan 35
YOU TO PERSIST? 11
Build Self-Esteem with Responsible Actions 11 GET CREATIVE Find Ways to Get
Practice Academic Integrity 12 Unstuck 36
Face Your Fears 13
HOW CAN YOU EFFECTIVELY MANAGE
Learn from Failure 14 YOUR TIME? 38
Change the Conversation 14 Identify Your Time Profile and Preferences 38
Build a Schedule 39
GET CREATIVE Consider How Make To-Do Lists and Prioritize 41
to Connect 15 Plan and Track 42
WHY DO YOU NEED EMOTIONAL Confront Procrastination 43
INTELLIGENCE? 15
GET PRACTICAL Conquer Your
How Emotional Intelligence Promotes Success 16
Time Traps 44
The Abilities of Emotional Intelligence 16
HOW CAN THIS BOOK PREPARE YOU TO Change the Conversation 45
SUCCEED? 17 Be Flexible 46
GET PRACTICAL Use Emotional Manage Stress by Managing Time 47
Intelligence to Get Involved 18 ● Case Wrap-Up 48
● Case Wrap-Up 20 ● Successful Intelligence Wrap-Up 49
● Successful Intelligence Wrap-Up 21
Building Skills for College, Career,
Building Skills for College, and Life 50
Career, and Life 22

vii
 chapter 3 Learning How chapter 4 Critical,
You Learn: Making the Most Creative, and Practical
of Your Abilities 56 Thinking: Solving Problems
and Making Decisions 84
What Would You Do? 57

STATUS CHECK 3 How Aware Are You What Would You Do? 85
of How You Learn? 58 STATUS CHECK 3 How Developed Are Your
WHY EXPLORE WHO YOU ARE AS A Thinking Skills? 86
LEARNER? 58 WHY IS IT IMPORTANT TO ASK AND ANSWER
Use Assessments to Learn About Yourself 58 QUESTIONS? 86
Use Assessments to Make Choices and to Grow 59
HOW CAN YOU IMPROVE YOUR ANALYTICAL
WHAT TOOLS CAN HELP YOU ASSESS HOW YOU THINKING SKILLS? 87
LEARN AND INTERACT WITH OTHERS? 60 Gather Information 88
Assess Your Multiple Intelligences with Pathways Break Information into Parts 88
to Learning 60 Examine and Evaluate 88
Assess Your Style of Interaction with the Personality Make Connections 91
Spectrum 62
HOW CAN YOU IMPROVE YOUR CREATIVE
HOW CAN YOU USE YOUR SELF-KNOWLEDGE? 66 THINKING SKILLS? 93
Classroom Choices 68 Brainstorm 93
STUDENT PROFILE 70 GET ANALYTICAL Analyze a
Statement 94
GET THINKING Maximize Your
Classroom Experience 71 Take a New and Different Look 95
Study Choices 71 GET CREATIVE Activate Your Creative
Technology Choices 73 Powers 96
Change the Conversation 74 Set the Stage for Creativity 96
Workplace Choices 74 Take Risks 97
HOW CAN YOU IDENTIFY AND MANAGE Change the Conversation 97
LEARNING DISABILITIES? 76
HOW CAN YOU IMPROVE YOUR PRACTICAL
Identifying a Learning Disability 76 THINKING SKILLS? 97
Managing a Learning Disability 76 Why Practical Thinking Is Important 98
● Case Wrap-Up 78 Through Experience, You Build Emotional
Intelligence 99
● Successful Intelligence Wrap-Up 79
Practical Thinking Means Action 100

Building Skills for College, Career, GET PRACTICAL Take a Practical

and Life 80 Approach to Building Successful
Intelligence 101
HOW CAN YOU SOLVE PROBLEMS AND MAKE
DECISIONS EFFECTIVELY? 101
Solve a Problem 101
Make a Decision 103

STUDENT PROFILE 105

Keep Your Balance 105

● Case Wrap-Up 107

● Successful Intelligence Wrap-Up 108

Building Skills for College, Career,

and Life 109

viii CONTENTS
 chapter 5 Reading and chapter 6 Listening and
Information Literacy: Note Taking: Taking In and
Learning from Print Recording Information 148
and Online Materials 114
What Would You Do? 149
What Would You Do? 115
STATUS CHECK 3 How Developed Are Your
STATUS CHECK 3 How Developed Are Your Listening and Note-Taking Skills? 150
Reading and Information Literacy Skills? 116 HOW CAN YOU BECOME A BETTER
WHAT SETS YOU UP FOR READING LISTENER? 150
COMPREHENSION? 116 Know the Stages of Listening 150
Define Your Reading Purpose 117 Become an Active Listener 151
Take an Active and Positive Approach 117 STUDENT PROFILE 152
Choose the Right Setting 118
Manage Listening Challenges 153
Learn to Concentrate 118
Expand Your Vocabulary 119 GET ANALYTICAL Discover Yourself
HOW CAN SQ3R IMPROVE YOUR READING? 119 as a Listener 156
Step 1: Survey 120 HOW CAN YOU IMPROVE YOUR NOTE-TAKING
Step 2: Question 121 SKILLS? 156
GET ANALYTICAL Survey a Text 123 Prepare 157
Record Information Effectively During Class 157
Step 3: Read 125
Change the Conversation 128 GET PRACTICAL Face a Note-Taking
Step 4: Recite 128 Challenge 158
Step 5: Review 128 Review and Revise 159
GET PRACTICAL Mark Up a Page Taking Notes from a Text 160
to Learn a Page 129 Change the Conversation 160
WHAT STRATEGIES HELP WITH SPECIFIC WHAT NOTE-TAKING SYSTEMS CAN YOU
SUBJECTS AND FORMATS? 130 USE? 160
Math and Science 130 Outlines 160
GET CREATIVE Use SQ3R to Make Cornell T-Note System 161
a Connection 131 Multiple Intelligence Strategies 162

STUDENT PROFILE 132 Think Links 164

Charting Method 165
Social Sciences and Humanities 132
Other Visual Strategies 165
Literature 133
Visual Aids 133 HOW CAN YOU TAKE NOTES FASTER? 165
Multiple Intelligence Strategies 134 GET CREATIVE Craft Your Own
Online Materials 135 Shorthand 167
HOW CAN YOU BE AN INFORMATION LITERATE
● Case Wrap-Up 168
READER AND RESEARCHER? 136
Map Out the Possibilities 136 ● Successful Intelligence Wrap-Up 169
Conduct an Information Search 137
Be a Critical Internet Searcher 137 Building Skills for College, Career,
HOW CAN YOU RESPOND CRITICALLY TO WHAT and Life 170
YOU READ? 139
Focus on Important Information 139
Ask Questions to Evaluate Arguments 140
Evaluate Every Source 140

● Case Wrap-Up 142

● Successful Intelligence Wrap-Up 143

Building Skills for College, Career,

and Life 144
CONTENTS ix
 chapter 7 Memory chapter 8 Test Taking:
and Studying: Retaining Showing What You
What You Learn 174 Know 206

What Would You Do? 175 What Would You Do? 207

STATUS CHECK 3 How Developed Are Your STATUS CHECK 3 How Prepared Are You
Memory and Studying Skills? 176 for Taking Tests? 208
HOW DOES MEMORY WORK? 176 HOW CAN PREPARATION IMPROVE TEST
The Information Processing Model of Memory 176 PERFORMANCE? 208
Why You Forget 178 Identify Test Type and What You Will Be Expected
to Know 208
HOW CAN YOU REMEMBER WHAT YOU
Determine Where and How the Test Will Be
STUDY? 179
Given 209
GET ANALYTICAL Link Memory STUDENT PROFILE 210
and Analytical Thinking 180
Create a Study Schedule and Checklist 210
When, Where, and Who: Choosing Your Best
Use Reading and Studying Strategies 211
Setting 180
Make and Take a Pretest 211
GET PRACTICAL Answer Your Prepare for Final Exams 211
Journalists’ Questions 182
GET CREATIVE Write Your Own
What and Why: Evaluating Study Materials 183 Test 213
How: Using Study Strategies 184
Prepare Physically 213
Multiple Intelligence Strategies 186 Make the Most of Last-Minute Cramming 213
WHAT WILL HELP YOU REMEMBER MATH HOW CAN YOU WORK THROUGH TEST
AND SCIENCE MATERIAL? 191 ANXIETY? 214
Change the Conversation 191 Prepare Well and Have a Positive Attitude 214
Math Anxiety 215
HOW CAN MNEMONIC DEVICES BOOST
RECALL? 192 Change the Conversation 215
Test Time Strategies 216
GET CREATIVE Craft Your Own
Test Anxiety and the Returning Student 216
Mnemonic 193
WHAT GENERAL STRATEGIES CAN HELP YOU
Create Visual Images and Associations 193 SUCCEED ON TESTS? 216
Use Visual Images to Remember Items in a List 193 Test Day Strategies 216
Make Acronyms 194
Use Songs or Rhymes 196 GET PRACTICAL Assess Test Anxiety
with the Westside Test Anxiety Scale 217
WHAT STUDY STRATEGIES HELP YOU PUT IT
ALL TOGETHER? 196 Multiple Intelligence Strategies 218
STUDENT PROFILE 197 Maintain Academic Integrity 219
Create a Summary of Reading Material 197 HOW CAN YOU MASTER DIFFERENT TYPES OF
Combine Class and Reading Notes into a Master TEST QUESTIONS? 222
Set 198 Multiple-Choice Questions 224
True/False Questions 225
● Case Wrap-Up 200
Matching Questions 225
● Successful Intelligence Wrap-Up 201 Fill-in-the-Blank Questions 225
Essay Questions 226
Building Skills for College, Career,
WHAT CAN YOU LEARN FROM TEST MISTAKES? 228
and Life 202
GET ANALYTICAL Write to the Verb 230

● Case Wrap-Up 232

● Successful Intelligence Wrap-Up 233

Building Skills for College, Career,

and Life 234

x CONTENTS
 chapter 9 Diversity and chapter 10 Wellness
Communication: Making and Stress Management:
Relationships Work 238 Staying Healthy in Mind
and Body 266
What Would You Do? 239

STATUS CHECK 3 How Developed Are Your What Would You Do? 267
Cultural Competence and Communication STATUS CHECK 3 How Effectively Do You
Skills? 240 Maintain Your Personal Wellness? 268
HOW CAN YOU DEVELOP CULTURAL HOW CAN FOCUSING ON HEALTH HELP YOU
COMPETENCE? 240 MANAGE STRESS? 268
What Diversity Means 240 Eat Well 270
Action 1: Value Diversity 241 Get Exercise 271
Action 2: Identify and Evaluate Personal Perceptions
and Attitudes 242 STUDENT PROFILE 272

GET CREATIVE Expand Your Get Enough Sleep 273

Perception of Diversity 244 Stay Safe 274

Action 3: Be Aware of What Happens When Multiple Intelligence Strategies 275

Cultures Interact 244
GET PRACTICAL Find Health
Action 4: Build Cultural Knowledge 245
Resources 276
Action 5: Adapt to Diverse Cultures 245
Address Mental Health Issues 276
Change the Conversation 246
HOW CAN YOU MAKE EFFECTIVE DECISIONS
STUDENT PROFILE 247 ABOUT ALCOHOL, TOBACCO, AND DRUGS? 279
Alcohol 279
HOW CAN YOU COMMUNICATE
EFFECTIVELY? 247 Change the Conversation 279
Adjust to Communication Styles 247 Tobacco 279
Multiple Intelligence Strategies 250 GET ANALYTICAL Evaluate Your
Know How to Give and Take Criticism 251 Substance Use 281
Understand Body Language 252 Drugs 283
GET ANALYTICAL Give Constructive Facing Addiction 284
Criticism 253 HOW CAN YOU MAKE EFFECTIVE DECISIONS
ABOUT SEX? 284
HOW DO YOU MAKE THE MOST OF PERSONAL
RELATIONSHIPS? 253 GET CREATIVE Find More Fun 285
Use Positive Relationship Strategies 254 Birth Control 285
Plug into Communication Technology Without Sexually Transmitted Infections 285
Losing Touch 254
AIDS and HIV 285
Manage Conflict 256
● Case Wrap-Up 288
GET PRACTICAL Conflict Prevention
Strategies 257 ● Successful Intelligence Wrap-Up 289

Manage Anger 257

Building Skills for College, Career,
Avoid Destructive Relationships 258
and Life 290
● Case Wrap-Up 260
● Successful Intelligence Wrap-Up 261

Building Skills for College, Career,

and Life 262

CONTENTS xi
 chapter 11 Managing chapter 12 Careers and
Money: Living Within Your More: Building a Successful
Means 294 Future 322

What Would You Do? 295 What Would You Do? 323

STATUS CHECK 3 How Effectively Do You STATUS CHECK 3 How Prepared Are You
Manage Money? 296 for Workplace and Life Success? 324
WHAT DOES MONEY MEAN IN YOUR LIFE? 296 HOW CAN YOU PREPARE FOR CAREER
How You Perceive and Use Money 296 SUCCESS? 324
Needs Versus Wants 297 Consider Your Personality and Strengths 324
How Your Time Relates to Money 298 Be Strategic 325
Build Knowledge and Experience 327
HOW CAN YOU CREATE AND USE
A BUDGET? 299 Investigate Career Paths 328
Figure Out What You Earn 299 Know What Employers Want 328
Figure Out What You Spend 299 Expect Change 330
Evaluate the Difference 300 STUDENT PROFILE 331
Adjust Expenses or Earnings 301
HOW CAN YOU CONDUCT AN EFFECTIVE
GET PRACTICAL Map Out Your JOB SEARCH? 332
Budget 302 Use Available Resources 332
Use an Organized, Consistent Strategy 333
HOW CAN YOU INCREASE INCOME THROUGH
WORK AND FINANCIAL AID? 304 Your Resumé, Cover Letter, and Interview 334
Juggle Work and School 304 Change the Conversation 334
Explore and Apply for Financial Aid 305
HOW CAN YOU CONTINUE TO ACTIVATE YOUR
Change the Conversation 305 SUCCESSFUL INTELLIGENCE? 334

STUDENT PROFILE 307 GET PRACTICAL Find Useful

Keywords 335
GET CREATIVE Brainstorm Day-to-
Day Ways to Save Money 308 GET ANALYTICAL Evaluate Your
Development 336
WHAT WILL HELP YOU USE CREDIT CARDS
WISELY? 309 HOW WILL YOUR LEARNING IN THIS COURSE
How Credit Cards Work 310 BRING SUCCESS? 338
Watch for Problems 310 Lifelong Learning and the Growth Mindset 338
Manage Credit Card Debt 311 GET CREATIVE Think Fifty Positive
Build a Good Credit Score 312 Thoughts 340
GET ANALYTICAL Examine Credit Flexibility Helps You Adapt to Change 340
Card Use 314
● Case Wrap-Up 342
HOW CAN YOU PLAN FOR A SOLID FINANCIAL ● Successful Intelligence Wrap-Up 343
FUTURE? 314
Save and Invest Your Money 314
Building Skills for College, Career,
Multiple Intelligence Strategies 315 and Life 344
Begin Saving for Retirement 316

● Case Wrap-Up 317

● Successful Intelligence Wrap-Up 318
APPENDIX A: The Writing Process 351

Building Skills for College, Career, APPENDIX B: Social Networking and Media 357
and Life 319 ENDNOTES 359
INDEX 363

xii CONTENTS
PREFACE

“It’s not just what you know;

it’s what you know how to do.”

Since its publication, Keys to Success has set the standard for helping students
understand how to be successful in College, Career, and Life. This Seventh
Edition presents Keys’ tried-and-true system, revised for even greater efficacy,
for building students’ ability to think analytically, creatively, and practically.
These three thinking skills increase students’ power to choose and to act as
they progress through college and the world of work.

■ Text-wide Theme of Successful Intelligence Focuses on Analytical, Creative, and

Practical Thinking Skills: Based on Robert Sternberg’s concept of using success-
ful intelligence to maximize learning and life success, the way to achieve Col-
lege, Career, and Life success is through building analytical, creative, and
practical thinking skills. Here’s what you’ll see:

1. Get Analytical, Get Creative, and Get Practical exer-

cises are geared toward building the specific skill.
2. SI Wrap-Up summarizes how students have built their Analyze a Statement
thinking skills in the context of the chapter top- Reread the case study that opens the chapter. Consider the statement below; then analyze it by answering the
questions that follow.

ics and exercises. There’s no point in pursuing a career area that you love
if it isn’t going to earn you a living.
3. Steps to Success: Boost Your Brain Power
exercises build all thinking skills at three levels Is this statement fact or opinion? Why?

Activate _________________________________________________________________________________________________________
Your Creative Powers
of challenge, starting with recall and moving to _________________________________________________________________________________________________________

_________________________________________________________________________________________________________

application and analysis, making it easy to First, think about the past month; then list three creative acts you performed.

1.
_________________________________________________________________________________________________________
To study, I _________________________________________________________________________________________
What examples can you think of that support or negate this statement?

accommodate students’ abilities. 2.

3.
In my personal life, I _______________________________________________________________________________
_________________________________________________________________________________________________________
At work or in the classroom, I _____________________________________________________________________

4. The theme, introduced in Chapter 1, has Now think of a problem or situation that is on your mind. Brainstorm one new idea for how to deal with it.

been retained and strengthened with the lat-

_________________________________________________________________________________________________________

TakeWrite
a down
Practical Approach
a second idea—but toaspect of creativity. What would be a risky way to
focus on the risk-taking
handle the situation? How do you hope it would pay off?

est research and a stronger link to motiva- Building Successful Intelligence

_________________________________________________________________________________________________________

Look back_________________________________________________________________________________________________________
at your Wheel of Successful Intelligence in Chapter 1 on page 26. Write here the skill area in which

tion, mindset, and future success. you most need to build strength:
Finally, sit with the question—write down one more idea only after you have been away from this page for at
least 24 hours.
_________________________________________________________________________________________________________

5. Pre- and Post-course assessments, found Write down two practical actions you can take that will improve your skills in that area. For example, someone
who wants to be more creative could take a course focused on creativity; someone who wants to be more

in Chapters 1 and 12, help students assess practical could work on paying attention to social cues; someone who wants to be more analytical could decide
to analyze one newspaper article every week.

1. _______________________________________________________________________________________________________

their progress in building these thinking _________________________________________________________________________________________________________

2. _______________________________________________________________________________________________________
skills and their motivation to persist in _________________________________________________________________________________________________________

achieving goals.
■ Emphasis on How Students Learn: This text gives the tools to
for Memory
Apply Different Intelligences to Remembering Material for Psychology
find out how students think and learn best and what to do to
apply that information usefully. Chapter 3’s Self-Assessments
APPLY MI MEMORY STRATEGIES
TO THE TOPIC OF
USE MI STRATEGIES TO MOTIVATION AND EMOTION
INTELLIGENCE REMEMBER MORE EFFECTIVELY FOR A PSYCHOLOGY COURSE

help explore learning strengths and weaknesses. Then, in Chap- Verbal-Linguistic • Develop a story line for a mnemonic first; then
work on the visual images.
• Answer learning objectives as though they
were essay questions: “What are three types
• Write out answers to practice essay questions. of needs?” “What are instinct approaches to

ters 5–12, Multiple Intelligence Strategies grids help find ways motivation?”*

to relate the chapter topic to learning preferences. In-chapter Logical-Mathematical • Create logical groupings that help you
memorize knowledge chunks.
• When you study material in the middle, link it
• Group and compare the theories of
emotion—the James-Lange theory, the
Cannon-Bard theory, the Schachter-Singer and

material (especially the Communication and Careers chapters)

to what comes before and after. cognitive arousal theory, the facial feedback
hypothesis, and Lazarus’s cognitive-
mediational theory.

shows how to apply how you learn to specific situations. Bodily-Kinesthetic • Reenact concepts physically if you can to solidify
them in memory.
• Record information onto a digital recorder and
• Model facial expressions with another student
and take turns guessing the emotion behind
the expression.
listen as you walk between classes.

■ Success Skills That Transfer to Today’s Global Workplace . . . Visual-Spatial • Focus on visual mnemonics such as mental • Create a colorful mnemonic to remember
walks. maladaptive eating problems such as obesity,

and to Life: Keys skills transfer to success in today’s global • Use markers to add color to the images you use
in your mnemonics.
anorexia nervosa, and bulimia.

marketplace. The Partnership for 21st Century Skills, an orga- Interpersonal • Do flash card drills with a study partner.
• Recite important material to a study partner.
• Working with a study partner, recite and
explain Maslow’s hierarchy of needs to each

nization founded by top educators and business leaders, devel-

other.

oped a framework to identify the core knowledge and skills

people need to learn to be effective in a global workplace. In
every chapter, Keys’ coverage builds the skills covered in that framework.
xiii
 What’s New in this edition?
Annotated Instructor’s Edition
offers quick access to icebreakers,
What Think about this problem as you extra activities, “fast facts,”
Would read, and consider how you would

resource links to instructor

You
approach it. This chapter takes a
closer look at your personal values,
materials such as PowerPoints

D
Do? the goals you set reflecting those
values, and how you manage your time
to achieve those important goals. and MyStudentSuccessLab, coach-
ing tips, use of social networking,
evonne attended college as a part- through how to stop global warming, and I can’t
time student for the past year and even turn in a paper on time or stay awake and real-world benefits.
this term decided to take on a full when I study,” Devonne sighed.
load of courses. However, she is finding it hard “Listen, at the very least, you need a decent
to manage her responsibilities. In sociology class grade on this project,” Ms. Cordoza responded. Compelling case stories and activities
the instructor, Ms. Cordoza, has assigned a “But you might find out that world problems
group project focusing on the biggest problems have more to do with you than you think. Can open and are revisited throughout
the world is facing today. She has asked
Devonne to stay after class to talk about it.
you make your group’s next meeting this Friday
at 1 P.M.?” (To be continued . . . ) each chapter. Through others’ expe-
“Devonne, I know you haven’t been able to
make your group’s first two meetings,” she said,
Managing responsibilities is a challenge riences, students learn to question,
for almost every student. You’ll learn more
“and I want to make sure you don’t let this
project drop. How can I help?”
about Devonne, and revisit her situation,
within the chapter.
spot issues, solve problems, evalu-
“I’m just swamped,” Devonne replied. “I’ve
got four other classes and I work weekends; I
ate their own choices, and plan
take care of my nephew every morning, and my
schedule is just not working out.”
for similar situations in the future.
“Is that the little guy you brought to class
last week?” asked Ms. Cordoza.
7 Why is it important to know what Mid-chapter and end-of-chapter
you value? p. 30
“Yes, that’s him. I’m sorry I had to do that,” 7 How do you set and achieve
goals? p. 31
case activities (Change the Conver-
said Devonne.
Ms. Cordoza thought for a moment. “Look, 7 How can you effectively manage your
time? p. 38
sation and Case Wrap-up) encour-
you did keep him quiet so he didn’t disturb the
class. My issue is that you couldn’t be present for age critical, creative, and practical
naging Yourself the class while managing him. Class time is your
time to get what you need from your education.” thinking about personal, local, and
“You know, this project just doesn’t make
sense to me. We’re supposed to be thinking global issues.
Real-World Benefits to Jump-Starting
Career and Life Success: In addi-
tion to fully integrated coverage
of college–career–life connections in each chapter, here’s
CHAPTER 9 how Keys helps students connect.

1. Social Networking and Media is integrated in the

text, in an appendix and as a segment of the Career Port-
folio activity, where students use social media to build a
profile on an effective career and internship networking
site step-by-step.
2. 21st Century Skills, findings from a partnership of
ve taken
your pla
nned educators and business people who have discovered
y you ha
Make a Difference
BUILD BASIC SKILLS. Looking ck
again he re when
you ca
n hone
stly sa

he at the five actions for cultural competence earlier in this chapter,

skills that recent graduates lack but employers require
, do it. (C
Finally
reread the suggestions for Action 5: Adapt to Diverse Cultures on pages 245–246. For the three strategies
listed here, give a real-life version (something you’ve done or know someone else has done). For example,
by choosing to wear a blindfold for an entire day as part of a “Blind for a Day” experience, students are
and reward, are covered. Keys develops these skills—
putting themselves in other people’s shoes.

Look past external characteristics: __________________________________________________________________

including teamwork, communication, innovation, and
lution
s Toge
th er
__________________________________________________________________________________________________
.
personal accountability.
te So
Creashoes: E TO HO
ME
levant
problem
Put yourself in other people’s

PR OB LE
M SO
________________________________________________________________
LV IN G CL OS
as a gr oup on
so ng
lvi a real
and re
__________________________________________________________________________________________________
20 m in ut es as a
class
one gr
oup m
ember
to take
notes.
3. Student Profiles connect the skill in the chapter
To work a group; nt s. Assign people
to the world of work.
Go al: as de w
minutes five stu
Help others in need: _______________________________________________________________________________
two to regard
to ho
task: 10 oups of es with
Time on into gr a time: ity fac s on
Divide , one at
__________________________________________________________________________________________________ mmun rs, focu
uc tions: ng qu estions sc ho ol or co gr ou p prefe
str s your e
In e follo
wi
problem plans. Rewrite any (A int, if th
TAKE IT TO THE NEXT LEVEL. Disc uss th
Make these strategies gest personal
into this po
oftthem as spe- what yo
u
e th e three lar ot he rs? e pr ob lems? ca lly about
cific actions you are willing to take hain the next 6 months. pt re others in need” might specifi
W t ar d acce For example, these th
“Help
alk
become “Sign up as a tutor for1.the Writing with an
ng Center.” al with ents? (T ty
get alo we do to de sing.) ak e im provem rv e the varie
t could choo to m Ob se e
1. 2. Wha of your dent do resp onses. the sam
oblem idual stu p’s er ore of n instructor e same e-ma
one pr ch indiv ch grou or both e orofmthese ifthyou
e thin and once in il
t can ea hear ea with on gather k the response a format appr
2. ss and came up could per. opriate for a
3. Wha u ca n do .)
er as a cla
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think yo ed, gath e than your in hool or
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WRI TE A JOB
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il ER LETT ER Charlotte Buckley
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EM OT e wi th pr on th e
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t thselli emoutotion accompany your resu ication skills now also to my two stepchildren,
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en ed and yo he ar d abou t
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emp loyer, describ-
G Introductory
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CONTROL YOUR COMMUNICATION name a person t with a state n in Key 9.7. program is amazing, and everyone workplace:
the ment that conv school for 20 years. I wanted to fin-
Many people these days are overwhelmed empvolume
by the loyer know of electronic communication incethat
s thecomes their
com pany that you s who told employe r to read on. ish my education, but as a single who needs financial aid should con- Living on a budget and sacrificing
readhelpful
in the than you to write You might
way each day. Make sure appl that ying
LinkedIn is more overwhelming or referhow
, and tell the newspap er or on theby establishing you
to som ething positive mom raising two kids, I couldn’t fig- sider work study. Though sometimes now for long-term goals later both
want to be contacted. Sign in to your account emp
and loyer that
proceed as follows: Internet. Iden about the
you are inter tify the position
Middle paragrap ested in work for which you ure out how to go back to school. I feel very busy, I keep my goal right involve a lot of discipline. I know
h: Sell your valu ing for the com are
• Click on “Editpany My Profile.”
in some way. e. Try to conv pany.
ince the emp My teenage daughter helped me gain in front of me: a good education is a from having been in the workforce
• Scroll to the bottom,
sible, tieand click onCent the er your
Edit button
“sale next
s efforto “Contact loyer that hirin
Settings.”
your qualifica t” on your expe g you will help the courage to get my GED through ticket to a better-paying job. Second, that discipline enables you to make
• Indicate what type of messages you tions to
would like
thetoneed
accept LinkedIn. rience in school the com-
s ofon the company and the work
• Indicate whatFina kindsl para graph: Close you are looking to receive
of opportunities with a call to from . Refe
the network
r indi you
rectl are
y to your encl
place. If pos- Hinds’ Dropout Recovery Initiative. I our family has to run on a tight bud- commitments to excellence even
building. expect your call action. Ask the osed resumé. discovered I had an interest in nurs- get. I did get married three years when the going gets tough. Disci-
to arrange an employer to
inter call
• If you choose, include
Exch ange advice to users contactingview you.. (For example, if you feel likeyou, or tell
it will takethe employe ing and was able to find a work- ago, so things aren’t as tight as they pline helps you weather some of the
your first draf r to
too much time
imp rovetoimp
accept InMail as t with
well as manage
a classmate your regular e-mail, you can instruct users
act and persuasi . Read each othe study program so I could continue at were, but we all keep our long-term temporary storms in the working

xiv PREFACE
to contactmakyou using your
e corrections. regular
Create a final
vene
e-mail account.)
ss, writing style
draft for your
, grammar, punc
portfolio.
r’s lette r and make mar
tuation, and ginal notes to
spelling. Disc
uss and then
Hinds, attending college classes. goals in view to resist spending world and in life.

Social Netw
orking
CON TRO L YOU
R COM MUN
Many people ICAT ION
these days are
way each day. overwhelmed
Make sure that by the volume
want to be cont LinkedIn is mor of electronic
acted. Sign in e helpful than communicati
to your acco overwhelmin on that comes
unt and p g by estab their
 Updated and Expanded Coverage: All chapters have
What else has changed been updated, but these topics deserve special

in this edition? mention: chapter opening self-assessments (all

chapters), motivation (Chapter 1), emotional intel-
ligence (Chapter 1 and in every chapter’s end-of-
Stronger Study and Life Skills Organization: To chapter “emotional intelligence” journal activity),
reflect current educational best practices and bet- information literacy (Chapter 5), and brain-based
ter address student concerns, these five chapters learning (Chapter 7).
were reorganized.
MyStudentSuccessLab (www.mystudentsuccesslab
Revised! Chapter 5, Reading and Informa- .com): An online solution designed to help students
tion Literacy: This chapter now focuses on acquire the basic skills needed to succeed in col-
reading, text annotating and notes, and infor- lege and beyond. It is organized to support these
mation literacy. Studying, formerly a section in goals:
Chapter 5, is updated, expanded, and relocated
in Chapter 7. 1. Connect: Promote higher engagement &
Revised! Chapter 6, Listening and Note retention through real student video inter-
Taking: This is now a more streamlined chap- views on key issues.
ter that focuses on the listening process and 2. Practice: Facilitate skill-building with three
taking notes in class. Memory has been moved exercises per topic that provide interactive
to Chapter 7. experience and practice.
3. Personalize: Students apply what is learned
New! Chapter 7, Memory and Studying: and create personally relevant projects;
A brand-new chapter that includes the latest Instructors assess skill mastery.
information on brain-based learning, how to
lock information into memory, and how to Many of our best suggestions come from you.
study effectively. Please contact your Pearson representative with
Revised! Chapter 11, Managing Money: An questions or requests for resources or materi-
entire chapter is now devoted to financial lit- als. Send suggestions for ways to improve Keys to
eracy, a key issue for students living in today’s Success to Carol Carter at caroljcarter@lifebound
economy. Includes new information. It includes .com. We look forward to hearing from you!
new credit and student loan regulations.
Revised! Chapter 12, Careers and More:
Now a full chapter of coverage is provided on
this crucial topic.

PREFACE xv
ACKNOWLEDGMENTS
With the help of many, this stellar Seventh Edition has taken yet another leap
forward. We thank:

Seventh Edition Reviewers

Mary Adams, Northern Kentucky University
Shawn Bixler, The University of Akron
Julia Brown, South Plains College
Frederick Charles, Indiana University
Carrie Cokely, Curry College
Donna Dahlgren, Indiana University Southeast
Ann French, New Mexico State University
Lewis Grey, Middle Tennessese State University
Valerie Jefferson, Rock Valley College
Gary G. John, Richland College
Elvira Johnson, Central Piedmont Community College
Natalie McLellan, Holmes Community College
Kimberly O’Connor, Community College of Baltimore City
Tom Peterson, Grand View University
Jack E. Sallie, Jr., Montgomery College
Tia Short, Boise State University
Julie Stein, California State University
Rose Stewart-Fram, McLennan Community College
Karla Thompson, New Mexico State University
Susannah Waldrop, University of South Carolina, Upstate
Jill Wilks, Southern Utah University
Kim Winford, Blinn College

Reviewers for Previous Editions

Peg Adams, Northern Kentucky University
Raishell Adams, Palm Beach Community College—Palm Beach Gardens
Veronica Allen, Texas Southern University
Fred Amador, Phoenix College
Angela A. Anderson, Texas Southern University
Robert Anderson, The College of New Jersey
Manual Aroz, Arizona State University
Dirk Baron, California State University–Bakersfield
Glenda Belote, Florida International University
Todd Benatovich, University of Texas at Arlington
John Bennett, Jr., University of Connecticut
Lynn Berkow, University of Alaska
Susan Bierster, Palm Beach Community College–Lake Worth
Ann Bingham-Newman, California State University–LA
Mary Bixby, University of Missouri–Columbia
Barbara Blandford, Education Enhancement Center at Lawrenceville, NJ
Jerry Bouchie, St. Cloud State University
D’Yonne Browder, Texas Southern University
Mary Carstens, Wayne State College
Mona Casady, SW Missouri State University
Christy Cheney, Valencia Community College–East Campus
Leslie Chilton, Arizona State University
Kobitta Chopra, Broward Community College
Jim Coleman, Baltimore City Community College
Sara Connolly, Florida State University
Kara Craig, University of Southern Mississippi
Jacqueline Crossen-Sills, Massasoit Community College
Janet Cutshall, Sussex County Community College

xvi
Carolyn Darin, California State University–Northridge
Deryl Davis-Fulmer, Milwaukee Area Technical College
Valerie DeAngelis, Miami-Dade Community College
Joyce Annette Deaton, Jackson State Community College
Rita Delude, NH Community Technical College
Marianne Edwards, Georgia College and State University
Judy Elsley, Weber State University in Utah
Ray Emett, Salt Lake Community College
Jacqueline Fleming, Texas Southern University
Patsy Frenchman, Santa Fe Community College
Rodolfo Frias, Santiago Canyon College
Ralph Gallo, Texas Southern University
Jean Gammon, Chattanooga State Technical Community College
Skye Gentile, California State University, Hayward
Bob Gibson, University of Nebraska–Omaha
Jennifer Guyer-Wood, Minnesota State University
Sue Halter, Delgado Community College
Suzy Hampton, University of Montana
Karen Hardin, Mesa Community College
Patricia Hart, California State University, Fresno
Maureen Hurley, University of Missouri–Kansas City
Karen Iversen, Heald Colleges
Valerie Jefferson, Rock Valley College
Cynthia Johnson, Palm Beach Community College–Lake Worth
S. Renee Jones, Florida Community College at Jacksonville–North Campus
Georgia Kariotis, Oakton Community College
Laura Kauffman, Indian River Community College
Kathryn K. Kelly, St. Cloud State University
Cathy Keyler, Palm Beach Community College–Palm Beach Gardens
Quentin Kidd, Christopher Newport University
Nancy Kosmicke, Mesa State College
Patsy Krech, University of Memphis
Dana Kuehn, Florida Community College at Jacksonville–Deerwood Center
Noreen Lace, California State University–Northridge
Charlene Latimer, Daytona Beach Community College–Deland
Paul Lede, Texas Southern University
Lanita Legan, Texas State University
Linda Lemkau, North Idaho College
Kristina Leonard, Daytona Beach Community College–Flagler/Palm Coast
Christine A. Lottman, University of Cincinnati
Frank T. Lyman, Jr., University of Maryland
Judith Lynch, Kansas State University
Patricia A. Malinowski, Finger Lakes Community College
Marvin Marshak, University of Minnesota
Kathy Masters, Arkansas State University
Howard Masuda, California State University–Los Angeles
Antoinette McConnell, Northeastern Illinois University
Caron Mellblom-Nishioka, California State University–Dominguez Hills
Jenny Middleton, Seminole Community College
Barnette Miller Moore, Indian River Community College
Gladys Montalvo, Palm Beach Community College
Rebecca Munro, Gonzaga University
Nanci C. Nielsen, University of New Mexico–Valencia Campus
Sue Palmer, Brevard Community College
Alan Pappas, Santa Fe Community College
Bobbie Parker, Alabama State University
Carolyn Patterson, Texas State Technical College–West Texas
Curtis Peters, Indiana University Southeast
Virginia Phares, DeVry of Atlanta
Brenda Prinzavalli, Beloit College
Margaret Quinn, University of Memphis

ACKNOWLEDGMENTS xvii
 Corliss A. Rabb, Texas Southern University
Terry Rafter-Carles, Valencia Community College–Orlando
Jacqueline Robinson, Milwaukee Area Technical College
Eleanor Rosenfield, Rochester Institute of Technology
Robert Roth, California State University–Fullerton
Manuel Salgado, Elgin Community College
Rebecca Samberg, Housatonic Community College
Karyn L. Schulz, Community College of Baltimore County–Dundalk
Pamela Shaw, Broward Community County–South Campus
Jacqueline Simon, Education Enhancement Center at Lawrenceville, NJ
Carolyn Smith, University of Southern Indiana
Cheryl Spector, California State University–Northridge
Rose Stewart-Fram, McLennan Community College
Joan Stottlemyer, Carroll College
Jill R. Strand, University of Minnesota–Duluth
Tracy Stuck, Lake Sumter Community College–Leesburg Campus
Toni M. Stroud, Texas Southern University
Cheri Tillman, Valdosta State University
Ione Turpin, Broward Community College
Thomas Tyson, SUNY Stony Brook
Joy Vaughan-Brown, Broward Community College
Arturo Vazquez, Elgin Community College
Eve Walden, Valencia Community College
Marsha Walden, Valdosta State University
Debbie Warfield, Seminole Community College
Rose Wassman, DeAnza College
Ronald Weisberger, Bristol Community College
Angela Williams, The Citadel
Don Williams, Grand Valley State University
William Wilson, St. Cloud State University
Tania Wittgenfeld, Rock Valley College
Michelle G. Wolf, Florida Southern College

● Robert J. Sternberg, Dean of the School of Arts and Sciences at Tufts

University, for his groundbreaking work on successful intelligence and for his
gracious permission to use and adapt that work for this text.
● Those who generously contributed personal stories, exhibiting courage

in being open and honest about their life experiences: Charlotte Buckley, Hinds
Community College; Androuw Carrasco, University of Arizona; Kelly Carson,
Project Bridge; Louise Gaile Edrozo; Jad El-Adaimi, California Polytechnic State
University; Norton Ewart; Aneela Gonzales, Golden West College; Andrew Hill-
man, Queens College; Kevin Ix, Bergen Community College; Tomohito Kondo,
De Anza College; Joe A. Martin, Jr., Creator of Real World University website;
Gary Montrose; Zack Moore, University of Rhode Island; Kelly Thompson, Colo-
rado State University; Ming-Lun Wu, National Chengchi University, Taipei, Tai-
wan; Brad Zak, Boston College; Alexis Zendejas, Brigham Young University.
● Our Executive Editor Sande Johnson, Editorial Assistant Clara Ciminelli,

and Development Editor Charlotte Morrissey for their dedication, vision, and
efforts.
● Our production team for their patience, flexibility, and attention to

detail, especially Production Editor Greg Erb; Director of Production Elaine

Ober; interior book designer Carol Somberg; cover designer Linda Knowles;
and Diana Neatrour and the rest of the team at Omegatype.
● Mary Gumlia for her contribution to the instructor’s manual; Cynthia

Johnson for her work on the PowerPoint presentation; John Kowalczyk for
his work on the Test Item File; Martha Martin for creating the clicker ques-
tions; and Cheri Tillman for her work on the MyStudentSuccessLab Study Plan
Quizzes and Enrichment activities.

xviii ACKNOWLEDGMENTS
 ● Our marketing gurus, especially Amy Judd, Executive Marketing Man-

ager; Margaret Waples, Vice President, Director of Marketing; and our Sales
Director Team: Connie James, Director of Sales Programs; Deb Wilson, Senior
Sales Director; and Sean Wittmann, Missy Bittner, Lynda Sax, Chris Cardona,
and Hector Amaya, Sales Directors.
● Editor-in-Chief of Student Success and Career Development Jodi

McPherson; President of Pearson Teacher Education and Student Success

Nancy Forsyth; CEO of Teacher Education & Development Susan Badger;
and Prentice Hall President Tim Bozik, for their interest in the Keys series.
● The Pearson representatives and the management team led by Brian

Kibby, Senior Vice President Sales/Marketing.

● The staff at LifeBound for their hard work and dedication: Heather

Brown, Kelly Carson, and Cynthia Nordberg.

● Our families and friends, who have encouraged us and put up with our

commitments.
● Special thanks to Judy Block, who contributed research and writing to

this book.

Finally, for their ideas, opinions, and stories, we would like to thank all of
the students and professors with whom we work. Joyce, in particular, would
like to thank the thousands of students who have allowed her, as their profes-
sor, the privilege of sharing part of their journey through college. We appreci-
ate that, through reading this book, you give us the opportunity to learn and
discover with you—in your classroom, in your home, on the bus, and wherever
else learning takes place.

Chelsey Emmelhainz, Student

Developmental Manager,
began her work with Carol Carter’s
company, LifeBound, as a college
junior. As a developmental editing
intern, she was involved in a vari-
ety of projects including LifeBound
books Leadership for Teenagers, and
the revision of Majoring in the Rest
of Your Life. Based on these con-
tributions, Chelsey was hired as an
editorial assistant to work on this
revision of Keys to Success.
Initially responsible for con-
tributing ideas to make the book
student-centered, she also researched
and contributed ideas to update
chapter revisions, culled informa-
tion from other students, conducted
and coordinated interviews, and made recommendations for visuals and photo
research. Chelsey also assisted the authors with the instructor’s materials and
servicing program. In the final months of production, Chelsey researched pho-
tos and worked on Keys’ sister publications, Quick and Keys to College Studying.

ACKNOWLEDGMENTS xix
Exploring the Variety of Random
Documents with Different Content
There was a lackadaisical girl in our class, several years older than I,
who had been thus inclined toward me. I did not understand it at
first. She followed me about, trying to absorb my time and attention,
eager to do all sorts of little services for me; but I quickly put a stop
to it, though having to seem unkind in doing it. And there was a
married woman in our class who attempted a like attachment. One
night when several of us were discussing this topic, I must have
spoken of myself as bullet proof, as I ridiculed such folly. Suddenly
this student seized and kissed me, not once or twice, but several
times, fiercely, almost brutally. Surprised and indignant, I was
actually weak and unresisting for a moment, the others looking and
laughing while this aggressive creature triumphed and sparkled as
she said, “There! that is the way I would make you love me!” There
were but two ways to treat her assault—as a jest, or an indignity—I
chose the former, and shunned her throughout the rest of the
course. I had disliked her glittering black eyes and her personality
anyhow, and this incident only strengthened my instinctive
repugnance.
Still another student, one of the juniors when I was “middler,”
showed a romantic inclination toward me: I had befriended her in
little ways because she seemed forlorn, and because I remembered
every little kindness shown me during the first year. She was of the
pronounced masculine type and seemed to glory in it, was careless
in dress; unprepossessing, and with a heavy voice. She was docile
as a lamb with me, and I succeeded in getting her to abandon some
of her mannish ways, and to be more mindful of her appearance.
She would have been my willing slave; but her devotion was irksome
and I nipped it in the bud; I neither wanted to adore, nor to be
adored. Even at their best, these inordinate attachments seem like
outlets into a false channel—the natural one being impeded. They
affect me much as does a woman’s silly devotion to a pet dog when,
failing to find its natural outlet, her maternal love degenerates,
descending to the dog-kennel, instead of blessing the nursery.
The religious qualms and questions of my school days were still
actively disturbing during that first college year, and I did not cease
trying to get on comfortable footing concerning them, though
knowing it could never be on the old footing. Miss Wilkins, a good
orthodox Congregationalist, listening sympathetically to my doubts
and difficulties, attempted to help me, finally urging me to let the
doubts go and just pray. I tried hard to follow her advice. On my
knees alone I prayed earnestly, but could get no awareness of a
listening Father; still I prayed, but soon, to my shame and sorrow
(and, yes, to my amusement, too), my mind having wandered, I
found myself repeating the branches of the axillary artery which I
had been studying that evening! I arose with a helpless feeling,
convinced that it was useless to try further. The next day when I told
Miss Wilkins, grieved, but a bit amused, too, she shook her head—at
a loss whether to scold or to pet me.

As soon as our first-year “exams” were over I was wild to get home.
Shall I ever look forward to anything with the eagerness I looked to
that first home-going? Belle, who had gone at the Christmas
holidays, was less eager. I had set the date of arrival a day later
than I intended reaching there, just to surprise them. When, on
nearing Utica we saw the fertile Mohawk valley, in such contrast to
the stony, more picturesque scenery of New England, we grew wild
with delight. This was the home country; we were no longer on alien
soil. And when the drumlins came in sight, we jumped from side to
side of the car, hungrily regarding them. The conductor and the few
passengers smiled indulgently; they knew we were going home!
That final twenty-five-mile stretch was interminable, and when, at
the last stop but one, three miles from our station, we saw our own
drumlins, and the familiar houses and trees, my heart leaped for joy.
My eyes were blinded with happy tears when the train pulled in.
There was the very platform on which I had stood in the darkness
months ago and torn myself from my sister’s embrace! There was
the dear old rattly “stage” and the familiar driver to take us to the
village! How good everyone about the station looked! I felt like
hugging everybody. Our trunks were put on; the horses started; the
bells jingled; the windows rattled in the old coach as we jolted along
all too slowly over the mile that lay between me and Home!
It was a beautiful summer evening. I glanced hungrily from the
windows at every familiar sight—it all seemed so real, yet so
incredible—here were the old scenes just as I had known them,
unchanged, when so much had been happening to me!
“Unchanged?” But there was a change, a glamour over everything, a
light that never had been, and never could be again—the light in
which one sees a dear, familiar scene on returning to it after his first
absence! When we got to the “corner”—the top of the hill that leads
down to our house—I climbed out and ran ahead to surprise them
before they should hear the stage-bells. I can see myself now, flying
down the hill in the June twilight, and running up the steps into
Mother’s arms, almost before she knew who it was. Home again,
among the four beings I loved best in all the world! If one wants to
know how much he loves home and family, let him go away in his
youth to a distant city for long months, then let him come back to
that shelter and learn to the full the blessedness, the sacred joy of
all that is comprised in that word “Home”!
How late we talked that night! Neighbours and friends flocked in to
see the wanderer; how good they all looked! but how odd their
voices sounded—every r in their words stood out with such
distinctness, after hearing the broad a’s and the softened r’s of the
New England pronunciation. I spoke of the peculiarities of the New
England speech; how funny it had seemed to hear the College
professors speak of idears; how the chemistry professor talked of
sodar ash, and, unless she was very careful, the Maine elocutionist
called her room-mate “Annar”; of how affected it seemed to omit
their r’s in words where they should be, and insert them where they
did not belong. I said I had noticed a decided difference in Belle’s
speech, although she had ridiculed it as much as I did when we
went there. While I was speaking of this, a smile went round the
family circle, finally they laughed outright.
“What are you all laughing at?” I asked, a bit nettled. They said they
guessed Belle was not the only one who had taken on the Boston
pronunciation.
“Do you mean me?” I asked incredulously.
“We certainly do.” They had been amused ever since I had arrived to
note the change in my speech.

After we had been home a few days my mark in anatomy came.

Belle and I had been so scared when we had gone into “Our
Caddie’s” examination, that we had cared little about what marks we
would get, if we could only squeeze through. On opening the
envelope I thought there must be some mistake, for there was my
name and number and my standing (in “Our Caddie’s” own
handwriting)—“100 plus 1.” She had deigned to write on the card:
“This means that you stood ninety-nine on your paper, and, with
twenty perfect plus marks in quizzes, it makes your standing 100
plus 1. One other in the class stood the same.” Miss Thorndike was
that other. It was always a puzzle to us both that she and I received
this high rating from the exacting Dr. Matson, for others in the class
were unquestionably better students than we were. My rejoicing,
however, was keen—until I thought of what Belle would say; but she
was off in the country, and I did not see her for some weeks; still
there was that fly in the ointment.

During that vacation I took the agency for a book called

“Milestones,” and went about the village canvassing—distasteful
work, but I cleared fifty dollars by the means. One day when storm-
stayed in a poor little house on the east side of the town, an
unforgettable experience came to me. I usually found my best
customers in such houses, and rather enjoyed their rapt attention as
I expatiated on the treasures in the book; for, discarding the printed
tale which the publishers had advised agents to use, I adapted
myself to each audience in turn, selecting for bait the pictures and
articles that I thought they would best jump at. Sometimes, under
their interested attention, I would wax eloquent. I always knew in
advance when an order was forthcoming, but enjoyed quite as much
getting my victim on the hook as securing the order. As I waited that
day in the little house till the rain should cease, a big, strapping
neighbour, rushing in out of the storm, puffing and red-faced,
blurted out, “John Stevens’s girl’s dead—died at four o’clock.” Little
did she or the others know! To them it was just a piece of village
news, yet this girl was my dearest friend! I had known her death
was near, but to learn of it in that squalid home, and from this loud-
mouthed woman, seemed a desecration. I sat very still till the rain
ceased, hearing their talk as in a dream.

Our old cat’s time had come to go that summer, and I decided that I
might relieve it of its existence, at the same time that I could add to
my knowledge of comparative anatomy, and give the children in our
street some instruction as well. So, improvising a place in our back-
yard under the Baldwin apple tree, I started out bravely to
chloroform the cat. But its writhings were too much for me; and
Sister and our neighbour, Walter, had to take that part off my hands;
the rest I did without a qualm, instructing the big-eyed, eager
children about the muscles and viscera, and enjoying the amusing
questions they asked.
 CHAPTER IX
The “Medic”—Continued

Our Caddie’s greeting was a pleasant surprise when we went back to

College that second year. Stopping me and beaming on me, she
congratulated me warmly on my anatomy paper:
“Frankly, Miss Arnold, I was astonished when I learned it was your
paper. You seldom did yourself justice in quizzes, it seems.” Even to
this graciousness I was so constrained I could only blush and look
pleased; but some years later when she visited in the city where I
was practising, and I was driving out with her and another woman
physician, I confessed my former fear. How she laughed and melted!
Then, turning suddenly, she asked in her old manner,
“Did you think I would eat you?” For an instant I almost trembled, as
in the old days, but her merry smile soon followed. Since then the
utmost cordiality has existed between us.

The second year in College was the busiest. We had more studies,
more instructors, and a more varied life in every way. They lectured
us on disease-conditions and on the remedies to be applied. There
were the various clinics in the dispensary department—throat clinics,
chest clinics, women’s clinics, surgical clinics, children’s clinics, and
so on, where, under the various instructors, we were required to
examine and diagnose cases and to watch the result of treatment.
Patients too ill to come to the clinics were visited in their homes by
the senior students, and by the “middlers” after the first half of their
second year. Before taking cases, however, we went with the seniors
on their visits to get a little familiar with the work. Once on going
with a senior to an obstetric case, we found the baby already born,
and the cord tied and cut! A half-witted sister of the patient met us
at the door; the woman lay on the bed with no sheets on it; the new
baby, naked and cold, was crying vigorously; and, playing on the
bed beside the mother, was a little five-year-old who had been there
through the labour. It seems when the baby came and the patient
had told her sister to cut the cord, the sister refusing, the woman
had sat up in bed and cut it herself!

What a mass of instruction was thrust upon us that second year! I

enjoyed most the lectures of our professor in materia medica. A
charming man, enthusiastic, fluent, apt at illustration—a more ready
and engaging speaker I have never heard. Taking all he said as
gospel-truth, I was not a little disturbed toward the close of that
year to hear the seniors insinuate that he never spoiled a story for
the truth’s sake; that he would tell of some wonderful case one year,
ascribing the favourable termination to a certain remedy, and the
next year would forget and tell of it under quite another remedy!
Each disclosure of this kind came as a shock; it was so difficult—it is,
even now—to believe that people are not what they seem.
One man, our professor in pathology, never swerved one jot or tittle
from the truth. This trait was so strong that he seemed always to be
telling us what not to believe; he was for ever exposing shams and
false theories, dubbing them “all fol-de-rol.” He gave us clear,
concise pictures of diseases; told what measures to adopt to relieve
them; what remedies to rely on, so far as remedies could be of
service; but never failed to impress upon us that “the books lie, and
doctors lie,” if they claim that cases follow the typical courses so
beautifully pictured; or that remedies, however well selected, will
invariably relieve. There was a touch of peevishness in his attempts
to make us chary about believing the stock statements in the books.
I had a great liking for him; his earnestness appealed to me. Abrupt
and brusque as he was, on the rare occasions when he smiled, his
smile had that distinctive charm that an infrequent smile always
lends to a stern, serious face. He was an excellent offset to the
optimism and enthusiasm of our professor in materia medica.
(A few years ago he came on as guest of honour and read a paper
at our State Medical Society meeting in Brooklyn. He looked much
older, his hair was thinned and white, but his voice had the old
scornful ring, and carried me back to those student days in Boston;
every familiar inflection was a fresh delight; and to make it more
realistic, there was dear Dr. Wilkins who had come on, too—the Miss
Wilkins who had so mothered me in college—past and present were
strangely blended that day: on the platform Dr. “Conrad,” whose
tones made me a student again; by my side the class-mate who had
sat with me in the old days and listened to those same tones; while
all around me were also friends and associates of to-day, else I
surely should have felt myself a girl again and back in the old lecture
room.)
Our professor in throat diseases was no favourite with the students.
He had a smooth face, china-blue eyes, and wore a brown wig. We
thought him vain, and knew he was irritable; and we failed to get
much out of his lectures or clinics. Once I asked him to go with me
in consultation to a home where I suspected my case was
diphtheria; he went and, confirming my diagnosis with alacrity,
hurried out of the house, showing such personal apprehension that
it made me feel a bit contemptuous. He asked me if I were not
afraid of it, and advised me, wisely, to send the case at once to the
city hospital, which I did.
The same professor whom we had had the first year in the History of
Medicine, instructed us in diseases of the chest; friendly and
approachable, he gave us good lectures and valuable clinics.
The Dean, bless his heart! lectured to us on surgery. He always
seemed in a hurry; he was an easy talker. Some of the students
were inclined to belittle his skill as an operator, though admitting
that he had been an excellent surgeon in his palmier days. Anyhow,
he had force and charm, and was an indefatigable worker, and a
warm-hearted, tactful man.
In obstetrics we had an able man, friendly, alert, conscientious, and
a good instructor.
The professor in diseases of women was a pretty, fascinating
woman, a general favourite; she had a big practice over on the Back
Bay. We students thought her charmingly inefficient as a lecturer; it
was a pleasure to look at her, and to listen to her, but her lectures
were thin, and her clinics disappointing. I could so seldom find what
she would tell us we ought to find in the cases, and when I would
say I couldn’t, she would smile in her bewitching way and say, “Oh,
but you must, it is there”; and then I would try again, often
unsuccessfully, while she seemed to have little aptitude to make me
find the thing in question. Somehow, we got in the way of not taking
her very seriously; but, come to think of it, it is hardly fair to single
her out as the cause of my stupidity, for there were clinics of the
other professors as well, where I failed to find conditions we were
told existed. I suppose it was the untrained student’s incapacity for
seeing, hearing, and feeling what the trained clinician sees, hears,
and feels so easily.
The man who lectured to us on gunshot wounds always came in the
amphitheatre as though he had been shot out of a gun himself. His
lectures were clear and to the point.
The lecturer on electro-therapeutics was a pleasing, gentle person;
the one on diseases of children a trig, dapper little man; and there
were other branches—medical chemistry, skin diseases, diseases of
eye and ear, and so on—assuredly a busy year.

When, the latter half of the year, we were allowed to take cases,
they were assigned us in alphabetical order. Each student before
receiving his degree must have himself managed at least thirty
medical, five surgical, and three obstetrical cases; although he was
at liberty when necessary to ask a senior to accompany him, and, in
grave cases, to call on the Faculty.
All that we knew of our cases till visiting them in their homes was
the name and address furnished by the house-physician at the
Dispensary. How exciting those first calls—wondering what we
should find! I well remember the first visit I started out alone to
make with my new little medicine-case under my arm: “Lynch, 846
Albany Street” was the legend supplied at the Dispensary.
The place was in a somewhat better locality than many I had visited
in company with seniors. Mounting the stairs, I knocked in some
trepidation as I realized I was about to undertake alone my first
patient. What would it be? Should I be able, after examining her, to
know what ailed her? and what to do for her? A strapping big Irish
woman came to the door.
“Does Mrs. Lynch live here?” I asked in as professional a tone as I
could summon, to which she grudgingly admitted that she did.
“I am the doctor from the Dispensary, I would like to see her.”
“I am Mrs. Lynch,” she said, without opening the door further, “but
I’ll have you understand my son is pretty sick—it is no time to fool
around; I sent for a doctor, not for a little girl.”
I can see myself as I stood there; can feel just how taken aback and
indignant I was; how helpless I felt; but it was only momentary.
Pocketing my anger, I said quietly but firmly, “I am the doctor who
has been sent to you; if your son is very ill, you must let me see him
at once.” She hesitated, but I added that if, after I prescribed for
him, she preferred to have a man doctor, in the morning, I would
send one instead. I chose to relinquish the case, if need be, on the
ground of sex rather than youth, thus seeming to preserve my
dignity.
She wavered as though not intending to let me in, but I looked at
her compellingly, and, with an ungracious snort, she led the way to
the sick-room.
There lay a young coal-driver of twenty-five, with high fever, pains in
head and limbs and around his heart, and the fear that he was going
to die—a case of rheumatic fever. He looked disappointed as I came
in, but was civil; he was too apprehensive to reject even my feeble
help. After listening to the history of the onset, I took his pulse and
temperature, asked my questions, which at first the mother refused
to answer, but her son answered them; and, as the examination
progressed, she herself vouchsafed bits of information, showing
some lessening of hostility. Prescribing, and giving strict and explicit
directions about medicine and diet, on leaving, I said, “I will come
early in the morning to see how he is; if you then wish a male
physician, I will have one sent for the next visit.” She was less uncivil
as she showed me out.
I prescribed rhus toxicodendron. That very afternoon the lecturer
had discussed the remedy. My case seemed made to order for it.
Though prescribing without a moment’s hesitation, still I rushed
home and looked up my notes, and studied the subject in the books,
finding to my satisfaction that the remedy was well prescribed. In
those days one had abundant faith that the remedies, if correctly
applied, that is, if the true similimum be found, would do all they
promised. My class-mates laughed at my rebuff, but congratulated
me on effecting an entrance, and on the selection of the remedy.
Early in the morning I hastened to my patient. At the door the big
woman met me with the warmth and cordiality that only an Irish
woman can Show when so disposed:
“Come in, Doctor, come right in; my son do be feelin’ better, God
bless you!”
Of course he was better; had I not given him rhus tox when all his
symptoms called for it? I have since wondered what I should have
thought, or done, had my patient failed to respond to the remedy;
but there he was, surprisingly better, it was plain to see.
It was my time for revenge: Treating the woman’s warmth with the
same apparent indifference that I had her insolence, I allowed
myself an outlet for my satisfaction in cordiality to my patient. Going
carefully over his symptoms I found him indeed better, though still
far from well, and this I told him. Mixing fresh medicine, and giving
fresh directions as to his care, I told him he ought to get on nicely
now; and then, turning to the woman, said, “To-morrow I will have
one of the male physicians make the visit.”
The patient began to protest, and the woman herself to show
disappointment:
“Oh, no, Doctor, I guess you’ll do as well as anybody.” But I wickedly
replied that I thought she would be better pleased to have another
doctor, and I could easily arrange it. Then she pleaded with me not
to throw up the case—no one could do so well—her son would get
worse if he had a change of doctors, and so on. So, not wishing to
excite my patient, and thinking I had punished her enough, I
condescended to keep the case. He made a good recovery, and Mrs.
Lynch was one of my staunchest advocates after that,
recommending me to her neighbours in glowing praise. She also
recommended her son to me: “Mike do be thinkin’ a lot of you,
Doctor, for savin’ his life. He’s a good boy, is Mike, and will make
someone a good man; he gets twinty dollars a month, and has no
bad habits, Doctor. Sure an’ a woman might do worse. But Mike
says, he says to me, ‘Now, Mother, you do be talkin’ nonsense—the
Doctor ain’t for the loikes of me.’”
I can laugh now at the rebuffs I met on account of my youth, not
only when in College, but even when practising in U——, but it was
hard to laugh at them then. Hence, I suppose, the dignity I
instinctively assumed to make up for my short stature and lack of
years. I learned, toward the close of my medical course, that it had
been customary among the students to speak of me as “the
dignified little Miss Arnold.” This dignity was no pose. I was
dreadfully in earnest, and felt keenly this drawback to success. There
was Miss Wilkins in the same class, no older than I as a doctor, but
her years and her spectacles were passports to immediate
acceptance, and she got credit for being wise where I was scarcely
tolerated. Exasperation was no name for it! I lost one obstetrical
case in my third year just because of this: After I had made my first
visit, the patient sent me a polite note saying her husband was
unwilling to go so far as my boarding-place for a doctor; that she
would have liked to have me, and hoped I wouldn’t be offended—all
a pretense—she was afraid to trust herself in my hands. Under this
suddenly terminated record in my note-book I wrote with a sigh,
“Oh, for the bonnet and spectacles of Miss Wilkins!” Even within a
few months of graduation, while shopping for a cloak, I was
chagrined to have the saleswoman tell the taller, but younger, girl
who, accompanying me, acted as spokesman, “Oh, you will have to
take her into the misses’ department.” The “misses’ department,”
indeed! and I almost ready to take my degree! and I would have to
be taken in—I could not even go there myself! It amuses me now to
recall what a sore point this was with me.

During my second year, Sister came on to Boston to take up nursing.

What delight when she landed there! She looked so pretty, and I
was so overjoyed to have her there, so proud of her, so eager to
show her about and introduce her to my friends! She had been over
to the hospital only a week when one day, between lectures, one of
the young men came to me and said, “Miss Arnold, there’s an awful
nice little thing out in the hall wants to see you.” Just then another
rushed up and said, “Miss Arnold, if you’re not in here, you’re out in
the hall, and you want to see yourself.” I ran out and found Kate in
her nurse’s garb, smiling, blushing, and enjoying having these young
men dance attendance on her. I was flattered that they had seen so
marked a resemblance when she was so much more attractive than
I.
Not wishing to pledge herself to the two-year course, Kate stayed at
the hospital only during the probationer’s term, deciding that she
would go home and say Yes to the wooer to whom distance was
lending enchantment. But she occupied herself with private nursing
in and around Boston till I went home in June. Once she just missed
an opportunity to go as companion to the invalid wife of Dr. Oliver
Wendell Holmes, but an unkind Providence prevented—she having
accepted a case in that city. How I bewailed her untimely absence—
actually to have been in the same house with the dear Autocrat! I
was almost tempted to go myself—medicine or no medicine.

During that second year, Dr. “Conrad” asked for volunteers for drug-
provings among the students: A drug was prepared for each prover
with directions for taking, and whatever symptoms were experienced
while taking it were to be recorded in a little book, whether we
thought them due to the drug or not. The provers were enjoined not
to compare notes, but to turn in their reports at a stated time. I was
one of six to volunteer.
For a few days I had only the slightest symptoms to record, but after
that there developed an intestinal disturbance which gradually
became pronounced. I began to get interested, wondering if it was
really the drug that was responsible—those tiny tasteless powders—
so, doubting it, kept on with the medicine. I suppose I was a little
skeptical because of a rumour that they always gave some of the
provers saccharum lactis, and that not infrequently records were
turned in with a long string of symptoms, when the provers had only
been given sac. lac. Naturally I did not want to attribute symptoms
to drug action if I were not taking a real drug; so, though growing
worse and worse, I kept on with the proving. The day came for our
examination in pathology by the very professor who had solicited the
provings—our skeptical pessimist. Uncomfortably ill by that time, I
could hardly hold out to take the examination. Miss Wilkins had
insisted that if I did not go to see Dr. “Conrad” immediately
afterwards, she would go herself, so as I handed in my paper, I told
him I was ill, and would like to call at his office in the afternoon. I
added that I was one of the drug-provers, but was not sure whether
this illness had anything to do with what I had been taking. He bent
upon me those scrutinizing eyes, his face stern but kindly, and said,
“Poor child, why didn’t you tell me before? How have you sat
through the examination? Go home at once, and come to me at two
o’clock.”
That afternoon I went to his office on Commonwealth Avenue—a
luxurious place, a side of life that, as students, we saw only from the
outside, our entrée in Boston houses being chiefly in those of the
Lynches, the Sullivans, and O’Gradys. The kind, fatherly look he bent
upon me as he drew me in his office and listened to my confused,
embarrassed tale, was worth it all. Weak and in pain, I was unable
to tell a clear story. He snatched my note-book, read the symptoms,
looking up every few minutes, then read on, after which he gave me
a soothing talk, and I have loved him ever since. Though
commending my zeal, he deplored the fact that I had carried it to
the extent of suffering so much.
“No one else did it—no one else did it,” he scolded, half to himself.
“They turned in their worthless notes before the time was up,
pretending they had taken the drugs faithfully when I knew they
hadn’t; some of them got symptoms on taking sac. lac.—a good list
of them! but you wanted to be sure yourself—that is the only way to
get at the truth.”
Who would not have been willing to suffer to get this from the stern
Dr. “Conrad?” Rigidly prescribing my diet and rest, he gave me some
medicine and sent me home in his carriage, calling on me that
evening to my delight. In two days I was as well as ever. I learned
later that it was mercury that I had proved, but in so weak a
potency that he had been surprised at the results.
That same year I experimented with atropine in my eyes (a silly,
risky thing to do), applying it just to see how I would look with the
pupils widely dilated, little knowing how it would incapacitate me for
my work. Putting in a tiny bit just before starting for College one
morning, by the time I got there I could not see to take notes or to
read, and it was only a day or two before “exams”!
For one of the meetings of our College Society, I was given the
subject materia medica to treat in any way I chose. Having just been
reading the “medicated novels” of Dr. Holmes—“Elsie Venner” and
“The Guardian Angel”—I thought it would be fun to take a case
described in one of them, as given in the nurse’s report, ask the
students to diagnose it and prescribe, leading them at the start to
think it a bona fide case. The one I chose, I myself diagnosed as one
of globus hystericus, and decided what remedy I would give, were
she a real patient. Then it occurred to me that it would be
interesting to know what our professor in materia medica would
prescribe for such a case in real life; and that it would add to the
interest if I could tell the students that I would give them Prof. S
——’s prescription after they had submitted theirs.
I had no intention of deceiving the professor when I first thought of
going to him, but growing bold on arrival, as I handed him the paper
with the symptoms copied off verbatim, told him I was especially
anxious to prescribe carefully for this case, as it had come into my
hands from a prominent old school physician.
As he read, his eyes twinkled at the nurse’s phraseology; he looked
up at me once or twice, curiously, as I sat there scared, then, at
what I had done. Seeing my pencilled diagnosis with a question
mark at the bottom, he said:
“Yes, you have diagnosed the case correctly beyond a doubt, and
now for the remedy—I see you have three suggested, but first, let
me know more about the case.” Then he plied me with questions. By
this time I was greatly embarrassed; a suspicious twinkle in his eye,
as he remarked that the nurse herself must be a unique person,
made me uncomfortable. Finally he queried, “Who is this ‘old school
physician’ who had the case?”
“Dr. Oliver Wendell Holmes,” I confessed timorously.
How he laughed! Hastening to explain and apologize, I told him how
I had come to present the case to him, and that only on the spur of
the moment had I conceived the idea of offering it as a real case. He
had seen from the start that there was something queer, but was at
a loss to unravel the mystery. After a jolly chat about it, he discussed
the symptoms as seriously with me as though it had been a case in
real life; so I went to the Society meeting in great glee, hoodwinking
them until their answers were turned in, then telling them the whole
story.

The experiences of that second-year vacation kept pace with the

advance in our studies. Uncles, aunts, and cousins, school-mates,
neighbours, and chance acquaintances came rehearsing their aches
and pains, expecting me in my inexperience to help them promptly. I
took them all seriously. I was a good listener, but was often of little
further help. So many of them had complaints about which we had
as yet had no lectures. Still I had the hope and confidence that go
with youth, and the temerity to “rush in” where the more
experienced might fear to tread.
The coloured woman who did our washing asked me to attend her in
confinement—her confidence in me was touching; for, although we
had had our lectures in obstetrics, and I had been to a few cases
with seniors, I had then managed none myself. But Josie had had
several children so would be likely, I thought, to have an easy time;
and, if I should need help, I could call on Dr. Campbell—the
physician for whom I had had the girlish infatuation.
It was a hot Fourth of July when they called me. Josie’s poor little
home was a paradise in neatness and order compared to those I had
frequented in dispensary practice. I felt quite elated at the prospect
of managing a case alone. But from my first examination I felt
uneasy, seeing that I had a different condition to deal with than any
encountered in my limited experience. As labour progressed, to my
consternation I found the cord, instead of the head, presenting, so
knew that I had a case of transverse presentation—one which would
require turning and speedy delivery to save the child. Of course I
was incompetent to do this, nor would it have been lawful to
attempt it, being an undergraduate.
Dr. Campbell responded promptly to my summons, performed
version, and delivered the child and the adherent placenta. I
managed the after-care without difficulty. Josie was glad of her
enforced rest in bed. In the days preceding her confinement I had
gone past her house and seen her, big with child, standing at the
ironing-board, late at night, thus supporting her family while her
great lazy husband, John Wesley Freeman, would loll about all day,
then sit by her at night and read the Bible and exhort as she stood
ironing. True to his name, he felt called to preach, and, failing a
larger audience, preached to poor Josie, in and out of season. While
I kept her in bed, the lazy fellow had to shift for himself or starve, as
his swarming offspring were too small to be of service in the
household.
One morning, on finding Josie worse, and learning that John Wesley
had been preaching to her the night before, and scolding her
because she had fallen asleep, I berated him soundly. It was a good
time to chastise him generally; to warn him against deeds of
omission and commission. So I set forth how near Josie had come to
losing her life, and said she probably would not live through another
pregnancy. When I had done, in his drawling, falsetto voice, and
with a sanctimonious air, he said:
“Yes, Miss ’Genia, I reckon she was mighty sick, but she’s gettin’ on
now, and you know, Miss ’Genia, the Bible says we chillun must be
fruitful and multiply and ’plenish the earth; and, Miss ’Genia, we
sholy must do as the good Book says.”
More exasperated than amused, I snapped out:
“Well, John Wesley, I think you have done your share toward being
fruitful and multiplying and replenishing the earth—I guess the Lord
will excuse you if you turn around now and help Josie to support the
ones you have on hand.”
But he didn’t; he continued compliant to his favourite text; and after
one or two more evidences of his cheerful obedience came, Josie left
her wash-tub and ironing-board forever and replenished the earth
with her worn-out body, able no longer to be fruitful and multiply at
the rate John Wesley thought necessary in order to fulfil the Holy
Scriptures.
All that summer I attended an old man dying of Bright’s disease,
prescribing for him and helping his over-burdened wife in nursing
him. It was hard work—those bed-sores, his extreme emaciation and
helplessness; but I then learned the luxury of feeling myself really
useful. I knew I was helping to lighten burdens growing well-nigh
unendurable. Yet how critical I was in my heart of the poor wife
when, the morning I went there early and found her carrying out
blankets and pillows to air, I heard her announce, with a relief in
which there was no attempt at concealment, “Well, he’s gone at
last!” She let me do the autopsy. I invited Belle and Dr. Campbell. I
can remember the appearance of those worn-out kidneys far better
than the details of many a later autopsy.
 CHAPTER X
The “Medic”—Concluded

There were four hospital appointments of one year each open to the
seniors, each student receiving board and laundry, and giving in
return his or her services, except when attending lectures. I had
already declined a position as house-physician at Lasell Seminary, to
which one of the retiring seniors had recommended me, hoping to
secure the next hospital vacancy on January first, though letting go
the bird in the hand with considerable hesitation. Either position
would be a great help financially, but the one at the hospital, if I
could obtain it, would offer exceptional advantages from a medical
point of view; besides would hold over six months after graduation.
We three applicants were in turn called before the Faculty and
questioned as to our past life and experience, our standing in
college, and our dispensary work. Not having thought to supply
myself with letters of recommendation, I was not a little disturbed
when the other girls showed me theirs. My turn came last, and I was
considerably awed on entering the room where the professors were
congregated, even though the dear Dean, and Dr. “Conrad,” and the
friendly professor in materia medica were among the number. My
work in the Post Office, and my two terms of country school-
teaching were all I could think of when they asked me what I had to
offer in the way of experience as to fitness for the position.
Our humorous little chest professor, Dr. C——, could not resist a joke
at my expense:
“I see your standing in anatomy is 100 plus 1—ahem!—ah—just
explain to me, won’t you, what this means? Does it mean that you
know one more thing than Dr. Matson knows about anatomy—or one
more thing than there is to know?”
I snickered at this, but quickly sobered and explained about the plus
marks in quizzes counting on our final marks; and, his eyes
twinkling, he professed his curiosity satisfied. Then some of the
others put their queries, and finally they let me go.
In the adjoining room we three sat in suspense while they talked us
over, each of us dreading yet hoping to be the lucky one. Presently
Dr. C—— came to us, no pleasantry now; he looked really
uncomfortable; fidgeting at his collar and cuffs, and glancing from
one to the other of us, he said apologetically that they were sorry
there were not three positions vacant, so as to give us all a chance
to demonstrate our ability, but—hm! hm!—since there was only one,
they had decided in favour of—ah—Miss Arnold.
I felt almost guilty at being chosen, but the other girls were very
comforting, and the welcome the house-staff gave me, when I went
downstairs, was cheering indeed. It was a great load off my mind—
no more board to pay, to say nothing of other advantages. While the
house-staff were questioning me as to the “grilling” I had received,
the faculty meeting having dispersed, some of the professors
dropped in the office. Dr. S——, in a charmingly facetious way, told
the house officers why he voted for “Dr.” Arnold (with a low bow to
me as he said that the title I was to earn next June was now mine
by courtesy)—he had voted for her, he said, because she once
brought him a “novel” patient from a prominent old school physician
—no less a person than Dr. Oliver Wendell Holmes! Another spoke in
a more serious vein—my work in the Post Office he thought ought to
have helped me to learn adaptability; but the irrepressible little Dr. C
—— said he had chosen me because even Dr. Matson was willing to
concede that I was more than perfect in anatomy.

Valuable as was the year in the hospital, I got all too little out of it,
considering what it offered. The daily association with trained
physicians and surgeons, and familiarity with illness, with hospital
methods, with surgical technique, were among the unquestioned
benefits.
The three of us who were undergraduates had to work particularly
hard, as there was the college work to keep up, as well as the
exacting demands of ward and operating-room work.
Though on the medical side for the first six months, I had the
anesthetizing to do for a time. It was disagreeable work. Often all
would go well and, interest centring on the operation, no one would
notice the humble etherizer. Again, though I was seemingly just as
painstaking, the patient would become cyanotic, and I would have to
remove the cone, pull out the tongue, and perhaps resort to other
measures to reëstablish respiration. If the operator noticed this, I
would get very nervous, especially if it happened when a certain
irascible surgeon was operating; for, impatient of the slightest delay,
he would scold before the whole class. If I anesthetized so lightly
that the patient moved, or—horror of horrors!—if he began retching,
how mortified I was! And if I made the opposite mistake of pushing
the ether too far—the agony I suffered, even after he was out of
danger! to think how near he came to death through my
incompetency! It all came easier after a while, but I was distinctly
relieved when, after three months, I was graduated from the ether-
cone, and promoted to “running instruments,” though there were
trials even here.
So many surgeons, each with his different methods—it was no easy
task for a beginner who knew little about the technique of
operations, and had no special aptitude for anticipating just what
instruments were needed and when. I think I never made a specially
good assistant. I was not mechanical enough myself; but it was a
pleasure to attend some of the surgeons—those who were cool and
collected; who remembered our inexperience; who explained ahead
their probable procedures, and called out clearly the name of the
instrument they wished, if we did not anticipate them.
One of the operators, though skilled, was so nervous he would fairly
jump up and down if one handed him a pair of forceps when he was
not ready for them, or gave him the wrong retractor, or if the cat-gut
broke when tying off arteries. Original in his methods, still he
expected one to know what he wanted, no matter what, in his
confusion, he said. He would throw a knife across the room if it was
not sharp enough, or was not just to his fancy; and how he would
scold and abuse us at times!—seldom at private operations when
just the house-staff was present, but on clinic days when the entire
student-body was assembled and also visiting physicians—at such
times he was especially nervous and would make the fur fly.
“Can’t you tell what I want before I want it?—never did see such
stupid assistants.” “Who sharpened these knives?” “Who prepared
this cat-gut?” “Can’t you keep your patient under ether—have I got
to operate and etherize, too?”
How furious we used to get! We were all in the same boat, though I
am sure I was more stupid than the others, especially when he was
concerned. But he would come around afterwards, while we were
washing up instruments (and at the same time resolving that we
were fools to stay on there and take his abuse), and by a few words
he would, as it were, pat us all on the back; say we had helped him
out of a very trying operation; that he never meant what he said
when operating, and so on. And, so potent was his penitent manner,
we were usually mollified—till the next time. As an operator we
respected him; his cases always did well. We knew he was hot-
headed, and that afterwards he was always ashamed of his temper;
we also knew that others had lived through just such experiences,
and that other students stood ready to take our positions if we
abandoned them.

Serious were the daily events by which we were surrounded, but the
irrepressibility of youth asserted itself. Mingled with the memory of
solemn scenes and grave responsibilities are recollections of many a
jolly hour within the hospital walls. I recall in this connection the
initiation that our colleagues, Fenton and Laidlaw, gave me shortly
after I went there. I roomed with Dr. Thorndike who had gone on
the house-staff three months before. One night shortly after we had
gone to bed we suddenly smelled amyl nitrite so strong that we got
up to investigate. All was quiet in the hall and in the private rooms
near by—the odour was clearly more penetrating right there in our
room. After considerable search we found a tiny moist streak on the
floor—those young doctors had injected a hypodermic syringeful of
that pungent drug through our key-hole! We turned out our light and
went back to bed, chagrined that, lurking about somewhere, they
had doubtless heard us and known that we had risen to their bait.
Soon we heard stealthy steps outside in the hall, then a squirt and a
splash, and through the key-hole came a bigger stream—this time
they had used a large syringe and injected strong ammonia. Of
course we were forced to vacate and air our room—just what the
besiegers wanted! They, and we, got all the more fun out of these
practical jokes because we could not risk disturbing the patients, and
also had to be guarded lest the wary matron, or the night nurses,
discover our pranks. We were not above the pranks, but did not wish
to impair our prestige as house-officers.
One evening Laidlaw, looking sober as a deacon, came to the office
and requested us to repair to an upper room for consultation. He
looked so dignified we knew something was up. Closing the door
upon us, and solemnly unbuttoning his coat, he revealed a fat mince
pie. After we had discussed it to the last crumb, and I had voted it
the best pie I ever ate, he informed me it was a brandied pie. In
those days I refused pies or sauces if I knew they contained brandy
or sherry. Having wheedled the cook to put a double dose in that
pie, he and the others chuckled to see the little teetotaller partake of
it so greedily. At that time I was gullible, fairly docile, and must have
been rare sport for the more sophisticated three. The young men
lectured me in a fatherly way, and really did me a good service in
getting me over some of my unduly prim ways. The first college year
I had been so “proper” I would not let my father see me in my
“gym” suit; yet before the year was over Miss Thorndike and I, to
shock Miss Wilkins, had had our tin-types taken in those suits! One
morning at the breakfast table, at the hospital, I was shocked to find
a pencil sketch of two young women gymnasts, a rough sketch
which implied that the one who made it must have seen this tin-
type. Knowing it to be the work of Fenton and Laidlaw, I was
distressed to think they must have seen the original; but was greatly
relieved to find that Dr. Thorndike and a girl friend had simply
described it minutely to them, so they could make me think they had
seen it. After that Miss Thorndike’s friend, seeing how I was given to
straining at gnats and swallowing camels, made a clever sketch of a
prim maiden sitting in a large chair, the arms and legs of which were
covered with gloves and stockings, while a statue of Venus (draped)
stood near, and the maiden, holding a fan between her face and the
draped statue, was absorbed in a book of Zola’s! Though I had never
read a word of Zola’s I saw what a clever hit this was at my
inconsistencies. Still I did not consider myself prudish; I could
discuss medical topics freely with any one without embarrassment;
but did not like jesting about certain matters; and perhaps, when in
dead earnest, was rather slow in seeing the funny side of things. So
the others claimed I needed some shocking and disciplining to get
me over my squeamishness, and perhaps I did. I remember how
Fenton scolded me one day for objecting when he started to brush
the lint from my gown: “There’s no sense in your being so prim—I
don’t want you to be as free and easy as Miss —— is, but you
certainly do carry modesty too far.” He was so fine and honest, I
know I profited by that and other advice of his.

We sometimes read aloud together in the evening, oftenest from

“Pickwick Papers,” having uproarious times there in the office, with
no patients or nurses near. One evening, when Dr. Thorndike was
away, Laidlaw brought in a book saying, “I’ve found a brand new
author—they say it’s great—let’s try it.” It was Amélie Rives’s “The
Quick or the Dead.” We began it gaily and innocently, at least I did,
reading aloud by turns. From the start it was very fervid, and soon I,
and I think the young men also, began to be embarrassed. Just as I
was feeling uneasy and wondering how I was going to get out of it,
a bright little woman physician whom we all knew, passing the office
door and hearing our gales of laughter (for we were making all sorts
of fun of it to relieve our embarrassment) stopped and asked what
we were reading. She looked surprised on being told, but made no
comment about it, and as she turned to go, asked casually if she
could speak with me later, when I was at liberty. Glad of an excuse, I
said I could stop then, and went with her. Telling me that she had
read the book, she said she thought I would find it quite impossible
to go on with it with the young men, and suggested, as a way out,
that I slip down to the office after they had gone to their rooms, get
the book and read it, then tell them I had already finished it; they
would then, she said, read it by themselves, and soon drop the
subject.
That night I did as she advised. They grumbled and rallied me about
being so eager that I couldn’t wait to finish it with them; but they
soon let the subject rest. For years I blushed whenever I heard that
book mentioned. It is the only book I ever read that I feel ashamed
to admit having read, though now I have only the faintest
recollection what it was all about.

Our hospital life was a full one—much work and many emotions
crowded in the days: patients coming to be operated; many
operations meaning life or death, and even the less serious ones
always approached by the patients with dread and apprehension. It
fell to the house-officers to receive and reassure patients and their
friends; to calm their anxiety; to inspire their confidence in the
operators, and their hope for the outcome. Sometimes the
apprehension of the patient, and his forebodings, so weighed me
down, that I found it difficult to be very reassuring; but I learned in
time to disregard these, and was then, of course, of more help to
the patients.
I recall one case in which the surgeon found such complications that
there was nothing to do but bring the operation to a close, with the
hope that the patient could rally from the anesthetic and have some
minutes with her friends before the end. As she sank steadily, with
what breathless but orderly haste we worked! That drawn, tense
look on the surgeon’s face, the awful stillness in the operating room!
Actuated by one motive, the assistants were so many extra hands
for the surgeon, anticipating his needs to the letter. Restoratives
were applied, every conceivable means was employed to counteract
the collapse into which the patient was sinking. Giving his entire
attention to the field of operation, and working with marvellous
rapidity, the surgeon was taking the last stitches, when we told him
she was gone. Nervelessly he dropped his hands, leaving Laidlaw
and me to finish the stitches and apply the dressings. The look of
agony on the face he lifted to us was a revelation. I had never
realized till then what the taking of such a serious case means to a
surgeon, and was more especially impressed as I had thought this
particular surgeon cold and self-centred. A few minutes later he
came to me, his voice shaking, and asked if, as a special favour to
him, I would go down and speak with the friends, and tell them
carefully about the outcome. Not an easy thing to do, but I felt so
much compassion for him I would not have hesitated had it been
twice as hard. Sometimes our patients were poor and obscure;
again, as in the above case, from well-known Boston families—the
extremes of life met in that little hospital of about one hundred beds,
and scenes grave and gay alternated in rapid succession.
One day a big demonstrative fellow under etherization caused me no
end of embarrassment: It was an emergency case sandwiched in
between others, and they brought him in the operating room only
partly anesthetized. It was a day when the room was full of
students. I was busy, passing back and forth, getting things ready,
when in the maudlin loquacity of that first-stage of ether he threw
out his arms and begged me to come and hold his hand. They tried
to quiet him, and to push the ether, but he took it poorly and
resisted vigorously, and kept addressing to me many endearing
epithets as he entreated me to come and hold his hand. Of course
the students enjoyed it, and suppressed titters passed along the
rows of spectators. My face reddened furiously. I tried to keep out of
sight as much as possible, but with the persistence of one partly
under ether, he kept calling, “Let her come and hold my hand—let
the little angel hold my hand.”
The students were highly amused, and even the surgeon, who
ordinarily never betrayed amusement in the amphitheatre, showed a
suspicious twitching about the mouth, and finally, the entreaties
continuing, said to me, “Dr. Arnold, I think perhaps it will quiet him if
you do as he requests.” There was nothing to do but comply. I had
to step up to the table and hold the big baby’s hand, to the delight
of the students—especially to one Breynton, one of the house-staff
over at the Dispensary, who, having been a victim of some of my
practical jokes, rejoiced at my discomfiture.

When Fenton’s term of service ended, and he went to practise in a

neighbouring city, he left the rest of us disconsolate. We four had
had such good times together. He was a fine, manly fellow, very kind
to the patients, conscientious, impatient of pretense—it was he who
had lectured me about my prudishness. He had a keen sense of
humour and a fine sense of honour; and the friendship begun in
those hospital days has been one of the most satisfactory in my life
—a real camaraderie. We did not take so kindly to his successor, Dr.
James—a genial but presuming youth, harder to keep in place, more
daring, more flirtatious. It wasn’t long before James was teaching
me to dance in the amphitheatre, after we would get the
instruments put away, he whistling the music. I soon saw that that
would not do. But we often played and sang together; he had a fine
tenor voice. Dr. Thorndike’s term expiring shortly after she took her
degree, and no one applying through that summer, there were then
but three of us to do the work previously shared by four.
Our Commencement was held in Tremont Temple, the whole
University participating—an immense affair, very impersonal, it
meant far less to me than our modest little Commencement of
Academy days. Coming, too, in the midst of hospital work, it was but
an event in the day. Still, I remember a thrill, as of something
achieved, when, filing across the platform with hundreds of other
students, I received my diploma from President Warren. Each
department of the University sat in a body; each student stepped
upon the big platform as his name was called out; his diploma was
handed him; and the generous applause from his own student-body
sounded very good, as (if a “medic”) he walked down the steps on
the other side, a full-fledged M.D. Most of the graduates were
immediately confronted by the vexed question of where to “locate,”
but those of us in the hospital had six months’ grace before that
bugbear stared us in the face.

My thesis, on “Heredity,” consisted mainly of quotations from

authorities I had consulted in the Public Library. The original matter
in it, feeble and inadequate, was chiefly a protest against the
marriage of the unfit. I was ardently espousing the cause of
Eugenics before there was such a cause, or at least before Galton’s
seed-sowing had found a friendly soil. There was an unscientific
portion about pre-natal influence, and plenty of advice to
prospective parents as to the need of influencing the unborn, so as
to make them beautiful of body and soul. There is nothing, I am
convinced, that the Young Person hesitates to advise humanity
about just as he himself is about to take his plunge into the sea of
life. Slumbering somewhere in the dusty archives of Boston
University is my lengthy thesis on Heredity—slumbering? but a thing
has to live to slumber—this offspring of mine never had any life—it
was still-born.
Shortly after Commencement I went to W—— to visit a former class-
mate, and also to see Dr. Fenton who had “located” there. He had
called at Dr. Carson’s on my arrival, and it was agreed that she and I
would go to see him the next day in his new office.
That afternoon it popped into my head to dress up as an old woman
and make him think for a moment that he had a new patient.
Combing my hair down over my ears, putting on spectacles, and a
black gown, bonnet, and veil, I looked very like a little elderly widow.
Dr. Carson waited at a near-by drug-store. The lame woman in black
hobbled up the steps to the young doctor’s office. His door was ajar.
(He was expecting Dr. Carson and me.) I purposely halted as he
came toward me, that he might take in my general appearance
before I spoke, the better to aid the disguise.
He looked, I thought, a bit disappointed not to see his friends, but
the look gave place to one of quiet attention, and even a gleam of
pleasure at acquiring a new patient. I saw as he invited me to be
seated that he had no suspicion of me, and consequently, could
scarcely articulate for laughter. Not having expected to deceive him,
except for an instant, I had not thought up a story, but, suppressing
my giggles, and assuming the Irish brogue, I began a story about
my sick daughter.
His questions, so to the point, so professional, so serious, nearly
convulsed me, but turning my suppressed laughter into pretended
crying, to gain time to concoct a story, I claimed to be too distressed
to talk about what was troubling me.
The Doctor gravely offered me a fan, which act, together with his
guarded manner, started my risibilities afresh. He showed clearly
that he was annoyed at this queer person, but was doing his best to
be patient with her. I had gone so far, it was imperative to invent
some story to account for my distress, and to my own surprise I told
him, with many haltings and outbursts of grief, that my daughter,
though unmarried, was, I feared, “in trouble”; and I had come to
him for help. (This from Miss Prim who, a few months before, would