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 About the Author

Beth Morling is Professor of Psychology at the University of Delaware.

She attended Carleton College in Northfield, Minnesota, and received her
Ph.D. from the University of Massachusetts at Amherst. Before teaching at
Delaware, she held positions at Union College (New York) and Muhlenberg
College (Pennsylvania). She has taught research methods at Delaware almost
every semester for 10 years. In addition, she teaches undergraduate cultural
psychology and a seminar on the self-concept, as well as a graduate course in
the teaching of psychology. Her research in the area of cultural psychology
explores how cultural practices shape people’s motivations. Dr. Morling has
been a Fulbright scholar in Kyoto, Japan.

vii

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Morling2e_FM_i-xxxii_hr1_pv2.0.1.indd 8 5/15/14 9:54 AM
 Brief Contents

Part i: Introduction to Scientific Reasoning

Chapter 1: Psychology Is a Way of Thinking   3
Chapter 2: Sources of Information: Why Research Is Best and
How to Find It   23
Chapter 3: Three Claims, Four Validities: Interrogation Tools
for Consumers of Research   55

Part ii: Research Foundations for Any Claim

Chapter 4: Ethical Guidelines for Psychology Research   89
Chapter 5: Identifying Good Measurement   121

part iii: Tools for Evaluating Frequency Claims

Chapter 6: Surveys and Observations: Describing What People Do   157
Chapter 7: Sampling: Estimating the Frequency of Behaviors
and Beliefs   181

part iv: Tools for Evaluating Association Claims

Chapter 8: Bivariate Correlational Research   203
Chapter 9: Multivariate Correlational Research   235

part v: Tools for Evaluating Causal Claims

Chapter 10: Introduction to Simple Experiments   271
Chapter 11: More on Experiments: Confounding and
Obscuring Variables   307
Chapter 12: Experiments with More Than One Independent Variable   343

part vi: Balancing Research Priorities

Chapter 13: Quasi-Experiments and Small-N Designs   381
Chapter 14: Replicability, Generalization, and the Real World   413

Descriptive Statistics   441

Statistics Review:
Inferential Statistics   463
Statistics Review:
Presenting Results: 
APA-Style Reports and Conference
Posters  487
Appendix A: Random Numbers and How to Use Them   527
Appendix B: Statistical Tables   533

ix

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 Glossary  547
Answers to End-of-Chapter Questions  557
References  571
Credits  583
Name Index  587
Subject Index  591

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 Preface

Students in the psychology major plan to pursue a tremendous variety of

­careers—not only to become psychology researchers. Why do psychology majors
need to study research methods when they want to be therapists, social workers,
teachers, lawyers, or physicians? Indeed, many students anticipate that research
methods will not only be “dry” and “boring,” but also irrelevant to their future
goals. This book was written with these very students in mind—students who are
taking their first course in research methods (usually sophomores) and who plan
to pursue a wide variety of careers. Most of the students who take the course
will never become researchers themselves, but they can learn to systematically
navigate the research information they will encounter, in the empirical journal
articles they will read in their psychology courses, and in online magazines, print
magazines, newspapers, blogs, and wikis as well.
I used to tell students that by learning to plan and conduct their own
­research, they would be able to read and apply research later, in their chosen
careers. But then I reviewed the literature on learning transfer, which reminds
us that the skills involved in designing one’s own studies won’t easily transfer
to understanding and critically assessing others’ studies. If we want students to
explain whether a study supports its claims, we also have to teach them how to
do so. That is the approach this book attempts to teach.

Students Can Develop Research Consumer Skills

To be a systematic consumer of research, students need to know what to prioritize
when assessing a study. Sometimes large or random samples matter, and some-
times they do not. Sometimes we ask about random assignment and ­confounds,
and sometimes we do not. Students benefit from having a set of systematic steps
to help them prioritize their questioning when they interrogate quantitative
information. To provide that, this book presents a framework of three claims
and four validities, introduced in Chapter 3. One axis of the framework is the
three kinds of claims that researchers (as well as journalists, bloggers, and com-
mentators) might make: frequency claims (some percentage of people do X), as-
sociation claims (X is associated with Y), and causal claims (X changes Y). The
second axis of the framework is the four validities that are generally agreed upon
by ­methodologists: internal, external, construct, and statistical.
The three claims and four validities framework provides a scaffold that is
reinforced throughout the book. Instead of presenting different vocabulary in
every chapter, this book fits every term, technique, and piece of information into
the basic framework.
The framework also helps students set priorities when evaluating a study.
Good quantitative reasoners prioritize different validity questions depending on
the claim. For example, for a frequency claim, we should ask about measurement

xi

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 (construct validity) and sampling techniques (external validity), but not about
random assignment or confounds, because the claim is not a causal one. For a
causal claim, we prioritize internal validity and construct validity, but external
validity is generally less important.
Through engagement with a consumer-focused research methods course, stu-
dents become systematic interrogators. They start to ask more appropriate and
more refined questions about a study. By the end of the course, students can clearly
explain why a causal claim needs an experiment to support it. They know how to
evaluate whether a variable has been measured well. They know when it’s appropri-
ate to call for more participants in a study (and when it is not). And they can explain
when a study must have a representative sample, and when it doesn’t matter.

What About Future Researchers?

This book can also be used to teach the flip side of the question: How can pro-
ducers of research design better studies? The producer angle is presented so that
students will be prepared to design studies, collect data, and write papers in
courses that prioritize these skills.
Future researchers will find sophisticated content in this book, presented
in an accessible, consistent manner. They will learn the difference between me-
diation (Chapter 9) and moderation (Chapters 8 and 9), an important skill in
theory building and theory testing. They will learn how to design and interpret
factorial designs, even up to three-way interactions (Chapter 12). And in the all-
too-common event that a student-run study fails to work, one chapter helps
them explore the possible reasons for a null effect (Chapter 11). This book pro-
vides the basic statistical background, ethics coverage, and APA-style notes that
are needed to guide students through study design.

Organization
The fourteen chapters in this book are arranged in six parts. Part I (Chapters 1–3)
includes introductory chapters on the scientific method and the three claims,
four validities framework. Part II (Chapters 4–5) covers issues that matter for
any study: research ethics and good measurement. Parts III–V (Chapters 6–12)
correspond to each of the three claims (frequency, association, and causal). Part
VI (Chapters 13–14) focuses on balancing research priorities.
Most of the chapters will be familiar to veteran instructors, including chap-
ters on measurement, experimentation, and factorial designs. However, unlike
some methods books, this one devotes two full chapters to correlational research
(one on bivariate and one on multivariate studies), which help students learn
how to interpret, apply, and interrogate different types of association claims, one
of the common types of claims they will encounter.
There are three supplementary chapters: Statistics Review: Descriptive Sta-
tistics, Statistics Review: Inferential Statistics, and Presenting Results: APA-Style
Reports and Conference Posters. These chapters provide a review for students
who’ve already had statistics, and provide the tools students need to create re-
search reports and conference posters.

xii Preface

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 Two appendices are provided for reference: Random Numbers and How to
Use Them, and Statistical Tables. Both of these provide important reference
tools for students who are conducting their own research.

Support for Students and Instructors

The book’s pedagogical features emphasize active learning and repetition
of the most important points. Each chapter begins with high-level learning
objectives—major skills students should expect to remember even “a year from
now.” I­ mportant terms in a chapter are introduced in boldface. The Check Your
Understanding questions at the end of each major section provide basic review
questions that allow students to revisit key concepts as they read. Each chapter
ends with multiple-choice review questions and a set of Learning Actively exercises
that encourage students to apply what they learned. (Answers are provided at the
end of the book.) A master table of the three claims and four validities appears
inside the book’s front cover to remind students of the scaffold for the course.
I believe the book works pedagogically because it continually reinforces the
three claims, four validities framework, building in repetition and depth. Al-
though each chapter addresses the usual core content of research methods, stu-
dents are always reminded of how a particular topic helps them interrogate the
key validities. The increasingly detailed iterations of a simple message will help
students remember and apply this questioning strategy in the future.
In addition to the book itself, Norton offers a carefully designed support
package for instructors and students. The Instructor’s Manual contains detailed
teaching notes based on my own experience with the course, extra active learn-
ing activities and homework assignments, and a full Test Bank. The book comes
with a number of other ancillaries to assist both new and experienced research
methods instructors; a full list is available on p. xxi.

Teachable Examples on the Everyday Research Methods Blog

Students and instructors can find additional examples of psychological science
in the news on my blog, Everyday Research Methods (www.everydayresearch
methods.com; no password or registration required). Instructors can use the
blog as a repository of teachable moments with homework style questions; they
can find fresh, new examples to use in class. Students can use the entries as extra
practice in reading about psychological science in the popular press.

Changes in the Second Edition

First edition users will be happy to learn that the basic organization, materi-
al, and descriptions in the text remain the same. The second edition contains
­several fresh examples, providing new studies and recent headlines. These new
examples free instructors to assign the second edition, but teach with their fa-
vorite examples from the first.
We’ve added short multiple-choice quizzes to the end of each chapter to
provide the self-testing opportunities that have been shown to help students

Preface xiii

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 learn (according to research on the testing effect). To train students to interpret
tables and graphs in real contexts, certain figures are labeled as “Straight from
the Source” when they have been reproduced exactly from their original journal
articles. To help students get a sense of the overall structure of the chapter, the
end-of-chapter summaries are presented as bulleted lists, organized under the
same primary headings from the chapter, to remind students of the organiza-
tion of the material. Key terms are now listed in the order of their appearance in
the chapter, rather than alphabetically.
In response to consistent reviewer requests, I’ve split former Chapter 6 into
two chapters, one on surveys and observational methods, and one on sampling
techniques. Here is a detailed list of the changes made to each chapter.

Chapter Major changes in the second edition

1. Psychology Is a The language of “cycles” is no longer used here. The same content is presented, under the theory-data
Way of Thinking cycle, the peer review process, and journal-to-journalism. A new section focuses on how researchers
dig deeper—they don’t stop with a single study.

2. Sources of Chapter 2 retains the same recurring example of the catharsis hypothesis as a frame for “sources of
Information: Why information.”
Research Is Best In the section on intuitive reasoning, I omitted the subsection on overconfidence, and replaced
and How to Find it it with the bias blind spot—the sneaky tendency for us to think only other people are biased, not
ourselves.

3. Three Claims, The three claims, four validities framework is presented much the same, but with all new examples
Four Validities: taken from the popular press during the past year.
Interrogation Tools The long section and figure on using correlation for prediction was moved to Chapter 8 (Bivariate
for Consumers of Correlational Research).
Research

4. Ethical Guidelines No major changes here, except to include the recent example of social psychologist Diederik Stapel in
for Psychology the section on research fraud.
Research

5. Identifying Good While still focusing on measuring happiness, the discussion is amplified to clarify that each variable
Measurement in a study can be evaluated for construct validity. The chapter now shows what happens when we
investigate a claim such as “Religious people are more happy.” In such research, we can evaluate the
reliability and validity of two operationalizations: religiosity and happiness. Often we establish the
quality of each of our operationalizations in separate data collection, before testing the relationship
between them. Students struggle with this idea, and I hope the revision helps them understand it
better.
Because my own students tended to get unnecessarily confused by the difference between
predictive and concurrent validity, I replaced both terms with the single term, criterion validity,
which means that the measure correlates with a behavioral outcome of interest (either now or in
the future).

xiv Preface

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 Chapter Major changes in the second edition
6. Surveys and New material attempts to convince students that self-report actually can be valid. Many of my
Observations: students question the validity of any self-report, even of gender.
Describing What I removed the term nay-saying response bias; according to research on polling, nay-saying is not that
People Do common and yea-saying is common. Fence sitting is still in the chapter.
I use a new example of observational research, again with families, focusing on dinner conversations
and emotional tone. This led to two new “Straight from the Source” figures.

7. Sampling: This material, on sampling, was previously combined with information on surveys and observations.
Estimating the Now it stands alone as its own chapter, with no other major changes.
Frequency of
Behaviors and
Beliefs

8. Bivariate There are two new examples and one modified example. The first new one is about how people
Correlational who meet their spouses online are happier (providing a new example of a correlation between a
Research categorical and quantitative variable, as well as a discussion of a study with a very small effect size).
The second new example is a negative correlation, in which people who multitask the most are the
worst at it. The third example is modified; it used to be “Small talk is associated with lower well-being.”
Now I present the complementary positive association in which “Deep talk is associated with higher
well-being.”
A second major change is removal of the section on subgroups; this confused students and fits better
under the sections on moderators and regression.
I added a section on restriction of range. This section sets students up for the idea of floor and ceiling
effects later on.
The material on using correlations for prediction was moved from Chapter 3 to this chapter.

9. Multivariate The examples for cross-lag panel designs and multiple-regression analyses are the same.
Correlational The only important change is in the section on mediation, in which I emphasize more strongly that to
Research establish mediation between variable A and B, temporal precedence is very important—the mediator
must be measured after variable A, and before variable B.
A helpful new figure distinguishes mediation, moderation, and third variables (Figure 9.13).

10. Introduction The red/green ink example is retained, because it provides a nice example of experimental design.
to Simple However, one author noted to me that he has failed to replicate a similar effect (Steele, 2014). I
Experiments mention this in Chapter 14 (on replication), but instructors might wish to discuss replicability with
students as they teach this chapter.
The example on rejection and feeling cold has been replaced with a new example on the effect of
serving bowl size on how much people eat.

11. More on No new examples.

Experiments: I added a new metaphor for obscuring variables: two bowls of salsa that differ in how hot they are.
Confounding The metaphor is intended to represent the two general causes of a null effect: not enough variance
and Obscuring between bowls (between-groups variability) and too much variability within bowls (within-groups
Variables variability).

(continued)

Preface xv

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Visit https://testbankfan.com
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 Chapter Major changes in the second edition

12. Experiments with I kept the cell phone example of a 2 × 2 factorial design. A set of new examples on alcohol and
More Than One aggression replaces the example on serving container size, which is now featured in Chapter 10.
Independent
Variable

13. Quasi-Experiments The example of burnout and vacation is replaced with an example on how judicial decision making is
and Small-N affected by food breaks for prisoners.
Designs I replaced the example of the StayWell program with a study on the effects of cosmetic surgery.

14. Replicability, I removed the section stating that statistically significant results are replicable, in response to a
Generalization, reviewer who pointed out the error of this reasoning. (For details, see Sohn, 1998, Replicability and
and the Real World statistical significance.)
The example of direct replication from the Bargh et al. walking study is replaced with a study on the
name-letter/birthday-number effect.
I replaced the psychotherapy meta-analysis example with a meta-analysis on video games. Note that
both meta-analysis examples in this chapter use r as the average effect size; instructors might wish to
provide an example of meta-analyses in class where d or g are used as the average effect size.
I added an example of the file-drawer problem, in which antidepressant trials that showed no effect
were less likely to be published.

Acknowledgments
Working on this textbook has been rewarding and enriching, thanks to the many
people who have smoothed the way. To start, I feel fortunate to have worked
with an author-focused company and an all-around great editor, Sheri Snavely.
She is both optimistic and realistic, savvy, and smart. She also made sure I got
the most rigorous reviews possible and that I was supported with great Norton
staff: Sujin Hong, Callinda Taylor, Eric Pier-Hocking, Hope Miller Goodell, and
Scott Sugarman. My developmental editor for the second edition, Betsy ­Dilernia,
refined each term, figure, and reference, making the book more consistent, tight,
and accurate. I also remain grateful to Beth Ammerman, who helped make every
aspect of the first edition well-organized and clear.
I am also thankful for the support and continued enthusiasm I have
received from the Norton sales management team: Michael Wright, Allen
Clawson, Annie Stewart, Dennis Fernandes, Dennis Adams, Katie Incorvia,
Jordan Mendez, ­Lauren Greene, Shane Brisson, and Dan Horton. I also wish
to thank my marketing manager Lauren Winkler for her creativity and drive to
ensure my book reaches a wide audience.

xvi Preface

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 I deeply appreciate the support of many colleagues. My friend Carrie Smith
shares my vision for assessment and helps make this book’s Test Bank an
­authentic measure of quantitative reasoning (as well as sending me great links
to blog about). Lauren Usher carefully checked and helped revise the Test Bank
for the second edition. Many thanks to Linda Juang for carefully and patiently
fact-checking every chapter in this edition. Thanks, as well, to Christine Lofgren,
Stefanie LoSavio, and Emily Stanley for writing and revising the questions that
appear in the Coursepack created for the course management systems. The book
was reviewed by a cadre of talented research method professors, and I am grate-
ful to each of them. Some were asked to review; others cared enough to send me
comments by email. Their students are lucky to have them in the classroom, and
my readers will benefit from the time they spent in improving this book:
Eileen Josiah Achorn, University of Texas, San Antonio
Kristen Weede Alexander, California State University, Sacramento
Leola Alfonso-Reese, San Diego State University
Jennifer Asmuth, Susquehanna University
Gordon Bear, Ramapo College
Margaret Elizabeth Beier, Rice University
Brett Beston, McMaster University
Julie Boland, University of Michigan
Lisa Cravens-Brown, The Ohio State University
Victoria Cross, University of California, Davis
Matthew Deegan, University of Delaware
Kenneth DeMarree, University at Buffalo, The State University of New York
Jessica Dennis, California State University, Los Angeles
Rachel Dinero, Cazenovia College
Dana S. Dunn, Moravian College
C. Emily Durbin, Michigan State University
Russell K. Espinoza, California State University, Fullerton
Iris Firstenberg, University of California, Los Angeles
Christina Frederick, Sierra Nevada College
Christopher J. Gade, University of California, Berkeley
Timothy E. Goldsmith, University of New Mexico
Jennifer Gosselin, Sacred Heart University
AnaMarie Connolly Guichard, California State University, Stanislaus
Andreana Haley, University of Texas, Austin
Cheryl Harasymchuk, Carleton University
Deborah L. Hume, University of Missouri
Kurt R. Illig, University of Virginia
W. Jake Jacobs, University of Arizona
Matthew D. Johnson, Binghamton University

Preface xvii

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 Christian Jordan, Wilfrid Laurier University
Linda Juang, University of California, Santa Barbara
Victoria A. Kazmerski, Penn State Erie, The Behrend College
Heejung Kim, University of California, Santa Barbara
Greg M. Kim-Ju, California State University, Sacramento
Penny L. Koontz, Marshall University
Ellen W. Leen-Feldner, University of Arkansas
Carl Lejuez, University of Maryland
Stella G. Lopez, University of Texas, San Antonio
Greg Edward Loviscky, Pennsylvania State University
Christopher Mazurek, Columbia College
Daniel C. Molden, Northwestern University
J. Toby Mordkoff, University of Iowa
Katie Mosack, University of Wisconsin, Milwaukee
Stephanie C. Payne, Texas A&M University
Anita Pedersen, Arizona State University
Elizabeth D. Peloso, University of Pennsylvania
M. Christine Porter, College of William and Mary
Joshua Rabinowitz, University of Michigan
James R. Roney, University of California, Santa Barbara
Carin Rubenstein, Pima Community College
Silvia J. Santos, California State University, Dominguez Hills
Mark J. Sciutto, Muhlenberg College
Elizabeth A. Sheehan, Georgia State University
Victoria A. Shivy, Virginia Commonwealth University
Leo Standing, Bishop’s University
Harold W. K. Stanislaw, California State University, Stanislaus
Kenneth M. Steele, Appalachian State University
Mark A. Stellmack, University of Minnesota, Twin Cities
Eva Szeli, Arizona State University
Lauren A. Taglialatela, Kennesaw State University
Alison Thomas-Cottingham, Rider University
Allison A. Vaughn, San Diego State University
Jan Visser, University of Groningen
Christopher Warren, California State University, Long Beach
Jelte M. Wicherts, Tilburg University
Charles E. (Ted) Wright, University of California, Irvine
Nancy Yanchus, Georgia Southern University
David Zehr, Plymouth State University
Peggy Mycek Zoccola, Ohio University

xviii Preface

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 I have tried to make the best possible improvements from all of these able
r­ eviewers.
My life as a teaching professor has been enriched during the last few years
because of the friendship and support of many colleagues at the University of
Delaware, including, but not limited to, Brian Ackerman, Ryan Beveridge, Chad
Forbes, Sam Gaertner, James Jones, Mike Kuhlman, Agnes Ly, Kristen Begosh,
Bob Simons, and Hal White. Colleagues old and new, far and near provide
me with friendship and support, including, but not limited to, Susan Fiske,
Shinobu Kitayama, Keiko Ishii, Yukiko Uchida, Steve Heine, Dana Dunn, Vinai
Norassakkunkit, and all the NITOP regulars.
My boys Max, Alek, and Hugo, as usual, ensured that I never had to work
on the book for too long at a stretch (thanks, guys . . .). I remain grateful to my
mother-in-law, Janet Pochan, for cheerfully helping us with so many tasks on the
home front. Finally, I want to thank my husband Darrin for encouraging me and
for always having the right wine to celebrate the latest deadline.

Preface xix

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Morling2e_FM_i-xxxii_hr1_pv2.0.1.indd 20 5/15/14 9:54 AM
Discovering Diverse Content Through
Random Scribd Documents
The Project Gutenberg eBook of Wandering
in Northern China
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: Wandering in Northern China

Adapter: Harry Alverson Franck

Release date: August 3, 2019 [eBook #60047]

Most recently updated: October 17, 2024

Language: English

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Proofreading Team at http://www.pgdp.net (This file
was
produced from images generously made available by
The
Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK WANDERING IN

NORTHERN CHINA ***
 WANDERING IN
NORTHERN CHINA

A constant stream of
pilgrims, largely blue-
clad coolies on foot,
passed up and down the
sacred stairway
 WANDERING IN NORTHERN
CHINA

BY
HARRY A. FRANCK
Author of “A Vagabond Journey Around the World,” “Roaming
Through the West Indies,” “Vagabonding Down the Andes,”
“Working North from Patagonia,” etc., etc.

ILLUSTRATED WITH 171 UNUSUAL

PHOTOGRAPHS BY THE AUTHOR
WITH A MAP SHOWING HIS ROUTE

THE CENTURY CO.

NEW YORK & LONDON
 Copyright, 1923, by
The Century Co.

Printed in U. S. A.

To

KATHARINE LATTA FRANCK

WHO CHOSE THIS PARTICULAR WANDER-YEAR TO JOIN OUR

FAMILY CIRCLE
 FOREWORD

There is no particular plan to this book. I found my interest

turning toward the Far East, and as I am not one of those fortunate
persons who can scamper through a country in a few weeks and
know all about it, I set out on a leisurely jaunt to wherever new clues
to interest led me. It merely happened that this will-o’-the-wisp drew
me on through everything that was once China, north of about the
thirty-fourth parallel of latitude. The man who spends a year or two
in China and then attacks the problem of telling all he saw, heard,
felt, or smelled there is like the small boy who was ordered by the
teacher to write on two neat pages all about his visit to the museum.
It simply can’t be done. Hence I have merely set down in the
following pages, in the same leisurely wandering way as I have
traveled, the things that most interested me, often things that others
seem to have missed, or considered unimportant, in the hope that
some of them may also interest others. Impressions are unlike
statistics, however, in that they cannot be corrected to a fraction, and
I decline to be held responsible for the exact truth of every
presumption I have recorded. If I have fallen into the common error
of generalizing, I hereby apologize, for I know well that details in
local customs differ even between neighboring villages in China.
What I say can at most be true of the north, for as yet I know nothing
of southern China. On the other hand, there may be much repetition
of customs and the like, but that goes to show how unchanging is life
among the masses in China even as a republic.
Lafcadio Hearn said that the longer he remained in the East the
less he knew of what was going on in the Oriental mind. An “old
China hand” has put the same thing in more popular language: “You
can easily tell how long a man has been in China by how much he
doesn’t know about it. If he knows almost everything, he has just
recently arrived; if he is in doubt, he has been here a few years; if he
admits that he really knows nothing whatever about the Chinese
people or their probable future, you may take it for granted that he
has been out a very long time.”
But as I have said before, the “old-timer” will seldom sit down to
tell even what he has seen, and in many cases he has long since lost
his way through the woods because of the trees. Or he may have
other and more important things to do. Hence it is up to those of us
who have nothing else on hand to pick up and preserve such crumbs
of information as we can; for surely to know as much of the truth
about our foreign neighbors as possible is important, above all in this
new age. In our own land there are many very false ideas about
China; false ideas that in some cases are due to deliberate Chinese
propaganda abroad. While I was out in the far interior I received a
clipping outlining the remarks of a Chinese lecturing through our
Middle West, and his résumé left the impression that bound feet and
opium had all but completely disappeared from China, and that in
the matter of schools and the like the “republic” is making enormous
strides. No sooner did the Lincheng affair attract the world’s
attention than American papers began to run yarns, visibly inspired,
about the marvelous advances which the Chinese have recently
accomplished. Such men as Alfred Sze are often mistaken in the
United States as samples of China. Unfortunately they are nothing of
the kind; in fact, they are too often hopelessly out of touch with their
native land. There has been progress in China, but nothing like the
amount of it which we have been coaxed or lulled into believing, and
some of it is of a kind that raises serious doubts as to its direction.
For all the telephones, airplanes, and foreign clothes in the coast
cities, the great mass of the Chinese have been affected barely at all
by this urge toward modernity and Westernism—if that is
synonymous with progress. As some one has just put it, “the Chinese
still wear the pigtail on their minds, though they have largely cut it
off their heads.” How great must be the misinformation at home
which causes our late President to say that all China really needs is
more loans, thereby making himself, and by extension his nation, the
laughing-stock of any one with the rudiments of intelligence who has
spent an hour studying the situation on the spot. England is a little
better informed on the subject than we, because she is less idealistic,
more likely to look facts in the face instead of trying to make facts fit
preconceived notions of essential human perfection. China may need
more credits, but any fool knows that you should stop the hole in the
bottom of a tub before you pour more water into it. At times, too, it is
laughable to think of us children among nations worrying about this
one, thousands of years old, which has so often “come back,” and
may still be ambling her own way long after we have again
disappeared from the face of the earth.
Though it is impossible to leave out the omnipresent entirely, I
have said comparatively little about politics. My own interest in what
we lump together under that word reaches only so far as it affects the
every-day life of the people, of the mudsill of society, toward which,
no doubt by some queer quirk in my make-up, I find my attention
habitually focusing. I have tried, therefore, to show in some detail
their lives, slowly changing perhaps yet little changed, and to let
others conclude whether “politics” has done all that it should for
them. Besides, the Far East swarms with writers on politics, men
who have been out here for years or decades and have given their
attention almost entirely to that popular subject; and even these
disagree like doctors. Some of us, I know, are frankly tired of politics,
at least for a space, important as they are; moreover, political
changes are so rapid, especially in the “never changing” East, that it
is impossible to keep abreast of the times in anything less than a
daily newspaper.
At home there are numbers of young men, five or ten years out of
college, who can tell you just what is the matter with the world, and
exactly how to remedy it. I am more or less ready to agree with them
that the world is going to the dogs. What of it? You have only to step
outdoors on any clear night to see that there are hundreds of other
worlds, which may be arranging their lives in a more intelligent
manner. The most striking thing about these young political and
sociological geniuses sitting in their suburban gardens or their city
flats is that while they can toss off a recipe guaranteed to cure our
own sick world overnight, if only some one can get it down its throat,
they seldom seem to have influence enough in their own cozy little
corner of it to drive out one grafting ward-heeler. In other words, if
you must know what is to be the future of China, I regret that I have
not been vouchsafed the gift of prophecy and cannot tell you.
 In the minor matter of Chinese words and names, I have
deliberately not tried to follow the usual Romanization, but rather to
cause the reader to pronounce them as nearly like what they are on
the spot as is possible with our mere twenty-six letters. Of course I
could not follow this rule entirely or I must have called the capital of
China “Bay-jing,” have spoken of the evacuation of “Shahn-doong,”
and so on; so that in the case of names already more or less familiar
to the West I have used the most modern and most widely accepted
forms, as they have survived on the ground. At that I cannot imagine
what ailed the men who Romanized the Chinese language, but that is
another story.
Harry A. Franck.
Kuling, China,
August 16, 1923.
 CONTENTS

CHAPTER PAGE

I In the Land We Call Korea 3

II Some Korean Scenes and Customs 23

III Japanese and Missionaries in Korea 36

IV Off the Beaten Track in Cho-sen 53

V Up and Down Manchuria 71

VI Through Russianized China 82

VII Speeding across the Gobi 108

VIII In “Red” Mongolia 124

IX Holy Urga 135

X Every One His Own Diplomat 160

XI At Home under the Tartar Wall 174

XII Jogging about Peking 195

XIII A Journey to Jehol 230

XIV A Jaunt into Peaceful Shansi 252

 XV Rambles in the Province of Confucius 265

XVI Itinerating in Shantung 288

XVII Eastward to Tsingtao 308

XVIII In Bandit-Ridden Honan 330

XIX Westward through Loess Cañons 349

XX On to Sian-fu 366

XXI Onward through Shensi 387

XXII China’s Far West 405

XXIII Where the Fish Wagged His Tail 423

XXIV In Mohammedan China 447

XXV Trailing the Yellow River Homeward 468

XXVI Completing the Circle 485

 ILLUSTRATIONS

A constant stream of pilgrims, largely blue-clad coolies on foot,

passed up and down the sacred stairway Frontispiece

FACING
PAGE

Map of the author’s route 12

Our first view of Seoul, in which the former Temple of Heaven is

now a smoking-room in a Japanese hotel garden 16

The interior of a Korean house 16

Close-up of a Korean “jicky-coon,” or street porter 17

At the first suggestion of rain the Korean pulls out a little oiled-
paper umbrella that fits over his precious horsehair hat 17

Some of the figures, in the gaudiest of colors, surrounding the

Golden Buddha in a Korean temple 32

The famous “White Buddha,” carved, and painted in white, on a

great boulder in the outskirts of Seoul 32

One day, descending the hills toward Seoul, we heard a great

jangling hubbub, and found two sorceresses in full swing in a
native house, where people come to have their children “cured” 33

The yang-ban, or loafing upper class of Korea, go in for archery,

which is about fitted to their temperament, speed, and initiative 33
The Korean method of ironing, the rhythmic rat-a-tat of which
may be heard day and night almost anywhere in the peninsula 40

Winding thread before one of the many little machine-knit

stocking factories in Ping Yang 40

The graves of Korea cover hundreds of her hillsides with their

green mounds, usually unmarked, but carefully tended by the
superstitious descendants 41

A chicken peddler in Seoul 48

A full load 48

The plowman homeward wends his weary way—in Korean

fashion, always carrying the plow and driving his unburdened
ox or bull before him. One of the most common sights of Korea 49

The biblical “watch-tower in a cucumber patch” is in evidence all

over Korea in the summer, when crops begin to ripen. Whole
families often sleep in them during this season, when they
spring up all over the country, and often afford the only cool
breeze 49

A village blacksmith of Korea. Note the bellows-pumper in his

high hat at the rear 64

The interior of a native Korean school of the old type,—dark, dirty,

swarming with flies, and loud with a constant chorus 64

In Kongo-san, the “Diamond Mountains” of eastern Korea 65

The monastery kitchen of Yu-jom-sa, typical of Korean cooking 65

One of the monks of Yu-jom-sa 68

This great cliff-carved Buddha, fifty feet high and thirty broad,
was done by Chinese artists centuries ago. Note my carrier, a
full-sized man, squatting at the lower left-hand corner 68
The carved Buddhas of Sam-pul-gam, at the entrance to the gorge
of the Inner Kongo, were chiseled by a famous Korean monk
five hundred years ago 69

The camera can at best give only a suggestion of the sheer white
rock walls of Shin Man-mul-cho, perhaps the most marvelous
bit of scenery in the Far East 69

Two ladies in the station waiting-room of Antung, just across the

Yalu from Korea, proudly comparing the relative inadequacy of
their crippled feet 76

The Japanese have made Dairen, southern terminus of Manchuria

and once the Russian Dalny, one of the most modern cities of
the Far East 76

A ruined gallery in the famous North Fort of the Russians at Port

Arthur. Hundreds of such war memorials are preserved by the
Japanese on the sites of their first victory over the white race 77

The empty Manchu throne of Mukden 77

The Russian so loves a uniform, even after the land it represents

has gone to pot, that even school-boys in Vladivostok usually
wear them,—red bands, khaki, black trousers, purple epaulets 80

A Manchu woman in her national head-dress, bargaining with a

street vender of Mukden for a cup of tea 80

A common sight in Harbin,—a Russian refugee, in this case a

blind boy, begging in the street of passing Chinese 81

A Russian in Harbin—evidently not a Bolshevik or he would be

living in affluence in Russia 81

The grain of the kaoliang, one of the most important crops of

North China. It grows from ten to fifteen feet high and makes
the finest of hiding-places for bandits 96
A daily sight in Vladivostok,—a group of youths suspected of
opinions contrary to those of the Government, rounded up and
trotted off to prison 96

A refugee Russian priest, of whom there were many in Harbin 97

Types of this kind swarm along the Chinese Eastern Railway of

Manchuria, many of them volunteers in the Chinese army or
railway police 97

One of the Russian churches in Harbin, a creamy gray, with green

domes and golden crosses, with much gaudy trimming 100

A policeman of Vladivostok, where shaving is looked down upon 100

Two former officers in the czar’s army, now bootblacks in the

“thieves” market of Harbin—when they catch any one who can
afford to be blacked 101

Scores of booths in Harbin, Manchuli, and Vladivostok, selling

second-hand hardware of every description, suggest why the
factories and trains of Bolshevik Russia have difficulty in
running 101

The human freight horses of Tientsin, who toil ten or more hours
a day for twenty coppers, about six cents in our money 108

Part of the pass above Kalgan is so steep that no automobile can

climb to the great Mongolian plateau unassisted 108

Some of the camel caravans we passed on the Gobi seemed

endless. This one had thirty dozen loaded camels and more than
a dozen outriders 109

But cattle caravans also cross the Gobi, drawing home-made two-
wheeled carts, often with a flag, sometimes the Stars and
Stripes, flying at the head 109

The Mongol would not be himself without his horse, though to us

this would usually seem only a pony 112
Mongol authorities examining our papers, which Vilner is
showing, at Ude. Robes blue, purple, dull red, etc. Biggest
Chinaman on left 113

A group of Mongols and stray Chinese watching our arrival at the

first yamen of Urga 113

The frontier post of Ude, fifty miles beyond the uninhabited

frontier between Inner and Outer Mongolia, where Mongol
authorities examine passports and very often turn travelers
back 128

Chinese travelers on their way to Urga. It is unbelievable how

many muffled Chinamen and their multifarious junk one
“Dodge” will carry 128

The Mongol of the Gobi lives in a yourt made of heavy felt over a
light wooden framework, which can be taken down and packed
in less than an hour when the spirit of the nomad strikes him 129

Mongol women make the felt used as houses, mainly by pouring

water on sheep’s wool 129

The upper town of Urga, entirely inhabited by lamas, has the

temple of Ganden, containing a colossal standing Buddha,
rising high above all else. It is in Tibetan style and much of its
superstructure is covered with pure gold 144

Red lamas leaving the “school” in which hundreds of them squat

tightly together all day long, droning through their litany. They
are of all ages, equally filthy and heavily booted. Over the
gateway of the typical Urga palisade is a text in Tibetan, and the
cylinders at the upper corners are covered with gleaming gold 144

High class lamas, in their brilliant red or yellow robes, great

ribbons streaming from their strange hats, are constantly riding
in and out of Urga. Note the bent-knee style of horsemanship 145

A high lama dignitary on his travels, free from the gaze of the
curious, and escorted by mounted lamas of the middle class 145
A youthful lama turning one of the myriad prayer-cylinders of
Urga. Many written prayers are pasted inside, and each turn is
equivalent to saying all of them 152

The market in front of Hansen’s house. The structure on the

extreme left is not what it looks like, for they have no such in
Urga, but it houses a prayer-cylinder 152

Women, whose crippled feet make going to the shops difficult, do

much of their shopping from the two-boxes-on-a-pole type of
merchant, constant processions of whom tramp the highways of
China 153

An itinerant blacksmith-shop, with the box-bellows worked by a

stick handle widely used by craftsmen and cooks in China 153

Pious Mongol men and women worshiping before the residence of

the “Living Buddha” of Urga, some by throwing themselves
down scores of times on the prostrating-boards placed for that
purpose, one by making many circuits of the place, now and
again measuring his length on the ground 160

The Mongols of Urga disposed of their dead by throwing the

bodies out on the hillsides, where they are quickly devoured by
the savage black dogs that roam everywhere 160

Mongol women in full war-paint 161

Though it was still only September, our return from Urga was not
unlike a polar expedition 161

Our home in Peking was close under the great East Wall of the
Tartar City 176

The indispensable staff of Peking housekeeping consists of (left to

right) ama, rickshaw-man, “boy,” coolie, and cook 176

A chat with neighbors on the way to the daily stroll on the wall 177
Street venders were constantly crying their wares in our quarter 177

At Chinese New Year the streets of Peking were gay with all
manner of things for sale, such as these brilliantly colored
paintings of native artists 192

A rich man died in our street, and among other things burned at
his grave, so that he would have them in after-life, were this
“automobile” and two “chauffeurs” 192

A neighbor who gave his birds a daily airing 193

Just above us on the Tartar Wall were the ancient astronomical

instruments looted by the Germans in 1900 and recently
returned, in accordance with a clause in the Treaty of Versailles 193

Preparing for a devil dance at the lama temple in Peking 208

The devil dancers are usually Chinese street urchins hired for the
occasion by the languid Mongol lamas of Peking 208

The street sprinklers of Peking work in pairs, with a bucket and a

wooden dipper. This is the principal street of the Chinese City
“outside Ch’ien-men” 209

The Forbidden City is for the most part no longer that, but open in
more than half its extent to the ticket-buying public 209

In the vast compound of the Altar of Heaven 224

Mei Lan-fang, most famous of Chinese actors, who, like his father
and grandfather before him, plays only female parts 224

Over the wall from our house boats plied on the moat separating
us from the Chinese City 225

Just outside the Tartar Wall of Peking the night soil of the city,
brought in wheelbarrows, is dried for use as fertilizer 225
For three thousands miles the Great Wall clambers over the
mountains between China and Mongolia 240

One of the mammoth stone figures flanking the road to the Ming
Tombs of North China, each of a single piece of granite 240

Another glimpse of the Great Wall 241

The twin pagodas of Taiyüan, capital of Shansi Province 241

The three p’ai-lous of Hsi Ling, the Western Tombs 248

In Shansi four men often work at as many windlasses over a single

well to irrigate the fields 249

Prisoners grinding grain in the “model prison” of Taiyüan 249

A few of the 508 Buddhas in one of the lama temples of Jehol 256

The youngest, but most important—since she has borne him a son
—of the wives of a Manchu chief of one of the tomb-tending
towns of Tung Ling 256

Interior of the notorious Empress Dowager’s tomb at Tung Ling,

with her cloth-covered chair of state and colors to dazzle the
stoutest eye 257

The Potalá of Jehol, said to be a copy, even in details, of that of

Lhasa. The windows are false and the great building at the top is
merely a roofless one enclosing the chief temple 257

Behind Tung Ling the great forest reserve which once “protected”
the tombs from the evil spirits that always come from the north
was recently opened to settlers, and frontier conditions long
since forgotten in the rest of China prevail 260

Much of the plowing in the newly opened tract is done in this

primitive fashion 260
The face of the mammoth Buddha of Jehol, forty-three feet high
and with forty-two hands. It fills a four-story building, and is
the largest in China proper, being identical, according to the
lamas, with those of Urga and Lhasa 261

A Chinese inn, with its heated k’ang, may not be the last word in
comfort, but it is many degrees in advance of the earth floors of
Indian huts along the Andes 261

The upper half of the ascent of Tai-shan is by a stone stairway

which ends at the “South Gate of Heaven,” here seen in the
upper right-hand corner 268

One of the countless beggar women who squat in the center of the
stairway to Tai-shan, expecting every pilgrim to drop at least a
“cash” into each basket 268

Wash-day in the moat outside the city wall of Tzinan, capital of

Shantung 269

A traveler by chair nearing the top of Tai-shan, most sacred of the

five holy peaks of China 269

A priest of the Temple of Confucius 272

The grave of Confucius is noted for its simplicity 272

The sanctum of the Temple of Confucius, with the statue and

spirit—tablet of the sage, before which millions of Chinese burn
joss-sticks annually 273

Making two Chinese elders of a Shantung village over into

Presbyterians 288

Messrs. Kung and Meng, two of the many descendants of

Confucius in Shantung flanking one of those of Mencius 288

Some of the worst cases still out of bed in the American leper-
home of Tenghsien, Shantung, were still full of laughter 289
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