(eBook PDF) Your College Experience:

Strategies for Success 13th Edition by

John N. Gardner
Visit to download the full and correct content document:
https://ebookmass.com/product/ebook-pdf-your-college-experience-strategies-for-suc
cess-13th-edition-by-john-n-gardner/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Your College Experience 13th Edition, (Ebook PDF)

https://ebookmass.com/product/your-college-experience-13th-
edition-ebook-pdf/

P.O.W.E.R. learning : strategies for success in college

and life Feldman

https://ebookmass.com/product/p-o-w-e-r-learning-strategies-for-
success-in-college-and-life-feldman/

P.O.W.E.R. Learning: Strategies for Success in College

and Life 9th Edition Robert Feldman

https://ebookmass.com/product/p-o-w-e-r-learning-strategies-for-
success-in-college-and-life-9th-edition-robert-feldman/

Human Relations: Strategies for Success

https://ebookmass.com/product/human-relations-strategies-for-
success/
Criminal Law 13th Edition Thomas J. Gardner

https://ebookmass.com/product/criminal-law-13th-edition-thomas-j-
gardner/

(eTextbook PDF) for Peak Performance: Success in

College and Beyond 10th Edition

https://ebookmass.com/product/etextbook-pdf-for-peak-performance-
success-in-college-and-beyond-10th-edition/

Cornerstones for Community College Success, 2/E

https://ebookmass.com/product/cornerstones-for-community-college-
success-2-e/

FOCUS on Community College Success 5th Edition, (Ebook

PDF)

https://ebookmass.com/product/focus-on-community-college-
success-5th-edition-ebook-pdf/

(eTextbook PDF) for SELL 6th Edition by Thomas N.

Ingram

https://ebookmass.com/product/etextbook-pdf-for-sell-6th-edition-
by-thomas-n-ingram/
For Bedford/St. Martin’s
Vice President, Editorial, Macmillan Learning Humanities: Edwin Hill
Program Director for College Success: Erika Gutierrez
Program Manager: Allen Cooper
Marketing Manager: Kayti Corfield
Director of Content Development: Jane Knetzger
Senior Developmental Editor: Jennifer Jacobson
Assistant Editor: Mary Jane Chen
Content Project Manager: Lidia MacDonald-Carr
Workflow Supervisor: Joe Ford
Production Supervisor: Robin Besofsky
Media Project Manager: Sarah O’Connor
Manager of Publishing Services: Andrea Cava
Project Management: Cenveo Publisher Services
Composition: Cenveo Publisher Services
Photo Editor: Angela Boehler
Photo Assistant: Allison Ziebka
Photo Researcher: Terri Wright, Lumina Datamatics, Inc.
Permissions Editor: Angela Boehler
Senior Art Director: Anna Palchik
Cover Design: William Boardman
Cover Photo: Blend Images/Andersen Ross/Getty Images

Copyright © 2018, 2016, 2014, 2012 by Bedford/St. Martin’s

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as
may be expressly permitted by the applicable copyright statutes or in writing by the Publisher.

2 1 0 9 8 7
f e d c b a

For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116

ISBN 978-1-319-27053-7 (mobi)

Acknowledgments
Acknowledgments and copyrights appear on the same page as the text and art selections they cover;
these acknowledgments and copyrights constitute an extension of the copyright page.

At the time of publication all Internet URLs published in this text were found to accurately link to their
intended website. If you do find a broken link, please forward the information to
collegesuccess@macmillan.com so that it can be corrected for the next printing.
Dear Student,

More than ever before, a college education is an essential step in preparing you
for almost any career. With almost no exceptions, employers today require that job
applicants have a college degree.
Higher education is becoming more expensive, and some people are questioning
whether a college degree is worth the cost. Yes, college is expensive, but the benefits
of a college education are well worth the price tag. According to current statistics, a
college-educated person receives a better salary and enjoys a healthier life, more
confidence, and a more promising future for his or her children than a person who
does not attend college. Of course we can all name a few exceptions: Mark
Zuckerberg of Facebook and Bill Gates of Microsoft were college dropouts who still
managed to be highly successful. Such success stories are very rare, however.
While you might have many reasons for being in college, we hope your primary
goals are to learn and ultimately to graduate, and you will be more likely to graduate
if you have a successful first year. When we were in our first year of college, college
success courses, with few exceptions, did not exist, and there was no “textbook” like
Your College Experience that provided strategies for making the most of college.
Most colleges and universities allowed new students to sink or swim. As a result,
some students did well, some hardly survived, and some dropped out or flunked out.
Beyond graduation, some of you will want to continue your education in
professional or graduate school, but others will want to begin a career. While it may
be tough to land your ideal job immediately, your college education is an investment
that will make you competitive in the marketplace.
You are likely reading Your College Experience because you are enrolled in a
college success course—a special course designed to help you be successful.
Although this book might seem different from your other textbooks, we believe that
it could be the most important book you read this term because it’s all about
improving your chances for success in college and in your career. This book will
help you identify your own strengths, as well as areas where you need to improve.
We know that if you apply the ideas in this book to your everyday life, you are more
likely to enjoy your time in college, graduate, and achieve your life goals.
As college professors, researchers, and administrators with many years of
experience working with first-year students, we know that starting college can be
challenging. But through your college success course, the faculty, staff, and
academic resources on your campus will help you meet that challenge. Welcome to
college!
 about the authors

John N. Gardner brings unparalleled experience to this authoritative text for

first-year seminar courses. He is the recipient of the University of South
Carolina’s highest award for teaching excellence. He has twenty-five years of
experience directing and teaching in the most respected and most widely
emulated first-year seminar in the country: the University 101 course at the
University of South Carolina. He is recognized as one of the country’s
leading educators for his role in initiating and orchestrating an international
reform movement to improve students’ transition to college. He is also the
founding leader of two influential higher education centers that support
campuses in their efforts to improve the learning and retention of first-year
college students: the National Resource Center for The First-Year Experience
and Students in Transition at the University of South Carolina (sc.edu/fye),
and the John N. Gardner Institute for Excellence in Undergraduate Education
(jngi.org), based in Brevard, North Carolina. The experiential basis for all of
John Gardner’s work is his own miserable first year of college, which he
spent on academic probation—an experience that he hopes to prevent for this
book’s readers.
Betsy O. Barefoot is a writer, researcher, and teacher whose special area of
scholarship is the first year of college. During her tenure at the University of
South Carolina from 1988 to 1999, she served as codirector for research and
publications at the National Resource Center for The First-Year Experience
and Students in Transition. She taught University 101, in addition to special-
topics graduate courses on the first-year experience and the principles of
college teaching. She conducts first-year seminar faculty training workshops
around the United States and in other countries, and she is frequently called
on to evaluate first-year seminar outcomes. She currently serves as Senior
Scholar in the Gardner Institute for Excellence in Undergraduate Education.
In that role she works with both two- and four-year campuses to evaluate all
components of the first year especially first-year seminars.
 brief contents

PART ONE FOUNDATIONS

1 THRIVING IN COLLEGE AND LIFE

2 CULTIVATING MOTIVATION,
RESILIENCE, AND EMOTIONAL
INTELLIGENCE
3 TIME MANAGEMENT

4 HOW YOU LEARN

PART TWO PREPARING TO LEARN

5 THINKING IN COLLEGE

6 READING TO LEARN

7 GETTING THE MOST FROM CLASS

8 STUDYING

9 TEST TAKING

10 INFORMATION LITERACY AND

COMMUNICATION
PART THREE PREPARING FOR LIFE

11 MAJORS AND CAREERS

12 RELATIONSHIPS

13 DIVERSITY

14 WELLNESS

15 MONEY
 contents

Letter to Students
About the Authors
Brief Contents
Your Turn Features
Preface

PART
ONE FOUNDATIONS

1 THRIVING IN COLLEGE AND LIFE

Student Profile
WELCOME TO YOUR COLLEGE
EXPERIENCE
Thriving in College
Making the Most of the College Success Course
and This Textbook
The First Day of This Course
INTRODUCING VIPS: VERY IMPORTANT
PEOPLE
Students
Instructors
Staff Members/Administrators/Advisers
THE VALUE OF COLLEGE
Accessing Better Jobs, Higher Salaries, a Better
 Life
Preparing for Graduate or Professional Education
Developing Lifelong Friendships and Professional
Networks
Building Academic Skills
Considering Other Outcomes
EXPLORING PURPOSE AND SETTING
GOALS
Considering Purpose
Getting Started with Goal Setting
Setting SMART Goals
MAKING CHOICES
Locus of Control and Being in Charge
Guided Pathways and the Downside of Poor
Choices
BEING “HIP” IN COLLEGE:
PARTICIPATING IN HIGH-IMPACT
PRACTICES
What Are High-Impact Practices?
When, How, and Why Should I Be HIP?
techtip: E-mail with Style
BUILD YOUR EXPERIENCE

2 CULTIVATING MOTIVATION,
RESILIENCE, AND EMOTIONAL
INTELLIGENCE
Student Profile
THE IMPORTANCE OF MOTIVATION,
ATTITUDE, AND MINDSETS
 Motivation
Attitude
Mindsets

RESILIENCE
UNDERSTANDING EMOTIONAL
INTELLIGENCE
Perceiving and Managing Emotions
The Role of Emotional Intelligence in Everyday
Life
Improving Emotional Intelligence
Identifying Your EI Skills and Competencies
HOW EMOTIONS INFLUENCE SUCCESS
AND WELL-BEING
techtip: Building a Digital Persona
BUILD YOUR EXPERIENCE

3 TIME MANAGEMENT
Student Profile
MANAGING YOUR TIME
Taking Control of Your Time
Your Memory Cannot Be Your Only Planner
USING TIME-MANAGEMENT TOOLS
PROCRASTINATION
techtip: Get Digitally Organized
Overcoming Procrastination
Dealing with Distractions
MANAGING YOUR ENERGY
 Establishing a Routine
SETTING PRIORITIES
Find a Balance

Don’t Overextend Yourself

Stay Focused
APPRECIATING THE VALUE OF TIME
Creating a Workable Class Schedule
Scheduling Your Classes in Blocks
BUILD YOUR EXPERIENCE

4 HOW YOU LEARN

Student Profile
HOW PEOPLE LEARN
Learning Theories
LEARNING STYLES AND THE TOOLS USED
FOR MEASURING THEM
The VARK Learning-Styles Inventory
Use VARK Results to Study More Effectively
The Kolb Inventory of Learning Styles
The Myers-Briggs Type Indicator
Multiple Intelligences
WHEN LEARNING STYLES AND TEACHING
STYLES CONFLICT
techtip: Correlate Online Learning with your
Learning Style
LEARNING WITH A LEARNING DISABILITY
Attention Disorders
 Cognitive Learning Disabilities
BUILD YOUR EXPERIENCE

PART
PREPARING TO LEARN
TWO

5 THINKING IN COLLEGE
Student Profile
COLLEGE-LEVEL THINKING: HIGHER AND
DEEPER
Problem Solving in and out of Class
Making a Choice between Slow and Fast Thinking
Collaboration
Creativity
BECOMING A CRITICAL THINKER
Asking Questions
Considering Multiple Points of View and Drawing
Conclusions
Making Arguments
Challenging Assumptions and Beliefs
Examining Evidence
Recognizing and Avoiding Faulty Reasoning
APPLYING BLOOM’S TAXONOMY
Bloom’s Six Levels of Learning
Bloom’s Taxonomy and the First Year of College
techtip: Use your Critical-Thinking Skills in
Conducting Research
 BUILD YOUR EXPERIENCE

6 READING TO LEARN

Student Profile
A PLAN FOR ACTIVE READING

Previewing
Strategies for Marking Your Textbook
Reading with Concentration
Reviewing
IMPROVING YOUR READING
Monitoring Your Reading
Developing Your Vocabulary
What to Do When You Fall Behind on Your
Reading
STRATEGIES FOR READING TEXTBOOKS
All Textbooks Are Not Created Equal
Math Texts
Science Texts
Social Sciences and Humanities Texts
techtip: Embrace the E-Book
Supplementary Material
If English Is Not Your First Language
BUILD YOUR EXPERIENCE

7 GETTING THE MOST FROM CLASS

 Student Profile
BECOME ENGAGED IN LEARNING
PREPARE FOR CLASS
PARTICIPATE IN CLASS
Listen Critically and with an Open Mind
Speak Up
TAKE EFFECTIVE NOTES

Note-Taking Formats
Note-Taking Techniques
techtip: Take Better Notes in Better Ways
Review Your Notes
Compare Notes
Class Notes and Homework
BUILD YOUR EXPERIENCE

8 STUDYING
Student Profile
STUDYING IN COLLEGE: MAKING
CHOICES AND CONCENTRATING
HOW MEMORY WORKS
Connecting Memory to Deep Learning
techtip: Use the Cloud
 Myths about Memory
IMPROVING YOUR MEMORY
Learning Style and Memory
Strategies for Remembering

STUDYING TO UNDERSTAND AND

REMEMBER
BUILD YOUR EXPERIENCE

9 TEST TAKING
Student Profile
GETTING READY . . .
Prepare for Test Taking
Prepare for Math and Science Exams
Prepare Physically
Prepare Emotionally
TIPS FOR TEST TAKING
TYPES OF TESTS
Problem-Solving Tests
Machine-Scored Tests
Computerized Tests
Laboratory Tests
Open-Book and Open-Notes Tests
techtip: Conquer Online Tests
Take-Home Tests
TYPES OF QUESTIONS
Essay Questions
Multiple-Choice Questions
 Fill-in-the-Blank Questions
True/False Questions
Matching Questions
OVERCOMING TEST ANXIETY

Symptoms of Test Anxiety

Types of Test Anxiety
Strategies for Dealing with Test Anxiety
Getting the Test Back
CHEATING
What Is Cheating?
Why Students Cheat and the Consequences of
Cheating
BUILD YOUR EXPERIENCE

10 INFORMATION LITERACY AND

COMMUNICATION
Student Profile
INFORMATION LITERACY
Learning to Be Information Literate
What’s Research—and What’s Not?
CHOOSING, NARROWING, AND
RESEARCHING A TOPIC
USING THE LIBRARY
The 20-Minute Rule
Scholarly Articles and Journals
techtip: Conduct Effective Searches
 Periodicals
Books
EVALUATING SOURCES
Relevance
Authority

Bias
USING YOUR RESEARCH IN WRITING
THE WRITING PROCESS
Steps to Good Writing
Know Your Audience
The Importance of Time in the Writing Process
Citing Your Sources
About Plagiarism
USING YOUR RESEARCH IN
PRESENTATIONS

Guidelines for Successful Speaking

BUILD YOUR EXPERIENCE
PART
THREE PREPARING FOR LIFE

11 MAJORS AND CAREERS

Student Profile
CAREERS AND THE NEW ECONOMY
Characteristics of Today’s Economy
BUILDING A PROFESSIONAL MINDSET FOR
LIFE AFTER COLLEGE
WORKING WITH AN ACADEMIC ADVISER

Prepare for Your First Meeting with Your

Academic Adviser
Know the Right Questions to Ask about Your
Major
Learn How to Select Your Classes

Explore Course Options and Pay Attention to

Your Grades
Deal with a Mismatch
FINDING CAREER RESOURCES ON YOUR
CAMPUS
GETTING TO KNOW YOURSELF
Assess Your Career Competencies
Clarify Your Personal and Workplace Values
Understand Your Skills, Aptitudes, Personality,
and Interests

Using the Holland Model

GAINING PROFESSIONAL EXPERIENCE

Internships and Other Professional Work
Experiences
techtip: Join the Professional Community
Part-Time Work in College
MARKETING YOURSELF AND PUTTING IT
ALL TOGETHER
Branding “You, Inc.”
Building a Résumé
Writing a Cover Letter
 Putting It All Together

BUILD YOUR EXPERIENCE

12 RELATIONSHIPS

Student Profile
BUILDING RELATIONSHIPS WITH
COLLEGE INSTRUCTORS
What Your Instructors Expect from You
What You Can Expect from Your Instructors
What You Can Expect from Your Peer Leader
Make the Most of the Learning Relationship
Understanding Academic Freedom
Handling a Conflict between You and an
Instructor
PERSONAL RELATIONSHIPS
Roommates

Romantic Relationships
FAMILY CONNECTIONS
Marriage and Parenting during College
Relationships with Your Parents
COMMUNICATING IN A DIGITAL AGE
GET INVOLVED
To Greek or Not to Greek?
 Working

techtip: Build a Digital Persona

Community Service
BUILD YOUR EXPERIENCE

13 DIVERSITY

Student Profile
EXPLORING DIVERSITY
Ethnicity, Culture, Race, and Religion
Other Differences You Will Encounter in College
Stereotyping and Microaggressions
OVERCOMING DISCRIMINATION,
PREJUDICE, AND INSENSITIVITY ON
COLLEGE CAMPUSES
Raising Awareness
What You Can Do to Fight Hate on Campus
SEEKING DIVERSITY
Seeking Diversity in College
Seeking Diversity in the Workplace
Seeking Diversity in Life
techtip: Go Beyond the Filter
BUILD YOUR EXPERIENCE
14 WELLNESS
Student Profile
UNDERSTANDING WELLNESS
Managing Stress to Maintain Wellness
The Importance of Good Nutrition
Exercising to Maintain Wellness
Getting Enough Sleep to Maintain Wellness
Spirituality
Emotional Health
MAINTAINING SEXUAL HEALTH

Communicating about Safe Sex

Avoiding Sexually Transmitted Infections (STIs)
Using Birth Control
Protecting Yourself and Others against Sexual
Assault and Violence
ALCOHOL AND OTHER SUBSTANCES
The Use and Abuse of Alcohol
Tobacco and Marijuana
techtip: Surf for Health
BUILD YOUR EXPERIENCE

15 MONEY
 Student Profile
LIVING ON A BUDGET
Creating a Budget
Cutting Costs
UNDERSTANDING FINANCIAL AID

Types of Aid
Navigating Financial Aid
Qualifying for Aid
How to Keep Your Funding
ACHIEVING A BALANCE BETWEEN
WORKING AND BORROWING
Advantages and Disadvantages of Working
Student Loans
MANAGING CREDIT WISELY
Understanding Credit
techtip: Master Budgeting, Version 2.0!
Debit Cards
PLANNING FOR THE FUTURE
BUILD YOUR EXPERIENCE
Glossary
Index
your turn features
Make Good Choices
The Decision to Become a College Student
Does Your Planner Work for You?
Select Your Best Study Times
Accept the Challenge to Do Your Best, No Matter What!
If You Had a “Do-Over”
Buy Your Course Materials
Going Back in Time
Choose Review Methods That Work for You
Understand Academic Integrity
Your Online Image through an Employer’s Eyes
Ponder Your Academic Major Choice
Let Previous Work Experience Guide Future Career Choices
What about Online Relationships?
Go for Diversity
Resist Junk Food Temptations
Miscellaneous Expenses

Stay Motivated
What’s Behind Your Current Motivations?
The Predicament of Too Many Obligations
Where Are You on the Cycle of Learning?
Follow the Examples of Others
Do ALL the Required Reading
Use What You Have Learned
The Fun of Improving Your Memory
Avoid Becoming Discouraged
 Learning from Motivational Speakers
Planning an Exciting Future
Dealing with Family Meddling
Don’t Let Harassment Ruin Your College Experience
Being Mindful of Stress
Using Money-Saving Strategies

Work Together
Are You Surprised?
Past Challenges
Considering People Skills
Staying on Task and on Time
Scheduling Your Classes
Sharing Different Approaches to Learning
Moving from Opinion to Logical Conclusion
Comparing Textbook Reading Strategies
Tackle Math as a Team
Do You Ask Questions in Class?
Using Learning Styles to Study and Remember
Is It Worth the Time and Effort to Get Organized?
Is One Type of Exam Better than Another?
Information Literacy—A Survival Skill?
What Can You Believe?
Marketing Yourself to Employers
Evaluating the Rumor Mill: Were Those Stories True?
Explore Involvement Opportunities
Exploring Diversity in Your College Success Classroom
Portion Size and Your Meal Plan
The Link between Cyberbullying and Suicide
Credit or Debit: Which Works Better for You?

Write and Reflect

What Does “the American Dream” Mean to You?
Anger: Friend or Foe?
What Are Your Priorities?
 Discerning the Extraverts from the Introverts in Your Life
Is There Really More than One Type of Intelligence?
Tempted to Use a Logical Fallacy?
Improving Your Powers of Concentration
Building Your Vocabulary
What Note-Taking Method Works Best for You?
Are You Able to Concentrate?
What Advice Would You Give?
Pros and Cons of Internet Searches
Give Freewriting a Try
The Economy and Your Future Plans
Your Important Relationships
When Romantic Relationships End
Gender and Opportunities
The Legalization of Marijuana
Beware: It’s Easy to Waste Money in College

Indicates Your Turn activities that involve high-impact practices. All Work Together and Write
and Reflect activities involve high-impact practices.
 preface

nyone who teaches beginning college students knows how much

A they have changed in recent years. Today’s students are

increasingly job focused, technologically adept, and concerned
about the future. More than ever, students worry about how they
will pay for college. Recently, popular media sources such as the Washington
Post have raised questions about whether the benefits of college are worth the
cost.1 While it is tempting to focus on the few individuals who succeed
without finishing college, we know that for the overwhelming majority of
individuals, a college degree is more essential than ever before.
Today, we see diverse students of all ages and backgrounds enrolling in
two- and four-year public and private institutions, bringing with them the
hopes and dreams that a college education can help fulfill—as well as
expectations that may or may not be realistic. Your College Experience is
designed specifically to give all students the practical help they need to gain
self-knowledge, set goals, succeed, and stay in college so that those hopes
and dreams have a better chance of becoming realities.
While maintaining its approach on goal setting, the Thirteenth Edition of
this text continues the emphasis on the ten high-impact practices identified by
the American Association of Colleges and Universities, and it incorporates
information on the value of peer leaders in supporting students. Your College
Experience teaches skills and strategies in areas where students often need
the most help and that are critical for success in college and the workplace.
These include time management, academic reading, test taking, research, and
career preparation. At a time when institutions are increasing class sizes and
mainstreaming developmental students, students will need more individual
attention and the skills to ask for the help they need. Of course, concerns
about student retention remain, as do pressures on college success
administrators to do more with less. These realities of college and university
life mean that giving students strategies they can use immediately is more
important than ever.
To help you meet the challenges of engaging and retaining today’s
students, we have created a complete package of support materials, including
an Instructor’s Annotated Edition and an Instructor’s Manual. In the
Instructor’s Annotated Edition, you will find clearly marked retention
strategies and activities to help you engage and retain students. These
activities, and all of the instructor support materials, are valuable for both
new and experienced instructors as they prepare to teach the college success
course.
What has not changed in the forty years since the inception of the first-
college success course is our level of commitment to and deep understanding
of our students. Although this edition of Your College Experience has been
significantly revised, it is still based on our collective knowledge and
experience in teaching new students. It is grounded in the growing body of
research on student success and retention and includes valuable contributions
from leading experts in the field. Most of all, it is a text born from our
devotion to students and to their success. Simply put, we do not like to see
students fail. We are confident that if students both read and heed the
information herein, they will become engaged in the college experience,
learn, and persist to graduation.
We have written this text for students of any age in both residential and
commuter institutions. Our writing style is intended to convey respect and
admiration for students while recognizing their continued need for challenge
and support. We have addressed topics that our experience, our research, and
our reviewers tell us are concerns for students at any type of college or
university and with any kind of educational background. We have also
embedded various reading and writing strategies to support students’ efforts
to comprehend the material and apply the skills presented in each chapter,
and we have included technology tools and tips that can enhance students’
studying experience.
Your College Experience uses a simple and logical organization. Part
One, Foundations, begins with strategies for thriving in college, in life, and
opportunities for students to explore their purpose for attending college and
to learn techniques to set goals. Next, students examine ways to cultivate
motivation, resilience, and emotional intelligence. Students are armed with
solid time-management strategies in Chapter Three, and then they explore
learning styles. Part Two, Preparing to Learn, enumerates essential learning
Another random document with
no related content on Scribd:
Eyes 10
Ears 5
Legs 10
Feet 10
Body 10
Tail 5
Color and markings 15
General appearance (including terrier quality) 15
Total 100
Head.—Long, almost flat, narrow, level, and
wedge-shaped, without showing cheek muscles;
well filled up under eyes; tapering, tightly lipped
jaws; level teeth. Ears, if cropped, must stand
perfectly erect; if uncropped, small, thin, and V-
shaped, hanging close to head above eyes. Eyes
very small, sparkling, and dark, set fairly close together, and oblong
in shape. Nose perfectly black.
Neck and Shoulders.—Neck fairly long, tapering from shoulders
to head, free from throatiness, slightly arched; shoulders sloping.
Chest.—Narrow but deep.
Body.—Moderately short; powerful loins; ribs well sprung; back
slightly arched at loins, falling again at joining of tail to same height
as the shoulders.
Legs.—Perfectly straight, set well under body, fair length.
Feet.—More inclined to be cat- than hare-footed; black toe-nails.
Tail.—Moderately short, thick where it joins body, tapering to a
point, not carried higher than the back.
Coat.—Close, smooth, short, and glossy, not soft.
Color.—Black and mahogany tan, distributed distinctly over body.
On head, tan to the nose; nasal bone jet black; bright spot on each
cheek and above each eye. Under jaw and throat are tan; hair inside
ear of same color. Fore legs tan to knee, with black lines up each toe
and black mark above the foot. Inside hind legs tan, divided with
black at hock-joint. Under tail tan, and each side of chest is tanned
slightly.
 THE TERRIER (BOSTON).

Squantum Kennels, Atlantic, Mass.

His Nibs.

Origin.—The parents of this breed were Hooper’s Judge (a cross

from an English bulldog and an English terrier) and Burnett’s Gyp, “a
white bitch.” The American Kennel Club has now recognized this as
a distinct breed. The origin as given dates back to about 1870.
Uses.—Purely a toy dog, of very affectionate disposition and
equable temper.
* Scale of Points, Etc.
 Value.
Skull 12½
Ears 5
Eyes 5
Stop 2½
Muzzle 12½
Neck 5
Body 15
Elbows 2½
Fore legs 4
Hind legs 4
Feet 2
Tail 10
Color 7
Coat 3
General appearance 10
Total 100
General Appearance.—The general appearance is that of a
smooth, short-coated, compactly built dog of moderately low stature.
The head should indicate a high degree of intelligence and be in
proportion to the dog’s size; body rather short and well knit; limbs
strong and finely turned; no feature being so prominent that the dog
appears badly proportioned; all conveying an impression of
determination, strength, and activity. Style of a high order, and
carriage easy and graceful.
Head.—Skull large, broad, and flat, without
prominent cheeks, and forehead free from wrinkles.
Stop well defined, but indenture not too deep. Eyes
wide apart, large and round, neither sunken nor too
prominent; color dark and soft. The outside corner
should be on a line with cheeks as viewed from the
front. Ears small and thin, situated as near corners
of skull as possible; rose-ear preferable. Muzzle moderately short,
wide, and deep (without wrinkles). Nose black and wide, with a well-
defined straight line between nostrils. Jaws broad, square, and even,
with short, strong teeth; chops wide and deep, not pendulous,
completely covering teeth when mouth is closed.
Neck.—Rather short and thick (without loose skin), and quite well
arched.
Body.—Set moderately low, deep and quite broad at chest, well
ribbed up; back quite short, not roached; loins and quarters strong.
Elbows.—Set quite low, standing neither in nor out.
Fore Legs.—Rather wide apart, straight, and well muscled.
Hind Legs.—Rather straight; quite long from stifle
to hock (which should turn neither in nor out); short
and straight from hock to pastern. Thighs well
muscled. Hocks not too prominent.
Feet.—Small, nearly round, and turned a trifle
outward; toes compact and arched.
Tail.—Moderate in length, set on low, with a moderate downward
carriage, fine and tapering, devoid of fringe or coarse hair.
Color.—Any color except black, mouse, or liver; brindle and
white evenly marked, and whole brindle, are colors most preferred.
Coat.—Fine in texture, short, bright, and not too hard.
Weight.—Light-weight class, 15 to 25 pounds; heavy-weight
class, 25 to 35 pounds.
Disqualification.—Docked tail.
 THE TERRIER (BULL).

F. F. Dole’s, New Haven, Conn.

Gully the Great.

Origin.—This is admittedly a cross between the bulldog and the

English terrier.
Uses.—Formerly as a fighting dog. Present uses are for vermin,
and as a companion it has no superior, being kind, gentle, and
exceedingly honest and loyal.
* The Various Parts of the Head, Body, Etc.
Scale of Points by Rawdon B. Lee.
Value.
Head, including skull, muzzle, lips, jaws, and 25
 teeth
Eyes 10
Ears (badly cropped or otherwise) 5
Neck and shoulders 15
Back 10
Legs and feet 15
Coat 10
Stern 10
Total 100
General Appearance.—The general appearance of the bull-
terrier is that of a symmetrical animal, an embodiment of agility,
grace, elegance, determination, and good nature.
Head.—Long, flat, and wide between ears, tapering to the nose,
without cheek muscles; slight indentation down face, without a stop.
Jaws long and very powerful; large black nose, and open nostrils.
Eyes small and very black. Lips should meet as tightly as possible,
without a fold. Teeth regular in shape, and meet exactly, any
deviation being a great fault. Ears always cropped for the show-
bench, and should be done scientifically and according to fashion.
Neck.—Long, slightly arched, nicely set into shoulders, tapering to
head, without any loose skin.
Body.—Shoulders strong, muscular, slanting; chest wide and
deep; ribs well rounded.
Back.—Short, muscular, but not out of proportion.
Legs.—Fore legs perfectly straight, well-developed muscles; not
“out at shoulder,” but set on racing lines; very strong at pasterns.
Hind legs long, muscular, with good, strong, straight hocks, well let
down.
Feet.—Resembling those of the hare.
Color.—White.
Coat.—Short, close, stiff to the touch, with fine gloss.
 Tail.—From 10 to 12 inches long, set on very low;
thick where it joins the body, tapering to a fine point;
carried at an angle of about 45 degrees, without
curl, and never over the back.
Weight.—About 30 pounds.
 THE TERRIER (CLYDESDALE OR
PAISLEY).

Clydesdale Loris.

Origin.—Both are often considered as one breed, and supposed

to be of Skye extraction.
Uses.—A vermin-dog, but better as a pet.
* Scale of Points, Etc.
Value.
Head 15
Ears 10
Body 15
Coat 20
Color 10
 Tail 10
Legs and feet 5
Style and general appearance 15
Total 100
General Appearance and Style.—The general appearance is
that of a long, low dog with plenty of style, having a rather large head
in proportion to its size, and with a coat that looks like silk or spun
glass.
Head.—Skull slightly domed, very narrow between ears, gradually
widening toward eyes, and tapering very slightly to nose; covered
with long, silky hair, perfectly straight, without curl or waviness, and
extending well beyond nose, plentiful on sides of head, joined by that
from the ears, giving head a very large and rather heavy
appearance. Muzzle very deep and powerful, tapering very slightly to
nose, which should be large and well spread over the muzzle,
always black. Jaws strong; teeth perfectly level. Eyes rather wide
apart, large, round, moderately full, but not prominent; brown, and
expressive of great intelligence.
Ears.—This is a most important point. They should be as small as
possible, set on high, carried perfectly erect, covered with long, silky
hair, which should hang in a beautiful fringe down side of head,
joining that on jaws. (Well-carried, finely fringed ears are one of the
greatest points of beauty.)
Neck.—Rather long, very muscular, well set into the shoulders,
covered with same class of hair as the body.
Body.—Very long, deep in chest, well ribbed up;
back perfectly level.
Coat.—Very long, perfectly straight, free from curl
or waviness; very glossy and silky in texture (not
linty), and without any pily under coat.
Color.—Dark blue to light fawn, the various shades of blue—dark
blue for preference, but without any approach to blackness or
sootiness. Color of head, beautiful silvery blue, which gets darker on
ears; the back, various shades of dark blue, inclining to silver on
lower parts of body and legs. Tail is generally the same shade or a
little darker than the back.
Tail.—Perfectly straight, not too long, carried almost level with
back; nicely fringed or feathered.
Legs and Feet.—Legs short and straight, well set under body,
both legs and feet well covered with silky hair. (In a good specimen
the legs are scarcely seen.)
 THE TERRIER (DANDIE DINMONT).

William Wanton Dunnell’s.

Kelso Count.

Origin.—Mentioned in 1800 by Davidson as springing from Tarr,

reddish and wire-haired (a bitch), and Pepper (shaggy and light),
which shows true terrier blood.
Uses.—An essentially vermin-dog, “dead game;” and when a fox,
otter, etc., is to be bolted it is unsurpassed. It is a curious fact that
when unearthing its game it generally does its fighting on its back,
tearing and scratching its opponent’s throat with tooth and nail.
* Scale of Points, Etc.
Value.
Head 10
Eyes 5
 Ears 5
Neck 5
Body 20
Tail 5
Legs and feet 10
Coat 15
Color 5
Size and weight 10
General appearance 10
Total 100
Head.—Strongly made and large, with muscles well developed;
skull broad between ears, growing less toward eyes; forehead well
domed. Head covered with soft, silky hair, not confined to a mere
topknot. Cheeks have a gradual taper toward muzzle, which is deep
and strong and about 3 inches in length. Muzzle covered with darker
hair than topknot, the top part being generally bare for about 1 inch
from back of nose, where it is about 1 inch broad. Nose and inside of
mouth black or dark-colored. Teeth strong and very large, level in
front, the upper ones overlapping the under ones. “Swine mouth” is
objectionable, but not so much so as the bulldog mouth. Eyes wide
apart, full, large, round, bright, full of determination, set low and
prominent, and of a rich, dark hazel. Ears large, pendulous, set well
back, wide apart, and low on skull, hanging close to cheek, tapering
to a point, the tapering being mostly on the back part. They are
covered with soft, straight brown hair (sometimes almost black), with
a feather of light hair about 2 inches from tip. The feather does not
show, sometimes, till the dog is 2 years old. Leather rather thin.
Length of ear 3 to 4 inches.
Neck.—Very muscular and strong, and well set
into shoulders.
Body.—Long, strong, and flexible; ribs well
sprung; chest deep; back rather low at shoulder; a
slight, gradual droop from loins to root of tail.
 Tail.—Rather short (8 to 10 inches), covered on upper side with
wiry hair, darker than on body; a feather of about 2 inches, getting
shorter as it nears the tip; simitar-like, not curled nor twisted and
when excited carried gaily above the level of the body.
Legs and Feet.—Fore legs short, immense muscular
development and bones set wide apart; feet well formed, not flat.
“Bandy legs” objectionable. Hair on fore legs and feet of blue dog
should be tan; on a mustard dog a darker shade than on head, which
is creamy white. Hind legs are rather longer than front ones, rather
wide apart, with feet smaller than front ones, without feather and
dew-claws; claws should be dark.
Coat.—Very important. Hair should be 2 inches long, and that
from skull to root of tail a mixture of hard and soft hair. The hard hair
should be wiry, the coat being pily, that under body being softer and
lighter in color than on top.
Color.—Pepper or mustard. The pepper ranges
from dark blue black to a light silver gray; the
mustards from a red brown to pale fawn, the head
being creamy white, with legs and feet darker than
head. Claws are dark as in other colors. Nearly all
Dandies have some white on chest and white claws.
Size.—Eight to eleven inches at shoulder. Limit weight, 24
pounds.
Length.—From top of shoulder to root of tail should be twice the
dog’s height.
 THE TERRIER (FOX, SMOOTH-
COATED).

August Belmont’s.

Champion Blemton Victor II.

Origin.—Evidently a very judicious cross between a beagle and a

bull-terrier.
Uses.—Essentially a vermin-dog of the highest order, and capable
of worrying a fox when it has taken to earth. It is used by the
operatives in some parts of England for coursing rabbits.
* The Various Parts of the Head, Body, Etc.
Scale of Points by Rawdon B. Lee.
 Value.
Head, jaws, and ears 20
Neck 5
Shoulders and chest 10
Back and loins 10
Stern and hind quarters 10
Legs and feet 15
Coat 10
Size, symmetry, and character 20
Total 100
Head.—Skull flat, moderately narrow, gradually decreasing in
width to eyes. Not much stop, but there should be more dip in profile
between forehead and top jaw than in the greyhound. Cheeks must
not be full. Ears V-shaped, small, of moderate thickness, drooping
forward close to cheek, not hanging by side of head. Jaws strong
and muscular, of fair punishing strength. There should not be much
falling away below eyes. This part of head should be moderately
chiseled out, but not like a wedge. Nose tapering and black. Eyes
dark, small, rather deep set, full of fire and intelligence; nearly
circular in shape. Teeth nearly level.
Neck.—Clean, muscular, without throatiness, of
fair length, and gradually widening to shoulders.
Shoulders and Chest.—Shoulders long and
sloping, well laid back, clearly cut at withers; chest
deep and not broad.
Back.—Short, straight, and strong, with no appearance of
slackness.
Loins.—Powerful and very slightly arched. Fore ribs moderately
arched; back ribs deep. The dog should be well ribbed up.
Hind Quarters.—Strong, muscular, quite free from droop or
crouch; thighs long and powerful; hocks near the ground.
Stern.—Set on rather high, carried gaily, but not over back or
curled; of good strength, anything approaching a “pipe-stopper” tail
 being especially objectionable.
Legs.—Straight, showing little or no appearance
of ankle in front; strong in bone, short and straight in
pastern. Both fore and hind legs carried straight
forward in traveling; stifles not turning outward;
elbows perpendicular to the body.
Feet.—Round, compact, not large; soles hard and tough; toes
moderately arched, and turned neither in nor out.
Coat.—Smooth, flat, hard, dense, and abundant. Belly and under
side of thighs should not be bare.
Color.—White should predominate; brindle, red, or liver markings
are objectionable.
Symmetry, Size, and Character.—The dog must
present a generally gay, lively, and active appearance.
Bone and strength in a small compass, but this does not
mean that a fox-terrier should be cloggy or in any way
coarse. Speed and endurance must be looked to as
well as power, and the symmetry of the foxhound taken
as a model. The terrier must on no account be leggy,
nor must it be too short in leg. It should stand like a cleverly made
hunter, covering a lot of ground, yet with a short back.
Weight is not a certain criterion of a terrier’s fitness for its work;
general shape, size, and contour are the main points; it should not
scale over 20 pounds in show condition.
 THE TERRIER (FOX, WIRE-HAIRED).

G. M. Carnochan’s, 46 Exchange Place, New York.

Thornfield Knockout.

With the exception of the coat, which should be

broken, the origin, uses, and scale of points of this
breed are identical with the smooth-coated variety.
The harder and more wiry the texture of the coat
is, the better. The dog should not look nor feel
woolly, and there should be no silky hair. The coat
should not be too long, but it should show a marked difference from
the smooth species.
 THE TERRIER (IRISH).

W. J. Comstock’s, Providence, R. I.

Dunmurry.

Origin.—Mr. George R. Krehl, editor of the London (England)

“Stockkeeper” and English vice-president of the Irish Terrier Club,
says this is a true and distinct breed, indigenous to Ireland, and that
no man can trace its origin, which is lost in antiquity.
Uses.—Rabbiting, and as a vermin-dog.
* Scale of Points, Etc.