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A TOPICAL APPROACH TO

LIFE-SPAN
Development
TENTH EDITION

John W. Santrock
 C HA PT ER 9 Middle and Late Childhood 294

Language Development 283 CONNECTING WITH CAREERS Salvador

Tamayo, Teacher of English Language
What Is Language? 284 Learners 298
Defining Language 284 Adolescence 298
Language’s Rule Systems 284 Adulthood and Aging 299
How Language Develops 286 Biological and Environmental Influences 300
Infancy 287 Biological Influences 300
CONNECTING WITH CAREERS Sharla Peltier, Environmental Influences 301
Speech Therapist 290 CONNECTING DEVELOPMENT TO LIFE How
Early Childhood 290 Parents Can Facilitate Infants’ and Toddlers’
Language Development 304
CONNECTING WITH RESEARCH What
An Interactionist View of Language 304
Characteristics of a Family Affect a Child’s
Language Development? 292 Reach Your Learning Goals 305

SECTION 4 SOCIOEMOTIONAL PROCESSES AND

DEVELOPMENT 308
C HA PT ER 10 CH A P T ER 1 1
Emotional Development and The Self, Identity, and
Attachment 309 Personality 353
Exploring Emotion 310 The Self 354
What Are Emotions? 310 Self-Understanding and Understanding
Emotion Regulation 311 Others 354
Emotional Competence 312 Self-Esteem and Self-Concept 360
kali9/Getty Images Development of Emotion 313 Self-Regulation 363
Infancy 313 CONNECTING DEVELOPMENT TO
Early Childhood 316 LIFE Strategies for Effectively Engaging
Middle and Late Childhood 317 in Selective Optimization with
Compensation 367
CONNECTING WITH CAREERS Melissa
Jackson, Child Psychiatrist 319 Identity 368
Adolescence 319 What is Identity? 368
Adult Development and Aging 320 Erikson’s View 369
Some Contemporary Thoughts on
Temperament 322
Identity 369
Describing and Classifying Temperament 322
Developmental Changes 370
Biological Foundations and Experience 324
Identity and Social Contexts 372
CONNECTING DEVELOPMENT TO
LIFE Parenting and the Child’s CONNECTING WITH CAREERS Armando
Temperament 327 Ronquillo, High School Counselor 374
Goodness of Fit and Parenting 327 Personality 374
Attachment and Love 328 Trait Theories and the Big Five Factors of
Infancy and Childhood 328 Personality 375
CONNECTING WITH CAREERS Wanda Views on Adult Personality
Mitchell, Child-Care Director 338 Development 377
Adolescence 340 Generativity 379
Adulthood 342 Stability and Change 380
CONNECTING WITH RESEARCH Does the CONNECTING WITH RESEARCH
Breakup of a Romantic Relationship Present Are Personality Traits Related to
an Opportunity for Personal Growth? 348 Longevity? 381
Reach Your Learning Goals 349 Reach Your Learning Goals 384

Contents vii
 C HAPT ER 12 Adult Development and Aging 421

Gender and Sexuality 387 Reach Your Learning Goals 425

Biological, Social, and Cognitive Influences

CH A P T ER 13
on Gender 388
Biological Influences 388 Moral Development, Values,
Social Influences 390 and Religion 428
Cognitive Influences 393
Domains of Moral Development 429
CONNECTING WITH RESEARCH What Are What Is Moral Development? 429
Young Children’s Gender Schemas About Moral Thought 429
Occupations? 394
Moral Behavior 433
Gender Stereotypes, Similarities, Differences, and Moral Feeling 434
Classification 395 Moral Personality 437
Gender Stereotyping 395 Social Domain Theory 438
Gender Similarities and Differences 396
Contexts of Moral Development 440
Gender-Role Classification 399
Parenting 440
Going Beyond Gender as Binary 400
Schools 441
Gender Development Through the Life Span 401 Prosocial and Antisocial Behavior 444
Childhood 401 Prosocial Behavior 444
Adolescence 402 Antisocial Behavior 448
Adulthood and Aging 402
CONNECTING WITH CAREERS
CONNECTING WITH CAREERS Cynthia de las Rodney Hammond, Health
Fuentes, College Professor and Counseling Psychologist 449
Psychologist 404
CONNECTING WITH RESEARCH Does
Exploring Sexuality 405 Intervention Reduce Juvenile
Biological and Cultural Factors 406 Delinquency? 451
Sexual Orientation 406 Values, Religion, Spirituality, and Meaning
Sexually Transmitted Infections 408 in Life 452
Forcible Sexual Behavior and Sexual Values 452
Harassment 410 Religion and Spirituality 453
Sexuality Through the Life Span 413 CONNECTING WITH CAREERS Gabriel
Childhood 413 Dy-Liacco, Professor and Pastoral
Adolescence and Emerging Adulthood 413 Counselor 457

CONNECTING WITH CAREERS Lynn CONNECTING DEVELOPMENT TO LIFE

Blankinship, Family and Consumer Science Religion and Coping 458
Educator 419 Meaning in Life 459

CONNECTING DEVELOPMENT TO LIFE Reach Your Learning Goals 460

Reducing Adolescent Pregnancy 420

SECTION 5 SOCIAL CONTEXTS OF DEVELOPMENT 463

C HAPT ER 14 The Diversity of Adult Lifestyles 468
Single Adults 468
Families, Lifestyles, and Cohabiting Adults 469
Parenting 464 Married Adults 471
Family Processes 465 Divorced Adults 476
Reciprocal Socialization 465 Remarried Adults 478
Family as a System 466 Gay and Lesbian Adults 479
Sociocultural and Historical Parenting 480
ImageDJ/age fotostock Influences 467 Parental Roles 480

viii Contents
 CONNECTING WITH CAREERS Janis Keyser,
Parent Educator 483
Parenting Styles and Discipline 483
CONNECTING WITH RESEARCH
Are Marital Conflict, Individual Hostility,
and the Use of Physical Punishment
Linked? 487
CONNECTING WITH CAREERS Darla Botkin,
Marriage and Family Therapist 488
Parent–Adolescent and Parent–Emerging Adult
Relationships 490
Working Parents 493
Children in Divorced Families 494
CONNECTING DEVELOPMENT TO LIFE
Communicating with Children About
Divorce 496
Stepfamilies 496
Gay and Lesbian Parents 497
Adoptive Parents and Adopted
Children 498
Other Family Relationships 500
Sibling Relationships and Birth
Order 500
Grandparenting and Great-Grandparenting
Intergenerational Relationships 503
Reach Your Learning Goals 506
C HA PT ER 15
Peers and the Sociocultural
World 509
Peer Relations in Childhood and
Adolescence 510
Exploring Peer Relations 510
Peer Statuses 513
Bullying 514
CONNECTING WITH RESEARCH How Are
Perspective Taking and Moral Motivation
Linked to Bullying? 515
Gender and Peer Relations 516
Adolescent Peer Relations 516
Friendship 518
Functions of Friendship 518
Friendship During Childhood 518
Friendship During Adolescence and Emerging
Adulthood 519
CONNECTING DEVELOPMENT TO LIFE
Effective and Ineffective Strategies for Making
Friends 519
Adult Friendship 520
Play and Leisure 522
Childhood 522
Adolescence 524
Adulthood 526
Aging and the Social World 527
Social Theories of Aging 527
Stereotyping of Older Adults 527
Social Support and Social Integration 528
Successful Aging 528
Sociocultural Influences 530
Culture 530
Socioeconomic Status and Poverty 537
Ethnicity 540
CONNECTING WITH CAREERS Norma
Thomas, Social Work Professor and
Administrator 543
Reach Your Learning Goals 544
CH A P T ER 1 6
Schools, Achievement, and
Work 547
Schools 548
Contemporary Approaches to Student Learning
and Assessment 548
Schools and Developmental Status 550
502 CONNECTING WITH CAREERS Yolanda
Garcia, Director of Children’s Services,
Head Start 552
Educating Children with Disabilities 557
CONNECTING WITH CAREERS Carissa
Barnes, Special Education Teacher 561
Socioeconomic Status and Ethnicity
in Schools 562
CONNECTING WITH CAREERS Ahou Vaziri,
Teach for America Instructor 563
Achievement 564
Extrinsic and Intrinsic Motivation 564
Mastery Motivation and Mindset 565
Self-Efficacy 567
Goal Setting, Planning, and Self-Monitoring 567
Grit 568
Expectations 568
Ethnicity and Culture 569
CONNECTING WITH RESEARCH Parenting
and Children’s Achievement: My Child Is My
Report Card, Tiger Moms, and Tiger Babies
Strike Back 571
Careers, Work, and Retirement 572
Career Development 572
CONNECTING WITH CAREERS Grace Leaf,
College/Career Counselor and College
Administrator 573
Work 573
CONNECTING DEVELOPMENT TO
LIFE Working During College 575
Retirement 578
Reach Your Learning Goals 580
Contents ix
SECTION 6
Russell Underwood/Corbis/Getty Images
x Contents
ENDINGS 584
C HAPT ER 17 Coping with the Death of Someone
Else 599
Death, Dying, and Communicating with a Dying Person 599
Grieving 585 CONNECTING DEVELOPMENT TO
The Death System and Cultural Contexts 586 LIFE Communicating with a Dying
The Death System and Its Cultural Variations 586 Person 600
Changing Historical Circumstances 588 Grieving 600
Making Sense of the World 602
Defining Death and Life/Death Issues 588
Losing a Life Partner 603
Issues in Determining Death 588
Decisions Regarding Life, Death, and Health CONNECTING WITH RESEARCH How Is
Care 589 Widowhood Related to Women’s Physical
and Mental Health? 604
CONNECTING WITH CAREERS Kathy Forms of Mourning 605
McLaughlin, Home Hospice Nurse 591
Reach Your Learning Goals 607
A Developmental Perspective on Death 592
Causes of Death 592
McGraw-Hill APA
®
Attitudes Toward Death at Different Points in the
Documentation Style Guide
Life Span 592
Suicide 594 Glossary G-1
References R-1
Facing One’s Own Death 597 Name Index N-1
Kübler-Ross’ Stages of Dying 597 Subject Index S-1
Perceived Control and Denial 598
The Contexts in Which People Die 599
 about the author
John W. Santrock
John Santrock received his Ph.D. from the University of Minnesota in 1973. He taught
at the University of Charleston and the University of Georgia before joining the pro-
gram in Psychology in the School of Behavioral and Brain Sciences at the University
of Texas at Dallas, where he currently teaches a number
of undergraduate courses and has received the ­University’s
Effective Teaching Award.
John has been a member of the editorial boards of
Child Development and Developmental Psychology. His
research on father custody is widely cited and used in expert
witness testimony to promote flexibility and alternative con-
siderations in custody disputes. He also has conducted
research on children’s self-control. John has authored these
exceptional McGraw-Hill texts: Psychology (7th edition),
Children (14th edition), Child Development (14th edition),
Adolescence (17th edition), Life-Span Development (17th edi-
John Santrock (back row middle) with the 2015
tion), and Educational Psychology (6th edition).
recipients of the Santrock Travel Scholarship Award in
developmental psychology. Created by Dr. Santrock, this For many years, John was involved in tennis as a player,
annual award provides undergraduate students with the
opportunity to attend a professional meeting. A number teaching professional, and a coach of professional tennis
of the students shown here attended the meeting of the players. As an undergraduate, he was a member of the Uni-
Society for Research in Child Development.
Courtesy of Jessica Serna versity of Miami (FL) tennis team that still holds the record
for most consecutive wins (137) in any NCAA Division I sport. John has been married
for four decades to his wife, Mary Jo, who created and directed the first middle school
program for children with learning disabilities and behavioral disorders in the Clarke
County Schools in Athens, Georgia, when she was a professor at the University of
Georgia. More recently, Mary Jo has worked as a Realtor. He has two daughters—Tracy
and Jennifer—both of whom are Realtors after long careers in technology marketing and
medical sales, respectively. In 2016, Jennifer became only the fifth female to have been
inducted into the SMU Sports Hall of Fame. He has one granddaughter, Jordan, age 25,
who completed her master’s degree from the Cox School of Business at SMU and cur-
rently works for Ernst & Young, and two grandsons—the Belluci brothers: Alex, age 14,
and Luke, age 13. In the last decade, John also has spent time painting expressionist art.

With special appreciation to my mother,

Ruth Santrock, and my father, John Santrock.
xi
expert consultants
Life-span development has become an enormous, complex field, and no single author, or even several authors, can possibly keep up with all of the
rapidly changing content in the many periods and different areas in this field. To solve this problem, author John Santrock has sought the input
of leading experts about content in a number of areas of life-span development. These experts have provided detailed evaluations and recommenda-
tions in their area(s) of expertise.
The following individuals were among those who served as expert consultants for one or more of the previous editions of this text:
Karen Adolph Elena Grigorenko
David Almeida Scott Hofer
Karlene Ball William Hoyer
John Bates Janet Shibley Hyde
Martha Ann Bell Rachel Keen
Jay Belsky Jennifer Lansford
James Birren James Marcia
Kirby Deater-Deckard Linda Mayes
Susanne Denham Patricia Miller
James Garbarino David Moore
Linda George Daniel Mroczek
Gilbert Gottlieb Darcia Narváez
Following are the expert consultants for the tenth edition, who (like those of previous editions) literally represent a Who’s Who in the field of
life-span development.
K. Warner Schaie K. Warner Schaie is widely
recognized as one of the main pioneers who created the
field of life-span development and continues to be one
of its leading experts. He currently is the Evan Pugh
Professor Emeritus of Human Development and
Psychology at Pennsylvania State University. Dr. Schaie
also holds an appointment as an Affiliate Professor of Psychiatry and
Behavioral Sciences at the University of Washington. He obtained his
Ph.D. from the Friedrich-Schiller University of Jena, Germany, and an
honorary ScD degree from West Virginia University. He has been given
the Kleemeier Award for Distinguished Research Contributions in
Gerontology from the Gerontological Society of American, the MENSA
lifetime career award, and the Distinguished Scientific Contributions
award from the American Psychological Association. Dr. Schaie is the
author of 60 books, including the textbook Adult Development and Aging
(5th Ed., with S.L. Willis) and the Handbook of the Psychology of Aging
(8th Ed., with S.L. Willis). He has directed the Seattle Longitudinal
Study of cognitive aging since 1956 and is the author of more than 300
journal articles and chapters on the psychology of aging.
“This is an excellent chapter (‘ Intelligence’) bringing up-to-date
discussions of both present status and long-term changes in topics covered
by experts in the field. . . . This is thorough, yet easily understood
discussions of a set of very complex issues.” —K. Warner Schaie
Courtesy Dr. K. Warner Schaie
Julia Mendez Julia Mendez is an expert on
ethnic minority children’s development and resilience,
with a focus on African American and Latino children
from low-income backgrounds. She received her Ph.D.
in Clinical-Community Psychology with a concentra-
tion in early childhood development from the
University of Pennsylvania and is a Professor of Psychology at the
University of North Carolina at Greensboro. Dr. Mendez examines
how programs and policies support child development and learning
xii
Charles Nelson
Crystal Park
Denise Park
Ross Parke
Glenn Roisman
Carolyn Saarni
Robert J. Sternberg
Elizabeth Stine-Morrow
Ross Thompson
Doug Wahlsten
Allan Wigfield
opportunities within the family, school, and community settings. She
has developed and tested interventions for engaging families in Head
Start programs and other community settings. Dr. Mendez has part-
nered with local schools to develop Parent Academy programs to
provide information and resources for school-aged children and their
families to facilitate academic success and social development.
Currently, she is a co-investigator with the National Research Center
on Hispanic Children and Families, leading the research agenda on
early care and education (ECE) opportunities for Hispanic children
and families in the United States. Dr. Mendez has served on the edito-
rial boards of Journal of Applied Developmental Psychology and Journal
of School Psychology. Her research has been published in Child
Development, Early Childhood Research Quarterly, Cultural Diversity
and Ethnic Minority Psychology, Early Education and Development, and
Journal of Community Psychology.
“Students who use this text will develop an appreciation for the multiple
domains of development, transactions over time, and how children, youth,
and adults develop across the life span within particular ecological contexts.
The consideration of contextual influences including family, school, peers,
and the larger multicultural society are woven into many of the chapters
using contemporary and seminal research studies.” —Julia Mendez
Courtesy of Julia Smith
Dante Cicchetti Dante Cicchetti is the
world’s foremost expert on child maltreatment as well
as a leading expert on many aspects of developmental
psychopathology. He currently has a joint appoint-
ment at the University of Minnesota’s Institute of
Child Development and Medical School’s Department
of Psychiatry. He holds the McKnight Presidential Endowed Chair
and the William Harris Endowed Chair, as well as the research direc-
tor in the area of children’s mental health at the University’s Institute
for Translational Research. Previously, he was the Shirley Cox
Kearns Professor of Psychology, Psychiatry, and Pediatrics at the
University of Rochester. Prior to that appointment, Dr. Cicchetti was
a professor at Harvard University. Dr. Cicchetti received a doctorate
from the University of Minnesota’s Institute of Child Development
and a doctorate in clinical psychology from the University’s
Department of Psychology. While at the University of Rochester, he
was Director of the Mt. Hope Family Center. Dr. Cicchetti has been
the editor of the international journal Development and Psychopathology
for more than 30 years and has been given numerous awards by the
American Psychological Association, including the Boyd McCandless
Award for early distinctions for contributions to developmental psy-
chology and the APA Distinguished Contributions in Research in
Clinical Child Psychology Award. His current major research inter-
ests focus on formulating an integrative theory than can account for
both normal and abnormal aspects of an individual’s developmental
history. Dr. Cicchetti’s research has investigated such topics as mul-
tiple levels of developmental psychopathology, developmental conse-
quences of children’s maltreatment, neural plasticity and sensitive
periods, traumatic experiences and brain development, attachment,
resilience, and epigenetics.
“I think the narrative and perspective provided reflect the latest and
most important research extant in the field. . . . He develops ideas
clearly and in a concise and understandable fashion. I have read other
works by Dr. Santrock and he has a knack for presenting complex
material in ways that grab the attention of readers. This is not
common in most academics. . . . The book can motivate undergraduate
students to pursue further study in developmental psychology. . . . I
think Professor Santrock has written an excellent text and it will be a
successful one.” —Dante Cicchetti
Courtesy of Dante Cicchetti
Darcia Narváez Darcia Narváez is one of the
world’s leading experts on moral development. She
received her Ph.D. from the University of Minnesota
and currently is a professor of psychology at the
University of Notre Dame. Her current research and
theoretical interests focus on moral development and
flourishing from an interdisciplinary perspective. Along these lines, she
is exploring how early life experiences and culture interact to influence
character development in children and adults. Dr. Narváez integrates
neurobiological, developmental, clinical, and educational influences in
her theoretical views and research studies. She publishes extensively on
parenting and moral development. Dr. Narváez is a fellow in the
American Psychological Association and the American Educational
Research Association. Her publications appear in leading journals,
such as Developmental Psychology, Journal of Educational Psychology,
and Early Childhood Research Quarterly. She has written a number of
books, including Neurobiology and the Development of Morality, which
recently won the William James Book Award from the American
Psychological Association.
“. . . I think Chapter 13 (‘Moral Development, Values, and Religion’)
does a good job of reviewing important current research and theories. . .
It is written in an easy-to-read engaging manner.” —Darcia Narváez
Courtesy of Matthew Cashore
Philip David Zelazo Philip David Zelazo
is one of the world’s leading experts on brain devel-
opment in children, as well as the development of
executive function. He is currently the Nancy M. and
John E. Lindahl Professor at the Institute of Child
Development, University of Minnesota. Previously,
Dr. Zelazo taught at the University of Toronto, where he held the
Canada Research Chair in Developmental Neuroscience. He
obtained his Ph.D. from Yale University. Professor Zelazo’s research
on the development and neural bases of executive function (the
control of thought, action, and emotion) has been honored by
numerous awards, including a Boyd McCandless Young Scientist
Award from the American Psychological Association (APA) and
Canada’s Top 40 Under 40 Award. Dr. Zelazo is a Fellow of the
American Psychological Association, the American Psychological
Society, and the Mind and Life Institute. He also is President of
the Jean Piaget Society and he is a member of a number of editorial
boards, including Child Development, Emotion, Frontiers in Human
Neuroscience, Development and Psychopathology, Monographs of the
SRCD, and Developmental Cognitive Neuroscience. In addition,
Dr. Zelazo is the co-editor of The Cambridge Handbook of
Consciousness and the editor of the two-volume Oxford Handbook of
Developmental Psychology.
“Overall, the narrative structure and choice of topics seem excellent.
I think John Santrock does a great job of reflecting recent research.”
—Philip David Zelazo
Courtesy of Philip David Zelazo
Pamela Cole Pamela Cole is one of the world’s
leading experts in the development of emotion regula-
tion. She obtained her Ph.D. in clinical and develop-
mental psychology from The Pennsylvania State
University and currently is Liberal Arts Professor of
Psychology and Human Development and Family
Studies at The Pennsylvania State University, having previously worked
at the National Institute of Mental Health and at the University of
Houston. Her research focuses on young children’s development of
emotion regulation, especially regulation of frustration and disappoint-
ment. Topics of Dr. Cole’s current research projects include the role
of early childhood language development in the development of emo-
tion regulation, the development of strategy effectiveness, and innova-
tive methods for studying emotion regulation as a dynamic process that
changes with age. Dr. Cole is a Fellow in Division 7 (Developmental
Psychology) of the American Psychological Association and is an
Associate Editor of Developmental Psychology, also having served on
the editorial boards of several other major developmental journals. Her
book, co-edited with Tom Hollenstein, Emotion Regulation: A Matter of
Time, was published in 2018 and presents conceptual and empirical
papers on developmental aspects of emotion regulation. Dr. Cole’s
work has been published in leading research journals such as Child
Development, Developmental Psychology, Emotion, and Development and
Psychopathology.
“The coverage of John Santrock’s chapter, “Emotional Development
and Attachment,” is impressive. It provides a great deal of information
about emotion and emotion-related phenomena. . . . There is a strong
framework for the chapter, ideas are fully developed, and students will
come away from the chapter with a clear understanding of the chapter.”
—Pamela Cole
Courtesy of Pamela Cole
Priscilla Lui Priscilla Lui is a leading expert on
multicultural research, including research on ethnicity.
She received her Ph.D. in clinical psychology from
Purdue University and completed a clinical psychology
internship at the Northwestern University Feinberg
School of Medicine. Dr. Lui currently is a professor of
Expert Consultants xiii
psychology at Southern Methodist University. Her research program
has focused on parenting and intergenerational conflict in Asian and
Latinx American immigrant families and the impact of sociocultural
factors, including acculturation and racial discrimination, on individu-
als’ psychological adjustment and alcohol use. She also has designed
and evaluated self-report survey measures that are culturally appropri-
ate and responsive to diverse ethnic groups. Dr. Lui has authored
numerous research articles in leading journals, including Psychological
Bulletin, Assessment, Psychology of Addictive Behaviors, Cultural Diversity
and Ethnic Minority Psychology, Alcoholism: Clinical and Experimental
xiv Expert Consultants
Research, and American Journal of Orthopsychiatry. As an early career
psychologist, she has received awards and recognitions from national
professional organizations, including being named a Rising Star by the
Association for Psychological Science.
“The chapters I reviewed reflect some of the latest and most pertinent
information concerning life-span development. . . . I really appreciate the
consideration of life-span development and the use of a continuity
perspective to frame various developmental tasks and content areas.”
—Priscilla Lui
Courtesy of Priscilla Lui
Connecting Research and Results
As a master teacher, John Santrock connects current research and real-world applications. Through an integrated, per-
sonalized digital learning program, ­students gain the insight they need to study smarter and improve performance.

McGraw-Hill Education’s Connect is a digital assignment and assessment platform

that strengthens the link between faculty, students, and course work, helping
everyone accomplish more in less time. Connect for Life-Span Development
includes assignable and assessable videos, quizzes, exercises, and interactivities, all associated with ­learning objec-
tives. Interactive assignments and videos allow students to ­experience and apply their understanding of psychology
to the world with fun and stimulating activities.

Apply Concepts and Theory

in an Experiential
Learning Environment
An engaging and innovative learning game,
Quest: Journey through the Lifespan provides
students with opportunities to apply content from
their human development curriculum to real-life
scenarios. Students play unique characters who
range in age and make decisions that apply key
concepts and theories for each age as they
negotiate events in an array of authentic
environments. Additionally, as students analyze
real-world behaviors and contexts, they are
exposed to different cultures and intersecting biological, cognitive, and socioemotional processes. Each quest has layered replayability, allowing
students to make new choices each time they play--or offering different students in the same class different experiences. Fresh possibilities and
outcomes shine light on the complexity of and variations in real human development. This new experiential learning game includes follow-up
questions, assignable in Connect and auto-graded, to reach a higher level of critical thinking.

Real People, Real World, Real Life

At the higher end of Bloom’s taxonomy (analyze, evaluate, create), the
McGraw-Hill Education Milestones video series is an observational tool that
allows students to experience life as it unfolds, from infancy to late
adulthood. This ground-breaking, longitudinal video series tracks the
development of real children as they progress through the early stages of
physical, social, and emotional development in their first few weeks, months,
and years of life. Assignable and assessable within Connect for Life-Span
Development, Milestones also includes interviews with adolescents and
adults to reflect development throughout the entire life span.

Connecting Research and Results xv

Prepare Students for Higher-Level Thinking
Also at the higher end of Bloom’s taxonomy, Power of Process for Psychology helps students improve
critical thinking skills and allows instructors to assess these skills efficiently and effectively in an
online environment. Available through Connect, pre-loaded journal articles are available for instructors
to assign. Using a scaffolded framework such as understanding, synthesizing, and analyzing, Power of
Process moves students toward higher-level thinking and analysis.

Inform and Engage on Psychological Concepts

At the lower end of Bloom’s taxonomy, students are introduced to Concept Clips—the
dynamic, colorful graphics and stimulating animations that break down some of
psychology’s most difficult concepts in a step-by-step manner, engaging students and
aiding in retention. They are assignable and assessable in Connect or can be used as a
jumping-off point in class. Accompanied by audio narration, Concept Clips cover topics
such as object permanence and conservation, as well as theories and theorists like
Bandura’s social cognitive theory, Vygotsky’s sociocultural theory, Buss’s evolutionary
theory, and Kuhl’s language development theory.

Powerful Reporting
Whether a class is face-to-face, hybrid, or entirely online, Connect for Life-Span Development
provides tools and analytics to reduce the amount of time instructors need to administer their
courses. Easy-to-use course management tools allow instructors to spend less time administering
and more time teaching, while easy-to-use reporting features allow students to monitor their
progress and optimize their study time.
· Connect Insight is a one-of-a-kind visual analytics dashboard—available for both instructors and
students—that provides at-a-glance information regarding student performance.
· The At-Risk Student Report provides instructors with one-click access to a dashboard that identi-
fies students who are at risk of dropping out of the course due to low engagement levels.
· The Category Analysis Report details student performance relative to specific learning objectives
and goals, including APA outcomes and levels of Bloom’s taxonomy.

xvi Connecting Research and Results

Better Data, Smarter Revision, Improved Results
Content revisions for A Topical Approach to Life-Span Development were informed by data
collected anonymously through McGraw-Hill’s SmartBook.
McGraw-Hill Education’s SmartBook helps students distinguish the concepts they know from the concepts they don’t, while pinpointing the
concepts they are about to forget. SmartBook’s real-time reports help both students and instructors identify the concepts that require more
attention, making study sessions and class time more efficient.
Here’s how the SmartBook student data was used:

STEP 1. Over the course of three years, data points showing

concepts that caused students the most difficulty were
anonymously collected from Connect for Life-Span
Development’s SmartBook®.
STEP 2. The data from SmartBook was provided to the author
in the form of a Heat Map, which graphically illustrates “hot
spots” in the text that affect student learning (see image at right).
STEP 3. The author used the Heat Map data to refine the
content and reinforce student comprehension in the new edition.
Additional quiz questions and assignable activities were created
for use in Connect to further support student success.

RESULT: Because the Heat Map gave the author empirically based
feedback at the paragraph and even sentence level, he was able to
develop the new edition using precise student data that pinpointed
concepts that gave students the most difficulty.
New to this edition, SmartBook is now optimized for mobile and
tablet use and is accessible for students with disabilities. Content-wise,
it has been enhanced with improved learning objectives that are
measurable and observable to improve student outcomes. SmartBook
personalizes learning to individual student needs, continually adapting
to pinpoint knowledge gaps and focus learning on topics that need
the most attention. Study time is more productive and, as a result,
students are better prepared for class and coursework. For instructors,
SmartBook tracks student progress and provides insights that can
help guide teaching strategies.

Online Instructor Resources

The resources listed here accompany A Topical Approach to Life-Span Development, Tenth ­Edition. Please contact your McGraw-Hill repre-
sentative for details concerning the availability of these and other valuable materials that can help you design and enhance your course.

Instructor’s Manual Broken down by chapter, this resource provides chapter outlines, suggested lecture topics, classroom activities and
demonstrations, suggested student research projects, essay questions, and critical thinking questions.

Test Bank and Computerized Test Bank This comprehensive Test Bank includes more than 1,500 multiple-choice and approximately 75
essay questions. Organized by chapter, the questions are designed to test factual, applied, and conceptual understanding.

PowerPoint Slides The PowerPoint presentations, now WCAG compliant, highlight the key points of the chapter and include supporting
visuals. All of the slides can be modified to meet individual needs.

Connecting Research and Results xvii

 preface
Making Connections . . . From My
Classroom to A Topical Approach to
Life-Span Development to You
Having taught life-span development every semester for three decades now, I’m always looking
for ways to improve my course and A Topical Approach to Life-Span Development. Just as McGraw-
Hill looks to those who teach the life-span development course for input, each year I ask the
approximately 200 students in my life-span development course to tell me what they like about
the course and the text, and what they think could be improved. What have my students told
me about my course and text? Students said that highlighting connections among the different
aspects of life-span development would help them to better understand the concepts. As I thought
about this, it became clear that a connections theme would provide a systematic, integrative
approach to the course material. I used this theme to shape my goals for my life-span develop-
ment course, which, in turn, I incorporated into A Topical Approach to Life-Span Development:
1. Connecting with today’s students To help students learn about life-span development
more effectively.
2. Connecting research to what we know about development To provide students with the
best and most recent theory and research in the world today about each of the periods
of the human life span.
3. Connecting topical processes in development To guide students in making topical connec-
tions across different aspects of development through the life span.
4. Connecting development to the real world To help students understand ways to apply
content about the human life span to the real world and improve people’s lives; and to
motivate them to think deeply about their own personal journey through life and better
understand who they were, are, and will be.

Connecting with Today’s Students

In A Topical Approach to Life-Span Development, I recognize that today’s students are as differ-
ent in some ways from the learners of the last generation as today’s discipline of life-span
development is different from the field 30 years ago. Students now learn in multiple modalities;
rather than sitting down and reading traditional printed chapters in linear fashion from begin-
ning to end, their work preferences tend to be more visual and more interactive, and their
reading and study often occur in short bursts. For many students, a traditionally formatted
preview printed textbook is no longer enough when they have instant, 24/7 access to news and infor-
Think about how much you mation from
have changed around
physically the globe.
and will continue to changeTwo
as you features
age. We that specifically ­support today’s students are the
come into this life as small beings. But we grow very rapidly in infancy, more slowly in childhood,
adaptive ebook, Smartbook (see page
and once again more rapidly during puberty, and then experience another slowdown. Eventually
xvi), and the learning goals system.
we decline, but many older adults are still physically robust. In this chapter, we explore changes
in body growth, the brain, and sleep across the life span. We also examine longevity and evaluate
some fascinating theories about why we age, and we explore both physical and physiological
aspects of development.
The Learning Goals System
My students often report that the life-span
development course is challenging because of
the amount of material covered. To help today’s
1 Body Growth and Change LG1 Discuss major changes in the body through the life span.
students focus on the key ideas, the Learning
Goals System I developed for A Topical
Patterns of Height and Weight in Puberty Early Middle Late
Growth Infancy and Childhood Adulthood Adulthood Adulthood Approach to Life-Span Development provides
extensive learning connections throughout the
In life’s long journey, we go through many bodily changes. We grow up, we grow out, we
shrink. The very visible changes in height and weight are accompanied by less visible ones in
bones, lungs, and every other organ of the body. These changes will help shape how we think
about ourselves, how other people think about us, and what we are capable of thinking, doing,
xviii Preface and feeling. Are there strict timelines for these changes? Are they set in our genes? Let’s begin
by studying some basic patterns of growth and then trace bodily changes from the time we
are infants through the time we are older adults.

PATTERNS OF GROWTH

chapters. The learning system connects the
chapter opening outline, learning goals for
the chapter, mini-­chapter maps that open
each main section of the chapter, Review,
Connect, Reflect questions at the end of each
main section, and the chapter summary at
the end of each chapter.
The learning system keeps the key
ideas in front of the student from the
beginning to the end of the chapter. The
main headings of each chapter correspond
to the learning goals that are presented in
the chapter-opening spread. Mini-chapter
maps that link up with the learning goals
are presented at the beginning of each
major section in the chapter.
Then, at the end of each main section
of a chapter, the learning goal is repeated
in Review, Connect, Reflect, which prompts students to review
connect to existing knowledge, and relate what they learned to their own personal journey
through life. Reach Your Learning Goals, at the end of the chapter,
bulleted chapter review, connecting with the chapter outline/learning goals at the beginning
the chapter and the Review, Connect, Reflect questions at the end of major chapternonsmokers. sections.
Connecting Research to What We Know about
Development
Over the years, it has been important for me to include the most up-to-date research available.
I continue that tradition in this edition by looking closely at specific areas of research, involv-
ing experts in related fields, and updating
research throughout. Connecting with
Research describes a study or program to
illustrate how research in life-span develop-
ment is conducted and how it influences
our understanding of the discipline. Topics
range from How Are Preterm Infants
Affected by Touch? to Does Intervention
Reduce Juvenile Delinquency? to Parenting
and Children’s Achievement: My Child Is My
Report Card, Tiger Moms, and Tiger Babies
Strike Back.
The tradition of obtaining detailed,
extensive input from a number of leading
experts in different areas of life-span devel-
opment also continues in this edition.
Biographies and photographs of the lead-
ing experts in the field of life-span develop-
ment appear on pages xii to xiv, and the
chapter-by-chapter highlights of new
research content are listed on pages xxii to
xli. Finally, the research discussions have
been updated in every area and topic. I
expended every effort to make this edition
of A Topical Approach to Life-Span Develop-
ment as contemporary and up-to-date as
possible. To that end, there are more than
1,500 citations from 2017, 2018, and 2019.
biological, psychological, and social
reach your learning goals
Physical Development and Biological Aging
1 Body Growth and Change LG1 Discuss major changes in the body through the life span.
∙ Human growth follows cephalocaudal (fastest growth occurs at the top) and proximodistal
Patterns of Growth
patterns (growth starts at the center of the body and moves toward the extremities).
∙ Height and weight increase rapidly in infancy and then take a slower course during child-
Height and Weight in
hood.
Infancy and Childhood
Puberty
∙ Puberty is a brain-neuroendocrine process occurring primarily in early adolescence that pro-
vides stimulation for the rapid physical changes that accompany this period of development.
∙ A number of changes occur in sexual maturation. The growth spurt involves rapid increases
in height and weight and occurs about two years earlier for girls than for boys.
∙ Extensive hormonal changes characterize puberty. Puberty began occurring much earlier in
the twentieth century mainly because of improved health and nutrition. The basic genetic
program for puberty is wired into the nature of the species, but nutrition, health, and other
environmental factors affect the timing of puberty.
∙ Adolescents show heightened interest in their bodies and body images. Younger adolescents
are more preoccupied with these images than older adolescents. Adolescent girls often have a
more negative body image than do adolescent boys.
∙ Early maturation often favors boys, at least during early adolescence, but as adults, late-
maturing boys have a more positive identity than do early-maturing boys. Early-maturing girls
are at risk for a number of developmental problems.
Early the key topics in the
Adulthood
∙ In earlysection,
adulthood, height remains rather constant. Many individuals reach their peak of
muscle tone and strength in their late teens and twenties; however, their physical capacity
may decline during their thirties.
∙ In middle adulthood, changes usually are gradual. Visible signs of aging, such as the wrin-
guides students through
Middle Adulthood the
kling of skin, appear in the forties and fifties. Middle-aged individuals also tend to lose height
of
and gain weight. Strength, joints, and bones show declines in middle age. The cardiovascular
system declines in functioning, and lung capacity begins to decline, more so in smokers than
SECTION 2 Biological Processes, Physical Development, and Health 123
san60926_ch03_087-125.indd 123 5/10/19 5:25 PM
connecting with research
How Stressful Is Caring for an
Alzheimer Patient at Home?
Researchers have found that the stress of caring for an Alzheimer 0.9
patient at home can prematurely age the immune system, putting care-
givers at risk for developing age-related diseases (Chiu, Wesson, & 0.8 Alzheimer caregivers
Sadavoy, 2014; Glaser & Kiecolt-Glaser, 2005; Kiecolt-Glaser & Wilson, 0.7
Control group
2017; Wilson & others, 2019). In one study, 119 older adults who were
caring for a spouse with Alzheimer disease or another form of demen- 0.6
IL-6 level
tia (which can require up to 100 hours a week) were compared with 0.5
106 older adults who did not have to care for a chronically ill spouse
(Kiecolt-Glazer & others, 2003). The age of the older adults upon entry 0.4
into the study ranged from 55 to 89, with an average age of 70. 0.3
Periodically during the six-year study, blood samples were taken
and the levels of a naturally produced immune chemical called inter- 0.2
leukin-6, or IL-6, were measured. IL-6 increases with age and can 0.1
place people at risk for a number of illnesses, including cardiovascu-
lar disease, type 2 diabetes, frailty, and certain cancers. The research-
55 60 65 70 75 80 85 90 95
Age (years)
ers found that the levels of IL-6 increased much faster in the Alzheimer
FIGURE 5
caregivers than in the older adults who did not have to care for a
critically ill spouse (see Figure 5). COMPARISON OF IL-6 LEVELS IN
ALZHEIMER CAREGIVERS AND A CONTROL
Each time IL-6 was assessed by drawing blood, the participants
GROUP OF NONCAREGIVERS. Notice that IL-6
also completed a 10-item perceived stress scale to assess the extent
to which they perceived their daily life during the prior week as being
(an immune chemical that places individuals at
risk for a number of diseases) increased for both
“unpredictable, uncontrollable, and overloading” (Kiecolt-Glazer & the Alzheimer caregivers and a control group of
others, 2003, p. 9091). Participants rated each item from 0 (never) noncaregivers. However, also note that IL-6
to 4 (very often). Alzheimer caregivers reported greater stress than increased significantly more in the Alzheimer
caregivers. A higher score for IL-6 reflects a
the noncaregiver controls across each of the six annual assessments.
higher level of the immune chemical.
Since family members are especially important in helping
Alzheimer patients cope, an important research agenda is to assess
the benefits of respite care and to find additional ways to relieve the
stress the disease can impose on others.
What kinds of studies might help provide some answers? What challenges will researchers face in collecting data?
(Valimaki & others, 2016). To read further about individuals who care for Alzheimer patients,
see the Connecting with Research interlude.
Parkinson Disease Another type of dementia is ParkinsonPreface disease, a chronic, progres- xix
sive disorder characterized by muscle tremors, slowing of movement, and partial facial paraly-
sis. Parkinson disease is triggered by degeneration of dopamine-producing neurons in the brain
(Foley, 2019; Goldstein & others, 2018). Dopamine is a neurotransmitter that is necessary for
normal brain functioning. Why these neurons degenerate is not known.
 Connecting Developmental Processes
developmental connection
- Too often we forget or fail to notice the many connections from one point or topic in develop-
Peers
ment to another. Developmental Connections, which appear multiple times in each chapter,
How does adult friendship differ
among female friends, male friends,
point readers to where the topic is discussed in a previous or subsequent chapter. Developmen-
- tal Connections highlight links across topics and age periods of development and connections
and cross-gender friends? Connect
to “Peers and the Sociocultural between biological, cognitive, and socioemotional processes. These key developmental pro-
World.” cesses are typically discussed in isolation from each other, and students often fail to see their
connections. Included in the Developmental Connections is a brief description of the backward
or forward connection.
Also, a Connect question appears in the section self-reviews—Review, Connect, Reflect—so
- students can practice making connections between topics. For example, students are asked to
connect a chapter’s discussion of the gender-intensification hypothesis to what they have
already read about identity development in adolescence.

Connecting Development to the Real World

read
profile.
rapport talk The language of conversation; a
way to establish connections and negotiate
- relationships; preferred by women.
report talk Language designed to convey
information; a communication style preferred
by men.
In addition to helping students make research and developmental connections, A Topical
Approach to Life-Span Development shows the important connections between the concepts
discussed and the real world. In recent years, students in my life-span development course have
increasingly told me that they want more of this type of information. In this edition, real-life
connections are explicitly made through Connecting Development to Life, the Milestones program
that helps students watch life as it unfolds, and Connecting with Careers.
Connecting Development to Life, along with a variety of life-span connecting boxed fea-
tures, describes the influence of development in a real-world context on topics including Help-
ing Overweight Children Lose Weight, Working During College, and Communicating with a Dying
Person.
The Milestones program, described on page xv, shows students what developmental con-
cepts look like by letting them watch actual humans develop. Starting from infancy, students
track several individuals, seeing them achieve major developmental milestones, both physically
and cognitively. Clips continue through adolescence and adulthood, capturing attitudes toward
issues such as family, sexuality, and death and dying.
Connecting with Careers profiles careers ranging from an educational psychologist to a toy
designer to a marriage and family therapist to a teacher of English language learners to a home

processes and Development 403

connecting development to life
diverse interests of others are not considered, that often occurs on
Are Social Media an Amplification Tool such sites as Facebook® may produce an egocentric tendency that
for Adolescent Egocentrism? undermines prosocial behavior (Chiou, Chen, & Liao, 2014). A
recent meta-analysis concluded that a greater use of social net-
31/05/19 4:15 PM Earlier generations of adolescents did not have social media to con-
working sites was linked to a higher level of narcissism (Gnambs &
nect with large numbers of people; instead, they connected with
Appel, 2018).
fewer people, either in person or via telephone. Might today’s teens
be drawn to social media and its virtually unlimited friend base to
express their imaginary audience and sense of uniqueness? A
research analysis concluded that amassing a large number of friends
(audience) may help to validate adolescents’ perception that their life
is on stage and everyone is watching them (Psychster Inc, 2010). A
look at a teen’s home Twitter® comments may suggest to many
adults that what teens are reporting is often rather mundane and
uninteresting as they update to the world at large what they are
doing and having, such as: “Studying heavy. Not happy tonight.” or
“At Starbucks with Jesse. Lattes are great.” Possibly for adolescents,
though, such tweets are not trivial but rather an expression of the
personal fable’s sense of uniqueness (Psychster Inc, 2010).
One study of social networking sites found that the indiscrim-
inate monologue communication from one to many, in which the

What do you think? Are social media, such as Facebook® and Twitter®,
In what ways might frequent use of social media, such as
amplifying the expression of adolescents’ imaginary audience, personal Facebook®, influence adolescents’ cognitive development?
fable sense of uniqueness, and narcissistic tendencies? Andrey_Popov/Shutterstock

According to Elkind, the personal fable is the part of adolescent egocentrism that involves
an adolescent’s sense of personal uniqueness and invincibility. Adolescents’ sense of personal
xx Preface uniqueness makes them believe that no one can understand how they really feel. For example,
an adolescent girl thinks that her mother cannot possibly sense the hurt she feels because her
boyfriend has broken up with her. As part of their effort to retain a sense of personal unique- hypothetical-deductive reasoning Piaget’s
ness, adolescents might craft stories about themselves that are filled with fantasy, immersing formal operational concept that adolescents
themselves in a world that is far removed from reality. Personal fables frequently show up in have the cognitive ability to develop
adolescent diaries. hypotheses about ways to solve problems
hospice nurse, each of which requires knowl-
edge about human development.
A number of new profiles appear in this
edition. These include Gustavo Medrano, a
clinical psychologist who works at the Family
Institute at Northwestern University, espe-
cially providing therapy for Latino children;
Dr. Faize Mustaf-Infante, a pediatrician who
is passionate about preventing obesity in chil-
dren; Dr. Melissa Jackson, a child and adoles-
cent psychiatrist who provides therapy for
children with a number of psychological dis-
orders, including ADHD, anxiety, depression,
connecting with careers
Ahou Vaziri, Teach for America Instructor
Ahou Vaziri was a top student in author John Santrock’s educational
psychology course at the University of Texas at Dallas where she
majored in Psychology and Child Development. The following year
she served as a teaching intern for the educational psychology
course, then submitted an application to join Teach for America and
was accepted. Ahou was assigned to work in a low-income area of
Tulsa, Oklahoma, where she taught English to seventh- and eighth-
graders. In her words, “The years I spent in the classroom for Teach
for America were among the most rewarding experiences I have had
thus far in my career. I was able to go home every night after work
knowing that I truly made a difference in the lives of my students.”
After her two-year teaching experience with Teach for America,
Ahou continued to work for the organization in their recruitment of
Ahou Vaziri with her students in the Teach for America program.
What is Teach for America?
college students to become Teach for America instructors.
Courtesy of Ahou Vaziri

Subsequently, she moved into a role that involved developing curri- in counseling from Southern Methodist University, and she is continu-
and post-traumatic stress disorder; Carissa cula for Teach for America. Recently she earned a graduate degree ing her work in improving children’s lives.
Barnes, a special education teacher; and
Ahou Vaziri, a Teach for America instructor
and curriculum designer. The school experiences of students from different ethnic groups vary considerably
(Bennett, 2019). African American and Latino students are much less likely than non-Latino
The careers highlighted extend from the CareersWhite
Appendix that students
or Asian American provides a comprehensive
to be enrolled in academic, college preparatory programs
and are much more likely to be enrolled in remedial and special education programs. Asian
overview of careers in life-span development to show students where knowledge
American students are far more likely than other ethnic of human
minority groups to take advanced
development could lead them. math and science courses in high school. African American students are twice as likely as
Latinos, Native Americans, or Whites to be suspended from school.
Part of applying development to the real world is understanding
However, it is very importantits impact
to note on oneself.
that diversity An every ethnic group
characterizes
(Banks, 2019). For example, the higher percentage of Asian American students in advanced
important goal I have established for my life-span development course and this text is to moti-
classes is mainly true for students with Chinese, Taiwanese, Japanese, Korean, and East Indian
vate students to think deeply about their own journeyculturalof life. Tobutfurther
backgrounds, encourage
students with students
Hmong and Vietnamese cultural backgrounds have
had less academic success.
to make personal connections to content in the text, Reflect: Your Own Personal Journey of Life
Following are some strategies for improving relationships among ethnically diverse students:
appears in the end-of-section review in each chapter. ·This feature
Turn the class intoinvolves a question
a jigsaw classroom. When Elliotthat asks
Aronson was a professor at the
students to reflect on some aspect of the discussion University
in the of Texas at Austin, the school system contacted him for ideas on how to
section they have just read and
reduce the increasing racial tension in classrooms. Aronson (1986) developed the
connect it to their own life. For example, students areconcept
asked: of a “jigsaw classroom,” in which students from different cul-
tural backgrounds are placed in a cooperative group in which they
Imagine what your development would have been like have toinconstruct
a culture differentthat offered
parts of a project fewer
to reach or dis-
a common
goal. Aronson used the term jigsaw because he saw that the tech-
tinctly different choices. How might your development have been different if your family had been
nique resembled a group of students cooperating to put differ-
significantly richer or poorer than it was when you were ent
growing up?to complete a jigsaw puzzle. How might
pieces together
this process work? Team sports, drama productions, and
In addition, students are asked a number of personal connections
musical performances are examples questions
of contextsinin the
which pho-
tograph captions. students cooperate to reach a common goal.
· Encourage students to have positive personal contact with
diverse other students. Contact alone does not do the job of
improving relationships with diverse others. For example,
busing ethnic minority students to predominantly non-Latino
White schools, or vice versa, has not reduced prejudice or
improved interethnic relations (Minuchin & Shapiro, 1983).
What matters is what happens after children get to school. What are some features of a jigsaw classroom?
Especially beneficial in improving interethnic relations is Ken Karp/McGraw-Hill Education

SectION 5 Social contexts of Development 563

san60926_ch16_547-583.indd 563 06/06/19 4:58 PM

Preface xxi
Content Revisions
A significant reason why A Topical Approach to Life-Span Development has been successfully used by instructors for edition after edition is
the painstaking effort and review that goes into making sure the text provides the latest research on all topic areas discussed in the class-
room. This new edition is no exception, with more than 1,500 citations from 2017, 2018, and 2019.
New research and content that has especially been updated and expanded in this new edition focuses on the following topics: diver-
sity and culture; genetics and epigenetics; neuroscience and the brain; identity issues, especially gender and transgender; health; technology;
and successful aging. Following is a sample of the many chapter-by-chapter changes that were made in this new edition of A Topical
Approach to Life-Span Development. Although every chapter has been extensively updated, two chapters (“Cognitive Developmental
Approaches” and “The Self, Identity, and Personality”) were especially targeted for revisions based on the results of the Heat Map data
discussed on page xvii.

Chapter 1: Introduction
• Update on life expectancy in the United States (U.S. Census
Bureau, 2018)
• New commentary indicating that for the first time in U.S.
history, in 2019 there were more individuals over the age of 60
than under the age of 18
• New Connecting with Careers on Gustavo Medrano, a clinical
psychologist who works at the Family Institute at Northwestern
University and specializes in working with Latina(o) clients
• Updated data on the percentage of U.S. children and adoles-
cents 17 years and younger from different ethnic groups in
2017 and projected to 2050, with dramatic increases in Latino
and Asian American children (ChildStats.gov, 2018)
• Updated data on the percentage of U.S. children and adolescents
under 18 years of age living in poverty, including data reported
separately for African American and Latino families, which has
declined since 2015 (Fontenot, Semega, & Kollar, 2018)
• In the coverage of cross-cultural studies, coverage of a recent
study in 26 countries indicating that individuals in Chile had
the highest life satisfaction; those in Bulgaria and Spain had
the lowest (Jang & others, 2017)
• New description of the positive outcomes when individuals
have pride in their ethnic group, including recent research
(Umana-Taylor, 2019; Umana-Taylor & others, 2018)
• In the discussion of gender, new content on the gender category
of transgender (B­radford & Syed, 2019; Budge & Orovecz, 2018)
• New projections on the significant increase in older adults in
the world with estimates of a doubling of the population of
individuals 60 and over and a tripling or quadrupling of those
80 and over by 2050 (United Nations, 2017)
• New commentary about how significant projected increases
in the older population in countries around the world make
it necessary for countries to develop innovative policies and
expanded services that include housing, employment, health
care, and transportation.
• In the section on contemporary topics, a new topic—technology—
was added and discussed, including an emphasis on how perva-
sive it has become in people’s lives and how it might influence
their development
• Coverage of a recent study of cohort effects in which older
adults report fewer constraints nowadays than their counter-
parts 18 years ago while younger adults report more constraints
now than those 18 years ago (Drewelies & others, 2018)
• Inclusion of recent research across 150 countries that found
that health was a better predictor of life satisfaction in
individuals 58 years and older than in younger age groups
(­Joshanloo & Jovanovic, 2019)
• Updated content on Bandura’s (2018) social cognitive theory,
in which he now emphasizes forethought as a key cognitive fac-
tor in the theory
• Updated content on cohort effects involving increased inter-
est in a new generation that is labeled generation Z and/or
post-millennial, characterized by even greater technological im-
mersion and sophistication, greater ethnic diversity, and being
better educated than the millennial generation (Dimock, 2019;
Fry & Parker, 2018)
Chapter 2: Biological Beginnings
• Editing and updating of chapter based on comments by Janet
DiPietro, a leading expert on prenatal development and birth
• Updated and expanded discussion of genome-wide association
studies, including research on autism (Ramswami &
Geschwind, 2018), attention deficit hyperactivity disorder
(Verhoef & others, 2019), cancer (Chen & others, 2019),
­obesity (Riveros-McKay & others, 2019), and Alzheimer
­disease (Hao & others, 2019)
• Updated and expanded coverage of linkage analysis studies,
including those focused on cardiovascular disease (Hedberg-
Oldfors & others, 2019) and posttraumatic stress disorder (van
der Merwe & others, 2019)
• Updated data on the number of genes that humans have, now
raised to 21,306 (Salzberg & others, 2018)
• Updated and expanded research on how diet, tobacco use, and
sleep can modify the expression of genes through the process
of methylation (Lahtinen & others, 2019)
• Inclusion of recent research indicating that methylation may
be involved in depression (Li & others, 2019), breast cancer
(Parashar & others, 2018), leukemia (Bewersdorf & others,
2019), obesity (Caballero, 2019), and attention deficit hyperac-
tivity disorder (Kim & others, 2018)
• Updated and expanded coverage of susceptibility genes, includ-
ing those involved in cancer (Liu & Tan, 2019) and cardiovas-
cular disease (Taylor & others, 2019)
• Updated and expanded research on gene-gene interaction to
include immune system functioning (Pazmondi & others, 2019),
alcoholism (Chen & others, 2017), cancer (Lee & others, 2019),

xxii Preface
 obesity (Wang & others, 2019), type 2 diabetes (Saxena, Sriva­
staya, & Banergee, 2018), arthritis (Fathollahi & others, 2019),
cardiovascular disease (Drone & Hegele, 2019), and Alzheimer
disease (Nazarian, Yashin, & Kulminski, 2019)
• New content on the number of children born worldwide with
sickle-cell anemia and how stem cell transplantation is being
explored in the treatment of infants with sickle-cell anemia
(Azar & Wong, 2017)
• New Connecting with Careers on Jennifer Leonhard, genetic
counselor
• New commentary about neurogenesis being largely complete
by about the end of the fifth month of prenatal development
(Borsani & others, 2019)
• New coverage of cell-free fetal DNA in maternal blood and its
testing as early as 10 weeks into the first trimester of pregnan-
cy to test for such disorders as Down syndrome (Hui, 2019)
• Coverage of a recent study using non-invasive fetal diagnosis
that determined fetal sex at 4.5 weeks (D’Aversa & others, 2018)
• Coverage of a recent study that confirmed a significant risk
for suicidal behavior in adolescents with FASD (O’Connor &
others, 2019)
• New content about a recent large scale U.S. study in which
11.5 percent of adolescent and 8.7 percent of adult pregnant
women reported using alcohol in the previous month (Oh &
others, 2017)
• Discussion of a recent meta-analysis of 15 studies that conclud-
ed smoking during pregnancy increases the risk of children
having ADHD and that the risk is greater if their mother is a
heavy smoker (Huang & others, 2019)
• New commentary that cessation of smoking by pregnant wom-
en by the third trimester is linked to improved birth outcomes
(Crume, 2019)
• Coverage of a recent study in which chronic exposure to e-
cigarette aerosols was linked to low birth weight in offspring
(Orzabal & others, 2019)
• Inclusion of a longitudinal study in which prenatal cocaine
exposure was linked to early use of marijuana, arrest history,
conduct disorder, and emotion regulation problems at 21 years
of age (Richardson & others, 2019)
• Discussion of a recent study that found newborns born to moth-
ers who used marijuana during pregnancy were more likely to be
born preterm or low birth weight (Petrangelo & others, 2019)
• New section, Synthetic Opioids and Opiate-Related Pain
Killers, that discusses the increasing use of these substances
by pregnant women and their possible harmful outcomes for
pregnant women and their offspring (Brimdyr & Cadwell,
2019; Clemens-Cope & others, 2019)
• Description of a recent research review that concluded tobacco
smoking is linked to impaired male fertility and increases in DNA
damage, aneuploidy (abnormal number of chromosomes in a
cell), and mutations in sperm (Beal, Yauk, & Marchetti, 2017)
• Coverage of a recent study in which yoga was effective in reducing
depressive symptoms in pregnant women (Ng & others, 2019)
• Description of a recent study that found pregnant women 43
years and older were more likely to have infants who were
stillborn (Wu & others, 2019)
• Inclusion of recent research indicating that pregnant women who
exercised regularly in the second and third trimesters rated their
quality of life higher (Krzepota, Sadowska, & Biernat, 2019)
• Discussion of a recent large-scale study that found women
who participated in CenteringPregnancy had offspring
that were less likely to be born preterm or low birth weight
(­Cunningham & others, 2019)
• Inclusion of recent research that indicated women who partici-
pated in CenteringPregnancy used pain relief less during labor
and were more likely to breast feed their infants (Rijnders &
others, 2019)
• New coverage of the positive influence of exercise on preg-
nancy and offspring (Newton & May, 2019), including a recent
study that revealed regular exercise by pregnant women was
linked to more advanced development in the neonatal brain
(Laborte-Lemoyne, Currier, & Ellenberg, 2017)
• Inclusion of recent research in which two weekly 70-minute
yoga sessions reduced pregnant women’s stress and enhanced
their immune system functioning (Chen & others, 2017)
• Coverage of a recent Swedish study that found women who
gave birth in water had fewer vaginal tears, shorter labor,
needed fewer drugs for pain relief and interventions by medi-
cal personnel, and rated their birth experience more positive
than women who had conventional spontaneous vaginal births
(Ulfsdottir, Saltvedt, & Gerogesson, 2018)
• Inclusion of recent studies in which massage reduced women’s
pain during labor (Gallo & others, 2018; Unalmis Erdogan,
Yanikkerem, & Goker, 2017)
• New description of global cesarean delivery rates with the
Dominican Republic and Brazil having the highest rates
(56 percent) and New Zealand and the Czech Republic the
lowest (26 percent) (McCullough, 2016). The World Health
Organization recommends a cesarean rate of 10 percent or less.
• Revised and updated content on cesarean delivery to include
the two most common reasons why it is carried out: failure to
progress through labor and fetal distress
• Updated data on the percentage of U.S. infants who are born
preterm, including ethnic variations (March of Dimes, 2018)
• Updated weights for classification as a low birth weight baby,
a very low birth weight baby, and an extremely low birth
weight baby
• Updated data on the percentage of U.S. babies born with low
birth weight, including ethnic variations (United Health Foun-
dation, 2018)
• Description of recent research indicating that extremely
preterm and low birth weight infants have lower executive func-
tion, especially in working memory and planning (Burnett &
others, 2019)
• Discussion of a longitudinal study in which the nurturing positive
effects of kangaroo care with preterm and low birth weight infants
at one year of age were still present 20 years later in a number of
positive developmental outcomes (Charpak & others, 2019)
• Coverage of a recent study that revealed worsening or minimal
improvement in sleep problems from 6 weeks to 7 months
postpartum were associated with increased depressive symp-
toms (Lewis & others, 2018)
Preface xxiii
• Inclusion of recent research in Japan indicating that 11.2
percent of fathers had postpartum depression one month fol-
lowing delivery (Nishigori & others, 2019)
• Description of a recent study that found fathers with postpartum
depression had lower levels of responsiveness, mood, and sensi-
tivity when interacting with their infants (Koch & others, 2019)
Chapter 3: Physical Development and
Biological Aging
• New discussion of how infant growth is often not smooth and
continuous but rather is episodic, occurring in spurts (Adolph,
2018; Lampl, 2018)
• Coverage of a recent Chinese study that found a higher body
mass index (BMI) was associated with earlier pubertal onset
(Deng & others, 2018)
• New research that revealed young adolescent boys had a more
positive body image than their female counterparts (Morin &
others, 2017)
• New study of 12- to 14-year-olds indicating that heavier social
media use was associated with body dissatisfaction (Burnette,
Kwitowski, & Mazzeo, 2017)
• New discussion of research with seventh to twelfth graders in
Thailand that revealed increasing time spent on the Internet,
especially when engaging in activities related to self-image and
eating attitudes/behavior, was linked to increasing body dis-
satisfaction (Kaewpradub & others, 2017)
• Inclusion of a recent study of U.S. college women that found
more time on Facebook was related to more frequent body and
weight concern comparison with other women, more attention
to the physical appearance of others, and more negative feel-
ings about their own bodies (Eckler, Kalyango, Paasch, 2017)
• Coverage of a recent studying that found early-maturing girls
had higher rates of depression and antisocial age as middle-aged
adults mainly because their difficulties began in adolescence and
did not lessen over time (Mendle. Ryan, & McKone, 2019)
• New research indicating that early-maturing girls are at risk
for physical and verbal abuse in dating (Chen, Rothman, &
Jaffee, 2019)
• Expanded and updated content on weight gain and obesity in
middle age (Jia, Hill, & Sowers, 2018; Petrie & others, 2018)
• Updated data on the percentage of middle-aged adults who are
obese compared to their younger adult counterparts (National
Center for Health Statistics, 2018)
• Description of a recent study that revealed a healthy diet in
adolescence was linked to a lower risk of cardiovascular dis-
ease in middle-aged women (Dahm & others, 2019)
• Coverage of the American Heart Association’s seven simple
factors that best help individuals improve their cardiovascular
health (Mok & others, 2019)
• Recent data on the percentage of women and men 65 to 74
years of age who have hypertension (Centers for Disease
­Control and Prevention, 2018)
• Inclusion of recent research on 65+-year-olds indicating that a
Mediterranean diet lowered their risk of cardiovascular prob-
lems (Nowson & others, 2018)
xxiv Preface
• Coverage of recent research documenting that attention (Bar-
tolomeo & Seidel Malkinson, 2019) and emotion (Gainotti,
2019) are predominantly right hemisphere activities
• New description of some of the aspects of brain activity that
the brain imaging technique fNIRS can assess in infancy,
including face processing, perception, attention, and memory
(Emberson & others, 2019; Zhang & Roeyers, 2019)
• Inclusion of a longitudinal study in which maltreatment risk
and home adversity in infancy were linked to cortical delays
and brain immaturity at 8 years of age (Bick & others, 2019).
However, children in the study who were assigned to an attach-
ment and biobehavioral catch-up intervention showed better
brain functioning.
• Inclusion of a recent study documenting that the density of
fibers increases in the corpus callosum during adolescence
(Genc & others, 2018)
• Coverage of a recent study of older adults in which declines in
memory functioning were linked to lower gray matter volume
(which contains most of the brain’s neuronal cell bodies) in the
temporal lobe and hippocampus (Schneider & others, 2019)
• Description of research in which analysis of essays written when
nuns were 18 to 32 years of age found that those whose essays
were more self-reflective and indicated a higher level of parental
autonomy support lived longer (Weinstein & others, 2019)
• Discussion of a study of 732 cases of SIDS that found bed-sharing
occurred in 53 percent of the deaths (Drake & others, 2019)
• Coverage of a recent study in which shorter sleep duration in
infancy was linked to lower cognitive and language develop-
ment at two years of age (Smithson & others, 2018)
• Description of a recent Chinese study that revealed sleep
deprivation in early childhood was associated with ADHD in
middle and late childhood (Tso & others, 2019)
• Discussion of a recent study of 13- to 19-year-olds in Singapore
indicating that short sleep duration of less than seven hours
on school nights was associated with being overweight, having
depression symptoms, being less motivated, not being able to
concentrate adequately, having a higher level of anxiety, and
engaging in self-harm/suicidal thoughts (Yeo & others, 2019)
• Coverage of a recent study in which spending multiple hours
with portable electronic devices was linked to shorter sleep
duration in adolescence while time spent with non-portable
electronic devices was not related to shorter sleep duration
(Twenge, Hisler, & Rizan, 2019)
• Inclusion of a recent national study of high schools that found
using electronic devices 5 hours a day or more was linked to
getting inadequate sleep (Kenney & Gortmaker, 2017)
• Description of recent research in which the Seattle School
District delayed the school start time for secondary school
students by nearly one hour and it improved student sleep
duration by an average of 34 minutes, resulted in a 4.5 percent
increase in grade point average, and improved school attend-
ance (Dunster & others, 2018)
• Coverage of a recent study of college students in which shorter
sleep duration was associated with increased suicide risk
(Becker & others, 2018a)
• Inclusion of a recent study of college students that found
27 percent described their sleep as poor and 36 percent
Another random document with
no related content on Scribd:
upon a democratic vote were counting upon the Senator from
Virginia, but I equally believed that they would be disappointed. I did
not believe that the Senator from Virginia was guilty, and I in perfect
sincerity and good faith, so far from arraigning him, intended to
defend him from the foul suspicion, and my honest repulsion of the
insinuation, which was necessary in consequence of what they
expected, was regarded by the Senator himself as an arraignment.
There is an anecdote told in the life of the great minister, Whitefield.
When he was speaking one day in the country to an audience, he
described the enormity of sin and the characteristics of sin; he did it
with wonderful power. When he came out he was assailed by a
gentleman for having made a personal assault on him. “Why,” said
Whitefield, “I never heard of you before; I did not intend any assault
upon you.” He replied, “Well, sir, you told me everything I have been
doing all my life.” I frankly confess I am not a man to dodge. The
papers have justified me in believing, Senators have justified me in
believing, that you are calculating to get the democratic vote of the
Senator from Virginia, whom the whole country has treated as
having been elected as a democrat. I believed you would be
disappointed; I believed that because you would be disappointed it
was wholly unnecessary to delay this organization. I did not believe
the Senator would vote with you, and in vindication of that Senator I
will not believe it yet. He has not said so. He has made the mistake,
because of what the papers say, of assuming that I alluded to him;
but I vindicate him yet. He said if I asserted that he was elected as a
democrat and would be false to his commission, I said what was not
warranted and what was untrue. I am glad he said so. I did not say he
would; but I say you expected it, I say your papers expected it, and I
say it has been calculated on. I vindicate the Senator from Virginia,
and I hope he will vindicate himself by not doing what you expect
him to do. The Senator from Illinois charges me again with criticising
a man for changing his opinion. I distinctly said that every man in
this country has a right to change his opinion. The distinguished
Senator from Illinois has changed his opinion. He says the country is
tired of Bourbon democracy. He ought to know, for he used to be one
of the worst Bourbon democrats this country ever saw.
Mr. Logan. That was when you belonged to the other side.
 Mr. Hill, of Georgia. The first time I ever heard of that Senator
was when I was battling in the South for the good old whig principles
and he was an outrageous Bourbon democrat. That amounts to
nothing. You had a right to change, if you have changed; I do not say
you have.
Mr. Logan. I will only say, if the Senator will allow me, that when I
saw the light I changed for the right. The Senator saw the darkness
and changed for the wrong.
Mr. Hill, of Georgia. Ah, that is not argument.
Mr. Logan. It is true, however, just the same.
Mr. Hill, of Georgia. I hope the Senator will see more light and
change again.
Mr. Logan. I do not think I shall.
Mr. Hill, of Georgia. He needs a great deal of light.
Mr. Logan. No doubt of that. I do not expect to get it, however,
from that side.
Mr. Hill, of Georgia. I object to this style of interruption; it is
unworthy of the Senate. I am not here to indulge in such remarks.
The Senator has a right to change; I have arraigned nobody for
changing his opinion. If the Senator from Virginia has changed his
opinions he has a right to change them; I have not said he has not. I
do not deny his right. I admit that a man has a right also to change
his party affiliations if he is convinced he has been wrong; but a man
has no right to hold a commission which was given him while he was
a democrat and because he was a democrat and given to him as a
democrat, and change his opinions and act with the adversary party.
It is his duty to return that commission to the people who gave it and
ask them to renew it upon his change of opinion. That is all I ask.
Mr. Logan. Will the Senator allow me to ask him what right has he
as a Senator to undertake to dictate to the Senator from Virginia as
to what shall be required in his State?
Mr. Hill, of Georgia. That is incorrect again. I have not
undertaken to dictate to the Senator from Virginia. The Senator from
Virginia can do just as he pleases; but when the Senator from
Virginia acts as a public man I have a right to my opinion of his
public acts, and I have a right to speak of all public acts and their
character. I will not deny his right; I am not dictating to him—far
from it. There is not in my heart now an unkind feeling for the
Senator from Virginia. I would if I could rescue him from the infamy
into which others are trying to precipitate him. That is what I want to
do. I am not assailing him; I am not arraigning him; I am not
dictating to him. I know the proud nature of the Senator from New
York. I know if that Senator was elected to this body as a republican,
although he might have been a readjuster at the time, and if he
should come to this body and the democrats should begin to intimate
in this Hall and the democratic papers should intimate over the
country that he was going to vote with the democrats on the
organization, he would feel insulted just as my friend from
Tennessee (Mr. Harris) justly felt by the allusions to him in the
newspapers. So with any other man on that side. If the Senator from
Virginia was elected as a democrat I am right; but if as a republican I
have nothing more to say.
Mr. Logan. Will the Senator allow me right there? Is it not true
that the democracy of the Virginia Legislature that elected the
Senator now in his seat from Virginia did nominate Mr. Withers as
their candidate and supported him, and was not this senator elected
by the opponents of the democrats of that Legislature? Is not that
true? I ask the Senator from Virginia.
Mr. Mahone. Substantially so.
Mr. Logan. Then if that be true, why say that he came here as the
representative of the democracy of Virginia?
Mr. Hill, of Georgia. My understanding is that the democracy of
Virginia is very much like the democracy of other States, as
Tennessee. We are divided down there in several States on local
questions that have nothing to do with national politics. In Virginia
the democracy was divided between what are called readjuster
democrats and debt-paying democrats, but all democrats.
What was called the republican party it was said, although I must
vindicate many of the republicans in the State from the charge,
coalesced with what are called the readjuster democrats. The late
Senator from Virginia was nominated by what are called the debt-
paying democrats, and the present Senator from Virginia, as I
understand it, was run against him as a readjuster democrat.
Mr. Logan. And the republicans all supported him.
 Mr. Hill, of Georgia. Certainly, because they always support a
candidate who is running against the regular nominee. I suppose the
republicans always go for men who are not in favor of paying debts! I
had thought that republicans professed to affiliate with those who
would pay debts. But I have nothing to do with that question; it does
not come in here. What I say and what will not be denied, and I am
ashamed that there is an attempt to deny it, is, and it is the worst
feature of this whole thing, that anybody should get up here and
attempt to deny that the Senator from Virginia was elected to the
Senate as a democrat; should attempt to evade the fact that he was a
Hancock democrat last year; that he has acted with the national
democracy all the time; and that whatever might have been the local
differences in Virginia, he has been a national democrat every hour,
held out to the country as such. I say I am ashamed that anybody
should attempt to make a question of that fact. He was not only a
democrat, a national democrat, and voted for Hancock, but I
remember the historical fact that he had what he called his own
ticket in the field for Hancock and voted for it. He is just as much a
democrat, sent here as a readjuster democrat, as the other candidate,
the debt-paying democrat, would have been if he had been elected.
Mr. Logan. The difference is, if the Senator will allow me, if the
other had been elected, he would have been in full accord with the
democracy here. This gentleman does not happen to be, and
therefore the criticism of the Senator from Georgia.
Mr. Hill, of Georgia. I do not wish to do the republicans of
Virginia injustice; I do not wish to do any body injustice. There are
some republicans of Virginia for whom I confess, if reports be true, I
have a profound respect. When a portion of the democrats, under the
cry of readjusterism, sought to get the support of the republicans of
Virginia, there were manly republicans who refused to go into a
coalition that would compromise the character of the State on the
question of its debt. I am told there are republicans now in Virginia
who say that if republicanism here means the Senator from Virginia,
and you accept him as a republican, you must give them up as
republicans. I do not know how true it is. But this is unworthy of the
Senate.
I repeat, the worst feature of this whole transaction is that anybody
should get up here and attempt to make an impression that there was
a doubt as to the democracy of the Senator from Virginia heretofore.
That is an evasion unworthy of the issue, unworthy of the place,
unworthy of the occasion, unworthy of Virginia, unworthy of the
Senator, unworthy of his defenders. Admit the fact that he was a
democrat, and then claim that he exercised the inalienable right of
changing his opinions and his party affiliations, but do not claim that
he had a right to do it in the manner you say he has done it.
Once more let me say, the Senator from Virginia ought to know
that by all the memories of the past there is not a man in this body
whose whole soul goes out more in earnest to protect his honor than
my own. I would rather lose the organization of the Senate by the
democratic party and never again have a democratic committee in
this body than have Virginia soiled with dishonor. I do not say that
the Senator is going to do it, but I see the precipice yawning before
him. I see whither potential influences are leading him. I know the
danger just ahead. I would rescue him if I could. He may say it is
enmity; he may say it is an unfriendly spirit; he will live to know the
force of the words I am uttering. Men in this country have a right to
be democrats; men in this country have a right to be republicans;
men in this country have a right to divide on national issues and local
issues; but no man has a right to be false to a trust, I repeat it, and
whether the Senator from Virginia shall be guilty or not is not for me
to judge and I will not judge. I say if he votes as you want him to vote
God save him or he is gone. If he comes here to illustrate his
democracy by going over to that side of the House and voting with
that side of the House, he will be beyond my rescue. No, gentlemen, I
honor you. I like a proud republican as well as I do a proud
democrat. I am conscious of the fact that some of the best personal
friends I have in this body sit on that side of the Chamber, men
whose high character I would trust anywhere and everywhere.
Gentlemen, you know your hearts respond to every word I am
uttering when I say you despise treachery, and you honor me to-day
for making an effort to rescue a gentleman, not from treachery, but
from the charge of it. If the Senator shall vote as you desire him to
vote, he cannot escape the charge.
Mr. Mahone. Mr. President, I want to interrupt the Senator from
Georgia.
The Vice-President. Does the Senator from Georgia yield?
 Mr. Hill, of Georgia. Certainly.
Mr. Mahone. I cannot allow you to make any such insinuation.
Mr. Hill, of Georgia. I make no insinuation.
Mr. Mahone. You did emphatically, and it was unmanly. Now it
must stop. Let us understand that.
Mr. Hill, of Georgia. I repeat, I do not know how the Senator is
going to vote. I believe he is not going to vote as you expect. I believe
he is not going to be guilty of being false to his commission. I will not
charge that he will; I will not insinuate that he will. I have not
insinuated it. The gentleman must be his own keeper; the gentleman
must solve his own questions; but I repeat, I repeat as a friend, I
repeat as a friend whose friendship will be appreciated some day,
that the Senator is in danger of bringing upon himself a charge which
he will never have the power to explain.
Mr. Mahone. I cannot allow you or any other man to make that
charge without a proper answer.
Mr. Hill, of Georgia. Oh, well.
 Senator Mahone’s Reply to Senator Hill

in Extra Senate Session, March 28th, 1881.

Mr. Mahone. Mr. President, my profound respect for the wisdom
and experience of my seniors in this Chamber compels me to renew
expression of the reluctance with which I so soon intrude upon its
deliberations. Senators and the country will concede that to this
seeming forwardness I have been provoked.
If I do not challenge generous consideration from those who would
appear to have found pleasure in their unjustifiable assaults, I do not
doubt that I shall command the respect of the brave and independent
here, as I know I shall command that of my own people. I shall not
complain of the intolerance and indirection which have characterized
the allusions of some Senators to myself. Doubtless they comport
entirely with their own sense of manly deportment and senatorial
dignity, however little they do with mine. Virginia is accustomed to
meet occasions where the independent spirit of the Anglo-Saxon is
required to assert itself; Virginia has ever met, with fortitude and
dignity, every duty that destiny has imposed, always, however, with
much contempt for small party tactics where principles were
involved to which her faith and her honor were committed.
With absolute confidence in my loyalty to her and my devotion to
every interest of her people, I shall not relax my purpose to repel
every impeachment of the constituency which sent me here with
clearly defined duties which they and I comprehend. I was elected to
the Senate of the United States to do their will, not to a caucus to do
its petty bidding. Virginia earned her title of the Old Dominion by the
proud and independent action of her own people, by the loyalty of
her sons to the instincts of independence, without help at the hands
of those who would now interfere with her affairs.
However feebly I may assert that spirit against the gratuitous and
hypocritical concern for her of strangers to her trials, her sacrifices,
and her will, I feel that the spirit of my people inspires me when I
scornfully repel for them and for myself ungracious attempts to
instruct a Virginia Senator as to his duty to them and to himself.
Senators should learn to deal with their constituencies, while I
answer to mine.
To him who would insinuate that my action in respect to the
organization of the committees of this body and the proposed
election of its officers has been governed or controlled by impure
considerations—and I am loth to believe that any honorable Senator
has so intended—in the language of another, I say:
If thou saidst I am not peer
To any lord in Scotland here,
Lowland or highland, far or near,
Lord Angus, thou hast lied!

And now, Mr. President, permit me to say that Senators can no

more realize my regret than they can measure my amazement that
my colleague should have felt it incumbent upon him to join the
assaulting column in this Chamber. He first introduces the
consideration of my political consistency, and he next introduces me,
with the eighty-odd thousand of his fellow-citizens who sent me here,
to this honorable body as a repudiator of public obligations. The
sense of justice of fellow Senators renders it unnecessary for me to
apologize for noticing my colleague’s criticisms on the one hand and
his perversions on the other. However much he and his friends may
endeavor, by the chop-logic of the attorney, to demonstrate what I
ought to be, I know by my convictions and by my sense of duty what
I am. In this particular I have largely the advantage of my colleague;
for if I take him by his record, diminutive as it is, he neither knows
what he was, what he is, or what duty he came here to perform. A
very brief recital of Virginia political history, covering but a decade,
will give a clear view of the Virginia situation as it is represented on
this floor. My colleague gave the first page, and then, like the lazy,
truant school-boy, skipped many pages, or, like the shifty lawyer,
read only so much of the authority as suited his case. I am duly
grateful to him for the small meed of praise he would deal out to me
for the humble part I bore in the great liberal movement of 1869,
which was undertaken to return our State to her normal condition in
the Union.
 I am the more grateful because the organs of the faction he
represents here have recently published columns to prove that I was
breathed into political existence subsequently to that momentous
period. Not being sworn, my colleague thought it was sufficient for
him to tell the truth without the usual obligation to tell the whole
truth. It is now my privilege, as well as duty, to supply all
deficiencies. The views I entertained then I still adhere to, and
though, as far as my information goes, we had no material assistance
from him in that severe and trying ordeal of 1869, I do know that
after his election to this body he confessed himself in entire accord
with all that had been done by Virginia as a condition precedent to
her restoration, and with the zeal of a new convert expressed the
hope that other States of the Union without the same propelling
cause should do likewise. In a letter addressed to the then governor
of Virginia (Walker) he wrote as follows:

JOHNSTON TO GOVERNOR WALKER IN 1869.

Believing fully not only that we in Virginia could not prosper, but that our
continued exclusion from the Union interfered with the business of the whole
country, I have been anxious for an early compliance with the reconstruction laws,
and that the State should itself inaugurate some movement similar to that which
resulted in your election for the purpose, and not wait, like Micawber, “for
something to turn up.”

The fifteenth amendment, which I trust will soon be adopted by States enough to
make it a part of the Constitution of the United States, will end a question which
has agitated the country for half a century. I entirely approve of the principles of
that amendment, and as we have invested the freedman with the right to vote, let
us give him a fair opportunity to vote understandingly. He has civil rights, and it is
our interest he should know their value.

That we are apparently so near to the consummation of reconstruction we are

greatly indebted to President Grant’s kind offices. The State was in a dilemma; it
wanted a constitution; but the one made for it has at least two very objectionable
features. We felt that we were suffering in all our material interests by staying out
of the Union, and yet to go in under the constitution with all its provisions would
have been worse.
 The Gordian knot was happily cut by the President’s first message to Congress
and the prompt response of that body. Up to this time the conduct of the
administration has been liberal, and if the same policy is pursued hereafter it ought
to have the hearty support of this State. If we cast dead issues behind us and look
only to that line of conduct which shall restore quiet and confidence, and
encourage enterprise and industry, we shall even see the country richer and more
prosperous than it has ever been.
This movement in 1869 accomplished the restoration of our State under the
expurgated constitution and gave us representation here in the persons of my
colleague and ex-Senator Lewis. We were relieved of military government, became
rehabilitated in our sovereignty, with entire control of our local autonomy. Thus,
for a period, Virginia seemed to be enjoying the full freedom of her long-deferred
hope for peace.
In the curious panoramic exhibition of my colleague I next appear as a candidate
for governor in 1877. To be a candidate in Virginia is a privilege which every
qualified voter may constitutionally exercise, and in that year there were three
prominent candidates other than those named by the Senator. Two of them had
been major-generals and one a brigadier-general. What an omission! Shades of
departed glory defend us! when a United States Senator of the Bourbon persuasion
can omit imposing titles in detailing events with which they were intimately
associated. ’Tis true I was not nominated, lacking forty votes of a certain majority
of a convention composed of over fourteen hundred delegates against a
combination of five candidates, one of whom my colleague preferred, that
preference perhaps being based upon motives as unselfish as are usual in veteran
politicians and office-holders.
Mr. President, I can scarcely hope, in the presence of this body,
where my colleague has served for many years, and where the
altitude of his statesmanship frowns contemptuously down upon all
who would aspire to reach its summit, to attain the awful diffidence
with which I should undertake to correct any of his statements. He is
one of the conscript fathers of the Senate, old in all its ways and
usages; and long absence from his constituency and perpetual service
to the national democratic party in helping to organize its numerous
defeats make him forgetful of recent events in Virginia. Hence the
necessity of my attempting to inform him as to certain matters of
recent history at home.
“The next event,” says my colleague, “was that the readjusters
separated themselves from the democratic party;” and after treating
this at some length he says, “This brings us down to what is called
Mozart Hall convention,” in which, he adds, “I spoke of the
conservative party as though I belonged to it.”
 Mr. President, I confess my inability to understand all this curious
mixture of the odds and ends of my colleague’s scrap-book. He
parades his facts in curiously-contrived array. He empties his ill-
assorted jewels of information and “chunks of wisdom,” and seems to
rely upon Senators to give them that consecutive arrangement as to
fact and date which they have, possibly, in his own great mind. But,
sir, the fact is there was no remarkable incident in Virginia politics
between the election of 1877 and 1879, the month of February of the
latter year being, the date of the assembling of the Mozart Hall
convention. Certainly until February, 1879, there was no change in
the status of parties in Virginia within that period. There was no
organization of readjusters until February, 1879, and there was no
declared democratic party until 1880.
This brings me, Mr. President, to a period when I propose to do
more than follow my colleague in his half-way candid and nearly
always inaccurate statement. It is at this juncture, he says, that Mr.
Riddleberger and I are so much identified that he cannot separate us.
It is at this point the organization of the readjusters begins; and it is
at this point he appears to seek to make an impression wholly
unwarranted by any act of the readjusters in Virginia. It is at this
point, too, Mr. President, that I am constrained by a sense of duty to
my people, my State, and myself to treat the question of our State
debt as it presents itself in Virginia. In doing this, I wish it distinctly
understood that I hold this to be a matter belonging exclusively to
the State of Virginia, and I should repel any Federal interference with
this as I would with any other question of mere State concern. I shall
presume upon the indulgence of Senators because they have heard
but one side, and that more than once, and I know they will be
willing to hear a defense of Virginia against unjust attacks from those
who ought to be her defenders.
Sir, there is not a fact upon which to base any one of the
statements or arguments of my colleague. Instead of the Mozart Hall
convention being held to effect a repeal of an irrepealable contract, it
was a body of people assembled on a call of members of the General
Assembly opposed to what is known in Virginia as the “brokers’ bill.”
They assembled before that bill had passed either House of the
General Assembly, and, coming fresh from the people, expressed
their unqualified disapproval of that measure. It was apparent the
measure was to pass, and organized opposition began. But, Mr.
President, this is neither the beginning nor the end of this question.
It was in 1871 that the first funding bill was enacted, and this we
know in Virginia as the first contract.
I will not go into the details of this measure, as I shall ask the clerk
to read a review of all the Virginia funding acts before concluding my
remarks. It is my purpose now only to notice the speeches of
Senators, notably that of my colleague, in this Chamber. It will be
news to Senators to hear to-day that the readjusters never repealed
either of the funding contracts. That enacted and only partially
executed in 1866–’67 was in effect repealed by the Assembly which
passed it, and the work of repeal was consummated by the
Legislature that enacted the more obnoxious measure of 1871. This in
turn was repealed by the Assembly of 1872, the propounder of the
repeal measure being the present lieutenant-governor of the State,
subsequently in full fellowship with the alleged debt-payers. Indeed
this measure was so obnoxious that Governor Walker, who was
conceded to be its author, subsequently urged that the Federal
Government should assume the debts of the Southern States.
Mr. President, I might pause to inquire if that is a part of the
doctrine of my colleague and the Senators who co-operate with him,
when they stand here to represent the party for which Governor
Walker then spoke, the pretended debt-payers of Virginia? It was
this repeal bill which the Virginia court of appeals held to be
unconstitutional, and here the matter rested until the State had
accumulated interest arrears to over five million dollars, beside
diverting one and a half million dollars which was dedicated by the
constitution to the public free schools.
In 1877 what is known as the Barbour bill was proposed and
passed, not a few of the latter-day self-styled debt-payers being
among its most zealous supporters. Although this did not repeal in
terms the original funding bill, it was nevertheless vetoed by the
governor.
Such was our condition at the succeeding election—schools
reduced 50 per cent., length of sessions abridged, asylums sustained
by money borrowed from the banks—after exhausting every possible
expedient even to a reduction of judicial salaries, that a Legislature
was returned pledged to a resettlement of this debt.
 That settlement came in the form of the brokers’ bill, for which my
colleague stands at home and here the champion, aided and abetted
by distinguished gentlemen on this floor. I commend the virtuous
democracy of this Chamber to read that bill, and then tell this Senate
whether there ever was a more undemocratic measure than the bill
propounded in Virginia by the party whose cause they espouse.
That settlement came in the form of the broker’s bill, as I have
said, and this was the last repeal of the original contract. Yet my
colleague would say the readjusters of to-day disregard the court
decisions. Surely he has not forgotten that he was upon the hustings
in Virginia advocating each of the successive measures repealing the
“irrepealable” contract, while in every instance the readjusters
proper opposed the new measure.
But here again I am called upon to answer the charge of personal
inconsistency. My colleague cannot ascertain that I opposed the
funding scheme of 1871—a measure which, I assert without the fear
of contradiction, not only repudiated but forcibly repudiated what
my colleague understands to be one-third of the debt of Virginia. I
suggest to my fellow-Senators on the opposite side to take care of
that contamination of which they have warned the country in respect
to the readjusters of Virginia.
My colleague adverted to the Richmond Whig, and proclaimed it
as my mouthpiece. Mr. President, nobody speaks for me; I speak for
myself. Why not have ascertained from the same source how I stood
on the funding bill of 1871? Senators will not find that I ever
supported the measure of 1871.
Passing over what appears in my colleague’s speech as extracts
from newspapers, to whose misstatements he has contributed a full
share, I come now to notice his animadversions on the Riddleberger
bill. If his criticisms were based on fact and a proper understanding
of that measure, they would be unanswerable. He says that “the
‘Riddleberger bill’ has been substantially pronounced
unconstitutional by the Supreme Court of the United States.” I ask
him in what particular? Is it in this—that it does not recognize the
interest that accrued during the war? If so, will my learned colleague
inform me upon what principle of right he last summer sustained a
measure which repudiated one-half of the interest that has accrued
since the complete restoration of our State? Does he not know that
that measure of forcible readjustment absolutely repudiated one-half
of the accrued and unfunded interest, while the Riddleberger bill
provides for paying it dollar for dollar? The difference is simply this:
that since 1871 we have denied the right of the creditor to exact war
interest and proposed to pay him all else in full. Our adversaries
would and did fund that war interest and proposed to repudiate one-
half of that which we are in honor and in law bound to pay.
Is it unconstitutional in that it pays but 3 per cent.? The only
measure ever passed by the Virginia Assembly to pay as much as 4
per cent. and the only one under which one-third of our creditors
have received a penny of interest, was introduced and patronized by
Mr. Riddleberger. The first time that our Legislature ever voiced 3
per cent. was when they passed the brokers’ job, the pet scheme of
my colleague, so ably re-enforced in his advocacy of it on this floor by
distinguished gentlemen on the other side, the Legislature then
themselves admitting and declaring in the preamble of their bill that
this is all the State can pay for ten years “without destroying its
industries;” and last winter every legislator of their party voted to
run the 3 per cent. for the whole time.
Is it unconstitutional in that it does not exempt the bonds from
taxation forever, as the brokers’ bill attempted to do, a feature
peculiar to that measure for paying the debt of Virginia which my
colleague advocates here? If so, I would respectfully refer my
colleague to his State constitution, which says that all property shall
be taxed equally and uniformly; that no one species of property shall
be taxed higher than another, and that only such property as is used
for religious, educational, and charitable purposes may be exempt
from taxation. My learned colleague, who so unkindly characterized
the patron of that bill as a county court lawyer, cites only Hartman
vs. Greenhow as the case which holds this bill unconstitutional. That
case decided no principle that this bill infringes. The Riddleberger
bill imposes no tax upon bonds held either in or out of the State. It
simply does not exempt any. By what authority, I would ask my
colleague, can such a tax be made and collected? He must answer to
the party which he undertakes to represent here for doing an
unconstitutional act: to tax bonds of the State of Virginia held by a
non-resident. The Riddleberger bill does not tax them. Whenever the
General Assembly, carrying out the Riddleberger bill, shall endeavor
to tax bonds held out of the State, it will be time for the Senator to
renew the test in the Supreme Court of the United States and cite the
precedent of Hartman vs. Greenhow.
Is it the much-discussed fourteenth section which is
unconstitutional? If so I would remind my legal colleague that it is a
verbatim copy of a statute passed by the State of Tennessee,
adjudicated by the Supreme Court of the United States, and not only
held by that high tribunal to be constitutional but proper legislation
for the protection and maintenance of government. Is it
unconstitutional in what is called its force feature? If so it has
precedent in the bill of ’71, which forbade the payment of any interest
to a creditor who did not accept a reduction of one-third. It has
precedent in the brokers’ bill, which provided tax certificates to
compete at a reduced price with the receivable coupon, and both of
these measures found a hustings advocate in my colleague.
But he would imply that our debt was ascertained at a certain sum
in pursuance of the State Constitution, which he says was
$29,667,304.76.
Mr. President, if there is any man in the party which my colleague
represents who agrees with another member of that party in Virginia
as to what the debt of that State is, we have yet to find the
concurrence; it is with one leader this figure, with another leader
another figure; by one report of their officers one sum, and then by
another report of other officers a different sum. Grant that sum to be
the true one; but let the Senator state that our constitution
recognized no specific sum. It says there shall first be a settlement
with West Virginia, which has not yet been had, and commands
payment of what Virginia shall owe. That is the language, that is the
instruction of the constitution of Virginia; that, after a settlement
with West Virginia, covering one-third of old Virginia’s territory,
shall have been arrived at by an adjustment of their relative
proportions of the public debt, Virginia will provide for her share.
Now I would like the Senators from West Virginia in this cry against
readjusters as repudiators to tell the country what answer they have
made to their obligation for one-third of the debt contracted by the
old Commonwealth of Virginia. Will they tell the country where they
have ever made a proposition to pay one stiver of their share of the
public debt of that State to maintain the honor and the dignity of
their own Commonwealth? Let them answer.
It was the party of my colleague, that repudiated the settlement of
1871 by the passage of the brokers’ bill in 1879, and in turn
attempted to repudiate the latter by unanimously indorsing what is
known as the “Ross Hamilton bill.” I suppose it would not suit my
colleague to tell this audience who Ross Hamilton is. Yet, I beg
Senators to take notice that the party of my colleague, after a winter
spent in the vain effort to find a leader capable of devising means to
overthrow the popular will, discovered such, as they supposed, in the
person of Ross Hamilton, a colored republican member of the
Legislature from the county of Mecklenburg, and blindly followed
him to defeat. Hamilton’s bill, which was thus unanimously
supported by my colleague’s party, not only in effect repealed their
pet scheme, the brokers’ bill, but all other acts in respect to the
public debt of Virginia.
I come now to perform a duty—the most unpleasant in one sense
and the most agreeable in another. It is to repel the charge flippantly,
I hope inconsiderately, made on this floor that we are repudiators
and our proposed measure dishonorable. To the first I reply that my
colleague’s party in eight years of administration of our State affairs
paid 2 per cent. installments of interest on ten millions of our public
debt just six times, or 12 per cent. in all; 6 times 8 would be 48 per
cent. Instead of that they paid 12 per cent., and that is debt-paying!
Let this suffice. But when Senators apply the word dishonorable,
they do not know either whom or what they characterize. Two things
they have endeavored to demonstrate, and one is that I received a
majority of the white conservative vote of both branches of the
Virginia General Assembly. Proudly do I proclaim the truth of this.
Every one of those who voted for me to come to this Chamber gave
an unqualified vote for the Riddleberger bill. Are they dishonorable
men? Scornfully do I repel the charge that any one of them is capable
of dishonorable action.
Were it true, what a sad commentary it would be upon those
honorable gentlemen whom it is said I am not representing here. Mr.
President, my colleague comes from what we call in Virginia the
great Southwest, a noble and prosperous section of Virginia. Fifteen
white Conservative counties compose his congressional district, and
though the ablest of the orators of my colleague’s party canvassed it
thoroughly against me and the views set forth in this measure, but
two delegates and no senator of the gentleman’s party came to the
Legislature. To a man they supported the Riddleberger bill. Every
senator and every delegate from my colleague’s own congressional
district, save and except two delegates, supported me for the Senate
and the Riddleberger bill as a measure for debt-paying. He would do
well to spend a little more time with his constituents!
Whatever our differences on this question, it seems to me those
people should have had a defender in him against such foul and
slanderous accusations as have been made—that they are
dishonorable men. O Shame! where is thy blush? Dishonorable in
Virginia to beg the privilege of paying every dollar she borrowed—
that is, her rightful share, instead of not only paying that but also the
share of West Virginia—dishonorable to pay every dollar she
borrowed, only abating the war interest! Dishonorable, too, in the
opinion of the gentlemen who represent States on this floor and
municipalities which have by arbitrary legislation reduced their
indebtedness from $243,000,000 down to $84,000,000!
Dishonorable in Virginia not only to assume her full share of her
public obligations, as measured by her territory in this division of it,
but offering to tax her people to an extent threatening the
destruction of her industrial interests! Is that dishonorable in that
people? If so, what have you to say of this tier of Southern States
whose public indebtedness, whose plighted faith, whose sacred
obligations—as sacred as are those of my State of Virginia—have
been reduced from $243,000,000 by one or another method of
repudiation, upon one or another excuse, down to $84,000,000,
with a reduced interest rate upon the curtailed principal, and only
proposing to pay interest in some cases at 2 per cent. and in others 3
and in others 4 on the reduced principal? Is it dishonorable in
Virginia to assume $20,000,000 of the debt of the old State and then
to tax her industries within the verge of endurance to pay on that
sum the highest rate of interest? Let Senators who assail unjustly the
conduct of Virginia in this respect put their own houses in order. I
want, Mr. President, the Secretary to read from the International
Review the measures of readjustment in the Southern States that
Senators may know how fashionable readjustment had been in that
section of this great country on which northern democrats rely in a
presidential election.
The Chief Clerk read as follows:
Fluctuation of the Debts of twelve Southern States since the year 1842.
States. 1842. 1852. 1860. 1870.
West Virginia
Virginia $6,994,307 $13,573,355 $31,779,062 $47,390,839
North Carolina None. 977,000 9,699,000 29,900,045
South Carolina 5,691,234 3,144,931 4,046,540 7,665,909
Georgia 1,309,750 2,801,972 2,670,750 6,544,500
Florida 4,000,000 2,800 4,120,000 1,288,697
Alabama 15,400,060 8,500,000 6,700,000 8,478,018
Mississippi 7,000,000 7,271,707 None. 1,796,230
Louisiana 23,985,000 11,492,566 4,561,109 25,021,734
Texas 5,725,671 None. 508,641
Arkansas 2,676,000 1,506,562 3,092,624 3,459,557
Tennessee 3,198,166 3,776,856 20,896,606 38,539,802
Kentucky 3,085,500 5,726,307 5,479,244 3,892,480
Totals 73,340,017 64,499,727 93,046,934 174,486,452
 States. Amount of debt
Date after the war
repudiated bet. period
when debt reached 1880.
wh. highest & June,
highest.
1880
West
No debt.
Virginia
Virginia $47,390,839 $29,345,226 $18,045,613
North
29,900,045 3,629,511 26,270,534
Carolina
South
24,782,906 7,175,454 17,607,452
Carolina
Georgia 20,197,500 10,334,000 9,863,500
Florida 5,512,268 1,391,357 4,120,911
Alabama 31,952,000 11,613,670 20,338,830
Mississippi 3,226,847 379,485 2,847,362
Louisiana 40,416,734 12,635,810 27,780,924
Texas 5,782,887 5,782,887
Arkansas 18,287,273 5,813,627 12,473,646
Tennessee 41,863,406 25,685,822 16,177,584
Kentucky 3,892,480 180,394 3,712,086
Totals 273,205,185 113,967,243 159,237,942
Mr. Mahone. There is no mere readjustment there; I will not say it
is repudiation. “Repudiation” is honorable, perhaps; “readjustment”
dishonorable.
Oh, Virginia! It was for this you bared your bosom to soldier’s
tread and horse’s hoof. It was for this you laid waste your fields. It
was for this you displayed your noble virtues of fortitude and
courage, your heroic suffering and sacrifice. It was for this you
suffered the dismemberment of your territory and sent your sons to
the field to return to the ruins where were once their homes. It was
for this you so reluctantly abandoned your allegiance to a common
country to be the last to make war and the last to surrender. O
Ingratitude, thou basest and meanest of crimes!
And now, Mr. President, at the time of my election who constituted
my opponents? Already, as you have been advised, another
representing distinctly the Bourbon democracy of Virginia and the
so-called democracy of this Chamber, another representing distinctly
the republican party of Virginia—these were the candidates before
the Legislature which elected me to this body. I received not only a
majority of the so-called democratic readjusters but of the so-called
republican readjusters. And now what were the efforts, known there
if not here to gentlemen, to defeat me? Were not combinations
sought to be made? It is known of all men there at the capital of my
State, if not here, that every influence from whatsoever quarter it
could be adduced, whether democratic or republican, was brought
together at Richmond for the purpose by combination of defeating
my election, of defeating the sovereign will of the people of that
Commonwealth as expressed on the 4th of November, 1879.
There was a democracy which sought to secure the election of an
orthodox, simon-pure, unadulterated republican, but of that kind
called Bourbons in Virginia—a democracy which was not only willing
but ready and anxious to send here in the place I have the honor to
hold a republican whom they would otherwise profess to despise.
What for? For the consideration well known there, that they might
elect certain county judges and control the State offices, and by that
means prevent the disclosures which have subsequently followed
since the readjusters have gotten possession of the capitol. That
democracy which like Cæsar’s wife would stand “above suspicion,”
were ready to trade a seat in the United States Senate so that a few
county judges might be preserved, that the offices in the capitol at
Richmond might be retained in their control; I say in order, perhaps,
that the disclosures which have followed the advent of the party I
represent might have been longer concealed; moreover that control
of the ballot-box in the State might continue where it had been; so
certainly I believe; and all this by those who professed to represent
the party which had declared in national convention for a full vote, a
free ballot, and an honest count.
Such were the considerations, such I say were the inducements
which prompted that democracy to its efforts to send to this
Chamber a republican beyond question since these many long and
weary years. If that is the democracy that the gentlemen on that side
love, I proclaim my inability to co-operate with them.
I supported neither of the candidates for Congress in my district,
and emphatically declared that purpose on more than one public
occasion, because one was a candidate of that party, the Bourbon
reactionists, and the other a Bourbon republican with
accommodating views on the debt question.