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vi Preface
New Chapters
• CHAPTER 11, School Curricula and Standards
• CHAPTER 12, Assessing Student Learning
New Pedagogy and Up-To-Date Content

• Learning Outcomes at beginning of each chapter
• New Readers’ Voices open each chapter
• More than 250 new references to reflect the most recent information about the
teaching profession in the United States
Latest Trends in Technology and Teaching

A thoroughly revised technology chapter explains how teachers can integrate technology
into teaching in order to engage today’s tech-savvy students fully and to adjust to the
reality that technology has transformed how, when, and where students can learn. From
blogs and wikis, to podcasting and 3-D virtual worlds, the 10th edition is filled with case
examples of how teachers are integrating technology and transforming their teaching to
foster collaboration, discovery, and understanding of the “big ideas” in the curriculum.
New and Expanded Coverage to Address

the Most Current Trends and Issues
Chapter 1, Teaching: Your Chosen Profession
• Revised chapter now covers classroom observations, induction into the profession,
gaining practical experience for becoming a teacher, and benefits of having a mentor.
• Characteristics principals look for when hiring teachers (NEW)
• Timeline for efforts to reauthorize the Elementary and Secondary Education Act
(ESEA) and change the No Child Left Behind (NCLB) Act (NEW)
• Revised section on “Teaching and the National Economy”
• Latest data on school enrollments, school staffing, and teacher salaries
Chapter 2, Today’s Teachers
• Revised chapter now covers the role of teacher leaders in transforming the pro-
fession, the U.S. Department of Education’s “Respect Project,” and seven “critical
components” for transforming teaching.
• Influence of different groups on hiring process in schools (NEW)
• Model for teacher’s thought processes while teaching (NEW)
• Model for multi-stage career ladder for teachers (NEW)
• Updated demographic information on U.S. public school teachers
Chapter 3, Today’s Schools
• Revised chapter now covers educational opportunities for children of lower-income
families, and provides analysis of America’s continuing dropout problem, homeless
children and youth, and extent of child maltreatment in the United States.
• Updated data on child well-being in the United States, drug use among students,
crime in public schools, discipline problems, and dropout rates
Chapter 4, Philosophical Foundations of U.S. Education
• Eight guidelines for facilitating a Socratic discussion (NEW)
• Matrix for comparing five philosophical orientations to teaching (NEW)
• Matrix for comparing three psychological orientations to teaching (NEW)
• Model for an eclectic philosophy of education and teaching (NEW)
• Teaching on Your Feet, “Reluctant Readers” (NEW)
• Being an Agent of Change, “Every Day Is Filled with Deep Thinking and Contem-
plation” (NEW)
Chapter 5, Historical Foundations of U.S. Education
• Revised chapter now covers Common Core State Standards Initiative (CCSSI),
continuing efforts to reauthorize the Elementary and Secondary Education Act
(ESEA), and “EASA flexibility.”
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Preface vii
• Section that describes the European antecedents of American education (NEW)

• Timeline for European influences on American education (NEW)
• Illustration of the seven liberal arts (NEW)
• Updated historical timeline for U.S. education
• Walk in My Shoes, “Understanding the Past Is the Best Compass for the Future”
(NEW)
Chapter 6, Governance and Finance of U.S. Schools
• Revised chapter includes updated, expanded coverage of: Chicago School Reform
and 2014 school closings; state takeover of the School District of Philadelphia; sum-
mary of Obama administration’s education reform efforts through 2014; up-to-date
analysis of research on charter schools by Stanford University and the National Edu-
cation Policy Center; and critical analysis of the performance of for-profit schools.
• Sections that describe innovative approaches to school governance in New York
City; Washington, D.C.; Memphis, Tennessee; and New Orleans, Louisiana (NEW)
• Section that discusses role of teacher leaders in school governance, including
teacher involvement in teacher education, certification, and staff development
(NEW)
• Section that discusses the District of Columbia School Choice Incentive Act (NEW)
• Discussions of education–business partnerships: GE Foundation and Bill and Me-
linda Gates Foundation (NEW)
• Updated figures and tables for data on 10 largest U.S. school districts, school ex-
penditures, distribution of expenditures, sources of school revenues, state educa-
tion revenues, and funding priorities for education philanthropy
Chapter 7, Ethical and Legal Issues in U.S. Education
• Revised chapter includes updated, expanded coverage of court cases involving
teachers and online social networking, student expression on social networking
sites, dress codes, cyberbullying, and homeschooling.
• Updated references throughout chapter reflect the most recent court rulings on
legal issues in U.S. education
• Legal advice for your student teaching experience (NEW)
• Section on Employment Non-Discrimination Act (NEW)
Chapter 8, Today’s Students
• Revised chapter includes updated, expanded coverage of minority groups and
academic achievement and Afrocentric schools.
• Updated figures and tables for data on children of immigrant families, English lan-
guage learners (ELLs), and poor children and low-income families in the United
States
• Nation’s Report Card: 2013 Mathematics and Reading (NEW)
• Technology in Action: “High School Teacher Earns Online Master’s Degree in
Multicultural Education” (NEW)
Chapter 9, Addressing Learners’ Individual Needs
• Revised chapter includes updated, expanded coverage of multiple intelligences,
and Individual Education Plans (IEPs).
• Graphic to illustrate Piaget’s stages of cognitive growth (NEW)
• Strategies for teaching children at Piaget’s stages of cognitive growth (NEW)
• Updated figures and tables for data on children with disabilities
• Walk in My Shoes, Anthony Mullen (NEW)
• Being an Agent of Change, “Creating an inclusive environment . . . has always
been my mission” (NEW)
Chapter 10, Creating a Community of Learners
• Revised chapter includes updated, expanded coverage of cooperative learning
and cross-cultural interaction, successful classroom management, and assertive
discipline.
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viii Preface
• Graphic of authentic learning activity (NEW)

• Updated figures and tables for data on discipline problems at school and assertive
discipline policy
• Data on importance of what teachers can do for parents (NEW)
• Professional learning environment for teachers (NEW)
• Teaching on Your Feet, “I see a story in every learner” (NEW)
• Sections on how teachers build learning communities and participate in teacher
collaboration (NEW)
Chapter 11, School Curricula and Standards (NEW)
• Model for four kinds of curricula students experience (NEW)
• Model for three noncognitive factors that contribute to academic achievement (NEW)
• Coverage of global awareness; grit, tenacity, and perseverance; academic mindset;
mindfulness/meditation skills; curricula to enhance noncognitive strengths; and
Common Core State Standards Initiative (CCSSI) (NEW)
• Walk in My Shoes, “I Learned That I Love Learning” (NEW)
• Being an Agent of Change, “A ‘Techno-Librarian’ Shares New Ideas Across the
Globe” (NEW)
Chapter 12, Assessing Student Learning (NEW)
• Latest data on students’ mathematics, reading, and science performance on the
Program for International Student Assessment (PISA) (NEW)
• Map of state high school exit exam policies (NEW)
• Sections on the role of assessment in teaching, standardized assessments, inter-
national assessments, “high-stakes” tests and accountability, and portfolio assess-
ment (NEW)
• Being an Agent of Change, “Good Teachers Don’t Shy Away from Assessment
Data” (NEW)
Chapter 13, Integrating Technology into Teaching
• Revised chapter includes updated, expanded coverage of how technology is trans-
forming teaching, virtual schools, availability and use of technology in schools,
and the latest research studies on the use of educational technology.
• Figure to illustrate how teachers “embrace” digital technology (NEW)
• Sections on the traditional educational model and the digital “learning farm”
model, how students use cell phones in learning, teachers’ use of digital tools,
and online activities teachers assign to students (NEW)
• Sections on the performance of cyberschools, flipped classrooms and flipped
teaching, and “wired” students and their ability to focus (NEW)
• Three vignettes of how teachers use technology (NEW)
• Map of states with multi-district fully online schools (NEW)
• Data on percent of teachers reporting the availability of various technology
devices (NEW)
• Data on students’ use of educational technology during their classes (NEW)
• Being an Agent of Change, “Is Blended Learning Worth the Hype?” (NEW)
Popular Features to Engage Readers

Voices from the Field
Throughout the 10th edition, the voices of preservice, new, and master teachers are
heard.
• “Dear Mentor” Feature Success during the first years of teaching is a challenge for
new teachers. Ask any experienced teacher to identify the key to success and most,
if not all, will stress the importance of mentors. To facilitate your students’ journey
to becoming high-quality teachers, the popular Dear Mentor feature that opens each
part of the book continues, enlisting the help of four novice teachers who pose
important questions to four highly accomplished mentor teachers.
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Preface ix
PA RT 1 DEAR KOURTNI Education is an exciting field and,

yes, there is reform taking place,
THE TEACHING
some of which is long overdue. Don’t fear the word “reform.” Teachers who are
dynamic and experts in their field know that reform or change is another opportu-
nity to take on a new challenge. No one has a crystal ball to see into the future;
however, rest assured that there are and will continue to be jobs in education,
PROFESSION
especially in harder-to-fill specialties such as special education, math, and science.
You are making some excellent decisions about your future as an educator,
and they will serve you well once you start trying to land your first teaching posi-
tion. Having a master of education degree plus your library and special education
endorsements makes you a more marketable job applicant. Multiple endorsements
will also serve you well further down the road in your teaching career since, once
you are teaching full-time, you may find it challenging and costly to go back to
school to add additional endorsements. By entering the teaching profession with a
master’s degree and two endorsements, you will have more freedom in making de-
DEAR MENTOR In two years, I will graduate with a bachelor’s
degree in elementary education; then, I will
continue on to a fifth-year master’s program in special education. I hope to work
cisions about what you would like to teach and where.
Personally, I see teaching as a fantastic career. You know
many of the pluses of the job already: summers off, after several
in the western half of the United States. At this point, I do not have a particular years of teaching you make a decent wage, and, for the most
town or state in mind. part, the benefits are decent, too. Aside from the time off, sal-
While teaching, I would like to work on my Media Specialist Endorsement. ary, and benefits, teaching is like no other profession. You will
This will enable me to work in a school library. While working in a library, my make a difference in the lives of children, their families, and your
master’s in special education will allow me to be on an IEP (Individual Education community. Once you establish yourself at a school, you will be
Program) team. both surprised and delighted to see that the positive relationships
The current economic climate and education reforms have left me with many you build with students in your classroom also carry over into your
questions concerning teaching. Have I chosen the right profession? Do you antici- community.
pate more or less job availability for teachers in the future? Do you see teaching While you are finishing up your certification, I urge you to talk to as
as a lifetime career choice? many educators as you can, especially those who have been in the profes-
SINCERELY, KOURTNI MCHUGH sion awhile. Ask them what they love about teaching; every one of them will
have a different reason for staying in the profession. Yes, teaching has huge
Missoula, MONTANA challenges, but it has huge rewards as well. You have most certainly heard this
before, but it is worth saying again: “Education is a rewarding field that is unlike
any other.” Best of luck to you!
SINCERELY, ADRIENNE LEHMAN, M.ED.

English Language Learner Specialist,
Puyallup School District
Puyallup, WASHINGTON
• Readers’ Voices This feature at the beginning of each chapter provides com-
ments by undergraduate teacher education majors about the importance of chap-
ter content and helps readers feel confident about joining the wider community
of those preparing to teach.
• Teachers’ Voices: Being an Agent of Change This feature brings in the voices
of experienced teachers—many of them National Teachers of the Year award
winners—to focus on how teachers can effect change in the classroom and the
community for the benefit of their students.
TEACHERS’ VOICES BEING AN AGENT OF CHANGE

GEORGE WATSON students who over the course of their 4 years in high school achieve
incredible linguistic success and progress, so by the time that they
Preparing “Citizens of the World” are seniors in my AP class I know that they’re going to be successful
Who Respect Cultural Differences in college; I know that they are going to eventually participate in a
global economy, which is more than just rewarding for me personally,
Buenos dias. I teach Spanish at Walpole High School in Walpole,
it’s nationally critical.
MASSACHUSETTS. I am also the department head of foreign
And last, it’s wonderful for me as a teacher and a depart-
languages for grades 6 through 12. When I was a student many
ment head to celebrate the achievement of students—this is so
years ago, I really looked up to my teachers. I saw them as
very important; we just don’t do this enough, I think, in public
people who had devoted themselves to a very noble profession,
education. In Walpole, we have a very special foreign language
and that belief has not changed. Teaching, along with parenting,
awards night where we do just that, and we highlight not just
is probably the most important job that any one individual can
what students have learned, but what students can do with the
do in any society, in any culture, on any continent.
skills that we’ve provided them.
I teach because I believe that every child wants to learn,
Yes, I am a teacher. I want to do my part to prepare my
is able to learn, and must learn. Furthermore, I teach because
students to be citizens of the world, to be lifelong, self-confident
I believe that every child should have access to foreign lan-
learners, to be students who appreciate and respect cultural
guage education. And every child should have access no matter
differences—those cultural differences that make our society and
what their reading level, no matter what their learning style and,
our world so fascinating and so very, very rich.
really, no matter what grade they are in.
Over the course of my career, I have had the privilege to give QUESTIONS
my students the skills to communicate effectively in a second lan-
1. With respect to the subject area and grade level for which
guage and to give them confidence to navigate in a foreign culture.
you are preparing to teach, how can you help students
And I’ve seen students who have had very difficult middle school
become “citizens of the world”?
years come to my ninth-grade freshman Spanish class and achieve
2. After you become a teacher, what are some ways that you
success. I’ve seen students from both Walpole, Massachusetts, and
can demonstrate to students your own love of learning?
Palmares, Costa Rica, participate in our exchange program and es-
tablish friendships and bonds that last for years and years. I’ve seen George Watson was Massachusetts Teacher of the Year for 2009.
• Teaching on Your Feet This feature has been revised to present examples of how
successful teachers have turned potential problem situations in the classroom into
“teachable moments.” Written by real teachers, this feature illustrates how profes-
sional reflection and inquiry enable teachers to meet the numerous, unpredict-
able challenges that are part of teaching in today’s schools.
• Teachers’ Voices: Walk in My Shoes This margin feature of audio-recordings
profiles teachers whose philosophy and professional contributions reflect com-
mitment to touching others’ lives through teaching. These teacher leaders share
their insights, challenges, and accomplishments and encourage future teachers to
“walk in their shoes.”
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x Preface
An Emphasis On Today’s Technologies

• Technology in Action These features in each chapter have been revised to high-
light how teachers are integrating cutting-edge technologies—such as virtual labs
and text-to-speech programs—into their teaching. A practical “Try It Out” sec-
tion in each feature gives readers hands-on directions for learning more about
integrating the highlighted technology into their own teaching.
TECHNOLOGY in ACTION
Virtual Labs in a Ninth-Grade Biology Classroom
At this time each year, Mrs. Rajid’s students start to squirm. She VIRTUAL LABS: Virtual labs replicate
teaches introductory ninth-grade science, and the class will be dis- activities that take place in a physical
secting frogs during the coming weeks. Many of her students will lab and deliver basic desired learning outcomes without
bring notes from their parents excusing them from the lesson. Mrs. the need for equipment, supplies, and dangerous materials. Although
Rajid has evidence of a direct correlation between those students who the effectiveness of virtual labs is debated among practitioners,
do not participate in the frog-dissecting activity and their gradual there is no doubt that their growing popularity, combined with the
poor performance in high school science classes. She needs something technology enhancements of the industry, is a promising development
to help her students understand the concepts of the lesson, rather for teachers. These labs usually take the form of interactive animation
than fixate on how “gross” it is to cut open a frog. in which students make decisions, select tools, and perform actions,
So, Mrs. Rajid goes on a frog-dissection webquest and finds while the animation program responds appropriately. Some virtual labs
several options; one is quite user-friendly, accessible on the web, and use video, graphics, and audio to supplement the learning materials.
free. She decides to use the virtual lab (a software program that rep-
VISIT: http://www.sciencecentral.com/. This site is regularly updated
licates the activities in a physical lab) in her next lesson, before the
with new tools and user ratings.
permission slips are sent home. The next day, she takes her students
into the computer lab, has them open a web browser, and instructs POSSIBLE USES: Teachers have successfully used virtual labs to help
them to navigate to the frog-dissection website. She then asks them students understand biology, physics, astronomy, and chemistry.
to dissect their virtual frogs. A few students make comments like For example, virtual labs can allow students to practice appropriate
“Yuck” and “Gross,” but the students perform quite well. They each stream restoration techniques, explore a human cadaver and perform
have a frog preserved in formaldehyde; they dissect it and are able to an autopsy, and mix complex combinations of elements to see how
identify the appropriate organs and structure. those elements interact with one another.
Next week, when it is time to send home the permission slips for
TRY IT OUT: Open a web browser and visit http://www.sciencecentral
dissecting the real frog, she finds that a much higher percentage of her
.com/. Click on the Biology link. Then enter “virtual frog” in the
students are planning to participate. She also finds that her students are
internal search engine. Several options will come up; pick the one
much better prepared to perform the real activity. They know what to do,
that looks most appealing.
how to do it, and what the goals of the activity are. Mrs. Rajid thinks that
some day this virtual lab might indeed replace the need for the actual Source: Copyright © 1994–2011 by Berkeley Lab. Used by permission of the Lawrence
experience—at much less cost and with no formaldehyde smell. Berkeley National Lab.
Instructor’s Resource Center

The Instructor Resource Center at www.pearsonhighered.com has a variety of print
and media resources available in downloadable, digital format—all in one location.
As a registered faculty member, you can access and download pass code–protected
resource files, course-management content, and other premium online content directly
to your computer.
Digital resources available for Becoming a Teacher, 10th edition, include the
following:
• Instructor’s Resource Manual and Test Bank, which includes:
• Chapter-by-chapter materials, including a Chapter-at-a-Glance organizer for
each chapter of the text, which correlates chapter outlines, learning objec-
tives, and teaching supplements; an Annotated Lecture Outline, which pro-
vides examples, discussion questions, and student activities; suggestions for
additional readings and media extend chapter learning; and handout masters,
which provide additional lecture support materials.
• A Test Bank of multiple choice and essay tests
• TestGen
• PowerPoint presentations specifically designed for each chapter.
To access these items online, go to www.pearsonhighered.com and click on the In-
structor option. There you will be able to log in or complete a one-time registration
for a user name and password. If you have any questions regarding this process or the
materials available online, please contact your Pearson representative.
Acknowledgments
I would like to thank the many members of the Pearson Education team who provided
expert guidance and support during the preparation of the tenth edition of Becoming
a Teacher. Clearly, Julie Peters, Senior Editor, and Mary Beth Finch, Production Editor,
head the list. From skillful coordination of the revision process, from beginning to end,
to addressing the challenges of preparing a new interactive eText and a print loose-leaf
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Preface xi
version, their hard work is deeply appreciated. Additionally, I am forever grateful to

Meredith D. Fossel for her skill and professionalism in making critical arrangements for
the tenth edition revision of this book.
I extend a very special thanks to Jeffery W. Johnston, Vice President and E ditorial
Director; Bryce Bell, Development Editor; and Kelli K. Jauron, Full-Service Project Man-
ager, all of whom were steadfast in their support of the tenth edition.
I also extend a special thanks to Donald Finn for writing the Test Bank and pre-
paring the Instructor’s Resource Manual and PowerPoints for this edition.
For their patience, encouragement, and understanding while their dad has worked
on revisions of this book since its first edition in 1990, I give warm thanks and a hug
to each of my wonderful daughters: Anna, Catherine, Rebecca, and Anchitta. And, for
her friendship, spiritual support, and encouragement during the revision process, I
thank my wife, Phensri. Her ability to maintain a positive outlook while meeting life’s
inevitable challenges is remarkable; each day, she brings sunshine and joy into my life.
In addition, Michael Trevisan, Dean of the College of Education at Washington
State University; Kelly Ward, Chair of the Department of Educational Leadership, Sports
Studies, and Educational/Counseling Psychology; and the faculty, teaching assistants, and
research assistants in the department gave me much-appreciated encouragement and
support. Gail Furman, Professor of Educational Leadership, and Paul Pitre, Associate Pro-
fessor of Educational Leadership, provided invaluable ideas for this edition of the book,
as did Eric J. Anctil, Associate Professor of Education and Director for Innovation at the
University of Portland. I give a sincere thanks to students (many of them now teachers
and school administrators) in the classes I have taught at Washington State University.
Conversations with them over the years have been thought provoking and professionally
rewarding. I extend warm thanks to Ingrid Spence and her colleagues and students at the
University of Idaho for their excellent suggestions for this edition. And, for demonstrating
the power of professional inquiry, I owe a profound debt to a great teacher, mentor, and
friend, the late Herbert A. Thelen, Professor of Education at the University of Chicago.
I am also grateful to the many people throughout the United States who have
used the previous edition and provided suggestions and materials for this edition,
including my students at Washington State University. I also wish to thank the follow-
ing reviewers, who provided concise, helpful suggestions during the developmental
stages of this book: Tina Allen, University of Louisiana at Monroe; Robert A. Schultz,
University of Toledo; and Curtis Visca, Saddleback College; as well as the following re-
viewers of earlier editions: Tami Baker, East Tennessee State University; Kara Dawson,
University of Florida; Larry Froehlich, Kent State University; Lynne Hamer, University of
Toledo; Judy Jackson May, Bowling Green State University; Sandi McCann, Columbus
State University; Lois Paretti, University of Nevada, Las Vegas; Sarah Swicegood, Sam
Houston State University; and Barbara Taylor, Western New Mexico University.
State Coverage
The 10th edition of Becoming a Teacher considers educational issues and contributions
as they apply to teaching across the country. You’ll see specific state coverage through-
out the chapters.
Chapter 1: Teaching: Your Chosen Profession
California New York
Colorado North Carolina
Delaware Ohio
Florida Pennsylvania
Georgia Rhode Island
Hawaii Tennessee
Illinois Texas
Kansas Washington
Maryland Washington, DC
Massachusetts
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Chapter 2: Today’s Teachers

California Maryland
Connecticut Massachusetts
Idaho Pennsylvania
Louisiana Texas
Chapter 3: Today’s Schools
Alabama New Jersey
California New York
Florida Ohio
Hawaii Oklahoma
Illinois Pennsylvania
Massachusetts Texas
Minnesota Washington
Mississippi Washington, DC
Chapter 4: Philosophical Foundations of U.S. Education
Arkansas Ohio
California Texas
Indiana Washington
Chapter 5: Historical Foundations of U.S. Education
California Virginia
New Hampshire West Virginia
Chapter 6: Governance and Finance of U.S. Schools
Arkansas New Mexico
California New York
Colorado North Carolina
Florida Ohio
Illinois Pennsylvania
Kentucky South Carolina
Michigan Texas
Minnesota Virginia
Missouri Washington
Nebraska West Virginia
Chapter 7: Ethical and Legal Issues in U.S. Education
California New Hampshire
Florida Pennsylvania
Louisiana Virginia
Missouri
Chapter 8: Today’s Students
Alaska Minnesota
Arizona New Mexico
California New York
Colorado Oklahoma
Florida Texas
Illinois Utah
Indiana Washington
Chapter 9: Addressing Learners’ Individual Needs
California Maine
Connecticut Nevada
Florida Oregon
Illinois Texas
Indiana
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Preface xiii
Chapter 10: Creating a Community of Learners

Kansas Virginia
Texas Washington
Chapter 11: School Curricula and Standards
Alabama New York
Alaska North Dakota
Arizona Ohio
California Oklahoma
Colorado Oregon
Connecticut Rhode Island
Florida South Carolina
Hawaii South Dakota
Maine Texas
Massachusetts Virginia
Nevada Washington
New Jersey Wyoming
Chapter 12: Assessing Student Learning
Alabama Maine
California Michigan
Connecticut North Carolina
Florida Vermont
Georgia Washington
Hawaii West Virginia
Idaho Wisconsin
Illinois
Chapter 13: Integrating Technology into Teaching
Alabama North Carolina
California Ohio
Colorado Oregon
Connecticut South Dakota
Delaware Tennessee
Florida Texas
Georgia Vermont
Indiana Virginia
Kansas Washington
Nebraska West Virginia
New Mexico Wisconsin
New York
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Brief Contents
PART 1 THE TEACHING PROFESSION 2
1 Teaching: Your Chosen Profession 4
2 Today’s Teachers 42
3 Today’s Schools 74
PART 2 FOUNDATIONS OF TEACHING 110

4 Philosophical Foundations of U.S. Education 112
5 Historical Foundations of U.S. Education 144
6 Governance and Finance of U.S. Schools 180
7 Ethical and Legal Issues in U.S. Education 224
PART 3 THE ART OF TEACHING 264

8 Today’s Students 266
9 Addressing Learners’ Individual Needs 304
10 Creating a Community of Learners 338
11 School Curricula and Standards 372
12 Assessing Student Learning 404
13 Integrating Technology into Teaching 432
Appendix Preparing for Certification: Your Guide to Licensure 470

Glossary 477
References 488
Name Index 504
Subject Index 511
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Contents
PART 1 Certification and Licensure 35
The Praxis Series 35
THE TEACHING PROFESSION 2

State Licensure Certification Requirements 37
Alternative Certification 38
How Can You Benefit from Having a Mentor? 38
C H A PT E R O N E Summary 39
Professional Reflections and Activities 40
Teaching: Your Chosen Profession 4
• READERS’ VOICES: Why do I want to teach? 5
Why Do I Want to Teach? 5
C H A PT E R T WO
Desire to Make a Difference in Students’ Lives 6 Today’s Teachers 42
A Passion for Teaching 7 • READERS’ VOICES: Who are today’s teachers? 43
Influence of Teachers 8
Who Are Today’s Teachers? 43
Desire to Serve 9
Schools and Grade-Level Designations 43
What Are the Benefits of Teaching? 11 Teachers in Nontraditional School Settings 48
Salaries and Benefits 11 Teachers in Specialized Areas 50
What Are the Challenges of Teaching? 14 What Do Teachers Do in the Classroom? 52
Long Working Hours 14 Teacher as a Role Model for Students 53
High-Stakes Testing and Increased Accountability 15 Teacher as a Spontaneous Problem Solver 54
Today’s Tech-Savvy Students 16 Teacher as a Reflective Thinker 54
What Will Society Expect of Me as a Teacher? 18 What Knowledge and Skills Do Today’s Teachers Need? 57
The Public Trust 19 Self-Knowledge 57
Teacher Competency and Effectiveness 19 Knowledge of Students 58
Teacher Accountability 19 Knowledge of Subject 58
What Is the Job Outlook for Teachers? 19 Knowledge of How to Use Educational Theory and Research 58
Teaching and the National Economy 20 Knowledge of How to Integrate Technology into Teaching 60
Demand for Teachers by Geographic Region and Specialty Area 23 Reflection and Problem Solving 60
What Can You Learn from Observing in Classrooms? 23 To What Extent Is Teaching a Full Profession? 61
Technology and Classroom Observations 23 Institutional Monopoly of Services 62
Focused Observations 24 Teacher Autonomy 62
Observation Instruments 25 Years of Education and Training 63
Why Is Your Induction into Teaching Important? 25 Provision of Essential Service 64
Problems and Concerns of Beginning Teachers 25 Degree of Self-Governance 64
Induction into the Profession 27 Professional Knowledge and Skills 65
How Can You Gain Practical Experience for Becoming a Teacher? 28 Trust in the Teaching Profession 66
Classroom Experiences 28 Prestige, Benefits, and Pay 66
Student Teaching 29 Professional Associations 66
Substitute Teaching 32 To What Professional Organizations Do Teachers Belong? 67
How Will I Become a Highly Qualified Teacher? 33 The National Education Association 68
Professional Standards 33 The American Federation of Teachers 68
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The NEAFT Partnership 69

Other Professional Organizations 70
PART 2
How Are Teacher Leaders Transforming the Profession
of Teaching? 70 FOUNDATIONS
Critical Components for Transforming Teaching 71
OF TEACHING 110
Summary 71
C H A PT E R F O U R
C H A PT E R T H R E E Philosophical Foundations
Today’s Schools 74 of U.S. Education 112
• READERS’ VOICES: What is the role of schools • READERS’ VOICES: Why is philosophy important to teachers? 113
in today’s society? 75 Why Is Philosophy Important to Teachers? 113
What Is the Role of Schools What Is the Nature of Philosophy? 114
in Today’s Society? 75
What Determines Your Educational Philosophy? 114
Schools and Prosocial Values 76
Beliefs About Teaching and Learning 115
Schools and Socialization of the Young 77
Beliefs About Students 115
Schools and Social Change 77
Beliefs About Knowledge 117
How Can Schools Be Described? 78 Beliefs About What Is Worth Knowing 117
Metaphors for Schools 78
What Are the Branches of Philosophy? 118
What Are Schools Like as Social Institutions? 80 Metaphysics 119
The School as a Reflection of Society 80 Epistemology 119
The Culture of the School 82 Axiology 120
The Culture of the Classroom 83
What Are Five Modern Philosophical Orientations to Teaching? 123
What Are the Characteristics Perennialism 124
of Successful Schools? 84
Essentialism 126
Measures of Success 84
Progressivism 126
Research on School Effectiveness
Existentialism 128
and School Improvement 85
Social Reconstructionism 130
What Social Problems Affect Schools
and Place Students at Risk? 85 What Psychological Orientations Have Influenced Teaching
Philosophies? 133
Identifying Students at Risk 86
Humanistic Psychology 134
Children and Poverty 88
Behaviorism 135
Family Stress 90
Constructivism 136
Substance Abuse 91
Violence and Crime 94 How Can You Develop Your Educational Philosophy? 137
Teen Pregnancy 99 Summary 141
Suicide Among Children and Youth 99 Professional Reflections and Activities 142
How Are Schools Addressing Societal Problems? 99
Peer Counseling/Mentoring 100 C H A PT E R F I V E
Full-Service Community Schools 100
School-Based Case Management 101 Historical Foundations of
Compensatory Education 101 U.S. Education 144
Alternative Schools and Curricula 102 • READERS’ VOICES: Why is educational history important? 145
Expanded Learning Time (ELT) Schools 103 Why Is Educational History Important? 145
How Can Community-Based Partnerships What Were the European Antecedents
Help Students Learn? 104 of American Education? 146
The Community as a Resource for Schools 104 Education in Ancient Greece 147
Schools as Resources for Communities 106 Education in Ancient Rome 147
Summary 108 From the Middle Ages to the Age of Enlightenment 148
Professional Reflections and Activities 108 Educational Thought in 18th-Century Europe 148
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What Were Teaching and Schools Like in the American Colonies Why Do You Need to Understand Educational Politics? 181
(1620–1750)? 150 Five Dimensions of Educational Politics 183
The Status of Teachers 150 How Does the Local Community Influence Schools? 183
Colonial Schools 151 Local School District 185
The Origins of Mandated Education 153 School Board 186
What Were the Goals of Education During the Revolutionary Period Superintendent of Schools 187
(1750–1820)? 154 The Role of Parents 188
Benjamin Franklin’s Academy 154 School Restructuring 189
Sarah Pierce’s Female Academy 155 School-Based Management 189
Thomas Jefferson’s Philosophy 155
What Powers and Influence Do States Have in Governing
Noah Webster’s Speller 156 Schools? 194
Education for African Americans and Native Americans 156 The Roles of State Government in Education 194
How was the Struggle Won for State-Supported Common Schools State Board of Education 198
(1820–1865)? 157 State Department of Education 198
Horace Mann’s Contributions 157 Chief State School Officer 199
Reverend W. H. McGuffey’s Readers 158
How Do Regional Education Agencies Assist Schools? 199
Justin Morrill’s Land-Grant Schools 159
How Does the Federal Government Influence Education? 200
Segregation of Schools 159
Federal Initiatives 200
How Did Compulsory Education Change Schools and the Teaching
U.S. Department of Education 202
Profession (1865–1920)? 159
What Role Do Teacher Leaders Play in School Governance? 202
The Kindergarten 160
Teacher Involvement in Teacher Education, Certification, and Staff
Schooling for African Americans 160
Development 202
Higher Education for African Americans 160
Teacher Leaders 203
The Professionalization of Teaching 161
Dimensions of Teacher Leadership Beyond the Classroom 204
What Were the Aims of Education During the Progressive Era
How are Schools Financed in the United States? 206
(1920–1945)? 162
Education Funding and the Great Recession 206
John Dewey’s Laboratory School 163
The Challenge of Equitable Funding 206
Maria Montessori’s Method 163
Sources of Funding 208
The Decline of Progressive Education 164
Local Funding 208
World War II and Increasing Federal Involvement in Education 166
State Funding 209
How Did Education Change During Federal Funding 209
the Modern Postwar Era (1945–2000)? 166
What Are Some Trends in Funding for Equity and Excellence? 211
The 1950s: Defense Education and School Desegregation 167
Tax Reform and Redistricting 212
The 1960s: The War on Poverty and the Great Society 169
Vertical Equity 212
The 1970s: Accountability and Equal Opportunity 169
School Choice 213
The 1980s: A Great Debate 171
Voucher Systems 213
The 1990s: Teacher Leadership 171
Education–Business Coalitions 215
What Are the Educational Priorities of the New Century (2000–the
How Is the Privatization Movement Affecting Equity and Excellence
Present)? 172
in Education? 217
Excellence 174
Charter Schools 217
Accountability 175
For-Profit Schools 218
Continuing the Quest for Excellence and Equity 175
Summary 220
Summary 177
C H A PT E R SE V E N
C H A PT E R S I X
Ethical and Legal Issues
Governance and Finance
in U.S. Education 224
of U.S. Schools 180 • READERS’ VOICES: Why do teachers need to know about education and
• READERS’ VOICES: Why do you need to understand educational the law? 225
politics? 181
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Why Do You Need to Know About Education and the Law? 225 Education and Asian Americans and Pacific Islanders 284
Why Do You Need a Professional Code of Ethics? 225 Education and Native Americans and Alaskan Natives 286
Ethical Teaching Attitudes and Practices 226 What Is Meant by Bilingual Education? 288
Ethical Dilemmas in the Classroom and School 227 Research and Debate on Bilingual Programs 289
What Are Your Legal Rights as a Teacher? 228 Advice for Monolingual Teachers 290
Certification 229 What Is Multicultural Education? 291
Teachers’ Rights to Nondiscrimination 229 Dimensions of Multicultural Education 291
Teaching Contracts 230 Multicultural Curricula 292
Due Process in Tenure and Dismissal 230 Multicultural Instructional Materials and Strategies 293
Academic Freedom 232 How Is Gender a Dimension of Multicultural Education? 295
Do Student Teachers Have the Same Rights as Teachers? 234 Gender Differences 296
What Are Your Legal Responsibilities as a Teacher? 236 Gender and Education 297
Avoiding Tort Liability 236 Lesbian, Gay, Bisexual, and Transgender (LGBT) Students 298
Reporting Child Abuse 238 Gender-Fair Classrooms and Curricula 301
Observing Copyright Laws 240 Summary 301
Teachers and Online Social Networking 242 Professional Reflections and Activities 302
What Are the Legal Rights of Students and Parents? 244
Freedom of Expression 245
Due Process in Suspension and Expulsion 247
C H A PT E R N I N E
Reasonable Search and Seizure 248 Addressing Learners’
Privacy 251
Students’ Rights to Nondiscrimination 252
Individual Needs 304
• READERS’ VOICES: Why should teachers address students’ individual
What Are Some Issues in the Legal Rights of School Districts? 252 needs? 305
Corporal Punishment 253
How Do Students’ Needs Change as They Develop? 305
Sexual Harassment 254
Piaget’s Model of Cognitive Development 306
Cyberbullying and the Law 255
Erikson’s Model of Psychosocial Development 306
Religious Expression 257
Kohlberg’s Model of Moral Development 308
Homeschooling 260
Maslow’s Model of a Hierarchy of Needs 312
Summary 261 Developmental Stresses and Tasks of Childhood 313
Professional Reflections and Activities 262 Developmental Stresses and Tasks of Adolescence 313
How Do Students Vary in Intelligence? 315
PART 3 Intelligence Testing 315
Multiple Intelligences 316
THE ART OF TEACHING 264 Learning Styles 316

How Do Students Vary in Ability and Disability? 318
Students with Special Needs 319
C H A PT E R E I G H T What Are Special Education and Inclusion? 325
Today’s Students 266 Special Education Laws 326

Meeting the Inclusion Challenge 330
• READERS’ VOICES: How is culture important in today’s schools? 267
The Debate over Inclusion 330
How Is Diversity Reflected in the Culture
of the United States? 267 How Can You Teach All Learners in Your Inclusive Classroom? 334
The Meaning of Culture 269 Collaborative Consultation with Other Professionals 334
Ethnicity and Race 273 Partnerships with Parents 335
The Concept of Minorities 275 Assistive Technology for Special Learners 335
Minority Groups and Academic Achievement 275 Summary 336

Stereotyping and Racism 276 Professional Reflections and Activities 337
Class and Socioeconomic Status 276
Religious Pluralism 278
C H A PT E R T E N
What Does Equal Educational Opportunity Mean? 279
Education and African Americans 279 Creating a Community of Learners 338
Education and Latino and Hispanic Americans 283 • READERS’ VOICES: What determines the culture of a classroom? 339
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What Determines the Culture of the Classroom? 339 What Controversies Surround the Effort to Raise Standards? 397
Classroom Climate 339 Arguments in Support of Raising Standards 398
Classroom Dynamics 342 Concerns About Raising Standards 398
How Can You Create a Positive Learning Environment? 343 Summary 401
The Caring Classroom 343 Professional Reflections and Activities 402
The Physical Environment of the Classroom 345
Classroom Organization 346
C H A PT E R T W E LV E
What Are the Keys to Successful Classroom Management? 351
The Democratic Classroom 352 Assessing Student Learning 404
Preventive Planning 353 • READERS’ VOICES: What is the role of assessment in teaching? 405
Effective Responses to Student Behavior 354 What Is the Role of Assessment in Teaching? 405
What Teaching Methods Do Effective Teachers Use? 359 Challenges of Assessing Students’ Learning 405
Methods Based on Learning New Behaviors 359 How Are Standardized Assessments Used in Education? 407
Methods Based on Child Development 361 What Are “High-Stakes” Tests and Accountability? 411
Methods Based on the Thinking Process 362 High-Stakes Testing 412
Methods Based on Peer-Mediated Instruction 364 What Methods Will You Use to Assess Student Learning? 415
How Do Teachers Help to Build Learning Communities? 364 Formal and Informal Assessments 415
Relationships with Students 365 Quantitative and Qualitative Assessment 416
Relationships with Colleagues and Staff 365 Measurement and Evaluation 416
Relationships with Administrators 365 Formative and Summative Evaluation 416
Relationships with Parents or Guardians 366 What Are Emerging Trends in Classroom Assessment? 417
How Do Teachers Participate in Teacher Collaboration? 367 How Can You Develop High-Quality
Peer Coaching 367 Classroom Assessments? 424
Professional Development 368 Scoring Rubrics 426
Team Teaching 368 Multiple Measures of Student Learning 428
Co-Teaching 369 Summary 429
Summary 369 Professional Reflections and Activities 430
C H A PT E R T H I RT E E N
C H A PT E R E L E V E N Integrating Technology
School Curricula and Standards 372 into Teaching 432
• READERS’ VOICES: What do students learn from the curriculum? 373 • READERS’ VOICES: How is technology transforming teaching and
What Do Students Learn from the Curriculum? 373 learning? 433
Kinds of Curricula 373 How Is Technology Transforming Teaching and Learning? 435
Curriculum Content and Student Success 376 Anywhere, Anytime Learning 438
How Is the School Curriculum Developed? 383 Realizing the Full Impact of Technology on Learning 440
The Focus of Curriculum Planning 384 Online Schools and Online Learning 440
Student-Centered Versus Subject-Centered Curricula 385 What Digital Technologies Can Be Integrated Into Teaching? 444
The Integrated Curriculum 385 Online Social Networking 444
What Influences the Curriculum Development Process? 386 Digital Resources for Teaching and Learning 448
Digital Resources for Different Subject Areas 449
What Role Will Standards Play in Your Classroom? 388
How Available and Frequently Used Are the Latest Technologies in
How Is Standards-Based Education Shaping School Curricula? 390
the Classroom? 452
Content and Performance Standards 390
Availability and Use of Technology in the Classroom 452
Standards Developed by Professional Associations 391
Student Use of Technology in the Classroom 454
Aligning Curricula and Textbooks with Standards and Curriculum
Frameworks 392 What Does Research Say about Technology Integration
and Student Learning? 456
How Is the Common Core State Standards Initiative Changing U.S.
Education? 394 Apple Classrooms of Tomorrow Project (ACOT) 456
The Common Core State Standards Initiative (CCSSI) 394 “Wired” Students and Their Ability to Focus 457
Early Reactions to the Common Core 395 Findings from Other Research Studies 458
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xxii Contents
What Are the Challenges of Integrating Technology Glossary 477

into Teaching? 460
Funding for Technology and Technical Support 461
References 488
High-Quality, Continuous Training in Technology for Teachers 461
Summary 468 Name Index 504
Subject Index 511
Appendix: Preparing for Certification:
Your Guide to Licensure 470
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Special Features
TEACHING ON YOUR FEET TEACHERS’ VOICES
Walk in My Shoes
The Abolishment of “I Can’t” 9
Forrest W. Parkay 10
Opening the Gates to Empower Students 56
Lincoln Johnson 54
Lies Our Students Tell Themselves 88
Cheryl Beene 82
Reluctant Readers 124
Paul Gray 115
Worth the Struggle 153
Hal Adams 151
“We Are All Responsible for One Another. . . .” 190
Derek Boucher 200
Respect in the Classroom Is a Two-Way Street 227
Margaret Williams 229
¡Sí Se Puede! (It Can Be Done!) 295
Kevin Grover 293
Connecting with a Hard-to-Reach Student 324
Anthony Mullen 319
I See a Story in Every Learner 344
Gaetan Pappalardo 359
Confronting “Tough” Questions 380
Curtis Chandler 375
The Benefits of Peer Assessment 421
Kathy Addleman 413
Half of Teaching Is Learning 465
Tracy J. Tarasuik 451
TECHNOLOGY IN ACTION
TEACHERS’ VOICES BEING AN AGENT
Wikis in 10th-Grade Social Studies 18
E-Portfolios in 12th-Grade Industrial Arts 60
OF CHANGE
Using Video-Editing Software in Sixth Grade 76 Necessity and the Art of Differentiation 36
Web Conferencing in 11th-Grade Chinese Language Class 118 Preparing “Citizens of the World” Who Respect Cultural Differences 55
Screen-Recorder Software in 12th-Grade Calculus 176 Students Cope with Stress through Writing 91
Virtual Worlds and an Interdisciplinary Curriculum 191 Every Day Is Filled with Deep Thinking and Contemplation 120
Virtual Labs in a Ninth-Grade Biology Classroom 243 Native American Teachers Need Support 165
High-School English Teacher Earns Online Master’s Degree Teachers Need to Be Heard 184
in Multicultural Education 297 Teaching for Social Justice 253
Word-Prediction Software in the Classroom 322 Equal Educational Opportunity for All Students 281
Podcasting in Fifth-Grade Social Studies 350 “Creating an Inclusive Environment . . . Has Always Been My
Using Text-to-Speech in a Third-Grade Reading Class 397 Mission.” 333
Autograded Quizzes and Exams in Eighth-Grade Social Studies 425 Encouraging Global Citizenship in the Classroom 347
A “Techno-Librarian” Shares New Ideas Across the Globe 400
Good Teachers Don’t Shy Away from Assessment Data 424
Is Blended Learning Worth the Hype? 437
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down his hand. But I’ll probably have to take a few falls out of him
before I can convince him he’s whipped from the start.
“You know, Pat, you’ve made an ungodly mess of things. In the
whole sorry assortment of blunders you did just one thing that gives
me a chance to save you. Before I left the city I made it a point to
find out what kind of power runs a Power of Attorney, anyway. I
happen to know a darned good lawyer, and I had a talk with him.
“Pat, you did something when you gave me that Power of
Attorney. You gave me more right over the disposal of this place than
if I were your husband. I came over here to use this right and sell
Johnnywater. I think even James Blaine Hawkins will stop, look and
listen when I tell him how come to-morrow.
“He’ll come back. A good, strong dose of sunlight will bring him
back—on the rampage, I’m guessing—mad to think how scared he
was when he left. I played a dirty trick on him, Pat. I made him think
the psychic cat was a spook.
“He thought it all right! But you see, I didn’t know.
“I wonder if he really did see something. I think he did—or at any
rate he kidded himself into thinking he did. I never dreamed he’d
see.
“Pat, you called me flabby souled. That hurt—and it wasn’t my
vanity you hit. I’ve wanted you to respect me, Pat, in spite of my
profession. And when you flung that at me, I saw you didn’t
understand. Lord knows I hate a whiner, and I won’t try to explain
just why I called you unjust.
“But after I got over here, Pat, I began to see the way I must have
looked to you. You took at face value all the slams you’ve heard
about the movies. You lumped us all together and called us cheap
and weak and vain. Just puppets strutting around before the camera
like damned peacocks. You couldn’t see that maybe it takes quite as
much character for a man to make good in the movies and live clean
and honest, as it does to drive cows to water.
“But after all these hills and the desert out here beyond the cañon
are mighty big and clean—my God, Pat, they’d shame the biggest
man that ever lived! When you get out here and measure yourself
alongside them you feel like a buffalo gnat on an elephant. And
there’s things in this cañon it takes a man to meet.
“There’s mystery here; the kind you can’t put your finger on. The
kind the movies can’t feature on the screen. Until James Blaine
Hawkins drove into the scene, I’d have sworn a man could live here
for forty years in the wilderness like the children of Israel—or maybe
it was Noah and the ark—and never meet a villain who’s out to make
you either the goat or a corpse—both, maybe, if the story runs that
way.
“But I’ve learned something I never knew before. I’ve learned
there are things a man can fight that’s worse than crooks. Dad was
kind of religious, and he used to quote Bible at me. One of his
favorite lines was about ‘He that is master of himself is greater than
he that taketh a city.’ It sounded like the bunk to me when I was a
kid. Now I kind of see what the old man was driving at. This country
puts it right up to you, Pat.
“So, I’m going to find out something before I leave here, Pat. I
want to know who’s going to lick: Gary Marshall, or Johnnywater
Cañon. It sort of dawned on me gradually that if I leave here now, I’ll
leave here licked. Licked by something that’s never laid a finger on
me! Scared out—like Waddell. Pat, my dear, I never could go back
and face you if I had that to remember. Every time you looked at me
I’d feel that you were calling me flabby souled in your heart—and I’d
know I had it coming.
“Of course, I don’t need to be hit with an axe in order to take a
hint. I got the slap you sent me, Pat—along with James Blaine
Hawkins. You know I’m over here. You know it as well as you know
anything. Even if I didn’t say I was coming—even though I did say I
wasn’t coming—you knew I came. You’d call up the studio, and Mills
would tell you I was out of town on business. So you’d know; there’s
nothing else could take me out.
“So I got the slam you handed me, when you let the place to
Hawkins for five years. You couldn’t go into court, Pat, and swear
that you didn’t offer me the management of Johnnywater. The very
fact that I have all the documents pertaining to the deal, plus the
Power of Attorney, will prove that anywhere. Then Monty Girard
knows it—a valuable witness, Monty. So I can save you from your
own foolishness, and I’ll do it, young lady, if I have to fight you in
court. Hawkins is not going to get his two thirds and found! The two
hundred he grafted off you I may not be able to save. But I’ll keep
the rest out of his clutches, make no mistake.
“I’ve got the glooms to-night, Pat. Feel sort of blue and sick at
heart. It hit me pretty hard, reading that contract you drew up for
Hawkins to brag about. It hurt to see him take that paper out of his
pocket—paper that you had handled, Pat, words that you had typed.
He’s not fit to touch it. He left it here—lying on the table when he
beat it, scared silly. You were stubborn when you signed your name
—you did that to spite Gary. Own up now, Pat; didn’t you do it just for
spite—because I left without saying good-by? I wonder if it hurt you
like it hurt me. I reckon not. Girls are so damned self-righteous—but
then, they have the right. God knows, the best of men don’t amount
to much.
“There’s something I want to do for you; if I don’t do it before I
leave here, it won’t be for want of trying. You’ll never make one dollar
off this investment, just hanging on to it as it stands. This country’s
full of loco, for one thing. The percentage of loss is higher than my
dad would ever have stood for. Practically every horse you own has
got a touch of loco. And Monty says the calf crop is never up to
normal. It’s a losing game, in dollars and cents. A man could stay
with it and make a bare living, I suppose. He could raise his own
vegetables, put up enough hay to keep a horse or two, and manage
to exist. But that would be the extent of it. And I don’t want to see
you lose—you won’t, if I can help it. Having Hawkins in the deal may
complicate matters—unless he quits. And, honey, I’ll make the
quitting as good as possible for him.
“I was sore when I started to write. But now I’m just sorry—and I
love you, Pat. I wouldn’t have you different if I could.
“Gary.”
CHAPTER SEVENTEEN
JAMES BLAINE HAWKINS FINDS HIS COURAGE—
AND LOSES IT
Gary had measured his man rather accurately, and his guess hit
close to the mark. He slept late that morning, probably because he
had lain awake until the morning star looked at him through the
window. The sun was three hours high when he got up, and he
loitered over his breakfast, gave Faith a severe talking to and fed her
all the canned milk she would drink, so that she would not be teasing
him for it later on when her insistence might be embarrassing. Faith
was a methodical cat and a self-reliant cat. She loved her milk
breakfast and her little talk with Gary afterward. Then she would
head straight for the creek, cross it and go bounding away up the
bluff. She always took the same direction, and Gary had sometimes
wondered why. Of course, she hunted birds and kangaroo rats and
mice; she was an expert huntress. Gary thought she must keep a
private game preserve up on the bluff somewhere. However that
might be, Faith was off for her daily prowl on the bluff and would not
show up again at the cabin until noon or later.
Gary was up at the corral rubbing down the chunky little sorrel
horse he called Jazz, when he heard the chug of a motor coming up-
grade through the sand. James Blaine Hawkins, he knew without
looking, had discounted his terror of last night and was returning to
take possession.
“Well, Jazz, if I get the gate, there’s your new master.” Gary
slapped the horsefly that was just settling on the sorrel’s neck. “But I
won’t tell you good-by till I’m gone.”
He turned and went down to the cabin, reaching it just as James
Blaine Hawkins stopped in the dooryard. Gary chose to take the
return as a matter of course.
“Had your breakfast, Mr. Hawkins?” Gary asked him genially. “The
coffee may still be hot. I had a pretty good fire while I was washing
the dishes. Thought I’d cook up a mess of beans. Takes a heck of a
while to cook them in this altitude.”
James Blaine Hawkins gave him a look that might easily be called
suspicious. But Gary met it innocently.
“I’ve et,” James Blaine Hawkins grunted. “Camped out on the
desert—better than walking distance away from whoever it was that
tried to get funny last night. Feller don’t know what he’s going up
against, in a strange place like that after dark. But there can’t nobody
bamboozle me, once I’ve got my bearings!”
His whole manner was a challenge. He eyed Gary boldly,
watching for some overt act of hostility. He climbed out of the car and
began to unpack, with a great deal of fussing and mighty little
accomplished.
Gary did not say anything. He leaned against the cabin with his
arms folded and watched James Blaine Hawkins indifferently. His
silence affected the other unpleasantly.
“Well, why don’t you say something? What yuh standin’ there
grinnin’ that way for? Why don’t yuh own up you know a damn sight
more’n what yuh let on?” he demanded pugnaciously.
James Blaine Hawkins came toward him, his fists opening and
closing nervously at his side. “I ain’t to be bluffed, you know! I ain’t to
be bluffed nor scared!”
Gary’s lip curled. He rubbed the ash from his cigarette against a
splinter on the log wall beside him.
“You’re brighter than I thought,” he drawled. “I do know a damn
sight more than I’m saying. I’ll say as much of what I know as I
happen to choose. No more—and bullying won’t get you anything at
all. I might have told you a few things last night, if you hadn’t got
scared and beat it.”
“Scared? Who was scared?” fleered James Blaine Hawkins. “Not
me, anyway. I seen right away there was some kind of frame-up agin
me here and I didn’t want no trouble. Any fool can go head down into
trouble, but a man uh brains’ll side-step till he knows what he’s up
against.”
“Well,” smiled Gary, “do you know what you’re up against?”
“Sure, I know! For some reason, somebody don’t want me here.
They tried to scare me last night—but I seen through that right off.”
“Yes, you saw more than I did,” Gary told him quietly.
“Well, and what’s all this you know?” Hawkins’ voice was rising
angrily. “I’m here to stay. I want to know what’s back of all this.”
Gary took an exasperating time to reply. “If you find out, you’ll do
more than Waddell did,” he said at last. His face was sober, his tone
convincing. “I’ve a little matter of my own to discuss with you, but
that has nothing whatever to do with last night. Last night you
claimed to see a man—and there wasn’t any man. You know darned
well there wasn’t, or you wouldn’t have been so scared. That’s
something I have nothing to do with. I didn’t see any one in the cabin
—but you.” He smoked for another minute. “You also claimed you
saw a cat.” He looked at James Blaine Hawkins steadily.
“I claimed to and I did! There’s a frame-up of some kind. You said
yourself——”
“I said Waddell thought he saw things here. That’s the plain truth,
Hawkins. It worried Waddell so he nearly went crazy, from all
accounts. You needn’t take my word for that. You can ask the
Indians, or Monty Girard—any one who knows this place.”
He stopped and drew some legal papers from his pocket. “Here’s
something I meant to show you last night—if you had stayed,” he
said. “I’m not in the habit of babbling my business to every chance
stranger. I didn’t tell you, because I wanted to make sure that it
concerned you. But it happens that I have a prior right here. That’s
what brought me over here in the first place. It’s true I wanted to see
Waddell, and he was gone when I arrived. But I knew all about the
sale, Mr. Hawkins. I know Miss Connolly very well. She begged me
to undertake the complete management of Johnnywater ranch, and
to that end she signed this Power of Attorney. You will see, Mr.
Hawkins, that it has been duly certified and that the date is much
earlier than your first knowledge of the place. Miss Connolly also
gave me the deed and this certificate of the water rights. Everything
is perfectly legal and straight, and I’m sorry to say—No, by heck, I’m
not sorry! It’s a relief to me to know that your contract isn’t worth a
lead nickel. In order to get this place on shares, you would need to
make an agreement with me. And you would not get the terms Miss
Connolly was so generous as to give you. One half the increase in
stock, any loss in the old stock during the term of contract to be
made good when you turned the place back to its owner, are the
usual terms. Your expenses would not be paid for you.
“However, that is beside the point. I am not in favor of letting the
place go on shares—not at present, anyway. So this is what you did
not wait last night to hear.”
“It’s a frame-up!” snorted James Blaine Hawkins indignantly. “It’s a
rotten frame-up! I’ll bet them papers is forged. There’s a law made to
handle just such cases as yours, young feller. And yuh needn’t think
I’m going to stand and be held up like that.”
“Well, I’ve told you all you’re entitled to know. I’ve no objection to
your camping here for a while, so long as you behave yourself.” Gary
threw away his cigarette stub. His tone had been as casual as if he
were gossiping with Monty, but was not so friendly. He really did not
want to fight James Blaine Hawkins, in spite of the fact that he had
discussed the possibility quite frankly with the cat.
But James Blaine Hawkins had spent an uncomfortable night and
he wanted some one else to pay for it. He began to shake his fists
and to call names, none of which were nice. Gary was up to
something, and Hawkins was not going to stand for it, whatever it
was. Gary was a faker, a thief—though what he had stolen James
Blaine Hawkins failed to stipulate. Gary was a forger (Hawkins hinted
darkly that he had, in some mysterious manner, evolved those
papers during the night for the express purpose of using them as a
bluff this morning) and he was also a liar.
Wherefore Gary reached out a long arm and slapped James
Blaine Hawkins stingingly on the ear. When the head of James
Blaine Hawkins snapped over to his right shoulder, Gary reached his
other long arm and slapped the head upright. James Blaine Hawkins
backed up and felt his ear; both ears, to be exact.
“I didn’t come here to have no trouble,” James Blaine Hawkins
protested indignantly. “A man of brains can always settle things with
his brains. I don’t want to fight, and I ain’t goin’ to fight. I’m goin’ to
settle this thing——”
“With your brains. Well, go on and settle it then. Only be careful
and don’t sprain your head! Thinking’s dangerous when you’re not
used to it. And if you do any more talking—which I certainly don’t
advise—be careful of the words you use, Mr. Hawkins. I’m not a liar
or a thief. Don’t call me either one.”
James Blaine Hawkins spluttered and swore and argued one-
sidedly. Gary leaned against the cabin with his arms folded
negligently and listened with supreme indifference if one were to
believe his manner.
“Rave on,” he said indulgently. “Get it all out of your system—and
then crank your little Ford and iris out of this scene, will you? I did
say you could stay for a day or so if you behaved yourself. But you
better beat it. The going may not be so good after awhile.”
James Blaine Hawkins intimated that he would go when he got
good and ready. So Gary went in and shut the door. He was sick of
the fellow. The man was the weakest kind of a bully. He wouldn’t
fight. Heretofore Gary had believed that only a make-believe villain in
a story would refuse to fight after he had been slapped twice.
When Gary came out of the cabin for a bucket of water, James
Blaine Hawkins was fumbling in the car and talking to himself. He
straightened up and renewed his aimless accusations when Gary
passed him going to the creek.
The Voice suddenly shouted from the bluff, but Gary continued on
his way, seemingly oblivious to the sound.
“Who’s that hollerin’ up there? Thought you said you was alone
here. What does that feller want?” James Blaine Hawkins left the
Ford and started after Gary.
“Beg pardon?” While the Voice continued to shout, Gary looked
inquiringly at Hawkins.
“I asked yuh who was hollerin’ up there! What does he want?”
Gary continued to look at James Blaine Hawkins. “Hollering?” His
eyes narrowed a bit. “On the bluff, did you say?”
“Not over on that bluff,” James Blaine Hawkins bellowed. “Up
there, across the creek! Good Lord, are yuh deef? Can’t yuh hear
that hollering?”
Gary half turned his head and listened carefully. “Can you still
hear it?” he asked in the midst of a loud halloo.
“You must be deef if you don’t,” James Blaine Hawkins spluttered.
Gary shook his head. “My hearing is splendid,” he stated calmly. “I
was a wireless operator on a sub-chaser during the war. Do you still
hear it?”
James Blaine Hawkins testified profanely that he did. He was
looking somewhat paler than was normal. He stared at Gary
anxiously.
“What was that damfool yarn you was telling last night——”
“Oh, about the Indian that heard some one hollering on the bluff
after Steve Carson disappeared? By Jove! I wonder if it can be the
Voice you hear!” He looked at Hawkins blankly. “Say, I’m sorry I
slapped you, Mr. Hawkins. I’d like to feel—afterwards—that you
didn’t hold any grudge against me for that.” He held out his hand with
the pitying smile of one who wishes to make amends before it is too
late.
James Blaine Hawkins swallowed twice. Gary set down the
bucket and laid a hand kindly on the man’s shoulder.
“Aw, buck up, Mr. Hawkins. I—I guess they lied about that Injun
dying right after—don’t you believe it, anyway.” And then, anxiously,
“Do you still hear it, old fellow?”
Gary felt absolutely certain that James Blaine Hawkins did hear.
Above the sound of the wind in the tree tops, the Voice was calling
imperiously from the bluff.
“You can keep the damn place for all of me,” James Blaine
Hawkins exploded viciously. “I wouldn’t have it as a gift. There’s that
damned cat I seen last night! A man’s crazy that’d think of staying in
a hole like this.”
He was cranking furiously when Gary tapped him on the shoulder.
“Since you aren’t going to stay and fulfill the contract,” Gary said
evenly, “you better hand over that two hundred dollars which Miss
Connolly advanced you under the ‘found’ clause of your agreement.
I’ll give you a receipt for it, of course.”
James Blaine Hawkins meant to refuse, but Gary’s fingers slid up
to his ear and pulled him upright.
“We’ll just go in the cabin where I can write that receipt,” he
explained cheerfully, and led James Blaine Hawkins inside. “You’re
in a hurry to go, and I’m in a hurry to have you. So we’ll make this
snappy.”
It must have been snappy indeed, for within five minutes James
Blaine Hawkins was driving down the trail toward the mouth of the
cañon, quite as fast as he had driven the night before. Only this time
he went in broad daylight and he had no intention of ever coming
back.
CHAPTER EIGHTEEN
GARY RIDES TO KAWICH
Gary saddled Jazz, filled the two canteens at the creek, tied some
food for himself and rolled barley for Jazz in a flour sack—with a knot
tied between to prevent mixing—and rode down the trail before the
dust had fully settled after the passing of James Blaine Hawkins.
Primarily he wanted to make sure that Hawkins was actually
leaving for town. After that he meant to ride over to Kawich, if he
could find the place. In the mental slump that followed close on the
heels of his altercation, Gary felt an overwhelming hunger for speech
with a friend. Monty Girard was practical, wholesome and loyal as a
man may be. Not for a long while had Gary known a man of Monty
Girard’s exact type. He confessed frankly to himself that certain
phases of the James Blaine Hawkins incident had shaken his
nerves. He was not at all sure that he meant to tell Monty about that
side of the encounter, but he felt that he needed the mental tonic of
Monty Girard’s simple outlook on life. There was nothing subtle, no
complexities in Monty’s nature.
He dismounted and fastened the gate carefully behind him with a
secret twist of the wire that would betray the fact if another opened
the gate in his absence. As an added precaution he brushed out the
trail of his own passing, as far as he could reach inside the gate with
a pine branch. It was not likely that any one would visit Johnnywater
Cañon; but Gary felt an unexplained desire to know it if they did.
There was not one chance in a hundred that any one passing
through the gate would observe the untracked space just within. An
Indian might. But Gary had no fear that any Indian would invade
Johnnywater Cañon. For that matter, it was not fear at all that
impelled the caution. He simply wanted to know if any one visited the
place.
Far down the mesa a cloud of gray dust rolled swiftly along a
brown pencil-marking through the sage. That would be James Blaine
Hawkins heading for Las Vegas as fast as gas and four cylinders
would take him. Gary pulled up and watched the dust cloud, his eyes
laughing.
“God bless that pinto cat!” he murmured, and leaned to smooth
the sorrel’s mane which the wind was tossing and tangling. “We
won’t see him again—for a while, anyway. But golly grandma, won’t
Pat be sore at the way I jimmed her revenge on Handsome Gary!
But you know, Jazz, I expect to have to live with Pat, and I don’t
expect to do all my walking on my knees, either. A little
demonstration of manly authority now and then does ’em good. They
won’t own it, Jazz, but they all like to feel they’ve tamed a cave man,
and goodness knows when he may get rough. I worked in ‘The
Taming of the Shrew,’ and I learned a lot about women from that.”
The dust cloud rolled out of sight around a lonesome black butte,
and Gary waved it a mocking farewell and got out the map which
Monty had made of the trail to Kawich.
“Five miles down the trail toward town, and then turn short off to
the left,” he mumbled, studying the crude map. “That’s simple
enough—and no wonder I couldn’t trail Monty afoot. I didn’t walk to
where he turned off. But hold on here! Dotted line shows faint stock
trail straight across country to the Kawich road. Monty did say
something about a cut-off, Jazz. All right, we’ll hunt around here in
the sage till we find that dotted line. This is great stuff. Feel so good
now I don’t have to go see Monty to get cheered up. But we’ll go just
the same—and see the country.”
The trail, when he found it, was so faint that it was scarcely
distinguishable in the gravelly soil. In places where they followed a
rocky ridge Gary would have missed it altogether; but once on the
trail Jazz followed it by instinct and his familiarity with the country.
Probably he had traveled that way before, carrying Waddell, or
perhaps Steve Carson, since Jazz was well past his youth.
Unconsciously Gary laid aside his movie habit of weaving in and
out among the sage at a gallop, and dropped back into the old,
shacking trail-trot he had learned from his father’s riders. It was the
gait to which Jazz was long accustomed, and it carried them steadily
over the rough mesa to where the road angled off through the
foothills.
The distant hills looked more unreal than ever. The clouds that
grouped themselves around the violet-tinted peaks were like dabs of
white paint upon a painted sky line. Again the sense of waiting in a
tremendous calm impressed Gary with the immeasurable patience of
the universe.
Insensibly the mental burden of loneliness, the nameless dread of
things unseen and incomprehensible, lightened. The strained look
left his eyes; the lines in his face relaxed as if he slept and, sleeping,
forgot the worries of his waking hours. The world around him was so
big, so quiet—the forces of nature were so invincible in their strength
—that the cares of one small human being seemed as pettily
unimportant as the scurrying of a lizard down the road. It occurred to
Gary whimsically that the lizard’s panicky retreat before the
approaching cataclysm of the horse’s shadow was very real and
tremendously important—to the lizard. Quite as important, no doubt,
as the complexity of emotions that filled the human soul of a certain
Gary Marshall in Johnnywater Cañon. And the great butte that stood
in its immutable strength under the buffetings of wind and sun and
rain looked alike upon the troubles of the lizard and of Gary Marshall.
“After all, Jazz, we haven’t got such a heck of a lot to worry about.
If I was a jack rabbit I reckon I’d still have troubles of my own. Take
your ears off your neck, Jazz, and shack along. Packing me over to
Kawich isn’t the worst thing could happen you, you lazy brute.”
Gradually it dawned upon Gary that the road was creeping around
the great butte that held Johnnywater Cañon gashed into the side
turned toward the southeast. He wondered if the place called Kawich
might not be just across the butte from Johnnywater. There was a
certain comfort in the thought that Monty might not be so far from
him, after all. Above him towered the bold outline of the butte,
capped by the sheer wall of rock that rose like a cliff above its
precipitous slopes. The trail itself followed the line of least resistance
through the wrinkles formed in the foothills when this old world was
cooling. But however deep the cañon, wherever the winding trail led,
always the butte stood high-shouldered and grim just under the
clouds. Gary could not wonder at the dilapidated condition of Monty’s
Ford, when he saw the trail it had been compelled to travel.
He ate his lunch beside a little spring that trickled out from
beneath a rock just above the trail. Another hour’s riding brought him
into the very dooryard of a camp which he judged was Monty’s,
though no one appeared in answer to his call.
In point of picturesqueness and the natural beauty of its
surroundings, Gary felt impelled to confide to Jazz that Johnnywater
had Kawich beaten to a pulp. Kawich lacked the timber and the
talkative little stream that distinguished Johnnywater Cañon. The
camp itself was a rude shack built of boards and canvas, with a roof
of corrugated iron and a sprinkle of tin cans and bits of broken
implements surrounding it. The sun beat harshly down upon the
barren knoll, and heat waves radiated from the iron roof. A cattle-
trodden pathway led down to a zinc-lined trough in a hollow. The
trough was full, with little lips of water pushing out over the edge
here and there in a continuous drip-drip that muddied the ground
immediately beneath the trough and made deep trampling tracks
when the cattle crowded down to water. A crude corral was built
above the trough, enclosing one end so that corralled stock could
drink at will. The charred remains of the burnt Ford tilted crazily on
the slope with its nose toward a brushy little gulch.
Gary took in all the bleak surroundings and the general air of
discomfort that permeated the place. It struck him suddenly that
Johnnywater Cañon was not so bad a place after all, with its
whispery piñons, its picturesque log cabin set in the grove and the
little gurgling stream just beyond. If it were not for the Voice and the
eerie atmosphere of the place, he thought a person might rather
enjoy a month or two there in the summer. Certainly it held more of
the vacation elements than did this camp at Kawich.
He dismounted, led Jazz down into the corral, unsaddled him and
left him to his own devices. There did not seem to be any feed about
the place, and he was glad that he had brought plenty of grain for
Jazz. He could do very well for twenty-four hours on rolled barley
rations, Gary thought.
Monty could not be very far away, for he had eaten his breakfast
there and had left cooked food covered under a cloth on the table for
his next meal. As to the comforts of living, Monty seemed to be no
better off than was Gary in Johnnywater Cañon. A camp bed in its
canvas tarp was spread upon the board bunk in one corner of the
shack. The cook stove was small and rusty from many rains that had
beaten down through the haggled hole in the corrugated iron roof.
The stovepipe was streaked with red lines of rust. There was the
inevitable cupboard built of boxes nailed one above the other,
bottoms against the wall. There was the regulation assortment of
necessary supplies: coffee, salt, lard, a can of bacon grease, rice,
sugar, beans and canned corn and tomatoes. Of reading matter,
Monty seemed to have a little more than Waddell had left behind
him. There was a small pile of Stock Growers Journals, some old
Salt Lake papers and half a dozen old Populars with the backs torn
off.
Gary chose a magazine that had a complete novel by an author
whose work he liked. He stretched himself out on his back on the
bunk, crossed his feet, wriggled his shoulders into a comfortable
position just under Monty’s only pillow, and in two sentences was
away back in Texas after a mysterious gang of cattle rustlers.
CHAPTER NINETEEN
“HAVE YUH-ALL GOT A GUN?”
He was still hot on the trail and expecting every moment to have
his horse shot from under him, when Monty pulled open the door and
walked in upon him, swearing affectionately. Gary sat up, turned
down a corner of the page to mark his place, and reached for his
smoking material.
“Golly grandma, I meant to have supper ready!” he exclaimed.
“But I got to reading and forgot all about eating.”
“How yuh-all been making out?” Monty wanted to know. “Going to
catch a ride back to town?”
Gary licked the cigarette paper and shook his head while he
pressed it into place. “No, the action is just beginning to get snappy
now,” he said.
“Meanin’ what?” Monty paused in the act of lifting a stove lid.
“Meaning that I just put on a fight scene, and ran the heavy clean
out of the cañon as per usual.”
“Yeah?” Monty’s tone betrayed a complete lack of understanding.
“You bet. Never saw a leading man get licked, did you? I’m
starring in this piece—so naturally I just had to put the heavy on the
run.”
“What’s a heavy?”
“The villain. Pat Connolly went and had another impulse. She let
the place on shares to a gink that I’ll bet has done time. He had
every mark of a crook, and he had the darndest holdup game you
ever saw. Pat Connolly doesn’t know anything at all about ranches.
She went and——”
“Pat Connolly—she?” Monty was dipping cold water into the
coffeepot, and he spilled a cupful.
“Er—yes.” Gary reddened a bit. “She’s a girl all right. Finest in the
world. Patricia Connolly’s her name, and if I can pull her clear on this
damned Johnnywater investment and remain on speaking terms with
Pat, I expect she’ll become Mrs. Marshall. She’s not at all like other
girls, Monty. Pat’s got brains. A crackerjack stenographer and
bookkeeper. Got a man-sized job with the Consolidated Grain and
Milling Company in the city. You may have heard of them.”
“Sure,” said Monty. “Sent there once for some oil cakes to winter
my she stock on. Costs too much, though. A cow ain’t worth what it
costs to feed one through the winter. What about this feller yuh run
off?”
Gary got up and began helping with the supper while he told all
about James Blaine Hawkins and his AGREEMENT OF
CONTRACT.
Monty was in the position of a man who dips into the middle of a
story and finds it something of a jumble because he does not know
what went before. He asked a good many questions, so that the
telling lasted through supper and the dishwashing afterwards. By the
time they were ready to sit down and smoke with the comfortable
assurance that further exertion would not be necessary that night,
Monty was pretty well up-to-date on the affairs of Gary Marshall and
Patricia Connolly, up to and including the arrival of James Blaine
Hawkins at Johnnywater and his hurried departure that morning.
“And yuh-all say the feller seen something,” Monty drawled
meditatively after a minute or two of silence. “Did he tell yuh what it
was he saw?”
“No, except that he thought it was a man who had slipped into the
cabin when he wasn’t looking. But it was the cat that really put him
on the run. Seems he hated to see a cat unless I saw it too.”
Monty looked up quickly. In Gary’s tone he had caught a certain
reluctance to speak of the man which James Blaine Hawkins
declared he saw. He was willing enough to explain all about James
Blaine Hawkins and the cat, and he had laughed when he told how
he had pretended not to hear the Voice. But of the possible
apparition of a man Gary did not like to talk.
“Tell the truth, now—ain’t yuh scared to stay there alone?” Monty’s
question was anxious.
Gary shrugged his shoulders and blew a smoke ring, watching it
drift up toward the ceiling. “Being scared or not being scared makes
no difference whatever. I’m going to stay. For a while, anyway.”
“I wisht you’d tell me what for,” Monty urged uneasily. “A man that
can hold down the position and earn the money yuh did in pictures
kain’t afford to set around in Johnnywater Cañon lookin’ after two
shoats and a dozen or fifteen hens. I don’t agree with Miss Connolly
at all. I’d be mighty proud if I could do what I’ve seen yuh-all do in
pictures. Your actin’ was real—and I reckon that’s what puts a man
at the top. I know the top-notchers all act so good you kain’t ketch
’em at it. Yuh just seem to be lookin’ in on ’em whilst they’re livin’.”
“The best acting I’ve done,” chuckled Gary, “was last night and
this morning. I was scared to death that the pinto cat would come
and hop up on my lap like she usually does. I’d have had a merry
heck of a time acting like she wasn’t there. But I put it over—enough
to send him breezing down the cañon, anyway.”
“You’re liable to have trouble with that feller yet,” warned Monty. “If
he got an agreement out of Miss Connolly, he ain’t liable to give up
the idea of holding her to it. Have yuh-all got a gun?”
“An automatic, yes.” Gary pulled the gun from his hip pocket. “I
carry this just in case. I was born and raised where men pack guns—
but they didn’t ride with ’em cocked and in their hands ready to
shoot, like we do in the movies. There’s a lot of hokum I do before
the camera that gives me a pain. So if I should happen to need a
gun, I’ve got one. But don’t you worry about James Blaine Hawkins.
He won’t show up again.”
“I wouldn’t be none too sure of that,” Monty reiterated
admonishingly. “He’s liable to get to thinkin’ it over in town and git his
courage back. Things like Johnnywater has got don’t look so
important when you’re away off somewhere just thinkin’ about it.”
“I guess you’re right, at that,” Gary admitted. “He’ll probably get
over the cat and the Voice, all right, and—that other spell of
imagination. But without meaning to brag on myself, I think he’ll
study it over a while before he comes around trying to bully me
again. You see, Monty, the man’s an awful coward. I slapped him
twice and even then he wouldn’t fight. He just backed up away from
me and cooled right down.”
“Them’s the kind uh skunks yuh want to look out for,” Monty
declared sententiously.
But Gary only laughed at him and called him the original gloom,
and insisted upon talking of something altogether different.
Monty, it transpired, had promised to help a man through haying
over in Pahranagat Valley and meant to start the next day. He was
frankly relieved to know that Gary was still all right. He had wanted to
ride over to Johnnywater again before going to Pahranagat, but had
had too much riding of his own to do.
“But if you’re bent on hangin’ out there,” he said, after some futile
argument, “I’ll ride on over when I get through with this job. What
yuh-all trying to do over there, anyway? Hate yourself to death?”
“Well, I hope I’m pleasing Pat,” Gary laughed evasively.
“Well, I hate to be butting in,” Monty said diffidently, “but if she
wanted yuh to stay over here and run Johnnywater, it don’t seem to
me like she’d ’a’ sent this Hawkins feller over with a five years’
contract to run the place on shares. Didn’t she send yuh no word
about why she done it?”
“She did not! I have a hunch Pat’s pretty sore at me. You see, she
sprung this deal on me kinda sudden, right on top of a strawberry
shortcake when I didn’t want to think. I told her what I thought about
it—and I told it straight. So we had a little—er—argument. She up
and threw my profile in my face, and called me flabby souled. So I up
and left. And I didn’t go back to tell her good-by when I started over
here, so I wouldn’t be surprised if little Pat Connolly is pretty well
peeved.”
Monty smoked and studied the matter. “Does she know you’re
over here?” he asked abruptly. “Seems kinda funny to me, that she’d
go and send Hawkins over here without sayin’ a word to yuh about it.
She could ’a’ wrote, couldn’t she? If yuh-all didn’t tell her yuh was
coming, how would she know yuh was here?”
“Why, she could call up the studio and get the dope from Mills, my
director,” Gary explained uncomfortably.
“But would she? Seems like as if I was a girl and had any spunk, I
wouldn’t want to let on that the feller I was engaged to had gone off
somewheres without letting me know about it.”
“That’s one way to look at it,” Gary admitted. “But Pat’s nobody’s
fool. She could find out all right, without letting on.”
“Well, it’s none of my put-in—but I don’t reckon yuh-all are
pleasing Pat Connolly much by sticking over here.”
Gary got up and stretched his arms above his head. “She wanted
me to sit in my cabin and listen to a saddle horse champing hay,” he
contended lightly. “I think I’ll go down and give Jazz a feed of barley
to champ.”
Monty understood quite well that Gary meant to end the
discussion right there. He said no more about it, therefore. But he
promised himself—and mentally he promised Patricia as well—that
he would manage somehow to bring about a complete
understanding between these two obstinate young people.
They slept shoulder to shoulder that night in Monty’s bunk, and
the next morning they saddled early and each rode his way, feeling
the better for the meeting.

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PA RT 1 DEAR KOURTNI Education is an exciting field and,

SINCERELY, ADRIENNE LEHMAN, M.ED.

TEACHERS’ VOICES BEING AN AGENT OF CHANGE

An Emphasis On Today’s Technologies

Instructor’s Resource Center

version, their hard work is deeply appreciated. Additionally, I am forever grateful to

Chapter 2: Today’s Teachers

Chapter 10: Creating a Community of Learners

PART 2 FOUNDATIONS OF TEACHING 110

PART 3 THE ART OF TEACHING 264

Appendix Preparing for Certification: Your Guide to Licensure 470

THE TEACHING PROFESSION 2

The NEAFT Partnership 69

THE ART OF TEACHING 264 Learning Styles 316

Today’s Students 266 Special Education Laws 326

Ethnicity and Race 273 Partnerships with Parents 335

Minority Groups and Academic Achievement 275 Summary 336

What Are the Challenges of Integrating Technology Glossary 477

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