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Child Development, 6th Edition : Feldman
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Chapter 1
An Introduction to Child Development

Topic Factual Conceptual Applied

QUICK QUIZ 1 Multiple Choice 1-5 6-7, 10 8-9
What is child Multiple Choice 1-2
development True/False
?
Short Answer
Essay 94
What is the scope of Multiple Choice 3-6, 21 7-20, 22-25
the field of child True/False 69 70 71-74
development?
Short Answer 84-85
Essay 95
What are major societal Multiple Choice 26-28, 31 32-33 29-30, 34-35
influences that True/False 75
determine development?
Short Answer 83
Essay 86
How have the views Multiple Choice 36-45, 47-48 46
of childhood changed True/False 77 76
historically?
Short Answer 87-88
Essay 96
What are the key issues Multiple Choice 52, 54-55, 59-61 49-50, 53, 58, 62, 64, 51, 56, 57, 63, 65,
and questions in the 66 67-
field of child True/False 82 79-81, 83 68
78
development? Short Answer 89 90-91
Essay 97
What is the future of Multiple Choice
child development True/False
likely to hold?
Short Answer 92-93
Essay

2
Copyright © 2012 Pearson Education, Inc. All rights reserved.
 Quick Quiz

1. Which of the following statements about child development is true? Child

development a. focuses on the period from adolescence through middle adulthood.
b. focuses only on the changes that occur in large groups of
children. c. is predominantly a philosophical belief system.
d. focuses on growth, change, and stability.

2. Child development is divided into which of the following three topical areas?
a. prenatal development, cognitive development, social and personality
development b. prenatal development, cognitive development, physical
development
c. cognitive development, physical development, social and personality development
d. early childhood, adolescence, social and personality development

3. In addition to topical areas, child development is organized by chronological periods

based on a. legal events, i.e., getting a driver’s license.
b. arbitrary but designated age ranges.
c. biological events, i.e., digestion and elimination.
d. clear and precise age ranges that are consistent for everyone.

4. Two broad cultural orientations that must be factored within child development
are a. race and ethnicity. c. individualism and
collectivism. b. nature and nurture. d. autonomy and
dependence.

5. ___________ is to biological factors as ___________ is to cultural

factors. a. Individualism; collectivism c. Race;
ethnicity
b. Ethnicity; race d. Collectivism; individualism

6. Which of the following is considered to be a cohort influence?

a. history-graded influences c. age-graded influences
b. learning to walk d. non-normative life events

7. A child’s ability to think about objects symbolically represents a qualitative change in cognitive
development.
The achievement of this step is an example of
a. continuous development. c. sensitive
development. b. discontinuous change. d.
critical development.

8. Sandy is pregnant and is concerned about the impact of illness during particular periods of prenatal
development. She consults her doctor as to the ___________ period during which exposure to certain
illnesses would result in irreversible consequences.
a. sensitive c. continuous
b. critical d. discontinuous

9. Oscar’s room is always a mess. “You must have been raised in a pig pen,” said Felix. “No way,” responded
Oscar, “I was born this way!” The friends are debating the issue
of a. continuous vs. discontinuous development.
b. critical vs. sensitive
periods. c. nature vs. nurture.
d. cultural vs. social development.
3
Copyright © 2012 Pearson Education, Inc. All rights reserved.
10. “Every day I read another article with advice about raising my children. How can I know what is true?”
One piece of good advice for this new parent is
a. just do whatever your parents did. c. maintain a healthy dose of
skepticism. b. ask friends for advice. d. stop reading conflicting
advice.

4
Copyright © 2012 Pearson Education, Inc. All rights reserved.
 Quick Quiz Answers

1. Chapter Section: An Orientation to Child Development

Answer: d Page(s): 5 Type: Factual Diff: Easy
Rationale: Child development involves the scientific study of the patterns of growth, change, and stability
that occur from conception through adolescence. While large groups of children may be studied, they are
not studied exclusively, nor are child development researchers concerned only with the period from
adolescence to adulthood. Child development does use theory, but findings are grounded in scientific
research not
philosophical beliefs.

2. Chapter Section: An Orientation to Child Development

Answer: d Page(s): 5 Type: Factual Diff: Easy
Rationale: The three major topics of child development are physical, cognitive, and social and
personality development. Prenatal development represents a time period to which topical areas apply.

3. Chapter Section: An Orientation to Child Development

Answer: b Page(s): 5 Type: Factual Diff: Easy
Rationale: In addition to the topical divisions, the discipline is also focused on particular time periods of
development. These time periods (prenatal, infant and toddlerhood, early childhood, middle childhood and
adolescence) are determined by arbitrary, but agreed upon, designated age ranges, biological events (i.e.,
sexual maturity not digestion) and environmental events (beginning of formal school not obtaining a legal
document).

4. Chapter Section: Developmental Diversity

Answer: c Page(s): 7 Type: Factual Diff: Medium
Rationale: There are both broad and finer sociocultural factors that child development specialists must
consider. An example from the textbook of two broad cultural orientations that influence development
is the individualistic and collectivist cultural orientation.

5. Chapter Section: Developmental Diversity

Answer: c Page(s): 7 Type: Factual Diff: Medium
Rationale: Race is a biological concept, referring to classifications based on physical and structural
characteristics of the species. Ethnicity, or ethnic group, is a broader category that refers to cultural
background, nationality, religion, and language.

6. Chapter Section: Developmental Diversity

Answer: a Page(s): 8 - 9 Type: Conceptual Diff: Difficult
Rationale: All of the answers represent influences that the developmental researcher must consider, but
only history-graded events are cohort effects. Non-normative life events are specific, atypical events that
occur in a particular person’s life at a time when such events do not happen to most people. The others
represent influences that occur at a particular chronological age (age-graded), or are universal events that
most everyone experiences.

7. Chapter Section: Children: Past, Present, and Future

Answer: b Page(s): 11 Type: Conceptual Diff: Difficult
Rationale: A defining feature of discontinuous change is the qualitative change that occurs in each
stage or step.

8. Chapter Section: Children: Past, Present, and Future

Answer: b Page(s): 12 Type: Applied Diff: Difficult
Rationale: Sandy is concerned about the critical period, a specific time when the illness would have its
greatest consequences. During this time, the concern is that there would be permanent, irreversible harm
5
Copyright © 2012 Pearson Education, Inc. All rights reserved.
done to the fetus. This is contrasted with the sensitive period, which is a specific time when an organism is
particularly susceptible to certain kinds of stimuli in the environment.

6
Copyright © 2012 Pearson Education, Inc. All rights reserved.
 9. Chapter Section: Children: Past, Present, and
Future
Answer: c Page(s): 12 - 13 Type: Applied Diff: Difficult
Rationale: The debate between Oscar and Felix best represents the nature-versus-nurture debate. Nature
represents the belief that the cause is genetic or hormonal, while nurture represents environment or
experience. So, the friends’ debate becomes upbringing (nurture) or heredity (nature).

10. Chapter Section: Children: Past, Present, and

Future
Answer: c Page(s): 15 Type: Conceptual Diff: Medium
Rationale: While there is much conflicting advice available for new parents, it is always a good idea to
apply skepticism to child development advice. Consumers are advised to 1) consider the source of the
information,
2) evaluate the credentials of the person providing the advice, 3) understand the difference between
anecdotal and scientific evidence, 4) keep in mind cultural context, and 5) don’t assume that because many
people believe something is true, it must be true.

7
Copyright © 2012 Pearson Education, Inc. All rights reserved.
 Chapter 1
An Introduction to Child Development

Multiple Choice Questions

1.1 Child development
a. takes a scientific approach. c. focuses on growth, change, and stability.
b. focuses on prenatal to late adulthood. d. focuses primarily on deviations from normal
development.
Chapter Section: An Orientation to Child Development
Answer: c Page(s): 5 Type: Factual Diff: Easy
Rationale: The definition of child development is that it is a field that involves the scientific study of the
patterns of growth, change, and stability that occur from conception through adolescence.

1.2 Which of the following statements is true of the discipline?

a. Child development is the scientific study of the patterns of growth, change, and stability that occur
from conception through adolescence.
b. Child development is a specialized branch of psychology; therefore only psychologists are trained and
can conduct research in this area.
c. Child development spans the period of prenatal development through old age.
d. Child development focuses only on questions of practical importance to psychologists.

Chapter Section: An Orientation to Child Development

Answer: a Page(s): 5 Type: Factual Diff: Easy
Rationale: The definition of child development is that it is a field that involves the scientific study of the
patterns of growth, change, and stability that occur from conception through adolescence.

1.3 Development involving the body’s physical makeup, including the brain, nervous system, muscles, and
senses and the need for food, drink, and sleep, is called
a. physical development. c. cognitive development.
b. personality development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: a Page(s): 5 - 6 Type: Factual Diff: Easy
Rationale: This is the definition of physical development, which is one of the major topics in child development.

1.4 Development involving the ways that growth and change in intellectual capabilities influence a
person’s behavior is called
a. physical development. c. cognitive development.
b. personality development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: c Page(s): 5 - 6 Type: Factual Diff: Easy
Rationale: This is the definition of cognitive development, which is one of the major topics in child
development.

1.5 Development involving the ways that the enduring characteristics that differentiate one person from
another change over the life span is called
a. physical development. c. cognitive development.
b. personality development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: b Page(s): 5 - 6 Type: Factual Diff: Easy
Rationale: This is the definition of personality development, which is one of the major topics in child
development.
8
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.6 The way in which individuals’ interactions with others and their social relationships grow, change,
and remain stable over the course of life is called
a. physical development. c. cognitive
development b. personality development. d. social
development.

Chapter Section: An Orientation to Child Development

Answer: d Page(s): 5 - 6 Type: Factual Diff: Easy
Rationale: This is the definition of social development, which is one of the major topics in child development.

1.7 Gaby is interested in studying how social relationships of children change over the course of
development.
Gaby is interesting in studying
a. physical development. c. personality
development. b. cognitive development. d. social
development.

Chapter Section: An Orientation to Child Development

Answer: d Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: This question would be considered within social development and the social relationships of
children.

1.8 Dr. Rodriguez is conducting research on the problem-solving capacities of young children. She most
likely is interested in studying
a. physical development. c. personality development.
b. cognitive development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: b Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: This question would be considered within cognitive development, or the growth and
change in intellectual capabilities and the influence on the individual’s behavior.

1.9 Dr. Sport studies gross motor development in children; specifically, Dr. Sport is interested in how
children’s ball throwing changes over the course of development. He is interested in studying
a. physical development. c. personality development.
b. cognitive development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: a Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: This question would be considered within physical development; specifically, gross motor
skill development.

1.10 Cheyanna, a child-care provider, often wonders whether the shy children in her program will grow up
to be shy adults. Cheyanna is interested in
a. physical development. c. personality development.
b. cognitive development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: c Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: This question would be considered within personality development, including the
characteristic of shyness.

9
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1.11 Patsy, a third-grade teacher, often finds herself commenting on the improvement of fine motor skills of
the students in her classroom, especially their handwriting. She has noted that at the beginning of the
school year the children’s writing tends to be large, requiring a lot of writing space. Toward the end of
the school year, their writing tends to be smaller and requires very little writing space. Patsy is referring
to what aspect of development?
a. physical development c. personality
development b. cognitive development d. social
development

Chapter Section: An Orientation to Child Development

Answer: a Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: The skills referred to in this question represent physical development; specifically, fine motor
skills development.

1.12 Mr. Espinoza, a first-grade teacher, tells his student-teacher that when the children begin school they
seem very immature; that is, they cannot yet read, write, or do simple calculations, nor can they maintain
attention for long periods of time. However, at the end of the school year they seem more mature; that is,
they can read, write, and do simple calculations, and they can maintain attention for long periods of time.
Mr. Espinoza is referring to what aspect of development?
a. physical development c. personality
development b. cognitive development d. social
development

Chapter Section: An Orientation to Child Development

Answer: b Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: The skills referred to in this question represent cognitive development; reading, writing,
calculations, and attention all are a part of cognitive development.

1.13 Dr. Arcia studies the development of emotions. He has observed that it is not until a child is in preschool
that children develop a sense of guilt. Dr. Arcia is interested in
a. physical development. c. personality development.
b. cognitive development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: d Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: Development of emotions represents social development.

1.14 Dr. Pearson studies the patterns of aggression. Mainly, he is interested in discovering whether
aggressive toddlers grow up to be aggressive adults. He is interested in
a. physical development. c. personality
development. b. cognitive development. d. social
development.

Chapter Section: An Orientation to Child Development

Answer: c Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: Patterns of aggression represent personality development.

1.15 Dr. Love studies dating patterns; specifically, how dating has evolved over the course of history. Dr.
Love most likely studies
a. physical development. c. personality development.
b. cognitive development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: d Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: Dating patterns represent social development.
10
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.16 Allissa often goes to the park to observe children at play. She is amazed at how children of different
ages interact with each other. Allissa is interested in observing
a. physical development. c. personality
development. b. cognitive development. d. social
development.

Chapter Section: An Orientation to Child Development

Answer: d Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: The interaction of children of different ages represents social development.

1.17 Ms. Bujanos, a third-grade teacher, finds it fascinating to watch how children’s attention spans and
their ability to plan and to problem solve increase over the course of the school year. Ms. Bujanos is
observing a. physical development. c. personality development.
b. cognitive development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: b Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: Attention span and problem solving are parts of cognitive development.

1.18 Richard, a preschool teacher, believes that children who are aggressive preschoolers will become
aggressive adults. Richard is referring to ___________ development.
a. physical c. personality
b. cognitive d. social

Chapter Section: An Orientation to Child Development

Answer: c Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: Aggressive patterns over time represent personality development.

1.19 Erikah, an infant and toddler teacher, loves to watch how babies grasp objects. She has noticed that at
first babies attempt to grasp objects using their whole hand, but by the end of the first year they are able
to grasp objects with just their forefinger and thumb. Erikah is observing
a. physical development. c. personality development.
b. cognitive development. d. social development.

Chapter Section: An Orientation to Child Development

Answer: a Page(s): 5 - 6 Type: Applied Diff: Easy
Rationale: The changing ability to grasp objects represents physical development.

1.20 Professor Maldonado’s course covers infant and toddler development. This means that students
will be studying which of the following age ranges?
a. ages 6 to 12 years c. ages birth to 3 years
b. ages 12 to 20 years d. ages 3 to 6 years

Chapter Section: An Orientation to Child Development

Answer: c Page(s): 6 Type: Applied Diff: Easy
Rationale: The infant and toddler age range is birth to 3 years of age.

1.21 Entry into adolescence is dependent upon

a. the personality of the child. c. the child’s decision.
b. the cultural traditions. d. achievement of sexual maturity.

Chapter Section: An Orientation to Child Development

Answer: d Page(s): 6 Type: Factual Diff: Easy
Rationale: The start of adolescence is determined when sexual maturity is reached.

11
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.22 Mr. Moorhouse, a social worker, works with troubled adolescents by trying to find ways to keep
them in school and off the streets. What age range does Mr. Moorhouse work with?
a. ages 6 to 12 years c. ages birth to 3
years b. ages 12 to 20 years d. ages 3 to 6
years

Chapter Section: An Orientation to Child Development

Answer: b Page(s): 6 Type: Applied Diff: Easy
Rationale: Adolescence is generally considered to be a part of the 12- to 20-years age range.

1.23 Liza is the director of a preschool. She primarily works with children between what age range?
a. ages 6 to 12 years c. ages birth to 3
years b. ages 12 to 20 years d. ages 3 to 6
years

Chapter Section: An Orientation to Child Development

Answer: d Page(s): 6 Type: Applied Diff: Easy
Rationale: Preschool is generally considered to be a part of the 3- to 6-years age range.

1.24 Dr. Chen counsels children in middle childhood. She primarily sees children between which age range?
a. ages 6 to 12 years c. ages birth to 3
years b. ages 12 to 20 years d. ages 3 to 6
years

Chapter Section: An Orientation to Child Development

Answer: a Page(s): 6 Type: Applied Diff: Easy
Rationale: Middle childhood is generally considered to be a part of the 6- to 12-years age range.

1.25 Ms. Chapa is a reading specialist and tutors elementary school children between the ages of 6 to12 years.
Therefore, she works with children in
a. infancy and toddlerhood. c. middle
childhood. b. preschool. d.
adolescence.

Chapter Section: An Orientation to Child Development

Answer: c Page(s): 6 Type: Applied Diff: Easy
Rationale: Children between 6 and 12 years of age are considered to be in middle childhood.

1.26 ___________ is a biological concept that should be employed to refer to classifications based on physical
and structural characteristics of a species.
a. Ethnic group c. Ethnicity
b. Race d. Diversity

Chapter Section: Developmental Diversity

Answer: b Page(s): 7 Type: Factual Diff: Easy
Rationale: This is the definition of race.

1.27 ___________ refers to cultural background, nationality, religion, and

language. a. Race c. Ethnicity
b. Originality d. Diversity

Chapter Section: Developmental Diversity

Answer: c Page(s): 7 Type: Factual Diff: Easy
Rationale: This is the definition of ethnicity.

12
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1.28 A group of people born at around the same time in the same place is called a
___________. a. cohort c. composite
b. clique d. gang

Chapter Section: Developmental Diversity

Answer: a Page(s): 8 Type: Factual Diff: Easy
Rationale: This is the definition of a cohort.

1.29 Sara and her friends reached adolescence at the peak of AIDS awareness, and for that reason they are
more aware of how AIDS is transmitted relative to their parents’ generation. This is an example of a
a. composite. c.
cohort. b. clique. d.
gang.

Chapter Section: Developmental Diversity

Answer: c Page(s): 8 - 9 Type: Applied Diff: Moderate
Rationale: A cohort is a group of people born within the same time frame and in the same vicinity who in this
case share a common historical experience.

1.30 Sam often characterizes his grandparents’ generation as being tightfisted with money. He believes that
they have trouble spending money because they grew up during the Depression. The Depression is a
common event to this cohort and is known as a
a. sociocultural influence. c. history-graded influence.
b. common biological influence. d. non-normative life influence.

Chapter Section: Developmental Diversity

Answer: c Page(s): 8 - 9 Type: Applied Diff: Difficult
Rationale: The Depression would be considered a major social event with similar influences on members of
this particular cohort.

1.31 Sociocultural influences on a cohort include

a. ethnicity. c. wars.
b. natural disasters. d. puberty.

Chapter Section: Developmental Diversity

Answer: a Page(s): 8 - 9 Type: Factual Diff: Moderate
Rationale: Ethnicity, social class, and sub-cultural membership are all sociocultural influences on development.

1.32 Most children in the United States enter into some sort of formal education between the ages of 5 and 7
years.
This is referred to as a ___________ event.
a. special c. normative
b. cohort d. history-graded

Chapter Section: Developmental Diversity

Answer: c Page(s): 8 – 9 Type: Conceptual Diff: Moderate
Rationale: Entering formal education is something that occurs for most children in the United States
between the ages of 5 and 7. This is therefore considered a normative age-graded influence.

13
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.33 Children who lived in New York City shared both biological and environmental challenges due to the
terrorist attack on the World Trade Towers that occurred on September 11, 2001. This is an example of a
___________ event.
a. normative sociocultural-graded c. normative age-graded
b. non-normative life d. normative history-graded

Chapter Section: Developmental Diversity

Answer: d Page(s): 8 - 9 Type: Conceptual Diff: Difficult
Rationale: History-graded influences are related to a particular historical moment, i.e., the attacks on the
World Trade Center. The children living in New York City shared this event, making it a normative history-
graded influence.

1.34 Louise Brown grew up with the knowledge that she was the first person to be conceived using in
vitro fertilization. This atypical experience in Elizabeth’s life is referred to as a ___________
event.
a. normative sociocultural-graded c. normative age-graded
b. non-normative life d. normative history-graded

Chapter Section: Developmental Diversity

Answer: b Page(s): 9 Type: Applied Diff: Difficult
Rationale: This atypical event represents a non-normative life event, which is something that happens to
one person, not to the entire cohort.

1.35 The influx of immigrants from Mexico into border communities often requires school districts to actively
find ways to meet the needs of immigrant families. Specifically, many public schools are implementing
preschool programs for children with limited English proficiency in an effort to teach these children
English, so that they will be better equipped to participate in the classroom. This is an example of a
___________ event.
a. sociocultural-graded c. normative age-graded
b. non-normative life d. normative history-graded

Chapter Section: Developmental Diversity

Answer: a Page(s): 9 Type: Applied Diff: Difficult
Rationale: This represents an event for a group of individuals who are defined by ethnicity and language, one
of the factors considered by sociocultural graded influences.

1.36 Children in medieval Europe were thought of

as a. wild animals that needed to be tamed.
b. miniature, somewhat imperfect adults.
c. inconsequential individuals not worth
mentioning. d. knowledgeable and enlightened
human beings.

Chapter Section: Children: Past, Present, and Future

Answer: b Page(s): 9 Type: Factual Diff: Easy
Rationale: Based on an analysis of art from medieval Europe, children were portrayed in adult clothing, not
treated in any significant way, suggesting the belief that children were in fact thought of as miniature adults.

1.37 Childhood was not seen as a distinct, qualitatively different stage relative to adulthood during the
___________ period.
a. performationism c.
constructivism b. medieval
d. ideological

Chapter Section: Children: Past, Present, and Future

14
Copyright © 2012 Pearson Education, Inc. All rights reserved.
Answer: b Page(s): 9 Type: Factual Diff: Medium
Rationale: Based on an analysis of art from medieval Europe, children were portrayed in adult clothing, not
treated in any significant way.

15
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1.38 John Locke felt that children entered the world with no specific characteristics or personality, this is called
___.
a. noble savage c. tabula rasa
b. nature d. evolution

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 10 Type: Factual Diff: Medium
Rationale: John Locke considered a child to be a “blank slate” or tabula rasa. He believed children
entered the world with no specific characteristics or personalities.

1.39 Jean-Jacque Rousseau felt that children were born with an innate sense of right and wrong and
referred to children as ____.
a. noble savages c. tabula rasa
b. natural animals d. evolved animals

Chapter Section: Children: Past, Present, and Future

Answer: a Page(s): 10 Type: Factual Diff: Medium
Rationale: Jean-Jacque Rousseau thought of children as noble savages who were born with an innate sense of
right and wrong.

1.40 The earliest systematic study of children began with recorded observations of
children in a. artwork depicting children. c. videos about children.
b. baby biographies. d. music about children.

Chapter Section: Children: Past, Present, and Future

Answer: b Page(s): 10 Type: Factual Diff: Easy
Rationale: Baby biographies were one of the first systematic records of the observation of children. Darwin
later pioneered a more scientific observation utilizing this same tool. Artwork analysis was not systematic,
but rather retrospective interpretation.

1.41 Among the first instances in which children were methodically studied came in the
form of a. baby pictures. c. children’s literature.
b. baby biographies. d. case studies of babies.

Chapter Section: Children: Past, Present, and Future

Answer: b Page(s): 10 Type: Factual Diff: Easy
Rationale: Baby biographies were one of the first systematic records of the observation of children.

1.42 An increasing focus on childhood can be attributed in part

to a. an increase in the adult labor pool.
b. limited education for children.
c. better nutrition for children.
d. increased parent-child contact.

Chapter Section: Children: Past, Present, and Future

Answer: a Page(s): 10 Type: Factual Diff: Moderate
Rationale: As the adult labor pool increased and laws were created for the protection of children, children
were separated from adults while they attended universal school programs. All of these represent a new
focus on childhood.

16
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.43 Which one of the following people wrote a book targeting adolescence as a distinct period?
a. G. Stanley Hall. c. Leta Stetter
Hollingworth. b. Charles Darwin. d. Alfred
Binet.

Chapter Section: Children: Past, Present, and Future

Answer: a Page(s): 10 Type: Factual Diff: Difficult
Rationale: G. Stanley Hall wrote the first book that targeted adolescence as a distinct period. Leta Stetter
Hollingworth was one of the first female psychologists to focus on child development. Alfred Binet, a French
psychologist, pioneered work on children’s intelligence testing. Charles Darwin focused on baby biographies
as a way of understanding how species developed.

1.44 Which of the following people focused their efforts on children’s

intelligence? a. G. Stanley Hall. c. Leta Stetter
Hollingworth. b. Charles Darwin. d. Alfred
Binet.

Chapter Section: Children: Past, Present, and Future

Answer: d Page(s): 10 Type: Factual Diff: Difficult
Rationale: Alfred Binet, a French psychologist, pioneered work on children’s intelligence testing. G. Stanley
Hall wrote the first book that targeted adolescence as a distinct period. Leta Stetter Hollingworth was one of
the first female psychologists to focus on child development. Charles Darwin focused on baby biographies as
a way of understanding how species developed.

1.45 Which of the following people overcame prejudice against women and was one of the first
psychologists to focus on child development?
a. Hall. c. Hollingworth.
b. Darwin. d. Binet.

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 10 Type: Factual Diff: Difficult
Rationale: Leta Stetter Hollingworth was one of the first female psychologists to focus on child
development. Alfred Binet, a French psychologist, pioneered work on children’s intelligence testing. G.
Stanley Hall wrote the first book that targeted adolescence as a distinct period. Charles Darwin focused on
baby biographies as a way of understanding how species developed.

1.46 Using the normative approach, psychologists studied large numbers of children to
determine a. the nature of normal growth. c. the correct growth.
b. the variance between individual children. d. necessary sample sizes for growth.

Chapter Section: Children: Past, Present, and Future

Answer: a Page(s): 10 Type: Conceptual Diff: Moderate
Rationale: The normative approach is a method of studying large groups of children to determine the normal
(normative) growth. These established milestones for children are based on age.

1.47 The first researcher to look at adolescence as a separate period of development

was a. Alfred Binet. c. Charles Darwin.
b. G. Stanley Hall. d. Leta Stetter Hollingworth.

Chapter Section: Children: Past, Present, and Future

Answer: b Page(s): 10 Type: Factual Diff: Easy
Rationale: G. Stanley Hall wrote the first book, Adolescence (Hall, 1904/1916) that targeted adolescence
as a distinct period of development.

17
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.48 This psychologist not only pioneered work on children’s intelligence, but also investigated memory
and mental calculation.
a. Alfred Binet. c. Charles Darwin.
b. G. Stanley Hall. d. Leta Stetter Hollingworth.

Chapter Section: Children: Past, Present, and Future

Answer: a Page(s): 10 Type: Factual Diff: Moderate
Rationale: Alfred Binet, a French psychologist, developed one of the first intelligence tests for school
children in France.

1.49 Researchers who believe development is gradual, with achievements at one level building on those of
previous levels, would be characterized as ___________ theorists.
a. radical c. discontinuous
b. liberal d. continuous

Chapter Section: Children: Past, Present, and Future

Answer: d Page(s): 11 Type: Conceptual Diff: Moderate
Rationale: Continuous change is represented by gradual development in which achievements build on
those of previous levels.

1.50 Changes in height as a child ages is an example of ___________

change. a. qualitative c. continuous
b. critical period d. discontinuous

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 11 Type: Conceptual Diff: Difficult
Rationale: Continuous change is represented by gradual development in which achievements build on
those of previous levels.

1.51 Natalie believes that development proceeds gradually, or the result of __________ change, whereas
Mika believes development is stage-like, or the result of __________ change.
a. gradual; qualitative c. continuous; discontinuous
b. quantitative; qualitative d. discontinuous; continuous

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 11 Type: Applied Diff: Difficult
Rationale: Continuous change is gradual development in which the achievements at one level build on those of
previous levels. Discontinuous change is development that occurs in stages in which there is a qualitative
difference from one stage to the next.

1.52 A view that regards development as gradual, with achievements at one level building on those of
previous levels, is called
a. radical. c.
discontinuous. b. liberal.
d. continuous.

Chapter Section: Children: Past, Present, and Future

Answer: d Page(s): 11 Type: Factual Diff: Easy
Rationale: Continuous change is gradual development in which the achievements at one level build on
those of previous levels.

18
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.53 Researchers who see development as occurring in distinct steps or stages believe
change is a. radical. c. discontinuous.
b. liberal. d. continuous.

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 11 Type: Conceptual Diff: Easy
Rationale: Discontinuous change is development that occurs in stages in which there is a qualitative difference
from one stage to the next.

1.54 The absence of particular environmental influences in a(n) ___________ period is likely to
produce permanent, irreversible consequences.
a. prenatal c. plasticity
b. critical d. sensitive

Chapter Section: Children: Past, Present, and Future

Answer: b Page(s): 12 Type: Conceptual Diff: Easy
Rationale: Contrasted with a sensitive period, the critical period is one in which the absence of particular
environmental influences will produce permanent, irreversible consequences. The critical period represents the
time in development when a particular event has the greatest consequence to the developing individual.

1.55 Which of the following may be subject to sensitive periods?

a. language development c. prenatal development of
fingers/toes b. prenatal development of lungs d. color blindness

Chapter Section: Children: Past, Present, and Future

Answer: a Page(s): 12 Type: Factual Diff: Moderate
Rationale: As opposed to the rigidity of the critical periods, the sensitive period represents plasticity and
flexibility, particularly in the domains of cognitive personality and social development. That is, only language
development
can be subject to plasticity or developed later if the proper stimuli are absent during the sensitive period.

1.56 A time in development when a particular event has its greatest impact is known as a(n)
a. important period. c. critical period.
b. sensitive period. d. definitive period.

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 12 Type: Conceptual Diff: Easy
Rationale: Contrasted with a sensitive period, the critical period is one in which the absence of particular
environmental influences will produce permanent, irreversible consequences. The critical period represents the
time in development when a particular event has the greatest consequence to the developing individual.

1.57 Shirin came down with a case of rubella in the eleventh week of pregnancy. As a result, her child was
born blind. On the other hand, Sohair came down with a case of rubella in the thirtieth week of pregnancy.
As a result, her child was unaffected. Shirin’s child was exposed during a(n)
a. integral period in development. c. critical period in development.
b. sensitive period in development. d. definitive period in development.

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 12 Type: Applied Diff: Difficult
Rationale: During the critical period, the child is most vulnerable to environmental stimuli that will
produce permanent, irreversible consequences.

19
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.58 A specific time when organisms are particularly susceptible to certain kinds of stimuli in their
environments is referred to as
a. grave. c. opportune.
b. critical. d. sensitive.

Chapter Section: Children: Past, Present, and

Future
Answer: d Page(s): 12 Type: Conceptual Diff: Moderate
Rationale: As opposed to the rigidity of the critical periods, the sensitive period represents plasticity and
flexibility, particularly in the domains of cognitive personality and social development.

1.59 The degree to which a developing behavior or physical structure is modifiable is referred
to as a. plasticity. c. definitive.
b. critical. d. integral.

Chapter Section: Children: Past, Present, and

Future
Answer: a Page(s): 12 Type: Factual Diff: Easy
Rationale: Plasticity refers to the degree to which a developing behavior or physical structure is
modifiable.

1.60 The process of the predetermined unfolding of genetic information is called

___________. a. maturation c. destiny
b. aging d. maternity

Chapter Section: Children: Past, Present, and

Future
Answer: a Page(s): 12 Type: Factual Diff: Easy
Rationale: Maturation is defined as the process of the predetermined unfolding of genetic
information.

1.61 The nature-versus-nurture debate with regard to intelligence is complicated because genetically
determined traits have both ____ and ____ impacts on children’s behaviors and resulting
environments.
a. social; economic c. positive;
neutral b. direct; indirect d.
negative; neutral

Chapter Section: Children: Past, Present, and

Future
Answer: b Page(s): 12 - 13 Type: Factual Diff: Medium
Rationale: The effects of nature may play out such that a genetic predisposition shapes how the parents and
others treat the child creating both direct and indirect impacts on a child’s outcomes.

1.62 Ultimately, we should consider the two sides of the nature-nurture issue
as a. opposite ends of a continuum. c. equals.
b. no longer being relevant. d. no longer being practical.

Chapter Section: Children: Past, Present, and

Future
Answer: a Page(s): 12 - 13 Type: Conceptual Diff: Moderate
Rationale: A continuum can be established between nature (genetic, innate characteristics) and nurture (which
relies on environment and experiences). While each of these represents the two ends of the continuum, most
behaviors will fall between them.

20
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.63 Dr. Del Bosque’s research on programs designed to assist at-risk children in overcoming the effects on
intelligence by poverty suggests that these programs are successful and therefore should be expanded. Dr.
Del Bosque would most likely take the position that development is largely due to ____.
a. nature c. critical period exposures
b. destiny d. nurture

Chapter Section: Children: Past, Present, and

Future
Answer: d Page(s): 12 - 13 Type: Applied Diff: Difficult
Rationale: Nurture, the influence of environment and experience, is represented by the children’s
participation in the program.

21
Copyright © 2012 Pearson Education, Inc. All rights reserved.
1.64 Dr. Farahmand believes that development is primarily due to nurture; therefore, he would support which
of the following programs?
a. potential parents being genetically screened for traits that might be detrimental
b. prenatal screening for genetic
defects c. preschool programs for all
children
d. parents’ test scores being used to admit biological children into elite preschools

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 12 - 13 Type: Conceptual Diff: Difficult
Rationale: Nurture represents the environment and experience. All of these represent environmental
interventions that will encourage experiences, except prenatal screening. Looking for genetic defects
represents a nature stance.

1.65 Catarino, an infant and toddler teacher, has developed an intervention program aimed at teaching
physically delayed infants and toddlers motor skills. Catarino most likely believes that development is
mostly
a. the result of nature.
b. the result of
genes. c. stable.
d. the result of nurture.

Chapter Section: Children: Past, Present, and Future

Answer: d Page(s):12 - 13 Type: Applied Diff: Moderate
Rationale: Nurture represents the environment and experience. The use of strategies that will work on motor
skills represents a nurture stance.

1.66 Research that supports the view that children’s intelligence is mostly due to the genes that children
inherit from their parents implies that this development is primarily the result of
a. nature. c. continuous change.
b. nurture. d. discontinuous change.

Chapter Section: Children: Past, Present, and Future

Answer: a Page(s): 12 - 13 Type: Conceptual Diff: Moderate
Rationale: The nature stance implies that intelligence is inherited and not a byproduct of
environment or experiences.

1.67 When considering the origins of violence, psychologists with a ___________ stance suggest that
violence is linked with early maltreatment of children; psychologists with a ___________ stance look at
hormonal influences on violent behavior.
a. nature; nature c. nature;
nurture b. nurture; nurture d.
nurture; nature

Chapter Section: From Research to Practice: Preventing Violence in Children

Answer: d Page(s): 12 - 14 Type: Applied Diff: Difficult
Rationale: Psychologists with the nurture stance believe that behavior is the result of the environment
and experience. Psychologists with the nature stance believe that behavior is the result of heredity and
hormonal influences. Most psychologists support a stance that incorporates both sides of this issue.

1.68 When evaluating recommendations and suggestions regarding child development questions, consumers
must a. assume that the majority is likely to be right.

22
Copyright © 2012 Pearson Education, Inc. All rights reserved.
 b. ignore cultural context, if the advice is good it will apply
universally. c. understand the difference between anecdotal and
scientific evidence.
d. consider whether the advice is given by someone who has children of their own.

Chapter Section: Children: Past, Present, and Future

Answer: c Page(s): 15 Type: Applied Diff: Moderate
Rationale: In addition to these three recommendations, individuals should also consider cultural context and
should carefully examine all evidence carefully.

23
Copyright © 2012 Pearson Education, Inc. All rights reserved.
True/False Questions

1.69 Topical areas of child development are confined to particular age ranges that are encompassed in the
field of child development.

Chapter Section: An Orientation to Child Development

Answer: False Page(s): 5-6 Type: Factual Diff: Easy

1.70 A researcher interested in the attachment process and the relationship between infants and their
primary caregiver is focusing on cognitive development.

Chapter Section: An Orientation to Child Development

Answer: False Page(s): 5-6 Type: Conceptual Diff: Moderate

1.71 A teacher reading a report on a child’s problem-solving skills, attention and short term memory is
focusing on the child’s cognitive development.

Chapter Section: An Orientation to Child Development

Answer: True Page(s): 5 - 6 Type: Applied Diff: Moderate

1.72 Mr. Jones teaches math to 10-year-old students; therefore, Mr. Jones works with adolescent students.

Chapter Section: An Orientation to Child Development

Answer: False Page(s): 5 - 6 Type: Applied Diff: Moderate

1.73 A researcher interested in the nutritional intake of children that are clinically obese is interested in
physical development.

Chapter Section: An Orientation to Child Development

Answer: True Page(s): 5 - 6 Type: Applied Diff: Moderate

1.74 Mrs. Jones provides play therapy for 4-year-olds with emotional difficulties; therefore, Mrs. Jones works
with preschoolers.

Chapter Section: An Orientation to Child Development

Answer: True Pages: 5 - 6 Type: Applied Diff: Moderate

1.75 A group of people born at around the same time and place is called a cohort.

Chapter Section: An Orientation to Child Development

Answer: True Page(s): 8 Type: Factual Diff: Easy

1.76 English philosopher, John Locke believed children were born with an innate sense of right and wrong
and morality.

Chapter Section: Children: Past, Present, and Future

Answer: False Page(s): 10 Type: Conceptual Diff: Difficult

1.77 Baby biographies were one of the first examples in which children were methodically studied.

Chapter Section: Children: Past, Present, and Future

24
Copyright © 2012 Pearson Education, Inc. All rights reserved.
Answer: True Page(s): 10 Type: Factual Diff: Easy

1.78 A researcher focusing solely on the infancy period is taking a life span approach to development.

Chapter Section: Children: Past, Present, and Future

Answer: False Page(s): 11 Type: Applied Diff: Moderate

1.79 Continuous change refers to change that takes place in distinct stages or steps.

Chapter Section: Children: Past, Present, and Future

Answer: False Page(s): 11 Type: Conceptual Diff: Moderate

1.80 Discontinuous change focuses on one level building on the previous level.

Chapter Section: Children: Past, Present, and Future

Answer: True Page(s): 11 Type: Conceptual Diff: Moderate

1.81 During a sensitive period, organisms are not particularly susceptible to certain kinds of stimuli in
the environment.
Chapter Section: Children: Past, Present, and Future
Answer: False Page(s) 12 Type: Conceptual Diff: Difficult

1.82 Plasticity refers to the idea that development is modifiable.

Chapter Section: Children: Past, Present, and Future

Answer: True Page(s): 12 Type: Factual Diff: Difficult

1.83 Researchers in the field of child development believe that our genetic traits are solely responsible for
our development.

Chapter Section: Children: Past, Present, and Future

Answer: False Page(s): 13 Type: Conceptual Diff: Moderate

20
Copyright © 2012 Pearson Education, Inc. All rights reserved.
Short Answer Questions

1.84 Identify and describe the three topical areas of child development.

Chapter Section: An Orientation to Child Development

Page(s): 5 Type: Factual Diff: Easy
Answer: A good answer would include the following key points:
• The field of child development includes three major topical areas. These are physical
development, cognitive development, and social and personality development.
• Physical development examines the ways in which the body’s makeup – the brain, nervous
system, muscles and senses, and the need for food, drink and sleep – helps determine behavior.
• Cognitive development involves the ways that growth and change in intellectual
capabilities influence a person’s behavior.
• Personality development involves the ways that the enduring characteristics differentiate one
person from another. Social development focuses on the ways in which individual’s interactions
with others and their social relationships grow, change, and remain stable over the life-span.

1.85 Identify the specific age categories child developmentalists typically examine.

Chapter Section: An Orientation to Child Development

Page(s): 6 - 7 Type: Factual Diff: Easy
Answer: A good answer would include the following key points:
• The prenatal period (conception – birth)
• Infant and toddlerhood (birth–age 3)
• Preschool period (3–6 years)
• Middle Childhood (6–12 years)
• Adolescence (12–20 years)

1.86 Describe the following influences on development: history-graded influences, age-graded

influences, sociocultural-graded influences and non-normative influences.

Chapter Section: An Orientation to Child Development

Page(s): 8 - 9 Type: Conceptual Diff: Difficult
Answer: A good answer would include the following key points:
• History-graded influences are biological and environmental influences associated with a
particular historical movement.
• Age-graded influences are biological and environmental influences that are similar for
individuals in a particular age group, regardless of when and where they are raised.
• Sociocultural-graded influences include ethnicity, social class, subcultural membership, and
other factors.
• Non-normative life events are specific, atypical events that occur in a particular person’s life
at a time when such events do not happen to most people.

21
Copyright © 2012 Pearson Education, Inc. All rights reserved.
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 Oro supplex, et acclinis;
Cor contritum quasi cinis,
Gere curam mei finis.

“Our father, which art in heaven.”

Lacrymosa dies illa

Qua resurget ex favilla.

“Hallowed be thy name.”

Judicandus homo reus.

Huic ergo parce Deus.

“Amen.”

We buried Anne, and upon the tablet which marks the place
where she is laid I caused to be cut her last words—“We shall spring
upward from the ground, winged, and with a power which will bear
us swiftly to the throne which endureth forever and forever.”
 THE DESERTED.
———
BY MISS MATTIE GRIFFITH.
———

Why didst thou leave me thus? Had memory

No chain to bind thee to me, lone and wrecked
In spirit as I am? Was there no spell
Of power in my deep, yearning love to stir
The sleeping fountain of thy soul, and keep
My image trembling there? Is there no charm
In strong and high devotion such as mine
To win thee to my side once more? Must I
Be cast forever off for brighter forms
And gayer smiles? Alas! I love thee still.
Love will not, cannot perish in my heart—
’Twill linger there forever. Even now
In our own dear, sweet sunset time, the hour
Of passion’s unforgotten tryst, I hush
The raging tumult of my soul, and still
The fierce strife in my lonely breast where pride
Is fiercely struggling for control. Each hue
Of purple, gold and crimson that flits o’er
The western sky recalls some by-gone joy,
That we have shared together, and my soul
Is love’s and memory’s.
As here I sit
In loneliness, the thought comes o’er my heart
How side by side in moonlight eves, while soft
The rose-winged hours were flitting by, we stood
Beside that clear and gently-murmuring fount
O’erhung with wild and blooming vines, and felt
The spirit of a holy love bedew
Our hearts’ own budding blossoms. There I drank
The wild, o’ermastering tide of eloquence
That flowed from thy o’erwrought and burning soul.
There thou didst twine a wreath of sweetest flowers
To shine amid my dark brown locks, and now
Beside me lies a bud, the little bud
Thou gav’st me in the glad, bright summer-time,
Telling me ’twas the emblem of a hope
That soon would burst to glorious life within
Our spirit’s garden. The poor fragile bud
Is now all pale and withered, and the hope
Is faded in my lonely breast, and cast
Forever forth from thine.
They tell me, too,
My brow and cheek are very pale—Alas!
There is no more a spirit-fire within
To light it with the olden glow. Life’s dreams
And visions all have died within my soul,
And I am sad and lone and desolate;
And yet at times, when I behold thee near,
A something like the dear old feeling stirs
Within my breast, and wakens from the tomb
Of withered memories one pale, pale rose,
To bloom a moment there, and cast around
Its sweet and gentle fragrance, but anon
It vanishes away, as if it were
A mockery, the spectre of a flower;
I quell my struggling sighs and wear a smile;
But, ah! that smile, more eloquent than sighs
Tells of a broken heart.
’Tis said that thou
Dost ever shine the gayest ’mid the gay,
That loudest rings thy laugh in festive halls,
That in the dance, with lips all wreathed in smiles,
Thou whisperest love’s delicious flatteries;
And if my name is spoken, a light sneer
Is all thy comment. Yet, proud man, I know
Beneath thy hollow mask of recklessness
Thy conscious heart still beats as true to me
As in the happy eves long past. Ah! once,
In night’s still hour, when I went forth to weep
Beneath our favorite tree, whose giant arms
Seemed stretched out to protect the lonely girl,
I marked a figure stealing thence away,
And my poor heart beat quick; for oh! I saw,
Despite the closely-muffled cloak, ’twas thou
Then, then I knew that thou in secrecy
Had’st sought that spot, like me, to muse and weep
O’er blighted memories. Thou art, like me,
In heart a mourner. In thy solitude,
When mortal eyes behold thee not, wild sighs
Convulse thy bosom, and thy hot tears fall
Like burning rain. Oh! ’twas thy hand that dealt
The blow to both our hearts. I well could bear
My own fierce sufferings, but thus to feel
That thou, in all thy manhood’s glorious strength
Dost bear a deep and voiceless agony,
Lies on my spirit with the dull, cold weight
Of death. I see thee in my tortured dreams,
And even with a smile upon thy lip,
But a keen arrow quivering deep within
Thy throbbing, bleeding heart. Go, thou may’st wed
Another; but beside the altar dark
My mournful form will stand, and when thou see’st
The wreath of orange blossoms on her brow,
Oh! it will seem a fiery scorpion coiled
Wildly around thine own.
I’m dying now;
Life’s sands are failing fast, the silver cord
Is loosed and broken, and the golden bowl
Is shattered at the fount. My sun has set,
And dismal clouds hang o’er me; but afar
I see the glorious realm of Paradise,
And by its cooling fountains, and beneath
Its holy shades of palm, my soul will wash
Away its earthly stains, and learn to dream
Of heavenly joys. Farewell! despite thy cold
Desertion, I will leave my angel home,
Each gentle eve, at our own hour of tryst,
To hold my vigils o’er thy pilgrimage,
And with my spirit’s-pinion I will fan
Thy aching brow, and by a holy spell,
That I may learn in Heaven, will charm away
All evil thoughts and passions from thy breast,
And calm the raging tumult of thy soul.
 THE LOST DEED.
A LEGEND OF OLD SALEM.

———
BY E. D. ELIOT.
———

(Concluded from page 195.)

Mr. Fayerweather and Madam were seated at breakfast before a

blazing fire, one very cold morning in January. John had already
finished, and had gone to Mr. Wendell’s office, in which he was
studying his profession. Vi’let following Scipio, who had entered with
some warm toast, came up to the table and said—
“It’s a terrible cold morning, Misser Fayerweather—I ’spect
Primus han’t got no wood—he’d only jist three sticks yesterday; he’s
sick with the rheumatis, too—mayn’t Scip carry him over some?”
This meant not wholly for the benefit of Primus, but also as a
wholesome discipline of Scip himself, whose health Vi’let thought in
danger for want of exercise. Scip glouted at her but did not dare
speak.
“Yes, carry him over a good load Scipio, the moment you have
swallowed your breakfast. Such a morning as this without wood.”
Madam added—“And you shall carry him some stores to make
him comfortable. That makes me think of poor Cluff—I am afraid he
is out of every thing by this time—he must have suffered last night. I
ought to have seen to him before—poor creature! how could I have
neglected him so? I might have known it was coming on cold, from
its being so warm yesterday.”
Mr. Fayerweather endeavored to persuade her that Cluff could
scarcely have consumed the provisions she sent him on Christmas,
but she continued to reproach herself until he told her that he was
obliged to go out in the sleigh as soon as breakfast was over, and
that he would go down himself and see that the old man was
comfortable and was well taken care of.
The worthy gentleman finished his meal and the sleigh was
ordered out, but the hard cough of the old horse as the cutting air
struck him on being led out of his warm stable, reached his kind
master’s ear and found its way to his heart.
“Poor old Moses!” he said, “it would be hard to take you out such
a day as this, it might be your death—I’ll walk. I shall be all the
better for it.” So saying, he lost no time in hurrying on his
roquelaure, and set out on a brisk pace, to avoid the expostulations
of his wife, who had gone to look out some flannels to send Primus.
As he passed by Mr. Wendell’s, his niece having seen him from the
window, was at the door to accost him.
“Why, uncle! where are you going this bitter morning? Do come
in.”
“Don’t stop me now, child, I’m in haste; perhaps I’ll drop in as I
come back,” he said; then as he shook his finger at little Will, who
was hanging on his mother’s apron, he gave them both a look so
brimful of kindness and affection and something beyond both, as
went to her very heart. That look Amy never forgot.
The cold was intense, but Mr. Fayerweather proceeded on his
way. The air felt like solid ice to his face, where it was not entirely
muffled with the roquelaure, the cape of which was soon thickly
frosted with his breath. Some shivering, blue-nosed school-boys
made their manners as they passed. “Run quick, my boys,” he said,
“or old Jack Frost will have fast hold of you. See that you keep a
warm school-room to-day.” A pipkin of water was thrown after them
from a shop door—it was that of Nanny Boynton’s new residence—it
froze as it fell, and rattled like pebbles on the snowy crust. When he
reached the market-place (it was not a market-day,) one solitary
load of wood was on the stand. As Mr. Fayerweather came up, the
patient beasts which drew it, turned up their broad faces and looked
wistfully at him beneath the wreaths of snow formed by their breath
as it issued from their nostrils. The owner was thrashing himself very
energetically with his arms, to induce a sensation of warmth. Mr.
Fayerweather bought the wood and told the man to carry it up to his
house and tell madam he sent him, this being tantamount with
telling him to go and make himself comfortable by a good fire, with
a good luncheon for himself and his cattle. Mr. Fayerweather then
proceeded on his way. Dr. Holly’s thermometer stood at 18 below 0.
The table was laid for dinner when he returned home. His wife
met him with as severe reproaches as she knew how to frame, for
walking out on such a day.
“Don’t scold, my dear,” he replied, good-humoredly, “you are
growing a perfect shrew, I declare. If you take to scolding, I shall
certainly take to drinking. I am going to take some brandy now.”
Then he went to the buffet, and taking from a liquor chest which
stood in the lower part of it, a case-bottle of brandy, that had
reposed there undisturbed, time out of mind, and unstopping it, he
continued:
“I found Cluff very comfortable, in no want of any thing. I went
to two or three other places, but hadn’t time to call and see Judith
as I intended—but let us have dinner, for my walk has made me so
hungry I could eat a trooper, horse and all.”
Madam went into the kitchen herself to hasten in dinner. She
remained a moment, to see Vi’let dish up the turkey, and was, with
her own hands, adding more spice to the gravy, when the sound of
some heavy body falling, hurried her back to the parlor, followed by
all four servants. She found her husband extended on the floor. She
flew to assist him, supposing he had been tripped up accidentally by
the carpet, but he was without sense or motion. “Quick, run for the
doctor, Scip, he’s faint;” and madam took the sal volatile from her
pocket to apply to his nostrils. Vi’let looked at him and felt his pulse,
then clasping her hands, exclaimed—
“God Almighty, mistress!” She suddenly checked herself, and told
Flora and Peter to run for Mrs. Wendell and Madam Brinley.
 Dr. Holly on his arrival found madam in strong convulsions,
requiring both her sister and niece to hold her, while Mr. Wendell and
John, assisted by Vi’let, were endeavoring to revive Mr.
Fayerweather, who was still on the floor. On examining him
attentively, the Doctor shook his head hopelessly, but made an
immediate attempt to take blood from the arm. It was in vain—Mr.
Fayerweather was dead. His death, Dr. Holly gave it as his opinion,
was accelerated by exposure to the cold and the long walk, the
disease being a hardening of vessels about the heart; adding that if
he could have taken the brandy (which stood on the table in a
tumbler, apparently untasted,) it might have saved him. The grief of
the family and friends of the excellent man may be imagined, but
cannot be dwelt upon here.
The funeral was the longest that ever had been known in Salem,
for never was any inhabitant of it more beloved and respected. As
soon as madam was sufficiently composed, after the funeral, the
ebony cabinet was searched and a will was found, dated the day
before George’s departure. It gave the widow the homestead, which
had become very valuable, together with the whole of the property
she had brought; after several bequests, a large one to Mr. and Mrs.
Wendell jointly, the remainder of the property was divided between
the two sons. Mr. Wendell was named as executor. The estate was
perfectly clear and unincumbered and little time was requisite to
settle it.
A few weeks subsequent to the funeral of Mr. Fayerweather, the
inhabitants of Salem were called together by an alarm of fire; an
occurrence so very unusual as well as alarming, that it caused a
great stir and commotion in the quiet and orderly town. The fire
broke out in the office of the Register of Deeds, but was soon put
out, doing, as was at first supposed, but little damage. Upon
examination, however, it was discovered that several books of
valuable records were destroyed, and others much injured. Mr.
Wendell having ascertained that the one containing the copy of the
Boynton quit-claim of the Fayerweather property was among the
burnt, as well as that of a date many years prior, thought best to
lose no time in having these important documents newly registered.
Accordingly he looked into the cabinet, which had been put into his
possession, for the originals.
Upon a thorough search with John Fayerweather, no trace of
these papers was to be found in the cabinet; nor, to the
astonishment and consternation of both, in any desk, trunk, drawer
or closet in the premises of the deceased. The only conjecture
madam or John could form in regard to the disappearance of these
papers was, that either through accident or mistake, they had been
left in their original place of deposit, and were now in the elder son’s
possession in the little trunk. In the first vessel which sailed for
London, therefore, intelligence was dispatched to Mr. Haliburton of
the melancholy death of his old friend, and of the missing papers,
that he might find means to convey notice to George, sooner than
could be done from Salem.
The destruction of the records came to the knowledge of Jemmy
Boynton as soon as to that of Mr. Wendell, and the delay of the
latter to have the deeds recorded anew, did not escape her notice.
Jemmy was ever on the alert to seize upon every circumstance
which might possibly involve the risk or loss of property to others, in
the well-grounded hope, which he rarely failed to realize, of in some
way or other turning it to his own benefit. Accordingly the old fox
was not slow to suspect some substantial reason for such delay or
apparent neglect on the part of so careful a man of business as Mr.
Wendell was well-known to be, and he did not stop till he had found
out the true cause. To arrive at certainty, he thought it would be
best to make a visit of condolence to the widow, judging from her
well-known simplicity, she would give him all the information he
desired. And he was not mistaken.
He took care to make his visit at a time when he felt pretty sure
Madam Fayerweather would be alone. It was on a fine morning in
June that Jemmy sallied forth. He had dressed himself in the best his
wardrobe afforded; a suit of fine claret-colored broadcloth, which
had been left in pawn to him years before by a needy French
prisoner on his parole, and which had never been redeemed; a white
satin waistcoat, grown somewhat yellow with age, and white silk
hose with gold clocks, fitting tight to his spindle legs; all belonging to
the same pledge. Possibly the finery of the jaunty Frenchman might
have inspired him with some undefined notions of gallantry; for
Jemmy was going to make a call upon a rich widow just six months
in weeds. But if any airy visions fluttered about his heart and
occasioned the smirk upon his withered physiognomy as he bent his
way to her house, they were speedily put to flight on entering the
parlor of madam, who manifested such unqualified discomfiture on
seeing him, that the compliment which he had been framing during
his walk, perished before its birth, and he felt called upon to account
for his visit by the phrase of condolence he had previously conned
over with much care.
“Madam, I come to condole with you on your bereavement
—’twas a sorrowful bereavement.”
The tears came into the eyes of the widowed lady, but she felt so
much relieved at finding Jemmy was not come to demand
possession of the estate, as she at first had supposed, but was only
making a friendly call in kindness, that it was not in her nature to
take it otherwise than kindly. Her countenance resumed its usual
benevolent expression, though much saddened of late, as she
thanked him and inquired after “Miss Nancy’s health.”
“Thank ye kindly, madam, Nanny’s but poorly with the rheumatis;
she sends her humble sarvice to you, and hope I see you well.” Then
Jemmy proceeded in his most insinuating manner, to ask if there
was nothing that he or Nanny could do to “sarve” her, and really
appeared so friendly, that madam was taken by surprise, and out the
secret came; for she thought it would be a fine opportunity to ask
him for a new quit-claim of the whole property, which, from the
great good-will he manifested, she could not doubt he would readily
give.
His object so fully attained, Jemmy, in his elation became airy,
and at length quite softened to the tender. Placing his brown
forepaws upon his knees, he looked down upon his golden clocks,
which he thought had helped him to win the day, and evading
madam’s request, he turned the subject to her husband’s death.
“Your worthy spouse, madam, died of an arterplax, (apoplexy?) I
take it—a-a-hm—well.” The compliment was now revived. “A fat
sorrow is better than a lean one—he’s left you well to do in the
world, and sich a parsonable woman as you will find enough ready
to supply his place.”
The smirk which had been frightened away on his entrance,
again returned to adorn his lanthern jaws, giving Madam
Fayerweather, in indignant amazement, some reason to imagine he
contemplated offering himself as a candidate for the place he
alluded to, with small doubts of being a favored one. She rose, and
all the Borland blood mounted to her face. The bell-rope was jerked
with a violence wholly unnecessary, for Scipio made his appearance
before the bell could sound in the kitchen; he and Vi’let having, on
Jemmy’s first entrance, stationed themselves in the passage
between the parlor and kitchen, and had heard through the keyhole
all which had passed. The guest, however, thought good to make a
precipitate retreat without waiting for the ceremony of being shown
the door. As he passed by the side-gate, Vi’let stood ready to salute
him with a ladleful of some liquid, taken from a kettle on the kitchen
hearth, which all the plates and dishes, as they had come from the
table, had passed through to restore them to their native purity,
leaving behind them their impurities floating on the top; and as the
rich compound splashed over the skirts of his coat and his silken
hose, with gold clocks, she cried after him:
“You want to take Misser Fayerweather’s place, do ye! ye old
skinflint—well, see how you like a sup of Vi’let’s broth.”
Stung with his unceremonious dismission; his legs smarting with
the scalding liquor, Vi’let’s insult was more than he could bear.
Turning round in a rage, he called out, doubling up his fist and
shaking it at her—
“Tell your proud jade of a mistress she wont hold her head so
high long, on other people’s ground! And as for you! ye nigger”—he
made use of an epithet which would not appear polite here—“I’ll
have you up to the whipping-post!”
Vi’let answered him with a scornful laugh, as she slammed the
gate after him. Poor madam was overwhelmed with mortification
and chagrin at her own folly, of which she was fully sensible as soon
as she had committed herself.
As Jemmy proceeded home, his keen sense of indignity wore off
in the exulting thought of vengeance in full prospect. He and his
precious sister, however, had one great drawback to their
satisfaction; the necessity of opening their purse-strings sufficiently
wide to draw therefrom a fee large enough to induce any man of the
law to undertake the case against Mr. Wendell, who was regarded
throughout the province as the head of the profession. But a lawyer
was at length found at the distance of twenty miles, who was willing
to engage in the cause for a moderate share of the profits, if
successful, and to lose his fee if not; and the trial was prepared to
come on at the annual November court.
It occasioned a great sensation at the bar, from the amount of
property involved, and the respective characters of the plaintiffs and
defendant; the latter being Mr. Wendell, as executor to the
deceased. He determined to plead the cause himself, assisted by a
friend as junior counsel. At the first trial, little difficulty was found in
having it postponed a year, to give time to hear from Captain
Fayerweather; much to the disappointment of the plaintiffs.
The most intense anxiety was now felt by the Fayerweather
family, and all connected with it, to hear from George; but as it was
known he was to embark from Europe on a voyage of discovery in
the South sea, small hopes were entertained of receiving letters
from him for many months.
To return to a more pleasing subject—Judith was the darling of
all. As her character became more matured with her person, both
increased in loveliness, and both received a new charm from the
cultivation of her intellect, which proved of no common order.
George’s presents to her were chiefly of books; for though his active
life prevented him from being a great reader himself, the whole
atmosphere in which he had been born and educated, the circle of
which he was the pride when at home, being intelligent, he was
anxious that deficiency in this point should not be found in Judith.
No deficiency of any kind, however, was discovered in her by his
family. John regarded her with an affection scarcely less than
George’s; and though the idea of supplanting his brother, or of
Judith’s ever being more to him than a sister, never crossed his
mind, he formed no other attachment.
Captain Stimpson, now grown somewhat stiff in his limbs, gave
up his lookout in the cupola to Judith, and was at some expense to
have it fitted up for her with cushions and curtains, and a spy-glass
for her particular use. Her sleeping apartment opened directly at the
foot of the stairs which led to it; and here with her books and her
Eolian harp, she passed all the time which she felt to be exclusively
her own. Her prospect was that of the harbor, opening into the
ocean, under every aspect a noble one—with Baker’s island, and its
light-house in the distance, on one side, and several hamlets at
different distances on the other; the town, with its then few streets
and scattered dwellings, and the level country beyond. The view
offered little of the beautiful, the romantic or the picturesque; but all
that was wanting its fair beholder’s imagination could supply; and it
may be questioned whether a view of the bay of Naples even, with
all its magnificence of scenery, could give rise to conceptions of
more beauty in some minds, than were formed in Judith’s by the
ordinary one of Salem harbor.
Time went on, and it was now near the end of the summer
preceding the November, when the cause was to come on at the
Ipswich court. Letters had twice been received from Captain
Fayerweather, but of a date prior to his leaving Europe, and arrivals
were looked for every day, which were expected to bring answers to
the information that had been dispatched to him of all which had
occurred to his family since his departure. One fine evening, Judith,
having finished all her domestic tasks for the day, below stairs,
ascended to her observatory, thinking she should not be missed; her
father having set out on his daily visit to the rope-walk—en amateur,
for the captain had retired from business—her grandfather was
quietly reposing in his chair, and her mother holding sweet
communion with her dearly beloved Nanny Dennis—Mrs. Brayton.
On reaching her airy retreat, the fair maiden took the spy-glass,
and adjusting its tube, strained her vision over the ocean, hoping to
espy the mast of some vessel coming into port. In vain—the curve of
the wide horizon was unbroken even by a speck. A gentle sigh
escaped her as she spoke; “Not yet; well, it must come before long.”
She then took her book, and was soon luxuriating in the fairy-land of
poetry. From time to time her eyes wandered from the page, to cast
themselves over the expanse of waters before her, glowing beneath
the sky of twilight, and scarcely dimpled by a breath of wind, as the
tide still advanced to fill the broad basin, and broke in low ripples on
its now brimming edge.
Darkness at length came on, and being no longer able to
distinguish its characters, she laid aside her book, and turned her
eyes and thoughts to the scene without. Insensibly almost to herself,
her ideas arranged themselves in measure, and she repeated in a
low whisper:

“The winds have folded their tired wings

And sunk in their caves to rest;
The Evening falls, for Day is gone
Far down in the purple West.”

She stopped, feeling almost like a culprit detected in some

flagrant misdemeanor; but as new images rose in her mind
unbidden, and seemed to plead for a permanent existence, she
continued,

“And yonder the star of Evening gems

The brow of the pale young Moon
That journeys on in sadness and tears,
To finish her course so soon.”
 Gathering courage, she proceeded:

“She’s gone—and deep the falling shades

Close over the quiet plain;
While shore and hamlet, and grove and field,
Resign them to Night’s calm reign.”

Thinking whether she should ever dare confess her enormity to

George, she went on:

“The ocean’s dark breast is dimly seen

By the stars as they glimmer near,
Where the waves dash low—while a far-off roar
From the distant beach[6] I hear.

A spark from yon low isle in the East,

Now twinkles across the bay!
And now it steadily flames, to guide
The mariner on his way.

Oh, dear to me is thy distant beam!

Lone dweller of the night waves.”—

“Judy! Judy!” roared her father’s voice, “come down directly!—

here’s letters from Captain Fayerweather.”
She sprang, and was down stairs, almost before the last syllable
had left her father’s lips. He stood with the packet in his hand, which
he told her came by the way of Beverly. On carrying it to the light, it
was discovered to be directed to John Fayerweather. Judith felt
something a little like disappointment, though she had no reason to
expect it would be directed to herself. “But how was she to get her
own letter to-night—if there was one for her.” This, if not on her lips,
was in her thought.
Her father took the packet from her hand; “Here, I’ll take it up in
town myself; I should like to be the one to give it to them, and you
shall have your own letter to-night.” Without waiting for an answer,
off he set, and his sturdy stump—stump—stump, was heard the
whole length of the street, until he turned the corner. Judith almost
quarreled with the feeling of delicacy which had forbade her
accompanying him.
The town clock struck ten as Captain Stimpson reached Paved
street, and with a louder and quicker stump—stump—stump, he
hastened on. Just before he reached the Fayerweather mansion, he
met Mr. and Mrs. Wendell coming from thence, and on learning his
errand, they turned back with him. The eagerness with which John
seized the packet, and the beating of the heart which all felt as they
gathered round him while he opened it, may be readily imagined. It
contained but two letters, his own and one to Judith. He handed the
latter to her father, who immediately departed with it.
The first opening of John’s letter proved a bitter disappointment
to all, for the date was only a week subsequent to that of the
packet, which had been last received. In that one George had not
written to his brother, and to supply the omission, he appeared to
have seized upon another opportunity which occurred directly after,
by a different route. This letter was a very long one, and bore marks
of the strong affection which subsisted between the two brothers.
One passage in it, however, had a strong negative bearing upon the
lost papers. It ran thus: “My father’s little trunk, which I took with
me, to hold the letters I expected to receive from home, is still
empty; not one have I received since I left Salem.” This, Mr. Wendell
said, was prima facie evidence that the deeds were not in their
original place of deposite.
The next morning another thorough search was made, which
proved as fruitless as the preceding ones, leaving Mr. Wendell and
John in a state of perplexity scarcely to be imagined; the former,
however, resisting all internal misgivings as to the final issue of the
cause, and maintaining his conviction that the papers would be
found in time to be produced on the trial. Captain Fayerweather was
not expected home until the next spring. Throughout the whole
affair his mother had discovered a strength of mind scarcely
expected from her, and assisted in all the researches with great
energy. A spirit had been roused in her by Boynton’s insult, as she
felt it, which proved a radical cure for all disorders on her nerves;
she never had a fit of hysterics after.
The autumn advanced, but brought no new arrivals. November
came, the court sat at Ipswich, and the cause of Boynton versus
Wendell was third on the list. The anxiety of all concerned may be
imagined. It would scarcely be supposed that at this time an object
could exist of sufficient interest to divert, for a moment, the
thoughts of Madam and John from the issue of this trial, which
might, and the probability was now strong that it would, drive them
from the home of their happiest days, with the loss of an estate, half
of which had been twice paid for. Such an object was, however,
found in old Jaco. He had been declining for some time, and all the
care of the family had been directed to keeping him alive until his
master’s return. As the weather grew colder, Vi’let had been
prevailed upon to allow him to stay in the kitchen; and much
softened in her nature by her master’s decease, she made a bed for
him behind the settle, and gave him warm milk several times a day
with her own hand, without once debating the question of his having
a soul, and the sinfulness of making him comfortable, if he had not,
as she might have done years agone.
One afternoon, some days before the cause was to be tried, John
received a hurried note from Mr. Wendell, who was at Ipswich on
business; the note was dated the day before, and expressed some
fears, which he had never allowed to appear before, as to the issue
of the trial. “His hopes,” the note said, “still predominated, but he
thought it would be best for John not to allow his mother to be
buoyed up by them, but to endeavor to prepare her for the worst.”
The student, with a heavy heart, left the office and went home to
seek his mother. He felt relieved on finding she had lain down after
dinner, and had at length fallen asleep, after having passed several
wakeful nights. He would not awaken her, but went out to see old
Jaco.
The poor brute lay panting, and was now evidently drawing near
his end. At John’s approach he turned his head toward him, feebly
wagged his tail, and gave a low whine. After a while he rose on his
feet, and staggered to the door, which John opening, the dog made
out to reach the middle of the yard, when he fell and lay gasping.
His master bent over him, and gently patting him, spoke soothingly;
at which Jaco opened his eyes and made a feeble attempt to lick the
kind hand which caressed him. At this instant a light breeze swept
by; and as John felt it wave the hair on his brow and flutter for a
moment on his cheek with the feeling of the balmy spring, it was
singularly associated with recollections of his brother, whose image it
brought to his side with all the vividness of reality. As, like a light
breath, it passed to Jaco, the dying animal started suddenly and
rose on his haunches, snuffed eagerly in the air three times—
stopped—then gave one long-protracted howl, when he fell, quietly
stretched himself out to his full length—and poor Jaco lay stiffening
in death. John watched him for a minute or two, when a low sob
might have been heard from him as he turned away, and took his
course through the garden and fields to the water side.
Judith, on this afternoon, felt a weight on her spirits, wholly
unknown to her before. She could not entirely conceal her
depression from her parents, and they were not surprised at it, in
the present juncture of affairs in the Fayerweather family. She,
however, could not have given this as the cause of her depression,
had it been inquired of her, for this day her mind had been less
occupied with the trial, and its probable issue, than it had been for a
week previous, and she felt unable to account for the sadness which
oppressed her. Her father, at length, went out to see if he could not
pick up some news, and Judith, after in vain attempting to rally
herself, went up to her little cupola.
She looked from her window, but the aspect of all without
seemed in accordance with her feelings. The sky of one leaden hue,
looked as if no sun had ever enlivened it, and the sea beneath of a
darker shade, heaved and tossed as if sullenly brooding over some
storm in recollection. The wind whistled through the bare branches
of the trees before the house, and drove a few withered leaves to
and fro on the terrace, then found its way within doors, and moaned
through the passages. Some groups of boys, as they went from
house to house, to gather a few pence for their bonfire (it was the
fifth of November), at another time, might have seemed to add
some little liveliness to the scene; but to Judith, their voices as they
reached her ear from below, had a melancholy tone, as they chanted
their rhymes, and the tinkling of their little bells sounded doleful.
She placed her harp in the window; for a minute or two the
strings were silent, and she repeated her accustomed little
invocation—

“Ye winds that were cradled beyond the broad sea,

Come stoop from your flight with your errand to me;
And softly the strings of my harp as ye blow,
Shall whisper your tidings of weal or of wo.”

The wind appeared to answer her summons but fitfully at first,

the strings jarring without music, as it swept over them. The blast
increasing in strength, the tones became for a while loud, harsh, and
discordant; then, as it blew more steadily, they gradually blended
into harmony, and at length, sent to her ear a strain of such deep
melancholy, as struck despair into her heart. Suddenly there was a
crash, succeeded by the tolling of a distant bell. So profound was
the illusion of the spell-bound hearer, that she did not perceive the
snapping of a string, which, by the striking of its loose fragment over
the others, produced the sounds so full of wo, to her saddened
spirit. They ceased, and the harp was silent.
Again its tones were heard, faintly, and as from afar; but
gradually drawing nearer, as a gentle gale passed over the chords to
the dejected girl. It fluttered round her, soft as the breath of a
summer evening, kissed her fair brow and delicate cheek, and
waved each golden curl which hung round her white throat, while a
solemn strain arose, and softening by degrees to a melody of more
than earthly beauty, as it seized upon her entranced senses,
dispelled every cloud from her spirits, and poured into her soul
peace and joy. Then as the breeze which bore it appeared to depart,