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 Chapter 1 Solution Manual for Kail, Children and Their
Development, 7th Edition
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Chapter 1
The Science of Child Development
CHAPTER OVERVIEW .............................................................................................................................. 2

CHAPTER MODULE SUPPLEMENTS

Module 1.1: SETTING THE STAGE .............................................................................................. 4

Learning Objectives
Key Terms
Lecture Suggestions, Classroom Activities, and Discussion Topics
Films/Videos/Internet Sources

Module 1.2: FOUNDATIONAL THEORIES OF CHILD DEVELOPMENT................................ 7

Learning Objectives
Key Terms
Lecture Suggestions, Classroom Activities, and Discussion Topics
Films/Videos/Internet Sources

Module 1.3: THEMES IN CHILD-DEVELOPMENT RESEARCH ............................................ 11

Learning Objectives
Key Terms
Lecture Suggestions, Classroom Activities, and Discussion Topics
Films/Videos/Internet Sources

Module 1.4: DOING CHILD-DEVELOPMENT RESEARCH .................................................... 13

Learning Objectives
Key Terms
Lecture Suggestions, Classroom Activities, and Discussion Topics
Films/Videos/Internet Sources

CHAPTER 1 CASE STUDY ...................................................................................................................... 16

CASE STUDY ANSWERS ........................................................................................................................ 18

HANDOUTS............................................................................................................................................... 19

HANDOUT ANSWERS ............................................................................................................................. 29

1
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
CHAPTER OVERVIEW
I. Module 1.1: Setting the Stage
a. Historical Views of Children and Childhood
i. Plato
ii. Aristotle
iii. John Locke
1. Tabula Rasa
iv. Jean Jacques Rousseau
b. Origins of a New Science
i. Charles Darwin
1. Baby Biographies
ii. G. Stanley Hall
1. Theories of Child Development
iii. Alfred Binet
1. Mental Tests
iv. Sigmund Freud
1. Role of Early Experience
v. John B. Watson
1. Behaviorism
vi. Society for Research in Child Development (SRCD) – 1933
1. Research and Advocacy
vii. Applying Results of Research
1. Applied Developmental Science
II. Module 1.2: Foundational Theories of Child Development
a. Opening
i. Theory
b. The Biological Perspective
i. Maturational Theory
1. Arnold Gesell
ii. Ethological Theory
1. Critical period
2. Konrad Lorenz
3. Imprinting
c. The Psychodynamic Perspective
i. Psychodynamic Theory
1. Sigmund Freud
2. Id
3. Ego
4. Superego
ii. Erikson’s Psychosocial Theory
1. Erik Erikson
2. Table 1-1 Erikson’s Eight Stages of Psychosocial Development
iii. Early Learning Theories
1. Operant Conditioning
a. B.F. Skinner
b. Reinforcement
c. Punishment
d. Imitation
e. Observational learning
iv. Social Cognitive Theory
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 1. Albert Bandura
2. Self-efficacy
d. The Cognitive-Developmental Perspective
i. Cognitive-Developmental Perspective
1. Jean Piaget
2. Table 1-2 Piaget’s Four Stages of Cognitive Development
e. The Contextual Perspective
i. Culture
ii. Lev Vygotsky
f. The Big Picture
i. Five Major Perspectives
g. Summary Table 1-1 Characteristics of Developmental Perspectives
III. Module 1.3: Themes in Child-Development Research
a. Continuity of Development
i. Continuity-discontinuity issue
b. Impact of Nature and Nurture
i. Nature-nurture issue
c. The Active Child
i. Active-passive child issue
d. Links between Different Domains of Development
IV. Module 1.4: Doing Child Development Research
a. Measurement in Child Development Research
i. Systematic Observation
1. Systematic observation
2. Naturalistic observation
3. Variables
4. Structured observation
ii. Sampling Behavior with Tasks
iii. Self Reports
1. Self reports
2. Response bias
iv. Physiological Measures
v. Summary Table 1-2 Ways of Measuring Behavior in Child-Development
Research
vi. Evaluating Measures
1. Reliable
2. Valid
vii. Representative Sampling
1. Populations
2. Sample
b. General Designs for Research
i. Research design
ii. Correlational studies
1. Correlational study
2. Correlation coefficient
3. Unrelated variables – no correlation
4. Positive correlation
5. Negative correlation
iii. Experimental Studies
1. Experiment
2. Independent variable
3
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
 3. Dependent variable
4. Field experiment
5. Quasi-experiment
c. Designs for Studying Age-Related Change
i. Longitudinal Design
1. Longitudinal design
2. Microgenetic study
3. Practice effects
4. Selective attrition
5. Cohort effects
a. Cohort
ii. Cross-Sectional Design
1. Cross-Sectional design
iii. Longitudinal-Sequential Studies
iv. Summary Table 1-3 Designs Used in Child-Development Research
1. Meta-analysis
d. Ethical Responsibilities
i. Minimize risk to research participants
ii. Describe the research to potential participants
1. Informed consent
iii. Avoid deception
iv. Keep results anonymous or confidential
e. Communicating Research Results
i. Scientific journals

CHAPTER MODULE SUPPLEMENTS

MODULE 1.1: SETTING THE STAGE

LEARNING OBJECTIVES:

LO1 What ideas did philosophers have about children and childhood?
LO2 How did the modern science of child development emerge?
LO3 How do child-development scientists use research findings to improve children’s lives?

(See HANDOUT 1-1 for a listing of this chapter’s Learning Objectives)

KEY TERMS:

baby biographies, p. 5
applied developmental science, p. 6

LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:

What Do You Know About Childhood? On the first day of class, Grubb (2004) reports great success
introducing students to the course material by creating a “true/false” quiz that emphasizes issues that will
be addressed throughout the course. After covering the usual first-day tasks, he asks them to take out a
blank piece of paper and record their answers to the following questions:

4
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
 True or False:
1. Breast-fed infants are psychologically “healthier” than formula-fed infants. (False)
2. Parents should avoid the use of spanking when disciplining their children. (True)
3. By law, children who are younger than 4 and who weigh less than 40 pounds must be secured in
child safety restraints (i.e., a “car seat”) when riding in an automobile. (True)
4. Mothers have more natural or innate parenting skills than fathers. (False)
5. Children can develop secure attachment relationships to more than one adult. (True)
6. Mothers who drink heavily while pregnant may cause permanent harm to their children. (True)
7. People never forget the trauma of their own births. (False)
8. A difficult infant will become a difficult child and a difficult adolescent. (False)
9. At birth, infants cannot see. (False)
10. Play contributes significantly to physical, intellectual, and social development of children. (True)

He recommends reading through the items slowly once, giving the students a chance to record their
answers, and then providing the correct answers during a second pass through the items. Inevitably, brief
discussions will accompany the answers to certain items (e.g., breast-feeding, spanking, birth trauma,
etc.), and these discussions serve the dual purpose of demonstrating the applicability of the information
covered in the course and getting the students actively involved in class discussion.

Source: Grubb, D., & Kail, R. V. (2004). Instructor’s resource manual to accompany Children and
Their Development (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Questions About Child Development “Ownership” over some of the content of the course is described in
detail by Douglas Hardwick (1996) of Illinois State University. On the first day of class, Hardwick asks
his students to “think for a moment and then write out a question that you have about child development,
but were afraid to ask” (p. 199). These questions are then collected, sorted by topic category, and then
read to the class on future class meetings to serve as organizational tools or discussion questions when
relevant topics are covered.

According to Hardwick (1996), typical topic categories of these questions include what he calls “basic
concepts” (e.g., prenatal development, self-concept, sex roles, language and cognition, etc.), “the family”
(e.g., working mothers, single parents, discipline, birth order, etc.), and “special topics” (e.g., obesity,
death, television, sports). Most of these topics are typically addressed in child development courses, and
additional students’ questions—if asked frequently—may suggest new topics to include in your course.

Source: Hardwick, D. A. (1996). On the value of asking students what they want to know about
child development. In M. E. Ware and D. E. Johnson (Eds.), Handbook of demonstrations and
activities in the teaching of psychology. Mahwah, NJ: Lawrence Erlbaum.

How Do You Know a Child When You See One? Rather than defining childhood by an age range, ask
your students to explain how they determine who is (and who is not) a child. What are the characteristic
“symptoms” of childhood? When does childhood end? This exercise is especially helpful in
distinguishing between childhood and adolescence, and between various sub-groups of children (e.g.,
infants versus toddlers, toddlers versus preschoolers, etc.).

Emile Students might enjoy reading the book Emile: Or, On Education by Jean Jacques Rousseau either
in its entirety or selected passages and reflecting (in writing or oral discussion) on Rousseau’s ideas about
child-rearing. Rousseau wrote Emile in 1762. Students can consider whether Rousseau’s ideas are
applicable to 21st century parenting.

5
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
My Virtual Child: Introduction My Virtual Child is an exciting new supplement to the text that students
are sure to find both interesting and educational. Instructors are encouraged to utilize My Virtual Child as
part of their regular weekly planning. The exercises in My Virtual Child can be assigned to students as
written or oral assignments, as extra credit, as essay questions on exams, or just as a supplement to their
own reading of the text. With My Virtual Child, students log on to the website
(www.myvirtualchild.com) where they will be able to create their own virtual child. Students are then
responsible for “raising” this child from birth through age 18. There are 13 different sessions that pertain
to different age groups as your “child” progresses from birth to 18 years. Each session begins with 3
questions that students are asked to print out and reflect on that relate to their virtual child’s particular age
range. Then students are asked to make a series of parenting decisions appropriate for children of that age
group. Over the course of the entire Virtual Child experience, students will make decisions about
everything from nutrition, child care, discipline and guidance, schooling, peer relationships, etc. –
basically everything that a typical parent would do. Additionally, random events (job losses, car
accidents, broken bones, continuing education, etc.) happen over the course of the child-rearing adventure
to round out the “real-life” experience for students. Effects of students’ decisions are long-lasting, and
like real life, students do not see the consequences of their decisions immediately. Outcomes of parenting
decisions are illustrated by the “child’s” test scores, report cards, psychological evaluations, teacher
evaluations, peer relationships, and a variety of other things such as the “child’s” own comments about
your parenting! The “child’s” own temperament, genetics, and learning styles also play a role in these
outcomes, rounding out a rich experience that students are sure to find intriguing. Instructors can set up
the Virtual Child experience to best fit their own course schedule and teaching style. For the purpose of
this Instructor’s Manual, the Virtual Child activities will be spaced out over the 15 chapters, but
instructors should realize that because the Virtual Child proceeds chronologically, it will not always
match up with the textbook which is organized by topics and domains. If the student does not do any
written reflections, it takes about 2 hours to “raise” a virtual child from birth to adulthood. However, the
program has built-in dividers in the form of discussion/reflection questions that allow the assignments to
be broken down into 15 parts, as they are presented in this manual. The program also has video clips so
that students can see videos of children at the age of their virtual child.

Part 1–Introduction: For the introduction to My Virtual Child, instructors should help students log into
the website (http://www.myvirtualchild.com) to create their virtual child. Students will be asked a series
of questions about themselves that will be used to determine the physical, temperamental, and cognitive
characteristics of their virtual child. Students will complete a physical characteristics survey, will be
asked questions about their own temperament as a child, and also questions about how they performed in
school in comparison to other children. At the end of these questionnaires, students will “give birth” to
either a boy or a girl whom the student gets to name. The students will then “raise” this child, with a
virtual partner, from birth to age 18. The student will be given information about the pregnancy, the labor
and delivery, their “child’s” Apgar score, and then be asked to make decisions (such as breast vs. bottle
feeding) relating to the child’s first 3 months of life. There are no discussion questions related to this
section, but students could be asked to do a written or oral reflection on their prenatal, perinatal, and
postnatal experiences with their virtual child. As an additional supplement to this section, students might
be asked to contact their own parents or look over their baby books for information on what they were
like as children. This would help them to accurately complete the introductory surveys prior to their
child’s “birth.” This section could also be combined with other activities or discussions from later
chapters in this manual including Apgar scores (Chapter 3), breast-vs-bottle feeding (Chapter 4), and
temperament (Chapter 10). Instructors should note that they can view students’ progress with their virtual
child on the website so that they can make sure that students are staying on task with their assignments
and completing work in a timely manner.

6
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
FILMS/VIDEOS/INTERNET SOURCES:

No One Quite Like Me… Or You (Sunburst Communications, 1992, 16 minutes). A video to help
students understand that everyone is unique.

The Creation of Childhood (Insight Media, 1990, 25 minutes). Provides an overview of how the concept
of childhood has changed throughout history, including a discussion of Neal Postman’s suggestion that
the concept of childhood is decaying in contemporary society.

http://www.apa.org – website of the American Psychological Association

http://www.psychologicalscience.org – website of the Association for Psychological Science (formerly

the American Psychological Society)

http://www.freudarchives.org/ – Sigmund Freud Archives

http://www.srcd.org – website of the Society for Research in Child Development

http://www.infed.org/thinkers/et-rous.htm - a website dealing with Jean Jacques Rousseau

MODULE 1.2: FOUNDATIONAL THEORIES OF CHILD DEVELOPMENT

LEARNING OBJECTIVES:

LO4 What are the major tenets of the biological perspective?

LO5 How do psychodynamic theories account for development?
LO6 What is the focus of learning theories?
LO7 How do cognitive-developmental theories explain changes in children’s thinking?
LO8 What are the main elements of the contextual approach?

KEY TERMS:

theory, p. 7 operant conditioning, p. 10

maturational theory, p. 8 reinforcement, p. 10
ethological theory, p. 8 punishment, p. 11
critical period, p. 8 imitation, p. 11
imprinting, p. 8 observational learning, p. 11
psychodynamic theory, p. 9 social-cognitive theory, p. 11
id, p. 9 self-efficacy, p. 11
ego, p. 9 cognitive-developmental perspective, p. 11
superego, p. 9 culture, p. 13
psychosocial theory, p. 9

LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:

What Is a Theory? Patricia Miller (1993) begins her text on developmental theories by asking the
following questions:
1. What is a theory?
2. What is a developmental theory?
3. Of what value is developmental theory?
7
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
 4. How are facts and theories related?

Ask students to work in small groups to generate answers to the above questions. (It would be helpful to
list the questions on the board, an overhead transparency, or on a handout.) When the groups have
generated answers to each question, have students share their answers with the class. Their answers
typically encompass most of the general functions of theories: organization, description, explanation, and
prediction.

Source: Miller, P. H. (1993). Theories of developmental psychology (3rd ed.). New York, NY:
Freeman.

Supporting Evidence for the Maturational Theory According to maturational theory, child development
reflects a specific and prearranged scheme or plan within the body. Maturational theorists, like Arnold
Gesell, argued that development is largely determined by biological forces; experience matters little.
Consequently, Gesell argued that human development was quite predictable. (You may wish to mention
that Gesell generated comprehensive norms of development that were utilized extensively by medical and
child development professionals during the first half of this century.) From their personal experiences
with infants and young children, ask your class to cite evidence that supports Gesell’s contentions that
development is predictable and biologically determined.

From Ducklings to Infants Ethological theory views development from an evolutionary perspective,
meaning that many behaviors are viewed as adaptive (i.e., they have survival value). While human
infants do not exhibit imprinting, ask your class to consider behaviors or abilities of infants that have
survival value. Do critical periods exist for any aspects of human development?

Intrapsychic Conflict Ask for three volunteers to role-play the components of personality, as described
by Sigmund Freud. Inform the rest of the class that it will be their job to determine which component
each student is portraying. Present the volunteers with a specific situation (e.g., deciding what to do
tonight, seeing an attractive person, finding a lost wallet, etc.) and ask them to select which component of
the personality they are comfortable portraying (making sure that each volunteer understands the function
of the component chosen—id, ego, or superego). After a few minutes of role-playing, it should be
obvious to the class the role that each volunteer is portraying. Ask members of the class to suggest
additional “actions” that each component of the personality might take.

Eriksonian Parenting Tips Using HANDOUT 1-2 (a reprint of Table 1-1 in the text on Erikson’s Eight
Stages of Psychosocial Development), ask the class to work in small groups in an effort to determine what
parents should do to encourage a positive or healthy resolution to each of the first four psychosocial
crises. List the parenting tips generated by the groups on the board. This discussion will provide ample
opportunity to supplement the text’s coverage of Erikson’s theory and will facilitate comparisons to
Freud’s psychosexual theory.

Identifying Positive and Negative Reinforcement Negative reinforcement is usually a difficult concept
for students to grasp; they often believe that it is synonymous with punishment. To aid their
comprehension of this construct, have your class complete HANDOUT 1-3, either individually or in
small groups.

“Children See, Children Do” How do children learn simply by watching others? Bandura’s social
cognitive theory can be made clearer by asking your class about the cognitive processes involved in
observational learning. This discussion should cover the concept of a model (or modeling), as well as the
four steps involved in observational learning*:
1. Attention: If one is to learn by watching another, one must pay attention to the actions of another.
8
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
 2. Retention: Since learning usually involves the repetition of an action at a later point in time, the
learner must remember what he/she attended to.
3. Reproduction: At some point, the action to which the learner attended and chose to retain must
be reproduced or performed by the learner.
4. Motivation: Individuals will reproduce only those actions they are motivated to perform.
Motivation can be influenced by the consequences that were observed following the actions
performed by the model.

Source: Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

*This activity could be supplemented with the following video on YouTube:

http://www.youtube.com/watch?v=KHi2dxSf9hw - a poignant video about children copying adults
(1 minute, 31 seconds)

Who Said That? Either individually or in small groups, have your students complete HANDOUT 1-4.
This exercise will allow students to clarify the conceptual differences between the major theoretical
perspectives reviewed.

Advice Columns What would Sigmund Freud or Albert Bandura suggest? This exercise (see
HANDOUT 1-5) will give your students a chance to speak for several notable developmental theorists.
As a classroom exercise, HANDOUT 1-5 should be completed in small groups. You can also use this
HANDOUT as a homework assignment and as a take-home portion of an exam. Students respond well to
it in any of these formats.

Internet Annotated Bibliography Have your students use the Internet to identify 10 websites that give
scholarly information on the theories/theorists discussed in this chapter. Students should type an
annotated bibliography that lists the URLs (website addresses) for these websites, and gives a brief (one
or two paragraph) summary/review of each.
1. The name of the website (e.g., Jean Piaget Society).
2. A valid URL (website address, e.g., http://www.piaget.org).
3. A brief (one or two paragraph) review of the website. Reviews should include a brief summary
of what students can expect to find if they visit the website and a brief evaluation of the website.

As a follow-up to this activity, students can combine all of the annotated bibliographies into an Internet
Resource Directory that could be distributed in class.

FILMS/VIDEOS/INTERNET SOURCES:

http://www.youtube.com/watch?v=v3d55juoDw8 - A YouTube video about Piaget by David Elkind (1

minute, 48 seconds)

http://www.youtube.com/watch?v=Jw33CBsEmR4 – A YouTube video about Piaget (6 minutes, 6

seconds)

Bandura’s Social Cognitive Theory: An Introduction (Davidson Films, 2002, 30 minutes). This video
reviews Albert Bandura’s classic experiments utilizing Bobo dolls, his research on phobias, and his
current work on self-efficacy. Making this video especially compelling is that Dr. Bandura is the
narrator.

9
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
B. F. Skinner: A New Appraisal (Davidson Films, 1999, 41 minutes). A thorough review and critique of
the work of B. F. Skinner. This video dispels some myths, and credits Skinner with contributions not
often attributed to him.

Child Development (Insight Media, 1992, 30 minutes). Provides an overview of the study of child
development, including the ideas of early philosophers such as Locke and Rousseau and historically
significant theorists such as Freud, Erikson, Bowlby, Watson, Gesell, and Piaget. The video also includes
a review of research methodology utilized in the study of child development.

Classical and Operant Conditioning (Films for the Humanities and Sciences, 1997, 56 minutes). The
principles of behaviorism are explained, as are its important applications in clinical therapy, education
and child-rearing.

Cognitive Development (Insight Media, 1990, 30 minutes). Presents an overview of Piaget’s theory.
Also reviews general aspects of cognition and language development.

Discovering Psychology, Part 8: Learning (Annenberg/CPB Collection, 1990, 30 minutes). Classic

footage of Pavlov, Watson, and Skinner demonstrating the fundamentals of classical and operant
conditioning.

Erik Erikson: A Life’s Work (Insight Media, 1992, 38 minutes). Erik Erikson discusses his stage theory
of psychosocial development.

The Infant Mind (Insight Media, 1992, 30 minutes). Contemporary cognitive and developmental
psychologists review and challenge some aspects of Piaget’s stage theory.

Learning (Insight Media, 1990, 30 minutes). Includes an interview with B.F. Skinner and reviews some
applications of classical and operant conditioning.

Learning: Observational and Cognitive Approaches (Insight Media, 2001, 30 minutes). Reviews the
components of observational learning, illustrates the cognitive aspects of learning, and discusses B.F.
Skinner’s research.

Jean Piaget (Insight Media, 1969, Part I: 40 minutes). An interview with Jean Piaget highlights his
stages of development and developmental issues including motivation, learning, and perception.

Jean Piaget (Insight Media, 1969, Part II: 40 minutes). Piaget presents his views on Freud’s
developmental concepts and his reactions to criticism and the misapplication of his own theory.

Piaget’s Developmental Theory: An Overview (Davidson Films, 1989, 30 minutes). David Elkind
introduces Piaget’s theory and interviews children. The video includes clear demonstrations of egocentric
thought and conservation of liquid.

Piaget on Piaget (Yale University, 1978, 45 minutes). Piaget discusses his theory of cognitive
development.

Theories of Development (Insight Media, 1997, 29 minutes). This video provides an overview of the
cognitive, psychosexual, psychosocial, behaviorist, social-learning, and sociocultural theories of child
development. The work of Piaget, Freud, Erikson, Gesell, Skinner, and Vygotsky is featured.

10
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
Vygotsky’s Developmental Theory: An Introduction (Davidson Films, 1994, 28 minutes). Classroom
footage from the United States and archival footage from Russia and Papua New Guinea illustrate
Vygotsky’s theory of the Zone of Proximal Development, scaffolding, and other basic tenets of his theory
and research.

http://www.piaget.org and http://www.unige.ch/piaget – website locations of the Jean Piaget Society

and the Jean Piaget Archives

http://www.freudarchives.org/ – Sigmund Freud Archives

http://www.erikson.edu/default/aboutei/eivideo.aspx – a website with a good video about Erik Erikson

http://www.marxists.org/archive/vygotsky - a comprehensive website about Lev Vygotsky

http://www.davidsonfilms.com – 23 short clips that cover many major Early Childhood theorists. Longer
films on each theorist are available for purchase.

http://faculty.weber.edu/tlday/1500/camps.html - website discussing most major early childhood theories

along with video clips

MODULE 1.3: THEMES IN CHILD-DEVELOPMENT RESEARCH

LEARNING OBJECTIVES:

LO9 How well can developmental outcomes be predicted from early life?
LO10 How do heredity and environment influence development?
LO11 What role do children have in their own development?
LO12 Is development in different domains connected?

KEY TERMS:

continuity-discontinuity issue, p. 15 active-passive child issue, p. 16

nature-nurture issue, p. 16

LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:

Nature-Nurture Demonstration To clarify the complicated interaction of genetics and environment,

David Miller (1996) of the University of Connecticut recommends the use of a cooking metaphor. With
the use of pictures or actual ingredients, Miller demonstrates that a basic ingredient (flour is used to
represent genetic inheritance), when combined with a few additional ingredients and exposed to various
“treatments” (e.g., frying versus baking), interacts to produce very different outcomes (representing
individual developmental differences). Miller demonstrates the following cases:

Basic
Ingredient Additional Ingredients Treatment Developmental Outcome
FLOUR SALT + WATER FRYING FLOUR TORTILLA
FLOUR SALT + WATER BAKING MATZO
FLOUR SALT + WATER + BAKING BREAD
YEAST
FLOUR SALT + BUTTER + BAKING BROWNIE
COCOA + SUGAR

11
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
Miller’s (1996) demonstration concludes with a discussion of various aspects of the nature-nurture issue,
including:
a. the concept of developmental constraints (e.g., the limitations of ingredients and treatments);
b. how genes do not code for specific developmental outcomes (e.g., flour alone does not
produce a specific food item);
c. the inseparability of genetic and environmental contributions to development (e.g., What
makes a brownie a brownie? The ingredients or the baking process?); and
d. the inability to identify specific, constituent elements of the developmental product (e.g., try
as hard as she might, my daughter cannot extract the cocoa from the rest of the brownie).

Source: Miller, D. B. (1996). The nature-nurture issue: Lessons from the Pillsbury doughboy. In
M. E. Ware and D. E. Johnson (Eds.), Handbook of demonstrations and activities in the teaching of
psychology. Mahwah, NJ: Lawrence Erlbaum.

Debates Have the class divide into three large groups. One group will debate the continuity-versus-
discontinuity issue, one group will debate the nature-nurture issue, and one group will debate the active-
passive child issue. Once the three large groups are decided, each group should subdivide into two smaller
groups so that both sides of the debate issue are represented (e.g., a group for nature and a group for
nurture). Give students several class periods to prepare for the debate. On debate day, the first two groups
will debate the topic of continuity versus discontinuity while the other groups watch and evaluate. Then
the second two groups will debate the topic of nature versus nurture while the other groups watch.
Finally, the last two groups will debate the topic of active versus passive children while the other groups
watch. A format for the debate is listed below and can be modified to fit classes of different lengths:

Debate 1: Continuity versus Discontinuity (30 minutes)

I. Constructive Speeches (Presentation of your side of the argument):
A. Continuity side will present for 7 minutes
1. Cross-examination by the Discontinuity side for 3 minutes
B. Discontinuity side will present for 7 minutes
1. Cross-examination by the Continuity side for 3 minutes
II. Rebuttal Speeches (Your response to the other side’s argument):
A. Discontinuity side will rebut for 5 minutes
B. Continuity side will rebut for 5 minutes
III. Questions from Audience (5 minutes)

Debate 2: Nature versus Nurture (30 minutes)

I. Constructive Speeches (Presentation of your side of the argument):
A. Nature side will present for 7 minutes
1. Cross-examination by the Nurture side for 3 minutes
B. Nurture side will present for 7 minutes
1. Cross-examination by the Nature side for 3 minutes
II. Rebuttal Speeches (Your response to the other side’s argument):
A. Nurture side will rebut for 5 minutes
B. Nature side will rebut for 5 minutes
III. Questions from Audience (5 minutes)

Debate 3: Active versus Passive Child (30 minutes)

I. Constructive Speeches (Presentation of your side of the argument):
A. Active side will present for 7 minutes
1. Cross-examination by the Passive side for 3 minutes
B. Passive side will present for 7 minutes
12
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 1. Cross-examination by the Active side for 3 minutes
II. Rebuttal Speeches (Your response to the other side’s argument):
A. Passive side will rebut for 5 minutes
B. Active side will rebut for 5 minutes
III. Questions from Audience (5 minutes)

FILMS/VIDEOS/INTERNET SOURCES:

http://www.youtube.com/watch?v=pL6Lr0DcUes – YouTube video on Preschoolers and Nature vs.

Nurture debate (9 minutes, 49 seconds)

Contexts of Development (RMI Media Productions, 1993, 30 minutes). Highlights the interactive
influences of biological, social, economic, and cultural factors on human development.

Study of the Child: History and Trends (from The Developing Child Series, Magna Systems, 1997, 28
minutes). Reviews the history of child development, including its philosophical roots and early scientific
investigations. The video illustrates two developmental methodologies and presents major developmental
principles, including an examination of the nature-nurture question.

Interrelatedness of Development (Magna Systems, 1978, 30 minutes). Emphasizes the contributions of

heredity and environment to development, highlighting individual differences and the interrelatedness of
all aspects of change.

Worlds of Childhood, Programs 5, 23, and 24 (Great Plains National Instructional Television Library,
1993, 30 minutes each). Program 5, Nature and Nurture Interwoven, includes a review of research on
twin studies. Programs 23 and 24, Nature and Nurture of Development (Parts I and II), explore the roles
of biology, history, economics, family, peers, school, community, and culture in child development.

http://psychology.about.com/od/developmentalpsychology/a/devissues.htm - an interesting website that

serves as a good beginning resource for students.

MODULE 1.4: DOING CHILD-DEVELOPMENT RESEARCH

LEARNING OBJECTIVES:

LO13 How do scientists measure topics of interest in children’s development?

LO14 What general research designs are used in child-development research?
LO15 What designs are unique to the study of age-related change?
LO16 What ethical procedures must researchers follow?
LO17 How do researchers communicate results to other scientists?

KEY TERMS:

systematic observation, p. 19 experiment, p. 25

naturalistic observation, p. 19 independent variable, p. 25
variables, p. 19 dependent variable, p. 25
structured observation, p. 19 field experiment, p. 26
self-reports, p. 21 quasi-experiment, p. 27
response bias, p. 21 longitudinal design, p. 28
reliable or reliability, p. 22 microgenetic study, p. 29
valid or validity, p. 22 cohort, p. 29
populations, p. 23 cross-sectional design, p. 29
13
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 sample, p. 23 meta-analysis, p. 32
research design, p. 23 informed consent, p. 32
correlational study, p. 23
correlation coefficient (r), p. 24

LECTURE SUGGESTIONS, CLASSROOM ACTIVITIES, AND DISCUSSION TOPICS:

“Naturalistic Observation? That’s so Simple.” This is usually the initial reaction voiced by students
when naturalistic observation is discussed as a research tool. Grubb (2004) asks his classes to design a
study utilizing naturalistic observation. He states, “In the past, I have given my classes a hypothesis, but
recently I’ve had even greater success (i.e., student interest and involvement) by having the class generate
several hypotheses, and then vote on the one they would like to pursue. Once the hypothesis is chosen,
we proceed to specify and operationalize variables of interest. The class then discusses some of the
procedural aspects of such a study, including the location, observational strategies, and concerns about
confounding variables. In some cases, when the hypothesis, procedure, and class size allow, I have my
students actually conduct the study they designed (after receiving Ethical Review Board approval, of
course), although this step is not a necessary step toward the final objective of giving the students an
appreciation of the complexities, strengths, and limitations of naturalistic studies.” (Grubb, 2004)

Source: Grubb, D., & Kail, R. V. (2004). Instructor’s resource manual to accompany Children and
Their Development (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

“Results of a Recent Study Indicate that People Rarely Question the Results of Recent Studies”

For an advanced developmental course: Ask your students to locate a study on some aspect of
development that is of interest to them and bring a copy of the Method section to class. In small groups,
have the students engage in critical reviews of the articles that they found, focusing on sample
representativeness and the reliability and validity of the measures or procedures used. Since students
often ignore the method section of journal articles, this exercise should render this section less threatening
while honing their critical thinking skills.

For an introductory developmental course: Ask your students to find research results that have been
reported in the mass (print) media, make copies of the stories, and bring them to class. Ask for some
volunteers to summarize their stories, reading verbatim the section reporting the research results. Then
guide the class through a discussion of how to critically interpret the reported results. This exercise
produces the same result as the one described above for advanced courses: Your students will develop
sharper critical-thinking skills.

Understanding Correlations To illustrate the concept that correlation does not equal causation, have
your class generate examples of variables that co-vary, and discuss why causal relationships between
them cannot be determined. Further, to introduce the concept of spurious correlations, ask the class to
think of variables that are highly correlated, but meaningless (e.g., birds migrate south when footballs
appear in neighborhoods).

Investigating Nursery Rhymes In small groups, have students in your class derive testable hypotheses
(and the most appropriate means to test them) from the nursery rhymes listed in HANDOUT 1-6. You
may wish to assign one rhyme to each group, and then have the groups report their work to the rest of the
class.

Source: Lewison, W. (1993). Baby’s first Mother Goose. New York, NY: Western.
14
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Designing an Experiment In small groups, have your students design an experiment. HANDOUT 1-7
will guide them through the process of stating a hypothesis, identifying and operationalizing variables,
and considering a variety of methodological and ethical issues.

Longitudinal versus Cross-Sectional Designs Before the class session on developmental research
methods, assign half of your students a longitudinal study to read and half a cross-sectional study to read
on the same topic. In class, have the students compare and contrast the results obtained with the different
research designs, debating the advantages and disadvantages of each design.

Evaluating Developmental Research Methods. As a comprehensive review of the research method

module in the chapter, ask your students to complete HANDOUT 1-8, either in class or as a homework
assignment.

Name That Research Design. To determine if your students can recognize the various research designs
when given brief examples of them, have them complete HANDOUT 1-9. This HANDOUT serves as an
excellent study aid and can be completed as a homework assignment or in-class activity.

Where Did They Go Wrong? Present your students with brief examples of unethical research practices
and ask them to identify the violations present. HANDOUT 1-10 includes some research situations that
students can assess. This HANDOUT works well either as an in-class small group exercise or as a
homework assignment.

FILMS/VIDEOS/INTERNET SOURCES:

Discovering Psychology, Program 2: Understanding Research (Annenberg/CPB Collection, 1990, 30

minutes). Describes the scientific method, data collection and analysis, and the role of critical thinking in
research.

Experiments in Human Behavior (Annenberg/CPB Project, 1990, 35 minutes). Presents an overview of

research methods used in studying behavior.

Observation (from The Developing Child Series, Magna Systems, 1993, 37 minutes). The video depicts
naturalistic observation methods with infants, toddlers, and preschoolers as well as describing methods
more suitable for older children.

Observing Children (Insight Media, 1991, 10 minutes). Presents various methods of observing children.

Scientific Method (Films for the Humanities and Sciences, 1999, 25 minutes). This video provides a
complete overview of all steps of the scientific method, from researching and identifying a problem to
communicating the results.

Two Research Styles (Insight Media, 1991, 24 minutes). Experimentation and observation are compared
using profiles of two research programs.

http://www.apa.org – website of the American Psychological Association

http://www.psychologicalscience.org – website of the Association for Psychological Science (formerly

the American Psychological Society)

15
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CHAPTER 1 CASE STUDY

Dungeon of Doom: Part I

“He’s still playing Dungeon of Doom? I’m getting worried about the amount of time Matthew
spends in front of that video game, Tyler.”
“I don’t think Matthew is going to be harmed by it, Shari. It’s just a game. He still plays with his
kindergarten friends, and goes bike riding and swimming a lot.”
“But I worry that he’ll start to become a bully—make that a ‘Dungeon Master.’ Maybe we
should limit the amount of time he spends with the game.”
“That won’t be easy, Shari, but it’s probably a good idea. Besides, if Matthew spends less time
playing Dungeon of Doom, I can spend more time playing my favorite video game, Carnival of
Carnage.”

1. How can Sigmund Freud’s theory of personality be used to explain the appeal of video games like
Dungeon of Doom or Carnival of Carnage?

2. What kinds of concerns might Erik Erikson have about 6-year-old Matthew’s habitual video game
playing?

3. What suggestions would B. F. Skinner have for changing Matthew’s behavior?

4. Impose the contextual perspective of Vygotsky on the case described above.

16
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 Dungeon of Doom: Part II

“He’s still playing Dungeon of Doom? I’m getting worried about the amount of time Matthew
spends in front of that video game, Tyler.”
“I don’t think Matthew is going to be harmed by it, Shari. It’s just a game. He still plays with his
kindergarten friends, and goes bike riding and swimming a lot.”
“But I worry that he’ll start to become a bully—make that a ‘Dungeon Master.’ Maybe we
should limit the amount of time he spends with the game.”
“That won’t be easy, Shari, but it’s probably a good idea. Besides, if Matthew spends less time
playing Dungeon of Doom, I can spend more time playing my favorite video game, Carnival of
Carnage.”

1. State Shari’s concerns about the effects of the video game on Matthew’s behavior as a testable
hypothesis.

2. Design a study to test the hypothesis you just stated.

3. Tyler saw a segment on the local news that reported the results of a recent correlational study on
video games and aggression. The study indicated that children who spend more time playing video
games tend to act more aggressively toward their peers. Tyler concluded that video games cause an
increase in aggression, and he decided to return Dungeon of Doom and rent The Wonderful World of
Worms instead. Evaluate Tyler’s interpretation of the research results.

4. Shari suggested that before acting hastily, they watch Matthew’s behavior before and after playing
video games and ask their friends to watch their own children’s pre- and post-video-game behaviors.
What measurement technique is Shari proposing? What may be a limitation or weakness in asking
just her friends to watch their children’s behavior?

17
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CASE STUDY ANSWERS
Dungeon of Doom: Part I

1. Violent video games can serve as a means through which the primitive needs of the id (such as
aggressive impulses) are satisfied. The ego can channel these impulses through the socially-accepted
venue of video games.

2. For a child who habitually plays video games, Erikson would most likely have concerns about the
child’s ability to work with others and the child’s mastery of basic skills. If the child devotes much of
his/her time to video game playing, the child is not socializing with peers nor is the child practicing
academic skills.

3. B.F. Skinner would suggest that Matthew’s parents positively reinforce other “healthier” activities
that Matthew may engage in (such as engaging in cooperative play activities with friends, crafts,
household chores, etc.).

4. Vygotsky would argue that by making video games such as Dungeon of Doom available to Matthew,
his parents are conveying the message that society values violence and solitary activity.

Dungeon of Doom: Part II

1. The more time a child spends playing video games, the more aggressive behavior or “bullying” is
likely to be exhibited by the child.

2. An experiment can be designed with some children being exposed to varying amounts of video game
playing (the experimental groups) while other children played with no video games (the control
group). The level of aggression or bullying after the play trials can then be systematically observed.

Or, a correlational study can be designed in which parents are asked to indicate (or keep a log that
chronicles) how much time their children spend playing video games, then correlate that data with
data derived from parents’ ratings of the level of aggression or bullying exhibited by their children.

3. Tyler incorrectly inferred causation from a correlational study.

4. Shari is proposing a naturalistic observation measurement technique. The limitations or weaknesses

in asking her friends to watch their children’s behavior include the following: (1) the children of
Shari’s friends do not constitute a representative sample; (2) parents may not witness all of the
aggressive acts of their children; (3) parents may define aggression in different ways, compromising
the reliability and validity of the data.

18
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HANDOUT 1-1
Learning Objectives for Chapter 1

LO1 What ideas did philosophers have about children and childhood?

LO2 How did the modern science of child development emerge?

LO3 How do child-developmental scientists use research findings to improve children’s lives?

LO4 What are the major tenets of the biological perspective?

LO5 How do psychodynamic theories account for development?

LO6 What is the focus of learning theories?

LO7 How do cognitive-developmental theories explain changes in children’s thinking?

LO8 What are the main elements of the contextual approach?

LO9 How well can developmental outcomes be predicted from early life?

LO10 How do heredity and environment influence development?

LO11 What role do children have in their own development?

LO12 Is development in different domains connected?

LO13 How do scientists measure topics of interest in children’s development?

LO14 What general research designs are used in child-development research?

LO15 What designs are unique to the study of age-related change?

LO16 What ethical procedures must researchers follow?

LO17 How do researchers communicate results to other scientists?

19
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HANDOUT 1-2
The First Four Stages of Psychosocial Development in Erikson’s Theory

Directions: What would Erikson suggest for parents who are raising children that fit into the following
four stages?

Psychosocial
Stage Age Challenge Eriksonian Parenting Tips

Basic Trust vs. Birth to 1 year To develop a sense

Mistrust that the world is
safe, a “good
place.”

Autonomy vs. 1 to 3 years To realize that one

Shame and Doubt is an independent
person who can
make decisions.

Initiative vs. 3 to 6 years To develop a

Guilt willingness to try
new things and to
handle failure.

Industry vs. 6 years to To learn basic

Inferiority adolescence skills and to work
with others.

20
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HANDOUT 1-3
Identifying Positive and Negative Reinforcement

Directions: In each of the following scenarios, identify the type(s) of reinforcement present, as well as
who is being reinforced. (Note: Some scenarios involve both positive and negative reinforcement.)

1. Andrew will not take his asthma medication daily, as his doctor has prescribed. Andrew’s parents
have been nagging him, telling him that he may have to be rushed to the hospital if he doesn’t take the
medicine as directed.

2. Rowena was given a sticker every time she remembered to brush her teeth.

3. Julio’s parents went to great lengths to provide him with hot dogs and cheese fries since he would
have serious temper tantrums if given any other type of food.

4. Angela is a third-grader in Mr. Robertson’s class. Mr. Robertson is giving each child work materials
individually. As Mr. Robertson turns to each child, Angela makes grunting noises and yells, “teacher,
teacher—me next!” On each occasion, Mr. Robertson turns to Angela and says, “Shhh. Wait your
turn.”

5. At supper, Taeyung has to eat a little bit of everything prepared, including the dreaded vegetables. If
he picks a fight with his little sister, he is immediately sent to his room with his plate. Taeyung has
been sent to his room four times in the past week.

21
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HANDOUT 1-4
Who Said That?

Directions: Match the theorist or theoretical perspective to the statement that best represents his
viewpoint. Explain your choice.

B. F. Skinner Sigmund Freud

Albert Bandura Erik Erikson
John Locke Arnold Gesell
Jean Piaget

1. In everyday life, unconscious needs are struggling for expression; behavior and development is the
product of efforts to satisfy needs.

2. Development is the product of one’s biological plan; experience matters little.

3. People learn from observing others.

4. Development involves facing a sequence of crises or challenges. How earlier crises are resolved
influences later development.

5. Thought develops in four qualitatively different stages, ranging from exploring through the senses
and motor abilities to abstract, logical thinking.

6. One’s development is influenced by the reinforcements and punishments one receives.

7. The human infant is a blank slate; experiences mold and shape it into a distinct individual.

22
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HANDOUT 1-5
Advice Columns

Directions: Indicate below how each theorist would explain these problems and recommend treating
them.

B.F. Skinner Sigmund Freud

Heather (6 years old)

gets upset when her
father pays attention
to her younger
brother. She insists
on playing video
games and other two-
player games with her
father in an attempt to
exclude her brother.

Erik Erikson Lev Vygotsky

Markie (2 1/2 years

old) insists on bathing
and dressing himself
even though he
doesn’t do either very
well.

Albert Bandura Jean Piaget

Emily and Ethan

(5-year-old twins) are
tag-team trouble at
the dinner table,
meaning that they
make terrible messes
of the table, the floor,
and themselves.

23
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HANDOUT 1-6
Researching Rhyme and Reason

Directions: List possible hypotheses that can be derived from each of the nursery rhymes listed below.
Suggest appropriate means of testing each hypothesis you generate.

There was an old woman, Jack and Jill went up the hill,
who lived in a shoe, to fetch a pail of water.
she had so many children, Jack fell down and broke his crown,
she didn’t know what to do. and Jill came tumbling after.

Hypotheses: Hypotheses:

Hickory, dickory, dock, Little Miss Muffet sat on a tuffet,

the mouse ran up the clock. eating her curds and whey.
The clock struck one, Along came a spider,
the mouse ran down. who sat down beside her,
Hickory, dickory, dock. and frightened Miss Muffet away.

Hypotheses: Hypotheses:

Source: Lewison, W. (1993). Baby’s first Mother Goose. New York, NY: Western.

24
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HANDOUT 1-7
Designing an Experiment

Directions: The following questions serve as a guide for designing an experiment. Answer each question
in the space provided.

1. What is your general research problem or question?

2. What are your variables? Identify your independent and dependent variables. How are your
variables operationally defined?

3. What is your causal hypothesis?

4. Who is your population of interest? How will you draw your sample? Describe your experimental
(i.e., manipulated) and control groups, and how subjects will be assigned to each.

5. What data gathering strategies (e.g., self-report, sampling behavior with tasks, etc.) and/or
“treatment” will
you use?

6. Describe, diagram, or explain your research procedure.

7. How did you minimize bias in your study?

8. Discuss possible ethical problems or issues.

25
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HANDOUT 1-8
Evaluating Developmental Research Methods

Directions: Identify the strengths and weaknesses for each of these research methods:

Research Method Strengths Weaknesses

Experiment

Correlational Study

Self-Reports

Naturalistic
Observation

Structured
Observation

Sampling Behavior
with Tasks

Physiological
Measures

Longitudinal Study

Cross-Sectional
Study

Longitudinal-
Sequential Study

26
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HANDOUT 1-9
Name that Research Design

Directions: Below are brief descriptions of research situations. Indicate which specific measurement
techniques and research design are being utilized in each situation.

1. A researcher was interested in determining if there were sex differences in honesty among 9-year-
olds. To do this, she placed a hand-held electronic game on a bench on a playground prior to recess,
and from a nearby window she unobtrusively recorded the sex and actions (e.g., playing with the
game, giving it to a teacher, putting it in a pocket to keep it, etc.) of any child who came into contact
with the game.

2. In an effort to determine if there was a relationship between parenting style and socioeconomic status,
a researcher telephoned households at random and, if there were parents of children under the age of
18 living in the household, asked them several questions about how they interact with their children,
and asked them about their jobs and annual income.

3. Does background music affect the play of young children? To address this question, a researcher
videotaped the play of small groups of preschool children at a local daycare. Using the same
playroom and collection of available toys for each group, the researcher recorded the toy selections
made by the children and frequency of cooperative versus competitive play under classical, country,
rock music, and no music conditions.

4. A school system had implemented a new program to its curriculum designed to reduce aggressive
behavior in first-graders. To determine the effectiveness of the program, it was decided that one
elementary school in the district would implement the curriculum while another elementary school
served as the control group. At the beginning of the school year, parents and teachers were asked to
complete a log indicating the frequency of aggressive behaviors that they observed in their
children/students during a one-week period. At the end of the 15-week program, the parents and
teachers again completed the logs of aggressive behaviors. At the end of that school year and again
one year later, the parents and teachers were asked to complete logs of aggressive behavior observed
in their children/students.

27
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HANDOUT 1-10
Where Did They Go Wrong?

Directions: Below are descriptions of research practices that may or may not be ethical. Assess the
ethical acceptability of each. Be sure to list specific ethical violations or issues of concern when they are
present.

1. Two preschool teachers were discussing the issue of a “sugar fix,” one teacher believing that sugar
significantly affected the behavior of children while the other doubted that sugar alone influenced
behavior. To settle their debate, they decided to give cookies and pop to one of their classes for an
afternoon snack, while the other class was given crackers and milk. The teachers then watched their
classes play.

2. Third-graders (and their parents) and seventh-graders (and their parents) were invited to participate in
a study being conducted at the child research laboratory at a local university. They were told that the
researchers were trying to determine how spatial and problem-solving skills were developed in
children. In actuality, the researchers were interested in differences in the communication patterns
and emotional expression characteristics of third-grade versus seventh-grade parent-child dyads. At
the conclusion of the testing sessions the participants were thanked and dismissed.

3. After obtaining informed consent from parents to have their children participate in a research project,
the eye-hand coordination abilities of 6-year-old boys and girls were assessed by having the children
throw metal darts at balloons that were taped to a wall (similar to a carnival game). The number of
balloons popped served as the dependent variable. Each child’s results were then reported to his/her
classroom teacher and physical education instructor.

28
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HANDOUT ANSWERS
HANDOUT 1-2: The First Four Stages of Psychosocial Development in Erikson’s Theory

Psychosocial Stage Eriksonian Parenting Tips

Basic Trust vs. Parents should meet the needs of their children consistently, and they
Mistrust should maintain a fairly predictable schedule or routine with their
children.
Autonomy vs. Parents should allow their children to do certain things for themselves
Shame and Doubt (e.g., dressing and feeding themselves) and allow their children to
engage in tasks in which success is more likely than failure.
Initiative vs. Parents should encourage their children to try new things, supporting
Guilt their attempts even in the face of failure.
Industry vs. Parents should help their children learn new skills, assisting them with
Inferiority school work and giving them responsibilities at home.

HANDOUT 1-3: Identifying Positive and Negative Reinforcement

1. Andrew’s parents’ nagging is NEGATIVE REINFORCEMENT.

2. The sticker given to Rowena is POSITIVE REINFORCEMENT.
3. Julio’s temper tantrums served as NEGATIVE REINFORCEMENT for the parents’ behavior of
providing Julio with hot dogs and cheese fries. Julio’s tantrums were POSITIVELY REINFORCED
by the parents when they gave him these foods.
4. Mr. Robertson’s attention to Angela by telling her to wait her turn is serving as a POSITIVE
REINFORCER for Angela’s obnoxious behavior.
5. Taeyung is being POSITIVELY REINFORCED for fighting with his sister because he—
presumably—enjoys being sent to his room.

HANDOUT 1-4: Who Said That?

1. In everyday life, unconscious needs are struggling for expression;

behavior and development is the product of efforts to satisfy needs. ~ Sigmund Freud
2. Development is the product of one’s biological plan; experience matters ~ Arnold Gesell
little.
3. People learn from observing others. ~ Albert Bandura
4. Development involves facing a sequence of crises or challenges. How
earlier crises are resolved influences later development. ~ Erik Erikson
5. Thought develops in four qualitatively different stages, ranging from
exploring through the senses and motor abilities to abstract, logical ~ Jean Piaget
thinking.
6. One’s development is influenced by the reinforcements and
punishments one receives. ~ B.F. Skinner
7. The human infant is a blank slate; experiences mold and shape it into a
distinct individual. ~ John Locke

29
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
HANDOUT 1-5: Advice Columns

Heather B.F. Skinner: Sigmund Freud:

(age 6) Heather is seeking the positive Heather’s id impulses are
reinforcement of her father’s overwhelming her ego. Her father
attention. should respond to her in appropriate
He should use positive reinforcement ways to help her develop her sense of
when she exhibits appropriate right and wrong (internalized by the
behavior. Punishment may be needed superego).
if the inappropriate behavior persists.
Markie Erik Erikson: Lev Vygotsky:
(age 21/2) Markie is striving to develop Markie has learned from his parents
autonomy as he faces the autonomy that independence is valued in his
vs. shame & doubt developmental culture. His parents should encourage
crisis. His parents should allow him his attempts to develop this and other
to dress and feed himself, and should traits valued by their culture.
buy him clothes and make him food
that he can manage successfully.
Emily and Albert Bandura: Jean Piaget:
Ethan Emily and Ethan have observed From their preoperational level of
(age 5, twins) others (e.g., their parents, older reasoning, Emily and Ethan have a
siblings, peers, or television fairly immature understanding of table
characters) behaving badly. Their manners that is magnified by their
parents should expose them to models inability to understand the perspective
who are exhibiting more appropriate of others. Their parents need to teach
behaviors at the dinner table. them proper table manners and try to
help them see how their behaviors
affect others.

HANDOUT 1-6: Researching Rhyme and Reason

The Old Woman in the Shoe Jack and Jill

Sample Hypothesis: Sample Hypotheses:

- correlation between number of children and - fetching water causes falls
type of residence - correlation between terrain and likelihood
of falling

Hickory, Dickory, Dock, Little Miss Muffet

Sample Hypothesis: Sample Hypotheses:

- clock chiming causes mouse to retreat - appearance of spider causes fear
- eating curds and whey causes fear

HANDOUT 1-8: Evaluating Developmental Research Methods

See the Summary Tables on pages 22 and 31 in the text.

30
Copyright © 2015, 2012, 2010 by Pearson Education, Inc. All rights reserved.
 Another Random Document on
Scribd Without Any Related Topics
time since the State Fair and to us appear much improved in a
military point.”
We have not been able to determine what brought Ellsworth to
Madison. W. J. Ellsworth lived in the city at the time. Possibly they
were kinsmen.
One other relic of Ellsworth’s activities among us is in the Keyes
Papers. In 1910, Col. Elisha W. Keyes wrote an article for the
Madison Democrat on the organization of the Governor’s Guard. In it
he says “Soon after the organization of the guard he [Ellsworth]
appeared in Madison and spent much time, without Compensation,
in drilling the men. He was then a young man, not much over 30
years of age. He had been an apt student of military science and
discipline. His heart and soul were in the work. His enthusiasm was
boundless, although at the time of his work here no one hardly
dreamed that the rebellion was possible. Before he left he
contemplated the full organization of the eighteenth regiment State
militia [of which Keyes was then Colonel]. I have in my possession
now a roll of maps and instructions for regimental drill, which
involved much labor, that he prepared for me, as colonel, without
reward.” These drafts came to the Society with Judge Keyes’s other
papers. They are large map-like drafts, colored, of the positions of
the regiment, and fully written out directions in Ellsworth’s own hand
for the various orders for military positions and movements.
Probably you know that Ellsworth’s diary was given to Frank
Brownell, his avenger. We have two pamphlets giving liberal excerpts
from the diary, but we find therein no mention of Madison. Probably
the full text of this diary would show when and why he came to
Madison.
Your letter of the nineteenth instant concerning Ellsworth is
before me and I wish to thank you earnestly for the time and
care which you have devoted to this subject; it illuminates a
portion of his career with which I was entirely unacquainted
and which to have searched out myself would have involved
much expense and inconvenience. Your communication will
be excellent to appear verbatim in the book.
I am unable to say as to the identity of W. J. Ellsworth, but I
have written to an uncle of Colonel Ellsworth who may be
able to shed light on the matter. Colonel Keyes, when he
estimated Ellsworth’s age as “not over 30 years” when he was
in Madison, was evidently deceived by his remarkable degree
of development, which was in advance of his age: at that
time he was but twenty-one, having been born April 11, 1837.
Ellsworth’s diary I have not yet unearthed. John Hay’s article
published in McClure’s Magazine, VI, 354, has many citations
from it, but nothing concerning Madison. Mr. Hay also
contributed to the Atlantic, very soon after Ellsworth’s death,
a fine article on him (VIII, 119), and the two comprise the
best literature so far published on Ellsworth. These two young
men were students in Lincoln’s law office, and Mr. Hay all his
life down to his last years mourned for him, whom he
estimated as a most wonderfully brilliant and patriotically
devoted man whose future would have been exceedingly
prominent and useful. My own investigations lead me to the
same conclusion. Yet he had very few early advantages;
practically none, except a limited district school education. His
parents, whom I knew, were plain people, and others of the
relations whom I have met or corresponded with exhibit
nothing out of the common.
C. A. Ingraham,
Cambridge, New York.

THE STORY OF “GLORY OF THE MORNING”

We are about to give the play Glory of the Morning. I am
under the impression that there was such a character in
 Wisconsin as “Glory of the Morning,” and that she was
married to a Frenchman, and deserted by him, as in the play.
Can you give me any information concerning her?
(Mrs.) F. H. Anderson,
Brooklyn, Wisconsin.
“Glory of the Morning” was an historical character, and one of the
staff on the Wisconsin Historical Society related to Professor Leonard
the incident on which he founded the play. He has taken poet’s
license with certain parts—with the names, for instance, of the son
and daughter; but in Wisconsin Historical Collections, VII, 345, you
can read the story as told by a French-Canadian trader. “Glory of the
Morning” was a Winnebago chieftess, and Jonathan Carver, when
very old, saw her at her village near Menasha, Wisconsin. The
French officer whose name was Sabrevoir Decorah (also spelled
DeCarrie, DesCarie, DeKaury, and other ways), came to Wisconsin
probably during the Fox wars of the early eighteenth century. He
married the daughter (“Glory of the Morning”) of the head chief of
the tribe; resigned from the army, and became a trader. They had
two sons and a daughter. When the French and Indian War began
Decorah was summoned to become a soldier, and he took his
daughter with him to be educated in Canada. The father was killed
at the battle of Ste. Foye in 1760. The girl married a Montreal
merchant and her son or grandson, Laurent Fily, came to Wisconsin
as a trader and lived for many years with Augustin Grignon at
Kaukauna. Many of his letters are in the Wisconsin Historical Library.
The two sons of the chieftess became chiefs of the tribe, and had
many descendants. The Decorah family in the nineteenth century
was the most powerful of the Winnebago families. Several of its
members still live in Nebraska. Two years ago an educated Indian
girl, teacher of art at Carlisle Indian School, visited Madison. Her
maiden name was Angel Decorah, and she traced her lineage
directly to “Glory of the Morning.” The Winnebago name of the
chieftess was Hopokoékaw.
 THE ODANAH INDIAN RESERVATION
Will you please give me some information concerning the
reservation near Odanah, Wisconsin? I desire to learn the
names of the chiefs who ceded the reservation and also the
terms of the cession; what each member of the tribe is
entitled to receive, and the address of the agent. I am
entitled to the same per-capita allotment as other members
of the tribe and this fact accounts for my interest in the
matter. Please give me, therefore, a history of the reservation.
George Allen,
Bay Shore, Michigan.
The Chippewa of Lake Superior made a final cession of all their lands
at a treaty held at La Pointe, September 30, 1844. In return for the
cession, the government provided several reservations for the
tribesmen. That at Bad River, of which the chief town is Odanah,
comprises 124,333 acres of land. This land, at the time the
reservation was set aside, was heavily timbered. The Indians were
entitled to annuities for twenty years, and each head of a family or
single person over twenty-one years of age had the right to eighty
acres of land. The chiefs who signed the treaty were members of the
La Pointe band.
In 1875 the annuities were paid for the last time, according to the
treaty stipulations. Congress, however, in consideration of the
Indians’ need, made appropriations to continue the payments for
several years. After 1882 the Indian Department permitted the sale
of timber from the reservation; logging operations furnished wages
for the working Indians, and the sale of the timber placed a
considerable sum to their credit. The Chippewa claimed additional
sums on treaty stipulations. Whether these claims have ever been
settled or not can be ascertained from the Indian Department at
Washington. As for the land, by 1913, 83,871 acres had been
allotted in eighty-acre tracts to genuine claimants. Enough of the
reservation remains for more eighty-acre tracts to be assigned to
those who can prove their rights to claims. Timber is still being taken
from the reservation.
For further information write to R. S. Buckland, special agent for the
Chippewa Indians, Baraga, Michigan; or to Philip S. Everest,
superintendent, Ashland, Wisconsin.

FIRST EXPLORATION OF EASTERN WISCONSIN

I should be pleased to ascertain who was the first white man
to pass or voyage past the shores of Sheboygan County,
Jolliet and Marquette or Father Claude Allouez? Allouez is said
to have been the first to explore the west shore of Lake
Michigan, but I have not been able to find out whether he
reached Sheboygan County.
Alfonse Gerend,
Cato, Wisconsin.
We dislike very much to say dogmatically who was the first
Frenchman to skirt the coast of Lake Michigan south of Sturgeon Bay
portage. The more we study the subject the more we are inclined to
believe that the records we possess reveal but a fragment of the
activities of the French explorers, traders, and missionaries around
Green Bay during the seventeenth century. We do not know but that
Jean Nicolet may have coasted south in 1634; on the other hand, we
do not know that he did. No one has yet been wise enough to lay
out the course of the wanderings of Radisson and Groseilliers. For
my own part, it seems probable that one of the first, if not the first,
white Frenchman who visited all the villages between Green Bay and
Chicago was Nicolas Perrot, who between 1665-70 spent five years
in the country, much of the time with the Potawatomi tribesmen.
Benjamin Sulte, a very careful Canadian investigator, asserts
categorically that Perrot was the first white man at Chicago. (Sulte’s
articles in French in the Canada Royal Society Proceedings, 1903-13,
throw much light on early seventeenth century conditions. They
have never been translated, and are known only to a few scholars.)
So far as I am able to judge, however, Sulte’s statement is based
purely upon inference and is not backed by a written account.
Therefore, it is certainly fair to say that the first definite written
record of white men skirting the coast of the western shore of Lake
Michigan is found in the journal of Father Jacques Marquette, who in
September, 1673 came back to Green Bay via the Chicago and
Sturgeon Bay portages.
With regard to Father Claude Allouez, I think we can speak with
more certainty. He did not go to the Illinois mission until after the
death of Marquette. He set out in the autumn of 1676 and wintered
among the Potawatomi near Sturgeon Bay. You will find a synopsis
of his voyage in Wisconsin Historical Collections, XVI, 96.
You may be interested in seeing a copy of Early Narratives of the
Northwest just published by Scribner & Co. This volume contains
most of the journals of these early explorers.

A COMMUNITY CHANGES ITS NAME

Some twenty-five years ago there was a place in Wisconsin
called North Greenfield. Evidently the name has been
changed for the reason that letters addressed to individuals at
that place are returned, with the information that there is no
such place in the state.
What is the present name of the locality formerly known as
North Greenfield?
Seymour Morris,
Chicago, Illinois.
The post office, situated in Milwaukee County, and known as North
Greenfield, changed its name about 1903, when it became West
Allis.
 HOW THE APOSTLE ISLANDS WERE NAMED
If such record exists, I should like to obtain from it a
statement of how the individual islands of the Apostle group
received their names, and how the group came to be named
Apostle Islands.
H. E. Hale,
Minneapolis, Minnesota.
The collective name of Apostle Islands for the group off the coast of
Chequamegon Bay is nearly two centuries old. The first map on
which it appears is that of Bellin in 1744. This was founded on the
information given by Father Pierre François Xavier de Charlevoix, a
noted Jesuit missionary, who in 1721 visited the western country as
an agent for the French government. Charlevoix did not go into Lake
Superior in person, but at Sault Ste. Marie and Mackinac he made
extensive inquiries of competent observers, and noted down the
information given him by traders and officers from that region. Thus
he, no doubt, learned that the islands were known to the French
who frequented that place as “The Twelve Apostles,” and as such
they appear on the map of Bellin that was issued in Charlevoix’s
book published in Paris in 1744.
The first English traveler to note these islands was Jonathan Carver,
who coasted the shore of Lake Superior in 1767 and on the map
published in his volume of Travels (London, 1778) repeats the name
“Twelve Apostle Is.”
The first American travelers in that region were those who
accompanied Lewis Cass, who in 1820 made an official voyage along
the southern shore of Lake Superior. One of the members of this
party was James D. Doty, who was afterwards territorial governor of
Wisconsin. In Doty’s journal, published in Wisconsin Historical
Collections, XIII, 201, he says: “The Islands, called by Charlevoix
'the 12 Apostles,’ extend about 20 miles from point Chegoiamegon.”
Another member of the same party was Henry Rowe Schoolcraft,
who later became Indian agent at Sault Ste. Marie, and married a
half-breed Indian girl descended from the Chequamegon chiefs.
Schoolcraft proposed to change the name of the Twelve Apostle
Islands to Federation Islands. He assigned to the several islands the
names of states of the Union, giving that of Virginia to Madelaine,
the largest of the group. Schoolcraft’s proposal was not followed, but
the present names of York and Michigan Islands seem to remain as
part of Schoolcraft’s proposal. Apparently the early traders, counting
the islands loosely, thought there were twelve in all, and since the
mission was named Mission du Saint Esprit (or Holy Ghost Mission)
the name of Twelve Apostles Islands seemed appropriate. There are
(we believe) in reality nineteen, nevertheless the name, Apostle
Islands, has persisted.
With regard to the several names of the separate islands: We have
above accounted for York and Michigan. Outer Island explains itself,
as do Ironwood, Oak, Basswood, Sand, Rocky, North and South
Twin, Bear, Cat (Wild Cat, no doubt), and Otter. Raspberry Island
takes its name from Raspberry River. This name was used in its
French form Rivière à la Framboise as early as 1804 (probably
earlier). See Wisconsin Historical Collections, XIX, 174. Devil Island
and Manitou Island are both the same name. That is, the Indians
called all supernatural beings “manitous.” Hermit Island and Stockton
Island have probably some local significance from dwellers upon
their area. We are not informed concerning them. Madelaine Island
has been known by many names. Its present name is that of the
wife of an early trader, Michel Cadotte. She was an Indian woman
whose father was a local chief. Madelaine was the name she
received when baptized. The island was frequently known as St.
Michel, or St. Michael’s, from the given name of Cadotte, who was
the principal trader on the island for many years. Its Indian name
was Moningwanekaning, supposed to mean the Place of the Golden-
breasted Woodpecker (hence, sometimes, Woodpecker Island).
However, Father Chrysostom Verwyst, a Catholic missionary, now our
best authority on Chippewa place names, defines it recently in Acta
et Dicta (July, 1916), published by the Catholic Historical Society of
St. Paul, as “the place where there are many lapwings.” This island
has also been called La Ronde, for a French commandant of the
eighteenth century; La Pointe Island, from the name of the region La
Pointe du Chequamegon; and Saint Esprit Island from the early
Mission du St. Esprit mentioned above. It was also sometimes called
Middle Island as lying midway between Sault Ste. Marie and Fort
William, the fur-trade post on the northwest of Lake Superior.
Sometimes it appears on maps as Montreal Island; the reason for
this we do not know; perhaps it was the terminus of the trip from
Montreal, Canada, or was so named because some of its inhabitants
had been educated at Montreal.
To recapitulate: the largest island of the Apostle Group was first
known as Moningwanekaning or Woodpecker or Lapwing; in the
eighteenth century as La Ronde, La Pointe, and St. Esprit; was
known to the fur traders as Middle and Montreal; was christened by
Schoolcraft, Virginia; has been known since about 1800 as Cadotte’s,
St. Michael’s, or Madelaine from its early inhabitants, and the
baptismal name of the Indian woman has persisted.

THE SERVICES OF THE MENOMINEE IN THE BLACK HAWK WAR

I wish to thank you very much for the information you gave
me in your letter of October 30, 1916. I would have answered
sooner than this but as you requested me to give you a list of
my grandfather’s descendants I wanted first to find some one
who knew how many children and grandchildren my
grandfather, Osh-ka-he-nah-niew, had. I have not been able
to get this information from the old members of the tribe, but
as soon as I get it I will write you again and let you know.
The name Osh-ka-he-nah-niew in the Menominee Indian
language means “young man.”
I received a letter from Mr. J. L. Baity, auditor of the Treasury
Department, Washington, D. C., dated November 25, 1916, in
 which he says:
“With return of the letter from the Superintendent of the
State Historical Society of Wisconsin, dated October 30, 1916,
addressed to Mr. Mitchell Oshkenaniew, you are advised that
the information set forth in said letter is too meager for the
War Department to establish the service of 'Oshkenaniew’
Menominee Indian Warrior Black Hawk War 1832, and until
sufficient information can be furnished setting forth the
organization in which service was rendered together with the
period of service and the names of some commanding officer,
no further action will be taken on the claim.”
Mitchell Oshkenaniew,
Neopit, Wisconsin.
Col. George Boyd was Indian agent at Green Bay in the summer of
1832; he replaced Col. Samuel C. Stambaugh early in June.
Stambaugh, although superseded, did not immediately leave Green
Bay and was very popular with the Menominee tribe. During the
course of the war, when all trace of the whereabouts of the Sauk
band had been lost, Gen. Henry Atkinson, encamped on Whitewater
River in Wisconsin, sent Col. William S. Hamilton (son of Alexander
Hamilton) to Colonel Boyd at Green Bay. Atkinson feared that Black
Hawk and the Sauk hostiles would attempt to escape to the British
at Malden, and he therefore ordered Boyd to enlist and equip as
large a body of Menominee Indians as possible to try to intercept
them. Boyd at once called the Menominee together. They were
willing to go to war against the Sauk if they might have officers of
their own choosing. Col. S. C. Stambaugh was thereupon made
commander-in-chief. The second place was offered to Col. W. S.
Hamilton, but he declined the honor. The Menominee turned out
about three hundred warriors, who were organized into two
companies commanded by the following officers: 1st Company;
Augustin Grignon, captain, Charles A. Grignon Jr., first lieutenant; 2d.
Company; George Johnston, captain, James M. Boyd, first
lieutenant, William Powell, second lieutenant and interpreter.
Alexander J. Irwin was charged with the commissariat with rank of
first lieutenant.
There is every reason to suppose that Osh-ka-he-nah-niew was a
member of the first company. Augustin Grignon told Doctor Draper
that this Indian was in the war, and in all probability he named
members of his own command. Robert Grignon of this company
received a wound in action, and was in receipt of a pension until his
death.
The documentary material in the Wisconsin Historical Library
includes the official papers of Col. George Boyd, Indian agent. Those
relating to the Menominee contingent under Stambaugh in the Black
Hawk War are published in Wisconsin Historical Collections, XII, 270-
98. It will be noticed that August 12, 1832, Boyd wrote that
Stambaugh had informed him that he had arrived at Fort Winnebago
with his command, three hundred Menominees, and was on his way
to report to General Scott. September 2, 1832, Boyd wrote to G. B.
Porter, governor of Michigan territory, enclosing Stambaugh’s report
of the expedition and the Muster Rolls of the Menominee. These
should be in the War Department at Washington.
The well-known fact that Osh-ka-he-nah-niew took part in the Black
Hawk War, that he was part of Stambaugh’s band, probably under
Capt. Augustin Grignon, seems to us established by the historical
evidence. His name on a muster roll must be sought in the
documentary material at Washington.
 SURVEY OF HISTORICAL ACTIVITIES

THE SOCIETY AND THE STATE

Since the sixty-fourth meeting in October, 1916, four life and twenty-
four annual members have been enrolled in the State Historical
Society. The new life members are: R. C. Ballard-Thruston of
Louisville, Kentucky, John Strange of Neenah, Chester Lloyd Jones of
Madison, and Harry W. Bolens of Port Washington. The annual
members are Dr. James S. Reeve and Henry L. Tinker of Appleton;
John T. Durward of Baraboo; John J. Wood of Berlin; Leland S.
Kemnitz of Detroit, Michigan; Amasa J. Edminster and R. C.
Rodecker of Holcombe; Oscar G. Boisseau of Holden, Missouri;
Walter M. Atwood, William H. Faust, Clarence B. Lester, Edwin C.
Mason, Mary Oakley, Frederic A. Ogg, and Mrs. Jessie Russell
Skinner of Madison; Clarence R. Falk and Arthur G. Santer of
Milwaukee; Ruth Thompson of Minneapolis, Minnesota; Mrs. L. T. Hill
of Sparta; Katherine A. Rood of Stevens Point; John S. Roeseler of
Superior; Arthur T. Leith of Washington, D. C.; E. P. Winkelman of
Waterloo; and Philip B. Gordon of White Earth, Minnesota.
In the same period the Society has lost by death five of its
members: David J. Ryan of Appleton; William N. Merriam of Duluth,
Minnesota; Hon. John A. Aylward, Gen. Benjamin F. Cram, and
Justice William H. Timlin of Madison. Probably the list should include
names of other members, of whose deaths the administration of the
Society has not yet been apprised.
By the will of Hon. George B. Burrows of Madison, who died in 1909,
his entire estate was bequeathed, subject to certain contingencies,
to the State Historical Society. Through the death in October, 1916,
of the testator’s only son and heir the estate at length comes to the
Society. At the time of Mr. Burrows’ death in 1909 its appraised value
was fixed at $219,000. It is the belief of those best informed in the
premises that its present value is considerably in excess of that sum.
The property will be available for the Society’s use when the usual
court procedure shall have been gone through with.
By the death of Miss Genevieve Mills of Madison at the close of 1916
another important bequest to the Society became public knowledge.
Miss Mills made a will by the terms of which the Society is ultimately
to receive her half-interest in the old Mills homestead at the corner
of Monona Avenue and Wilson Street, Madison. The will states that
the property is given “as a tribute to the loyalty of my mother Maria
L. Mills and my father Simeon Mills toward the State and the State
Historical Society they loved and helped to found.” The sum realized
from the property is to constitute a perpetual fund, named in honor
of the giver’s parents the “Maria L. and Simeon Mills Editorial Fund”;
the proceeds of the fund thus established are to be devoted to the
editing of materials for middle-western history, preferably that of
Wisconsin itself. The present value of this wise gift is supposed to be
in the neighborhood of $25,000. How soon it will become available
to the Society is still uncertain.
The last few months have witnessed an unusually large number of
changes in the staff of the Wisconsin Historical Library. In
September, 1916, Mr. Frederick Merk, for five years research
assistant on the Society’s staff, began an indefinite leave of absence,
with a view to prosecuting his graduate studies at Harvard
University, where he had received a teaching-fellowship
appointment. In January Miss Lydia Brauer of the editorial staff was
compelled by illness to relinquish her position. In February Miss Alice
Whitney, assistant in the museum, withdrew to accept a much better
position in the Emporia Normal School. The close of the fiscal year in
June witnessed several resignations of long-time members of the
staff. Miss Eleanore Lothrop, for several years the superintendent’s
secretary, withdrew in order to accept a position in the East. Mr. Lyell
Deaner of the newspaper division answered the call of his country by
enlisting in the army. Others whose resignations went into effect in
June were Miss Pauline Buell of the reference division, and Miss Ora
Smith of the order department.
To fill these and other gaps in the ranks of the Library staff the
following appointments have been made: In September, 1916, Miss
Ruth Hayward, for several years cataloguer in the Cincinnati Public
Library, became a member of our cataloguing staff. In February, Miss
Genevieve Deming and Miss Ruth Roberts, recent graduates of the
University of Wisconsin, began work as assistants in the order
department and museum, respectively. Mr. Gaige Roberts of Madison
filled the vacant position in the newspaper division. In July Miss
Marguerite Jenison of Fond du Lac, a recent graduate of the state
university, began work as assistant to the superintendent and
calendarer of the Draper manuscripts. Mr. Theodore Blegen, teacher
of history in the Riverside High School, Milwaukee, spent the
summer months as research worker on the Society’s staff. Finally, Dr.
John W. Oliver, of the Indiana State Library, began work in
September on an appointment as research assistant.
The current year of the Society (October, 1916-October, 1917) has
been one of unusual activity in the field of research and publication.
In the nine months ending July 1, 1917 three substantial volumes
and two bulletins were issued, in addition to certain minor items.
The volumes were: Frontier Advance on the Upper Ohio (Collections
of the Society, Vol. XXIII), edited by Louise P. Kellogg; An Economic
History of Wisconsin During the Civil War Decade (Studies of the
Society, Vol. I), by Frederick Merk, and the Proceedings of the
Society for 1916. Each of these volumes will receive fuller notice
elsewhere. The two bulletins were a List of Portraits and Paintings in
the Wisconsin Historical Museum and a checklist of Periodicals and
Newspapers currently received by the library.
A new publication feature, begun in February, 1917, is a monthly
Checklist of Wisconsin Public Documents. Each issue, appearing
about the tenth of the month, lists the documents of the state issued
during the preceding month. Of this publication the Mississippi Valley
Historical Review for June, 1917 says: “This is a unique undertaking
for a state historical agency. The value to historians, librarians, and
state officials, of such a series of bulletins makes it a welcome
bibliographical addition.” It may be added that, so far as the
Society’s administration is aware, the undertaking is unique not
simply for a “state historical agency,” but for any agency whatever.
The Library of Congress attempts to do for the entire country what
the Wisconsin Checklist does for our state alone. Useful as the
Library of Congress list is, however, it cannot possibly cover the
various states with the promptness and comprehensiveness which
attaches to our own list for Wisconsin. The credit for the conception
of this publication enterprise of the Society and for its execution
belongs to Mrs. Anna W. Evans, chief of the public-documents
division of the library.
Of research enterprises under way but not yet completed, or if
completed not yet issued from the press, the following may be
noted. A valuable account, as it is believed, of the public-documents
division of the library, prepared by Mrs. Evans, has been long in the
hands of the state printer. Material for a succeeding volume of the
Draper Series (to be published as Vol. XXIV of the Society’s
Collections, with the title Frontier Retreat on the Upper Ohio, 1779-
1781) should, with reasonable promptness on the state printer’s
part, be distributed to our members about the time they receive this
magazine. Copy for Volume XXV of the Collections was given to the
printer in the spring, and in the usual order of things it may be
expected to be ready for distribution near the close of 1917. It
consists of the letters of Edwin Bottomley, a pioneer Racine County
farmer, written to his father in England in the years 1842-50. At the
time of writing (July) the preparation for the printer of a second
volume of the Draper Calendar Series, is approaching completion,
and its publication may be expected to follow the usual interval of
time required by the state printer. Dr. Edward Kremers of the
University of Wisconsin has been engaged for many months in the
editing of what will become the initial volume of the Society’s
Hollister Pharmaceutical Series. More definite announcement
concerning it may well be postponed for the present. It is believed,
however, that the Society’s constituency may anticipate with
pleasure the appearance of this initial volume of what will constitute
a new and unique undertaking among American historical societies.
Another, but minor, research enterprise under way is the preparation
by Mr. Blegen of a comprehensive report on the Wisconsin archives
situation—a subject, it may be noted, concerning which there is
crying need of public enlightenment. To conclude this summary
catalogue, in the Wisconsin Magazine of History the reader has
before him the initial installment of the Society’s most recent
publication enterprise.
A sum of money has been placed at the disposal of the National
Board for Historical Service whereby it is enabled to announce a
prize essay contest open to public school teachers in each of the
several states of the Union on the subject “Why the United States is
at War.” To teachers in the public high schools of Wisconsin five
prizes ranging from $75 down to $10 are offered; for elementary
public school teachers, three prizes ($75, $25, and $10) will be
awarded. Essays must not exceed 3,000 words and must be in the
hands of Waldo G. Leland, 1133 Woodward Building, Washington, D.
C., not later than six o’clock P. M., November 15, 1917. The awards
will be made by boards of Wisconsin judges appointed by the State
Historical Society. The essays will not be signed and the committees
of award will not be informed concerning the author’s names until
after their decision shall have been rendered. In announcing the
contest the National Board states that it is intended to lay stress, in
making the awards, on intelligent use made of such materials as
may be accessible to the competitor living in small communities with
no large library at hand. It is to be hoped that a large number of
Wisconsin teachers will enter this contest. Every participant in it will
be a winner; this regardless of whether he gains one of the prizes
awarded, since the intellectual and patriotic stimulus he will
experience will in themselves more than repay the labor involved.
For full particulars concerning the contest apply at your nearest
normal school or college, or directly to the National Board for
Historical Service, 1133 Woodward Bldg., Washington, D. C.
Dr. E. D. Pierce of Trempealeau, one of the Society’s curators, has
been engaged the past year in editing a history of Trempealeau
County, to be published shortly by the Cooper Company of Chicago
and Winona. In this connection, the editor has been given the use of
a short history of Wisconsin to 1848, prepared by Miss Kellogg for
publication by the State Historical Society. Probably this narrative will
appear shortly in this magazine. It was prepared with a view to
placing it freely at the disposal of county historians and any others
who may find it useful; this in the belief that since the subscription
county history is often the only book of a historical character which
comes into the homes of our citizens, the Society is acting in line
with its ideal of serving the public as fully as possible by doing what
it may to improve the quality of these volumes.
Another Wisconsin local history approaching completion at the hands
of a curator of the Society is the history of Door County by Mr.
Hjalmar R. Holand of Ephraim. It is understood that this is to be
published by the Lewis Company of Chicago.
The eleventh annual meeting of the Waukesha County Historical
Society was held at the Congregational Church in Waukesha on May
5, 1917. Aside from business reports and luncheon and other social
features, the principal part of the program was devoted to two
addresses: one by Judge C. E. Armin on “The Early Bar of Waukesha
County”; the other by M. M. Quaife on Increase Allen Lapham. The
Society voted at this meeting to send its secretary, Miss Julia A.
Lapham of Oconomowoc, as a delegate to the annual meeting of the
State Historical Society in October. This is an act which it is hoped
will be widely imitated by the other local societies of the state, since
mutual encouragement and profit will undoubtedly result from a
greater participation by them in the affairs of the parent
organization.
On June 16, 1917 under the auspices of the Waukesha County
Historical Society, a bronze tablet in memory of Increase A. Lapham
was unveiled on Lapham Peak. Lapham Peak, until recently known
as Government Hill, is the highest point in Waukesha County. From
an observation tower which formerly stood within a few feet of the
tablet it is said that one could see, on a clear day, Lake Michigan on
the east and as far as Madison on the west. No more appropriate
spot for a memorial to Wisconsin’s first great naturalist could have
been chosen than this, with its far-sweeping view of the beautiful
lakes and valleys and hills of southern Wisconsin. The tablet was
unveiled by Julia A. Lapham, daughter of Dr. Lapham. Present also
were two sons and a granddaughter of the scholar in whose honor
the assemblage had convened. Addresses were given by M. M.
Quaife of the State Historical Society and John G. Gregory, editor of
the Milwaukee Evening Wisconsin. The tablet, affixed to a large gray
boulder, bears this inscription:
Lapham Peak
Elevation 1233 Feet
Named by the U. S. Geographic Board
In Honor of
Increase A. Lapham
Eminent Scientist and Useful Citizen
MDCCCXI—MDCCCLXXV

Tribute of
The Waukesha County Historical
Society
1916
Mr. W. W. Bartlett of Eau Claire, an enthusiastic cultivator of the local
historical field, has been running for many months a series of
lumbering articles and reminiscences dealing particularly with the
Chippewa Valley. He has recently given a lecture, illustrated with
lantern slides, on the subject of logging in the Chippewa to an
audience of Norwegian-Americans, most of whom were familiar with
the industry before coming to America. Mr. Bartlett is chairman of
the history section of the Eau Claire County Defense Council.
The Agricultural College of the University of Wisconsin has prepared
a moving-picture film depicting the historical stages in the invention
of the Babcock test. Fortunately it was possible to have as principal
actors in the scenario the two men who played the principal rôles in
the original discovery, Professor Babcock and Professor Henry.
The Wisconsin Archeological Society, which holds monthly meetings
during the year in the Milwaukee Library-Museum, has been giving
during the past year a series of lectures on American anthropology
and archeology, the subjects ranging from descriptions of the Eskimo
to the antiquities of Brazil. For the coming year President Barrett
proposes a series of lectures which will constitute a course of study
in American anthropology, with its relations to geology, zoölogy,
ethnobotany, folk lore, and the fur trade.
The Milwaukee Museum is planning to install a replica of Solomon
Juneau’s fur-trade post, in anticipation of next year’s centenary of
Juneau’s first appearance on the site of Milwaukee.
On February 22 the Milwaukee Old Settlers’ Club, organized in 1869,
held its annual banquet at the Pfister Hotel. During the year thirty-
two of its members had been claimed by death. On May 17 many
members of the club joined in celebrating the ninetieth birthday of
Frederick Layton, the Milwaukee philanthropist.
The old settlers of Pierce and St. Croix counties held a
“homecoming” at Ellsworth on June 20. The qualification for
membership in the organization is forty years’ residence in the St.
Croix Valley.
On January 17 the old settlers of De Pere met at the Presbyterian
Church. Speeches relating to the early history of the Fox River Valley
were delivered.
In connection with the summer session of the University of
Wisconsin an archeological and local historical excursion was given
July 7. This is the fourth time that Curator Charles E. Brown, assisted
by local historians, has coöperated with the university in arranging
such a field day. The number of excursionists is limited to one
hundred, and admission to the privilege is eagerly sought by
students from distant parts of the United States, who desire to learn
of the first things in Madison’s environment.
Pageantry is proving one of the most attractive means of
popularizing and visualizing history. At Milton College’s semi-
centennial its history was vivified by a pageant written by the faculty
and produced by the literary societies. West Allis, under the joint
auspices of the schools and the library, enjoyed a pageant in the
early summer, written by W. E. Jillson, city librarian.
At Monroe on June 7 the commencement exercises of the high
school took the form of a historical pageant. The Mitchell Park Sane
Fourth Committee provided a pageant for Milwaukee southsiders on
our national holiday. A number of other pageants that had been
planned have been postponed because of war conditions.
St. Gabriel’s Catholic Church at Prairie du Chien celebrated its one-
hundredth anniversary June 10-12. Bishop Schweback was the guest
of honor. To this church undoubtedly belongs the honor of being the
oldest parish in the state, since the records preserved show that
baptisms and marriages were performed, and a cemetery
consecrated in the spring of 1817 by Father Joseph Dunand, a
Trappist monk from the Illinois monastery opposite St. Louis.
The eightieth birthday of the Milwaukee Sentinel was celebrated
June 27. This famous paper, whose editors have enjoyed national
reputations, was first issued in the second year of Wisconsin’s
territorial career, having been founded by Solomon Juneau to herald
the fame of the east-side town whose interests he was promoting.
The present publishers issued a memorial edition of the paper on
June 24, giving a historical résumé of the Sentinel’s past.
Nashotah House, the mother seminary of the Episcopal Church in
the Northwest, celebrated its seventy-fifth anniversary at the
commencement in May. The historical address was delivered by Rev.
T. M. McLean of Duluth. This seminary was the outgrowth of the
efforts of Bishop Jackson Kemper, whose extensive private papers,
fully illustrating his missionary career, are included in the State
Historical Society’s manuscript collections.
The seventy-first anniversary of the inauguration of Solomon Juneau
as first mayor of Milwaukee was noticed by the city press, which
published an illustration of the First Spring Street Methodist
Episcopal Church, within whose walls the ceremony occurred.
The fiftieth anniversary of Milton College was celebrated June 16-20.
Six college presidents of the state and the dean of the University of
Wisconsin participated in the exercises.
The Dania Society of Racine, one of the largest Danish-American
organizations in the United States, commemorated its fiftieth
anniversary on May 19.
The Seattle Post-Intelligencer of February 25 printed an interview
with Edwin U. Judd, now living in his ninety-first year at Anacortes,
Washington. Mr. Judd was a resident of Waupun during the fifties of
the last century and was the chairman of the Free Soil party for his
district when the Republican party was born in 1854 at Ripon. He is
probably the last survivor of those who signed the call for a mass
convention at Madison in July of that year. His recollections of Alvin
A. Bovay and the motives for the caucus at Ripon, February 12,
1854, are interesting material for the historian of political parties.
Mrs. Louisa Sawin Brayton, first school teacher of Madison, died at
her home in that city May 30, aged one hundred and one years. Mrs.
Brayton came to Madison in 1838. She was a prophet not without
honor in her home city; for many years her neighbors had delighted
to celebrate her birthday and the Brayton public school is named for
her.
Prof. Frederick J. Turner, in recent years of Harvard University, but
Wisconsin born and bred, is a member of the National Board for
Historical Service, recently organized at Washington to mobilize the
historical scholarship of the country to serve it in its time of need.
Prof. Carl R. Fish of the history department of the University of
Wisconsin is also a member of this board.
Mrs. Lois Kimball Mathews, associate professor of history and dean
of women at the University of Wisconsin, was elected in April
president of the Association of Collegiate Alumnæ, the largest
organization of college women in the United States.
Louis Sky, or Ossawah, of the Chippewa Bad River Reservation, was
recently granted a pension for his services during the Civil War. This
recalls the fact that numbers of Chippewa, Menominee, and
Winnebago braves went from our state to serve their country in
1861-65. Their descendants are now offering themselves in
considerable numbers to fight for Uncle Sam on the plains of France.
Through the generosity of Mrs. John H. Davidson, the Oshkosh
chapter of the Daughters of the American Revolution has erected
tablets on the Indian mounds at Oakwood, on the southern shore of
Lake Butte des Morts.
Milwaukee’s Eintracht Gesellschaft was founded June 19, 1867. In
honor of the fiftieth anniversary a banquet was given on June 19 of
the present year.
On May 20, St. John’s Lutheran Church at Boscobel held a
commemorative service in honor of its founding fifty years ago.
Rev. T. S. Johnson of the Presbyterian Church of Beaver Dam had
the rare distinction of celebrating this spring a pastorate of fifty
years’ duration.
A large number of interesting and valuable objects were given to the
Historical Society for the museum during the first half of 1917. A few
of the more important are noted below:
The four survivors of the volunteer fire company known as the
Madison Engine Company No. 2, organized in 1856, have donated to
the Society all their equipment and records, including a silk flag,
silver trumpets, brass lanterns, helmets, and belts. The patriotic
work of the pioneer volunteer fire-fighters constitutes an interesting
chapter in the history of the state.
With the coöperation of various individuals and governmental
agencies hundreds of war posters and other material pertaining to
the great struggle on which the nation is embarked are coming to
the museum. A number of special exhibits of this material were held
during the summer in the museum halls. It is expected that in a
future issue of this magazine will be presented an article by Mr.
Brown on the collecting and the character of this contemporary
historical material.
From Mr. Thomas Wilson of Black Earth, Civil War soldier in the
Twelfth Wisconsin Regiment, a collection of sixty or more tintypes of
members of his company taken at Memphis, has been received. Mr.
Wilson also gave to the Society an army overcoat worn by himself
and an officer’s sword and sash worn by his brother, Captain Francis
Wilson.
Two Spanish War mementos have been deposited in the museum by
Miss A. C. Anderson of Madison. One is a Spanish flag taken from
the custom house at Santiago by members of Company A, Second U.
S. Cavalry, when the city was captured in 1898. The other is a Moro
flag captured in the Philippines by the same company.
The class of 1897, University of Wisconsin, has given a three-inch
shrapnel shell, properly cross-sectioned, of the type now in use by
the Allies in the European War.
By the will of the late W. W. Warner of Madison the Society has
received a collection of Indian stone and other implements, and an
elaborate Swiss music box. The latter is reputed to be the finest
instrument of its kind in the Northwest.
During the current year especial efforts have been devoted to
developing the Society’s collection of newspapers. As a result the list
of papers currently received at the library covers in a general way
every section of the United States and more intensively the middle-
western section more immediately tributary to the library. If this
policy can be adhered to permanently, future generations of
students who come to consult the library will find a much more
comprehensive and logically ordered collection of newspapers than
do those of the present time.
Along with this reaching out for current issues, the library continues,
slowly but persistently, to add to its files of old newspapers. The
more important non-current newspaper accessions in the nine
months ending July 1, 1917, are as follows:
Boston News Letter (photostat copies), 1719-25.
Cherokee (Kans.) Sentinel of Liberty, 1879-80.
Fishkill (N. Y.) Journal, 1865-89.
Freeport (Ill.) Monitor, 1874-75.
Freeport (Ill.) Bulletin, 1868-69.
Freeport (Ill.) Journal, 1856-57, 1859-60, 1866-80, 1882-1913.
La Crosse Tribune, 1904-06, 1908.
Lexington (Ky.) Western Luminary, 1826-29.
London (Eng.) Examiner, 1808-29.
Milwaukee Freidenker, 1914-16.
New York Citizen, 1854-55.
New York Herald, 1849.
New York Man, 1834-35.
New York Nautical Gazette, 1874-75.
New York Sentinel, 1830-32.
New York Times, 1898.
New York Workingman’s Advocate, 1834-35.
Oconomowoc Free Press, 1858-60.
Philadelphia Gazette of the United States, 1791-93.
Portsmouth (N. H.) Journal, 1824, 1828, 1830, 1835-55, 1864.
Richmond (Va.) State Journal, 1871.
 Racine Advocate (incomplete), 1842-48.
Rising Sun (Ind.) Indiana Blade, 1843-48.
Seneca Falls (N. Y.) Millenial Harbinger and Bible Expositor, 1860-
62.
Shanghai North China Herald, 1910, 1912-14.
Skaneateles (N. Y.) Democrat, 1844-49.
St. Paul (Minn.) Northwestern Chronicle, 1866-72.
The annual meeting of the Mississippi Valley Historical Association
was held at Chicago, April 26-28, 1917. Prof. R. B. Way of Beloit was
chairman of the program committee, while Prof. Frederic Logan
Paxson of the University of Wisconsin, as president of the
association, delivered the annual address. His subject was “The Rise
of Sports, 1876-93.” Other Wisconsin men who delivered addresses
during the sessions of the association were Prof. James A. James,
now of Northwestern University, Theodore C. Blegen of Milwaukee,
and Prof. Sherwood of La Crosse. M. M. Quaife of Madison was
elected to the board of editors of the Mississippi Valley Historical
Review for a three-year term, while all the newly-elected members
of the executive committee of the association were educated at
Wisconsin. These were Prof. O. G. Libby of the University of North
Dakota, Homer C. Hockett of Ohio State University, and Albert H.
Sanford of La Crosse.
The important Bancroft Manuscript Collection at Berkeley, California
has been placed in charge of Prof. Herbert E. Bolton. Mr. Bolton is a
native of Wisconsin and was graduated at the university in 1895.
The annual address before the State Historical Society at the coming
October meeting will be given by Prof. Frederic Logan Paxson of the
University of Wisconsin. Plans are being made for a more active
participation on the part of local societies in the program of the
annual meeting than has been the case in the past. With a
reasonable degree of interest on the part of the members of the
state and local societies it is believed that a better and more
profitable annual meeting can be held than any in recent years.
 SOME PUBLICATIONS
Volume XXII of the Society’s Collections, The Journals of Captain
Meriwether Lewis and John Ordway, distributed in the summer of
1916, has attracted much attention at the hands of historical editors
and others. Of it the Iowa Journal of History and Politics says: “It is
perhaps not too much to say that, no publication of the State
Historical Society of Wisconsin possesses a wider interest than this
book.” The review in the Washington Historical Quarterly concludes:
“Those who have collected the works of Lewis and Clark should
certainly secure this book. It makes a rich supplement to any of the
other editions.” In similar fashion the review of the book published in
the American Historical Review closes with the statement, “The
Historical Society of Wisconsin is to be congratulated on the
publication of this volume.”
Volume XXIII of the Society’s Collections (Frontier Advance on the
Upper Ohio, 1778-79) and Mr. Merk’s Economic History of Wisconsin
During the Civil War Decade have been distributed too recently to
have attracted much attention at the hands of the reviewers at the
time of our going to press. On the part of the newspapers of
Wisconsin, however, Mr. Merk’s volume has already evoked much
notice and comment. The Milwaukee Sentinel and other papers of
the state have republished numerous extracts from the book, while
the Chippewa Falls Independent devoted special attention to the
chapters on the history of the lumbering industry in Wisconsin. The
expected comment of our historical neighbors on these two volumes
will be noted in a future number of the Magazine.
The annual volume of Proceedings of the Society for the year 1916
came from the press and was distributed to our members and
exchanges in July. The volume is longer than any of its
predecessors, and the workmanship of the printer is probably the
best of any in the long series of annual volumes put out by the
Society. Aside from the business report and other routine
proceedings, the book contains eight historical papers. The most
interesting and valuable of these is Captain Arthur L. Conger’s study
of “President Lincoln as War Statesman,” delivered as the annual
address before the Society in 1916. Unless we mistake greatly, this
paper will quickly gain recognition as one of the most trenchant
studies yet made of Lincoln’s career. Four studies of a biographical
character are the reminiscences of Father Chrysostom Verwyst of
Bayfield and of Mary Elizabeth Mears, early Wisconsin authoress;
“New Light on the Career of Nathaniel Pryor,” sergeant on the
exploring expedition of Lewis and Clark; and an account of the
military career of Major Earl, noted Wisconsin Civil War scout. A
study of “The Beginnings of the Norwegian Press in America” reveals
the fact, interesting to citizens of Wisconsin, that this state, rather
than its western neighbor, was originally and for long the chief seat
of Norwegian development in America. Hence the story of the
beginnings of the Norwegian press in the United States is almost
wholly a Wisconsin story. Another local study is that of the long-
drawn-out “Watertown Railway Bond Fight,” one of the notable legal
contests in American history. Finally, and of more general import, is
“The Dream of a Northwestern Confederacy,” which recites the story
of the rise and decline of the hopes of the Southern people to draw
off the Northwest from the remainder of the Union and in so doing
to win the struggle for its disruption.
By the will of Joseph Pulitzer, the noted New York journalist,
provision is made for the establishment of an annual prize of $2,000
by the authorities of Columbia University for the best book of the
year in American history. It is interesting to note that the first award,
announced at the 1917 commencement of Columbia, was made, not
to a professional historian but to a busy man of affairs, the French
ambassador to the United States, Monsieur J. J. Jusserand, for his
volume With Americans of Past and Present Days. The book includes
four important and charming historical studies. The longest,
“Rochambeau and the French in America,” presents a narrative,
based largely on hitherto unused sources, of this able but neglected
soldier in the war for our national independence. The other studies
deal with “Washington and the French,” “Major L’Enfant in the
Federal City,” and “Abraham Lincoln.” The latter paper is particularly
interesting as showing the contemporary French estimate of
President Lincoln and the popular sentiment in France in favor of the
Union. Thoroughly scholarly and charmingly written, the volume is
commended as an agreeable companion for a leisure evening.
A second annual prize established by Mr. Pulitzer is one of $1,000
awarded for the best American biography teaching patriotism and
service. It was first awarded to Mrs. Laura E. Richards and Mrs.
Maud Howe Elliott for their biography of their mother, Julia Ward
Howe. The noble career of this talented woman should ever serve as
an inspiration to her countrymen. Especially at this time of stress are
we grateful for her immortal “Battle Hymn of the Republic.” Like M.
Jusserand’s book, the work is unreservedly commended to our
readers.
One of the most important and scholarly studies in the field of
western history to appear in many years is Clarence W. Alvord’s The
Mississippi Valley in British Politics: A Study of the Trade Speculation,
and Experiments in Imperialism Culminating in the American
Revolution. The book is beautifully printed in two volumes by Arthur
H. Clark of Cleveland. It is Professor Alvord’s contention that the
seeker after the causes leading to the American Revolution will find
them chiefly in connection with the policies and efforts of the British
ministers to organize the imperial American domain which came to it
from France in the Seven Years’ War, rather than in the incidents and
events along the Atlantic seaboard to which historians have paid
chief attention hitherto.
Of particular interest to Wisconsin readers is the volume, Early
Narratives of the Northwest, 1634-1699, edited by Louise P. Kellogg
of the Society’s staff for the Original Narratives of American History
series. In this volume have been gathered, with appropriate editing,
the principal classics of northwestern exploration in the seventeenth
century. Included are the narratives of (or concerning) Nicolet,
Radisson, Perrot, Allouez, Dollier and Galinée, Jolliet and Marquette,
La Salle, Duluth, and St. Cosme. Thus at length we have assembled
in convenient form the more important sources for the earliest
history of this region, so that anyone who will, may easily avail
himself of them. With this volume the important series of Original
Narratives of Early American History, sponsored by the American
Historical Association and under the general editorship of Dr. J.
Franklin Jameson of Washington, concludes. It is interesting to note
that the series was begun and finished by Madison scholars, Prof.
Julius Olson having edited (jointly with Professor Bourne) the first
volume and Miss Kellogg the final one.
Mr. Lucius C. Colman of La Crosse has had reprinted by
photomechanical process from the copy in the Wisconsin Historical
Library the rare Brief Sketch of La Crosse Wisc’n published in 1854
by Rev. Spencer Carr. The work, a pamphlet of twenty-eight pages,
may be regarded as a city history, directory, census, and promoting
tract all in one. From it we learn that in January, 1854, La Crosse
had a total population of 745. Indicative of the character of the place
at this time is the further information that, among this population
were 78 “single Gentlemen” and but 38 “single Ladies.” In view of
the fact that less than three years earlier there were but five families
in La Crosse, the author’s generally optimistic view of the town’s
advantages and future prospects seems fairly justified. A further
indication of the roseate future which the townsmen saw in prospect
is afforded by the enumeration among the 745 persons in the
community of 9 physicians and 12 lawyers.
Of Ulysses S. Grant, conqueror of the Confederacy, many biographies
have been written. The recently published biography by Louis A.
Coolidge is one of the best in the series, although it still remains to
write an entirely satisfactory account of Grant’s career. Mr. Coolidge’s
biography devotes a relatively large amount of space to Grant’s later
civilian career (over three-fifths of the volume). The author believes
and seeks to show that Grant was a greater statesman and more
successful president than he is commonly believed to have been.
The Historical Department of Iowa has issued Downing’s Civil War
Diary, edited by Prof. O. B. Clark of Des Moines. Alexander G.
Downing was a sergeant in the Eleventh Iowa Infantry. He served
from 1861 to 1865, a period during which he succeeded in
participating in nearly forty battles and skirmishes. Like the
Artilleryman’s Diary of Jenkin Lloyd Jones, published by the
Wisconsin History Commission three years ago, Downing’s diary
gives a valuable first-hand picture of the war as seen from the
standpoint of the soldier in the ranks. Unlike the Artilleryman’s Diary,
however, Downing’s diary, as printed, does not reproduce the
original record. Instead, it is a composite made up by the editor
from the original diary plus a revised version written out by Mr.
Downing in old age, together with such alterations as the editor
deemed desirable. The editor’s work seems to have been done
skillfully on the whole, and author, editor, and historical department
are to be congratulated on the publication of the book. As with the
Artilleryman’s Diary, not much of commendation can be accorded
the physical makeup of the book. So worthy a record was deserving
of a better dress.
For several years the Lakeside Press of Chicago has published an
annual Christmas volume of a historical character for complimentary
distribution to patrons and friends. The volume published in 1916
was a reprint of the autobiography of Black Hawk, the famous Sauk
chief, and was edited by M. M. Quaife of the State Historical Society
of Wisconsin. So great was the demand for the book that although
3,500 copies were printed the edition was exhausted within a brief
period. For the year 1917 the Indian-captivity narrative of Rev. O. M.
Spencer is being edited by Mr. Quaife. The work was originally
written for the Western Christian Advocate of Cincinnati, from whose
files the numerous reprint editions in volume form of seventy years
ago were taken. For the new edition under preparation, recourse has
been had to the rare file of the Advocate preserved in the
newspaper division of the Wisconsin Historical Library.
An elaborate report of Perry’s Victory Centennial has been issued by
the Perry’s Victory Centennial Commission, State of New York. As
usual with politico-historical publications of this character, the
physiognomies of the several members of the commission are
adequately presented to public gaze in a series of full-page half-
tones. The numerous historical addresses delivered in connection
with the celebration constitute the more interesting portion of the
contents of the volume. Included is the address of Hon. John M.
Whitehead of our Society at the laying of the cornerstone of the
Perry Memorial at Put-in-Bay, Ohio, July 4, 1913.
One of the most laborious, and at the same time useful, pieces of
historical workmanship of recent years is being prosecuted towards
its conclusion by Mr. Clarence Brigham, secretary of the American
Antiquarian Society of Worcester, Massachusetts. This is the
compilation of a calendar of all American newspapers published
down to (and including) the year 1820. Newspapers are as the
breath of life to the serious student of American history, but with no
comprehensive guide to enlighten him as to what papers were
published and where files of these have been preserved, the
individual student has been sadly handicapped heretofore in his
efforts to avail himself of this source of historical information. Aside
from its value to students of American history generally, there are at
least two reasons why the progress of Mr. Brigham’s enterprise
should afford peculiar interest to members of this Society; first,
because our Society was a pioneer in the field of publishing
newspaper catalogues, the last edition of our Annotated Catalogue
got out by Doctor Thwaites a few years ago still standing as one of
the two chief American publications of this character in print; and
second, because of the creditable showing made by our Society’s
collection of early American newspapers in Mr. Brigham’s calendar;
this notwithstanding the fact that the major strength of our
newspaper collection lies in a period more recent than that covered
by Mr. Brigham.
Publication of The Louisiana Historical Quarterly was begun by the
Louisiana Historical Society in January, 1917. The initial number
contains 119 pages of material, bearing chiefly upon the history of
the state. The Georgia Historical Society issued in March the first
number of the Georgia Historical Quarterly. These two new