Chapter 4 Birth

Solution Manual for Children 13th Edition by Santrock

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CHAPTER 4: BIRTH
Total Teaching Package Outline

Resources
WHAT HAPPENS DURING THE BIRTH PROCESS? LG #1
Stages of the Birth Process—First stage: Longest stage; lasts an LM #1
average of 12 to 24 hours; uterine contractions are 15 to 20 minutes ESS #2
apart and increase in frequency and intensity as stage progresses. WS #1, 4
Contractions last for about a minute.
Second stage: Begins when baby’s head moves through cervix and
birth canal and ends when baby completely emerges; typically lasts
about 45 minutes to an hour with contractions occurring every minute.
Third stage (afterbirth): Expelling of placenta, umbilical cord, and
other membranes.
 Childbirth Setting and Attendants—In the United States, CA #1, 6, 8
99% of births take place in hospitals, and more than 90% are RP #1, 2
attended by physicians. Compared to physicians, certified WS #3
midwives generally spend more time with women during HO #1
prenatal visits, place more emphasis on counseling and
education, provide more emotional support, and are more likely
to be with the woman one-on-one during the entire labor and
delivery process. In many countries, a doula attends a
childbearing woman. In many cultures, several people attend
the mother during labor and delivery. CA #4
 Methods of Childbirth—U.S. hospitals often allow the mother ESS #1, 3
and her obstetrician a range of options regarding method of WS #5, 6
delivery. HO #2
 Medication—Three basic drugs are used for labor:
analgesics are used to relieve pain; anesthesia blocks
sensation during labor; oxytocin is a synthetic hormone
that stimulates contractions. Different fetuses react
differently to medication, and high dosage may have
negative effects.
 Natural and prepared childbirth—Natural childbirth
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 Chapter 4 Birth

reduces pain by increased education on birthing without

medication and breathing and relaxation techniques.,
while prepared childbirth (Lamaze) includes a special
breathing technique to control pushing in the final stages
of labor. WS#2
 Cesarean delivery—Surgical procedure where incision is
made in the mother’s abdomen. Necessitated by baby’s
position, mother’s condition, and/or physical capability.
 The Transition from Fetus to Newborn—Being born CA #7
involves considerable stress for the baby. The supply of oxygen ESS #5
to the fetus is decreases as uterine muscles draw together, and HO #4
large quantities of adrenaline and hormones are secreted to
protect the newborn. LG #2
ESS #10
WHAT ARE SOME MEASURES OF NEONATAL HEALTH
AND RESPONSIVENESS?
 Apgar Scale—The Apgar Scale is widely used to determine an
infant’s immediate health status and evaluates infants’ heart
rate, respiratory effort, muscle tone, body color, and reflex
irritatibility.
 Brazelton Neonatal Behavioral Assessment Scale (NBAS)—
The NBAS assesses the newborn’s neurological development,
reflexes, and reactions to people and is performed within 24 to
36 hours after birth. It is also used as a sensitive index of
neurological competence up to a month after birth.
 Neonatal Intensive Care Unit Network Neurobehavioral
Scale (NNNS)—The NNNS provides a more comprehensive LG #3
analysis of the newborn’s behavior, neurological and stress LM #2
responses, and regulatory capacities for at-risk infants. ESS #4, 6, 7
HOW DO LOW BIRTH WEIGHT AND PRETERM INFANTS
DEVELOP?
 Preterm and Small for Date Infants—Low birth weight
infants weigh less than 5.5 pounds at birth. Preterm infants
are born three weeks or more before the pregnancy has reached
its full term. Small for date infants are those whose birth
weight is below normal when the length of the pregnancy is
considered.
 Consequences of Preterm Birth and Low Birth Weight—
Although most preterm and low birth weight infants are normal
and healthy, as a group they have more health and
developmental problems than normal birth weight infants, and CA #3
the number and severity of these problems increase with very ESS #8
early birth and as birth weight decreases. Potential problems
include brain injuries, lung and liver diseases, learning
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 Chapter 4 Birth

disabilities, and breathing problems.

 Nurturing Preterm Infants—Intensive enrichment programs
that provide medical and educational services for both the
parents and children can improve short-term outcomes for low
birth weight children. Two increasingly used interventions LG #4
currently are massage therapy and kangaroo care, a way of LM #3
holding a preterm infant so that there is skin-to-skin contact. CA #5

WHAT HAPPENS DURING THE POSTPARTUM PERIOD?

Postpartum period—The 6-week period following birth in which the
mother adjusts physically and psychologically to the process of
childbearing. PA #1
 Physical Adjustments—A loss of sleep during and after ESS #11, 12
pregnancy, as much as 700 hours, can contribute to stress, HO #3
relationship conflict, and impaired decision making.
Involution is the process by which the uterus returns to its
prepregnancy size in the five to six weeks after birth. Exercise,
during and after pregnancy, can help mothers recover former
body contour and strength. It also contributes to maternal well CA #2
being as do relaxation techniques.
 Emotional and Psychological Adjustments—Emotional
fluctuations are common for mothers in the postpartum period
and may decrease within weeks after pregnancy or may be long
term. Postpartum depression involves a major depressive ESS #13
episode that typically occurs about four weeks after delivery. PA #2
Several antidepressant drugs are effective in treating
postpartum depression, as is psychotherapy and, to a smaller
extent, exercise. Fathers also undergo considerable adjustment
and experience considerable stress.
 Bonding—The formation of a connection, especially a physical
bond, between parents and the newborn in the period shortly
after birth. Research is conflicted on the importance of bonding
in the first several days after birth.

Resource Key
LG – Learning Goal ESS – Essay
LM – Lecture Material WS – Web Site Suggestions
CA – Classroom Activity RP – Research Project
HO – Handout PA – Personal Application

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 Chapter 4 Birth

Learning Goals

4.1 Discuss the stages, decisions involved, and transitions in birth.

Stages of the Birth Process
Childbirth Setting and Attendants
Methods of Childbirth
The Transition from Fetus to Newborn
4.2 Describe three measures of neonatal health and responsiveness.
4.3 Characterize the development of low birth weight and preterm infants.
Preterm and Small for Date Infants
Consequences of Preterm Birth and Low Birth Weight
Nurturing Preterm Infants
4.4 Explain the physical and psychological aspects of the postpartum period.
Physical Adjustments
Emotional and Psychological Adjustments
Bonding

Key Terms
afterbirth Neonatal Intensive Care Unit Network
doula Neurobehavioral Scale (NNNS)
analgesics low birth weight infants
anesthesia preterm infants
oxytocin small for date (small for gestational age)
natural childbirth infants
prepared childbirth kangaroo care
breech position postpartum period
cesarean delivery involution
Apgar Scale postpartum depression
Brazelton Neonatal Behavioral Assessment bonding
Scale (NBAS)

Biography Highlights

Grantly Dick-Read (1890–1959) was a British gynecologist who studied at Cambridge and at the
London Hospital. His unorthodox work, Natural Childbirth (1933), with its rejection of anesthetics
during childbirth and its advocacy of prenatal relaxation exercises, caused controversy but later found
common acceptance. In 1948, he immigrated to South Africa, where in 1954 he conducted a tour of
African tribes investigating childbirth.

Ferdinand Lamaze (1891-1957) was a French gynecologist who developed a method of birthing in
which the mother learns to control the pain by conquering her fear through knowledge and support. He
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 Chapter 4 Birth

believed a woman also must alter the perception that she was suffering, and would remain awake through
labor, aware and in control of her own body. This revolution in perception would come about through
newly learned conditioned reflexes that, instead of signaling pain, would signal the work of producing a
child. Lamaze adapted his methods from those observed and developed in Russia by Velvovsky and
others from Pavlovian psychophysiology. The basis of the techniques came from the experiments of
Pavlov and his salivating dog.

T. Berry Brazelton is clinical professor emeritus of Pediatrics at Harvard Medical School and professor
of Psychiatry and Human Development at Brown University. He earned his M.D. in 1943 from Columbia
University, and in 1951, he became an instructor at Harvard Medical School, where he began conducting
research to help parents better understand their children. In 1972, with Edward Tronick, he cofounded
the Child Development Unit at the Children’s Hospital in Boston, Massachusetts. The following year,
Brazelton and his colleagues developed the Brazelton Neonatal Behavioral Assessment Scale, an
evaluation tool used to assess physical and neurological responses in infants. That scale continues to be
used in research and clinical settings around the world, and Brazelton has said that he considers it to be
his greatest contribution to the field of pediatrics. As one of America’s best-known pediatricians, Dr.
Brazelton’s books are likely to be found on the shelves of anxious parents beside the classic Baby and
Child Care by Dr. Spock.

Barry Lester is director of the Infant Development Center at Women & Infants Hospital in Providence,
Rhode Island, which houses the Colic Clinic. He is also professor of psychiatry and human behavior and
professor of pediatrics at Brown Medical School.

Edward Tronick is Associate Professor of Pediatrics of Harvard Medical School and Associate Professor
in the Department of Society, Human Development, and Health of the Harvard School of Public Health.
He earned his Ph.D. in 1968 at the University of Wisconsin. Current projects of his research team include
examining the effects of in utero cocaine exposure and periventricular lesions on infants' neuromotor
motor functioning and examining the effects of in utero exposure on the social interactions of in utero
exposed 6-month-old infants and their mothers.

Tiffany M. Field is a director of the Touch Research Institute at the University of Miami School of
Medicine and Nova Southeastern University (NSU) and the Dean of the Family and School Center at
NSU. She is recipient of the American Psychological Association Distinguished Young Scientist Award
and earned a Research Scientist Award from the National Institute of Mental Health (NIMH) for her
research center. She is the author of Infancy, Touch, Advances in Touch, and more than 350 journal
articles, and is the editor of a series of volumes on High-Risk Infants and Stress & Coping.

Highlights of Research
(These highlights are given here in the order that they appear in the chapter.)

1. Stein, M. T., Kennell, J. H., and Fulcher, A. (2004). Benefits of a doula present at the birth of
a child. A discussion of a case in which a doula was present at childbirth and beyond is
presented. This challenging case is an opportunity to explore the activities of a doula and to
review recent studies that evaluate the effect of a doula on perinatal and developmental
outcomes.
2. Balchin, I., & Steer, P. J. (2007). Race, prematurity, and immaturity. Compared to white
Europeans, Blacks and South Asians have a significantly shorter mean gestational length and

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Yet all becomes a discipline,

To lure us to the sky;

And angels bear the good it brings

With fostering care on high.

Though human hearts may weary grow,

And sink to toil-spent sleep,

And we are left in solitude

And agony to weep:

Yet they with ministering zeal

The cup of healing bring,

And bear our love and gratitude

Away, on heavenward wing;

And thus the inner life is wrought,

The blending earth and heaven—

The love more earnest in its glow

Where much has been forgiven!

THE BROOK.
HITHER away, thou merry Brook,

Whither away so fast,

With dainty feet through the meadow green,

And a smile as you hurry past?”

The Brook leaped on in idle mirth,

And dimpled with saucy glee;

The daisy kissed in lovingness,

And made with the willow free.

I heard its laugh adown the glen,

And over the rocky steep,

Away where the old tree’s roots were bare

In the waters dark and deep;

The sunshine flashed upon its face,

And played with flickering leaf—

Well pleased to dally in its path,

Though the tarrying were brief.

“Now stay thy feet, oh restless one,

Where droops the spreading tree,

And let thy liquid voice reveal

Thy story unto me.”

The flashing pebbles lightly rung,

As the gushing music fell,

The chiming music of the brook,

From out the woody dell.

“My mountain home was bleak and high,

A rugged spot and drear,

With searching wind and raging storm,

And moonlight cold and clear.

I longed for a greeting cheery as mine,

For a fond and answering look

But none were in that solitude

To bless the little brook.

“The blended hum of pleasant sounds

Came up from the vale below,

And I wished that mine were a lowly lot,

To lapse, and sing as I go;

That gentle things, with loving eyes,

Along my path should glide,

And blossoms in their loveliness

Come nestling to my side.

“I leaped me down: my rainbow robe

Hung shivering to the sight,

And the thrill of freedom gave to me

New impulse of delight.

A joyous welcome the sunshine gave,

The bird and the swaying tree;

The spear-like grass and blossoms start

With joy at sight of me.

“The swallow comes with its bit of clay,

When the busy Spring is here.

And twittering bears the moistened gift

A nest on the eaves to rear;

The twinkling feet of flock and herd

Have trodden a path to me,

And the fox and the squirrel come to drink

In the shade of the alder-tree.

“The sunburnt child, with its rounded foot,

Comes hither with me to play,

And I feel the thrill of his lightsome heart

As he dashes the merry spray.

I turn the mill with answering glee,

As the merry spokes go round,

And the gray rock takes the echo up,

Rejoicing in the sound.

“The old man bathes his scattered locks,

And drops me a silent tear—

For he sees a wrinkled, careworn face

Look up from the waters clear.

Then I sing in his ear the very song

He heard in years gone by;

The old man’s heart is glad again,

And a joy lights up his eye.”

Enough, enough, thou homily brook!

I’ll treasure thy teachings well,

And I will yield a heartfelt tear

Thy crystal drops to swell;

Will bear like thee a kindly love

For the lowly things of earth,

Remembering still that high and pure

Is the home of the spirit’s birth.

THE APRIL RAIN.

HE April rain—the April rain—

I hear the pleasant sound;

Now soft and still, like little dew,

Now drenching all the ground.

Pray tell me why an April shower

Is pleasanter to see

Than falling drops of other rain?

I’m sure it is to me.

I wonder if ’tis really so—

Or only hope the while,

That tells of swelling buds and flowers,

And Summer’s coming smile.

Whate’er it is, the April shower

Makes me a child again;

I feel a rush of youthful blood

Come with the April rain.

And sure, were I a little bulb

Within the darksome ground,

I should love to hear the April rain

So gently falling round;

Or any tiny flower were I,

By Nature swaddled up,

How pleasantly the April shower

Would bathe my hidden cup!

The small brown seed, that rattled down

On the cold autumnal earth,

Is bursting from its cerements forth,

Rejoicing in its birth.

The slender spears of pale green grass

Are smiling in the light,

The clover opes its folded leaves

As if it felt delight.

The robin sings on the leafless tree,

And upward turns his eye,

As loving much to see the drops

Come filtering from the sky;

No doubt he longs the bright green leaves

About his home to see,

And feel the swaying summer winds

Play in the full-robed tree.

The cottage door is open wide,

And cheerful sounds are heard,

The young girl sings at the merry wheel

A song like the wilding bird;

The creeping child by the old, worn sill

Peers out with winking eye,

And his ringlets rubs with chubby hand,

As the drops come pattering by.

With bounding heart beneath the sky,

The truant boy is out,

And hoop and ball are darting by

With many a merry shout.

Ay, sport away, ye joyous throng—

For yours is the April day;

I love to see your spirits dance

In your pure and healthful play.

FLOWERS.
( “ .”)

ACH tiny leaf became a scroll

Inscribed with holy truth,

A lesson that around the heart

Should keep the dew of youth;

Bright missals from angelic throngs

In every by-way left—

How were the earth of glory shorn,

Were it of flowers bereft!

They tremble on the Alpine height;

The fissured rock they press;

The desert wild, with heat and sand,

Shares, too, their blessedness:

And wheresoe’er the weary heart

Turns in its dim despair,

The meek-eyed blossom upward looks,

Inviting it to prayer.

EROS AND ANTEROS.

IS said sweet Psyche gazed one night

On Cupid’s sleeping face—

Gazed in her fondness on the wight

In his unstudied grace:

But he, bewildered by the glare

Of light at such a time,

Fled from the side of Psyche there

As from a thing of crime.

Ay, weak the fable—false the ground—

Sweet Psyche veiled her face—

Well knowing Love, if ever found,

Will never leave his place.

 Unfound as yet, and weary grown,

She had mistook another:

’Twas but Love’s semblance she had found—

Not Eros, but his brother!

LUCY LARCOM.
“ .”

AD we visited the cotton mills of Lowell,

Massachusetts, sixty years ago, we perhaps
would not have noticed anything peculiar or
different from other girls in the busy little body
known as Lucy Larcom. She had left school in
her early teens to help support the family by serving as an
ordinary operative in a cotton factory. Yet this is where Lucy
Larcom did her first work; and to the experiences she gained
there can be traced the foundation of the literature—both prose
and poetry—with which she has delighted and encouraged so
many readers.
 Lucy Larcom was born in Beverly, Massachusetts, in 1826.
Her father, a sea captain, died while she was a child, and her
mother removed with her several children to Lowell,
Massachusetts. For a while Lucy attended the public schools and
at the age of ten years showed a talent for writing verses. In the
cotton mill, she tells us, her first work was “doffing and
replacing the bobbins in the machine. Next,” she says, “I entered
the spinning-room, then the dressing-room, where I had a place
beside pleasant windows looking toward the river. Later I was
promoted to the cloth-room, where I had fewer hours of
confinement, without the noisy machinery, and it was altogether
neater.” The last two years, of her eight years’ work in the mill,
she served as book-keeper, and, during her leisure hours, pursued
her studies in mathematics, grammar and English and German
literature.

The female operatives in the Lowell mills published a little

paper entitled “Offering,” and it was to this that Miss Larcom
contributed her first literary production, which was in the shape
of a poem entitled “The River;” and many of her verses and
essays, both grave and gay, may be found in the old files of this
paper. Her first volume, “Similitudes,” was compiled from
essays which appeared originally in “Offering.” Since then her
name has found an honored place among the women writers of
America. Among her early and best poems are “Hannah Binding
Shoes” and “The Rose Enthroned,” the latter being Miss
Larcom’s first contribution to the “Atlantic Monthly.” She did
not sign her name to the contribution and it was of such merit
that one of the reviewers attributed it to the poet Emerson. Both
Mr. Lowell, the editor of “The Atlantic Monthly,” and the poet,
Whittier, to whose papers she also contributed, praised her
ability. Miss Larcom studied at Monticello Female Seminary,
Illinois, and afterwards taught in some of the leading female
schools in her native State. In 1859 appeared her book entitled
“Ships in the Mist and Other Stories,” and in 1866 was published
“Breathings of a Better Life.” From 1866 to 1874 she was editor
of “Our Young Folks,” and in 1875 “An Idyl of Work, a Story in
Verse,” appeared. In 1880 “Wild Roses of Cape Ann and Other
Poems” was published, and in 1881 “Among Lowell Mill Girls”
appeared. In 1885 her poetical works were gathered and
published in one volume. Of late, Miss Larcom’s writings have
assumed deeply religious tones in which the faith of her whole
life finds ample expression. This characteristic is strongly
noticeable in “Beckonings” (1886), and especially so in her last
two books “As It Is In Heaven” (1891) and “The Unseen Friend”
(1892), both of which embody her maturest thought on matters
concerning the spiritual life.

One of the most admirable characteristics of Miss Larcom’s

life and her writings is the marked spirit of philanthropy
pervading every thing she did. She was in sentiment and
practically the working woman’s friend. She came from among
them, had shared their toils, and the burning and consuming
impulse of her life was to better their condition. In this, she
imitated the spirit of Him, who, being lifted up, would draw all
men after Him.

HANNAH BINDING SHOES.

OOR lone Hannah,

Sitting at the window, binding shoes!

Faded, wrinkled,

Sitting stitching, in a mournful muse!

Bright-eyed beauty once was she,

When the bloom was on the tree:

Spring and winter

Hannah’s at the window, binding shoes.

Not a neighbor

Passing nod or answer will refuse

To her whisper,

“Is there from the fishers any news?”

Oh, her heart’s adrift with one

On an endless voyage gone!

Night and morning

Hannah’s at the window, binding shoes.

Fair young Hannah

Ben, the sunburnt fisher, gayly woos;

Hale and clever,

For a willing heart and hand he sues.

May-day skies are all aglow,

And the waves are laughing so!

For the wedding

Hannah leaves her window and her shoes.

May is passing:

Mid the apple-boughs a pigeon coos.

Hannah shudders,

For the mild south-wester mischief brews.

Round the rocks of Marblehead,

Outward bound, a schooner sped:

Silent, lonesome,

Hannah’s at the window, binding shoes.

’Tis November.

Now no tears her wasted cheek bedews.

From Newfoundland

Not a sail returning will she lose,

Whispering hoarsely, “Fisherman,

Have you, have you heard of Ben?”

Old with watching,

Hannah’s at the window, binding shoes.

Twenty winters

Bleach and tear the ragged shore she views.

Twenty seasons;—

Never has one brought her any news.

Still her dim eyes silently

Chase the white sail o’er the sea:

Hopeless, faithless,
Hannah’s at the window, binding shoes.
 ALICE AND PHOEBE
CARY.
“ .”

T would be difficult to treat the two poetic Cary

sisters separately. Their work began,
progressed through life and practically ended
together. Few persons have written under the
circumstances which at first appeared so
disadvantageous. They had neither education nor literary friends,
nor was their early lot cast in a region of literary culture—for
they were reared in Cincinnati, Ohio, during the formative
period of that Western country. But surely in the wild hills and
valleys of their native West, they found

“Tongues in trees, books in running brooks,

Sermons in stones, and good in everything.”

Alice Cary was born in Mount Healthy, near Cincinnati,

April 20, 1820, and her sister Phoebe at the same place four
years later. The two sisters studied at home together and, when
eighteen years old, Alice began to write poems and sketches of
rural life under the nom de plume of Patty Lee, which attracted
considerable attention and displayed an ability which elicited
encouragement from the editors of the periodicals to which she
contributed. In the mean time, Phoebe Cary, following her
sister’s example, began to contribute, and, in 1850, the two
sisters published their first volume of poems in Philadelphia. A
volume of prose sketches entitled “Clover Nook, or
Recollections of our Neighborhood in the West,” by Alice Cary
followed in 1851. In 1852, the Cary sisters removed to New
York city where they chiefly resided during the remainder of
their lives, returning occasionally to their early farm home. For
some years they held weekly receptions in New York, which
were attended by leading artistic and literary people. They
earned by their pens—pure and womanly pens—sufficient to
provide a competence for all their wants. They gathered a
library, rich in standard works, to gratify their refined tastes and
did much to relieve the needy with their charity. In 1853, Alice
Cary issued a second series of her “Clover Nook Papers” and a
third gleaning from the same field appeared in 1855, entitled
“Clover Nook Children,” for the benefit of her more youthful
readers. During the prolific years, from 1852 to 1855, she also
published “Lyra and other Poems,” followed by “Hagar, a Story
of To-day,” “Married, Not Mated,” and “Hollywood,” a
collection of poems. In 1854, Phoebe Cary, also, published
“Poems and Parodies.” In 1859 appeared her “Pictures of
Country Life,” a series of tales, and “The Bishop’s Son,” a
novel. In 1867, appeared her “Snowberries,” a book for young
folks. In 1866, Alice also published a volume entitled “Ballads,
Lyrics and Hymns,” which is a standard selection of her poetry
and contains some of the sweetest minor poems in the language.
Alice’s “The Lover’s Diary” appeared in 1868. It begins with the
poem “Dreamland” and ranges with a series of exquisite lyrics of
love through all the phases of courtship to married life. This was
the last of her works published during her lifetime. During the
same year (1868), Phoebe published the “Poems of Faith, Hope
and Love,” a worthy companion volume to her sister’s works,
and in 1869 she aided her pastor, Chas. F. Deems, in editing
“Hymns for All Christians.”

In comparing the two sisters, it is noticeable that the poems

of Alice are more thoughtful and more melodiously expressed.
They are also marked with a stronger originality and a more
vivid imagination. In disposition, Alice was pensive and tender,
while Phoebe was witty and gay. Alice was strong in energy and
patience and bore the chief responsibility of their household,
allowing her sister, who was less passive and feminine in
temperament, to consult her moods in writing. The disparity in
the actual intellectual productions of the two sisters in the same
number of years is the result, not so much of the mental equality
as of the superior energy, industry, and patience of the elder.

The considerate love and delicacy with which Alice and

Phoebe Cary treated each other plainly indicated that they were
one in spirit through life, and in death they were not long
separated. Alice died at her home in New York City,
February 12, 1871, in her fifty-first year. Phoebe, in sorrow over
this bereavement, wrote the touching verses entitled “Light,” and
in confidence said to a friend: “Alice, when she was here, always
absorbed me, and she absorbs me still. I feel her constantly
drawing me.” And so it seemed in reality, for, on the thirty-first
day of July, six months after Alice Cary was laid to rest in
Greenwood Cemetery, New York, Phoebe died at Newport,
Rhode Island, whence her remains were removed and laid by her
sister’s side.
 The two kindred sisters, so long associated on earth, were re-
united. The influence they have left behind them, embalmed in
their hymns of praiseful worship, their songs of love and of
noblest sentiment, and their stories of happy childhood and
innocent manhood and womanhood, will long remain to bless
the earth and constitute a continual incense to their memory.

Besides the published works named above, both Alice and

Phoebe left at their death uncollected poems enough to give each
name two added volumes. Alice also left the manuscript of a
completed novel.

PICTURES OF MEMORY.
( .)

MONG the beautiful pictures

That hang on Memory’s wall,

Is one of a dim old forest,

That seemeth best of all:

Not for its gnarled oaks olden,

Dark with the mistletoe;

Not for the violets golden

That sprinkle the vale below;

Not for the milk-white lilies,

That lead from the fragrant hedge,

Coqueting all day with the sunbeams,

And stealing their golden edge;

Not for the vines on the upland

Where the bright red berries rest,

Nor the pinks, nor the pale, sweet cowslip,

It seemed to me the best.

I once had a little brother,

With eyes that were dark and deep—

In the lap of that old dim forest

He lieth in peace asleep:

Light as the down of the thistle,

Free as the winds that blow,

We roved there the beautiful summers,

The summers of long ago;

But his feet on the hills grew weary,

And, one of the autumn eves,

I made for my little brother

A bed of the yellow leaves.

Sweetly his pale arms folded

My neck in a meek embrace,

As the light of immortal beauty

Silently covered his face:

And when the arrows of sunset

Lodged in the tree-tops bright,

He fell, in his saint-like beauty,

Asleep by the gates of light.

Therefore, of all the pictures

That hang on Memory’s wall,

The one of the dim old forest

Seemeth the best of all.

NOBILITY.
( .)

ILDA is a lofty lady,

Very proud is she—

I am but a simple herdsman

Dwelling by the sea.

Hilda hath a spacious palace,

Broad, and white, and high;

Twenty good dogs guard the portal—

Never house had I.

Hilda hath a thousand meadows—

Boundless forest lands:

She hath men and maids for service—

I have but my hands.

The sweet summer’s ripest roses

Hilda’s cheeks outvie—

Queens have paled to see her beauty—

But my beard have I.

Hilda from her palace windows

Looketh down on me,

Keeping with my dove-brown oxen

By the silver sea.

When her dulcet harp she playeth,

Wild birds singing nigh,

Cluster, listening, by her white hands—

But my reed have I.

I am but a simple herdsman,

With nor house nor lands;

She hath men and maids for service—

I have but my hands.

And yet what are all her crimsons

To my sunset sky—

With my free hands and my manhood

Hilda’s peer am I.

THE GRAY SWAN.

( .)

(From the Poetical Works of Alice and Phœbe Cary, 1876.)

H tell me, sailor, tell me true,

Is my little lad, my Elihu,

A-sailing with your ship?”

The sailor’s eyes were dim with dew,—

“Your little lad, your Elihu?”

He said with trembling lip,—

“What little lad? what ship?”

“What little lad! as if there could be

Another such an one as he!

What little lad, do you say?

Why, Elihu, that took to the sea

The moment I put him off my knee!

It was just the other day

The Gray Swan sailed away.”

“The other day?” the sailor’s eyes

Stood open with a great surprise,—

“The other day? the Swan?”

His heart began in his throat to rise.

“Aye, aye, sir, here in the cupboard lies

The jacket he had on.”

“And so your lad is gone?”

“Gone with the Swan.” “And did she stand

With her anchor clutching hold of the sand,

For a month, and never stir?”

“Why, to be sure! I’ve seen from the land,

Like a lover kissing his lady’s hand,

The wild sea kissing her,—

A sight to remember, sir.”

“But, my good mother, do you know

All this was twenty years ago?

I stood on the Gray Swan’s deck,

And to that lad I saw you throw,

Taking it off, as it might be, so!

The kerchief from your neck.”

“Aye, and he’ll bring it back!”

“And did the little lawless lad,

That has made you sick and made you sad,

Sail with the Gray Swan’s crew?”

“Lawless! the man is going mad!

The best boy mother ever had,—

Be sure he sailed with the crew!

What would you have him do?”

“And he has never written a line,

Nor sent you word, nor made you sign

To say he was alive!”

“Hold! if ’twas wrong, the wrong is mine;

Besides, he may be in the brine,

And could he write from the grave?

Tut, man, what would you have?”

Gone twenty years—a long, long cruise,—

’Twas wicked thus your love to abuse;

But if the lad still live,

And come back home, think you can

Forgive him?” “Miserable man,

You’re mad as the sea,—you rave,—

What have I to forgive?”

The sailor twitched his shirt so blue,

And from within his bosom drew

The kerchief. She was wild.

“My God! my Father! is it true?

My little lad, my Elihu!

My blessed boy, my child!

My dead, my living child!”

TO THE EVENING ZEPHYR. ¹

.

¹ Copyright, Houghton, Mifflin & Co.

SIT where the wild-bee is humming,

And listen in vain for thy song;

I’ve waited before for thy coming,

But never, oh, never so long!

How oft with the blue sky above us,

And waves breaking light on the shore,

Thou, knowing they would not reprove us,

Hast kissed me a thousand times o’er!

Alone in the gathering shadows,

Still waiting, sweet Zephyr, for thee,

I look for the waves of the meadows,

And dimples to dot the blue sea.

The blossoms that waited to greet thee

With heat of the noontide oppressed,

Now flutter so light to meet thee,

Thou’rt coming, I know, from the west.

Alas! if thou findest me pouting,

’Tis only my love that alarms;

Forgive, then, I pray thee, my doubting,

And take me once more to thine arms!

DEATH SCENE. ¹
( .)

¹ Copyright, Houghton, Mifflin & Co.

YING, still slowly dying,

As the hours of night rode by,

She had lain since the light of sunset

Was red on the evening sky;

Till after the middle watches,

As we softly near her trod,

When her soul from its prison fetters

Was loosed by the hand of God.

One moment her pale lips trembled

With the triumph she might not tell,

As the sight of the life immortal

On her spirit’s vision fell;

Then the look of rapture faded,

And the beautiful smile was faint,

As that in some convent picture,

On the face of a dying saint.

And we felt in the lonesome midnight,

As we sat by the silent dead,

What a light on the path going downward

The feet of the righteous shed;

When we thought how with faith unshrinking

She came to the Jordan’s tide,

And taking the hand of the Saviour,

Went up on the heavenly side.

MEMORIES. ¹
( .)

“She loved me, but she left me.”

 ¹ Copyright, Houghton, Mifflin & Co.

EMORIES on memories! to my soul again

There come such dreams of vanished love and

bliss

That my wrung heart, though long inured to pain,

Sinks with the fulness of its wretchedness:

Thou, dearer far than all the world beside!

Thou, who didst listen to my love’s first vow—

Once I had fondly hoped to call thee bride:

Is the dream over? comes that awakening now?

And is this hour of wretchedness and tears

The only guerdon for my wasted years?

And I did love thee—when by stealth we met

In the sweet evenings of that summer time,

Whose pleasant memory lingers with me yet,

As the remembrance of a better clime

Might haunt a fallen angel. And oh, thou—

Thou who didst turn away and seek to bind

Thy heart from breaking—thou hast felt ere now

A heart like thine o’ermastereth the mind:

Affection’s power is stronger than thy will—

Ah, thou didst love me, and thou lovest me still.

My heart could never yet be taught to move

With the calm even pulses that it should:

Turning away from those that it should love,

And loving whom it should not, it hath wooed

Beauty forbidden—I may not forget;

And thou, oh thou canst never cease to feel;

But time, which hath not changed affection yet,

Hath taught at least one lesson—to conceal;

So none but thou, who see my smiles, shall know

The silent bleeding of the heart below.

“EQUAL TO EITHER FORTUNE.” ¹

( .)

¹ Copyright, Houghton, Mifflin & Co.

QUAL to either fortune!” This should be

The motto of the perfect man and true—

Striving to stem the billow fearlessly,

And keeping steadily the right in view,

Whether it be his lot in life to sail