(eBook PDF) Biology 12th Edition by

Sylvia Mader
Go to download the full and correct content document:
https://ebooksecure.com/product/ebook-pdf-biology-12th-edition-by-sylvia-mader/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Mader Biology: Ap Edition (AP Biology Mader) Sylvia S.

Mader - eBook PDF

https://ebooksecure.com/download/mader-biology-ap-edition-ap-
biology-mader-ebook-pdf/

(eBook PDF) Biology 14th Edition By Sylvia Mader

http://ebooksecure.com/product/ebook-pdf-biology-14th-edition-by-
sylvia-mader/

(eBook PDF) Biology 13th Edition by Sylvia Mader

http://ebooksecure.com/product/ebook-pdf-biology-13th-edition-by-
sylvia-mader/

(eBook PDF) Human Biology 16th Edition by Sylvia Mader

http://ebooksecure.com/product/ebook-pdf-human-biology-16th-
edition-by-sylvia-mader/
Biology 13th Edition Sylvia Mader - eBook PDF

https://ebooksecure.com/download/biology-ebook-pdf-3/

(eBook PDF) Essentials of Biology 6th Edition By Sylvia

Mader

http://ebooksecure.com/product/ebook-pdf-essentials-of-
biology-6th-edition-by-sylvia-mader/

(eBook PDF) Essentials of Biology 4th Edition by Sylvia

Mader

http://ebooksecure.com/product/ebook-pdf-essentials-of-
biology-4th-edition-by-sylvia-mader/

Essentials of Biology 2023 7th Edition Sylvia S. Mader

- eBook PDF

https://ebooksecure.com/download/essentials-of-
biology-2023-ebook-pdf/

Human Biology 17th Edition (International edition)

Sylvia S. Mader Dr. - eBook PDF

https://ebooksecure.com/download/human-biology-17th-edition-
international-edition-ebook-pdf/
 Media Study Tools includes a table
that shows students the animations,
videos, and multimedia assets
that are available to further explain
difficult topics. These may be used
as tutorials for the students, and
I may assign the accompanying
Connect activities to gauge whether
my students understand the content.

Post-Class

Assessment and
Integration

Apply content and

build critical thinking

Traditional end-of-chapter summaries and review questions provide students

with an opportunity for low-stakes assessment of their comprehension of the
chapter’s topics.

Features like Following the Themes and Connecting the Concepts with
the Themes help them understand how the main concepts of the chapter
relate to each other, building a deeper understanding of the content.

vii
 Author’s Guide to the Digital Classroom

Using reports from within the LearnSmart

system, especially the Most Missed
Questions report, I am able to identify areas
of content that my students are struggling
with before they enter the lecture.

Pre-Class During Class

LearnSmart & Instructor

SmartBook Resources

Students come to Flip class and

class prepared engage students

I generally assign 20-30 minutes of SmartBook 3-5 days before class. The assignments cover only the
core topics for the upcoming lesson.

viii
 During class I can focus on engaging the students with the
relevancy of the content using the BioNow Sessions videos,
active learning exercises, and animations. Tegrity lecture capture
lets my students review these concepts later.

Using feedback from the

LearnSmart reports, I am
Post-Class able to design Connect
assignments that act as
Connect tutorials that target the
concepts my students are
Apply content and struggling with.
build critical thinking

The Connect reports allow me to assess whether my students The quizzing option within Connect allows me to develop
have met the learning objectives. assessments for any classroom environment.

ix
Engaging Your Students
Today’s science classroom relies heavily on the use of digital assets, including animations
and videos, to engage students and reinforce difficult concepts. Biology 12e includes two
resources specifically designed for the introductory science class to help you achieve
these goals.

BioNow Sessions Videos

A relevant, applied approach
allows your students to feel they
can actually do and learn biology
themselves. While tying directly
to the content of your course, the
videos help students relate their
daily lives to the biology you teach
and then connect what they learn
back to their lives.

Each video provides an engaging

and entertaining story about
applying the science of biology
to a real situation or problem.
Attention is taken to use tools and
techniques that any regular person
could perform, so your students
see the science as something they
could do and understand.
A 27-video series narrated and produced by author Jason Carlson

Our new tutorials were prepared to assist

students in understanding some of the more
difficult topics in biology. Each of the videos
explores a specific figure in the text.

For students, these act as informal office

hours, where they can review the most difficult
concepts in the chapter at a pace which helps
them learn.

Instructors of hybrid and flipped courses will

find these useful as online supplements.

A 36-animation series narrated by Michael Windelspecht and produced by

Ricochet Creative Productions, LLC

x

Theme Evolution
Metagenomics 256
The Anatomy of Speciation 299
Carboniferous Forests 421
Evolutionary History of Maize 427
Survival Mechanisms of Plants 438
Theme Biological Systems
The Impact of Acid Deposition 31
How Cells Talk to One Another 87
Tropical Rain Forest Destruction and Climate Change 122
Moving Genes Between Species: Green Fluorescent
Protein and Cells 219
Same but Not the Same—the Role of Epigenetics 237
African Sleeping Sickness 388
Pathogenic Protists and Climate Change 386
Deadly Fungi 404
Theme Nature of Science
Saturated and Trans Fats in Foods 44
Microscopy Today 60
Enzyme Inhibitors Can Spell Death 107
Fermentation and Food Production 135
The G1 Checkpoint 150
Reproductive and Therapeutic Cloning 157
Meiosis and the Parthenogenic Lizards 171
Hemophilia and the Royal Families of Europe 203
Testing for Genetic Disorders 254
The Tree of Life: 150 Years of Support for the Theory of
Evolution by Natural Selection 272
Inbreeding in Populations 290
Genetic Basis of Beak Shape in Darwin’s Finches 308
DNA Barcoding of Life 342
Flu Viruses 359
DIY Bio 362
Bryophytes—Frozen in Time 418
The Many Uses of Bamboo 446
Plants Can Be Used for Cleaning and Discovery of
Minerals 462
Why So Many Scientists Work with Arabidopsis 488
Vertebrates and Human Medicine 555
A Genomic Comparison of Homo sapiens
and Chimpanzees 568
Readings
The Chemical Ecology of Plants 484
Plants and Their Pollinators 500
Evolution of the Animal Body Plan 518
Sexual Selection in Male Bowerbirds 830
Interactions and Coevolution 865
The Concept of Water Potential 467
Would You Eat Insects? 538
UV Rays: Too Much Exposure or Too Little? 593
AIDS and Opportunistic Infections 633
Drugs of Abuse 700
Preventing Transmission of STDs 787
Preventing and Testing for Birth Defects 805
When a Population Grows Too Large 848
Biomagnification of Mercury 901
Some Major Questions Remaining to Be Answered About
Human Evolution 576
Regenerative Medicine 588
Recent Findings About Preventing Cardiovascular
Disease 612
How Horseshoe Crabs Save Human Lives 617
Cancer Vaccines: Becoming a Reality 635
Should You Go Gluten-Free? 650
New Approaches to Treating Obesity 655
Artificial Lung Technology 671
Is “Vaping” Safer Than Smoking? 673
The Misuse of Erythropoietin in Sports 686
An Accidental Experimental Model for Parkinson
Disease 706
Artificial Retinas Come into Focus 723
The Accidental Discovery of Botox 744
Identifying Insulin as a Chemical Messenger 764
Preimplantation Genetic Diagnosis 784
Do Animals Have Emotions? 825
Island Biogeography Pertains to Biodiversity 860
Global Climate Change 877
Wildlife Conservation and DNA 887
Overexploitation of Asian Turtles 915
Emiquon Floodplain Restoration 919
xi
Overview of Content Changes
to Biology, Twelfth Edition
Chapter 1: A View of Life has been reorganized to provide a
briefer overview of biology as a science. The content on the scien-
tific process (section 1.3) has been reworked with new examples
and a new section (1.4) has been added that explores some of the
major challenges facing science.
Unit 1: The Cell
Chapter 2: Basic Chemistry starts with new content on the search
for life on Mars. Chapter 3: The Chemistry of Organic ­Molecules
opens with a look at trans fats in common foods. ­Chapter 5:
­Membrane Structure and Function begins with a new open-
ing article on chili peppers and calcium channels. C ­ hapter 6:
Metabolism: Energy and Enzymes includes new material on
the function of ATP in cells. The content on redox reactions now
focuses more on the processes of photosynthesis and cellular res-
piration. Chapter 7: Photosynthesis begins with new content on
biofuels.
Unit 2: Genetic Basis of Life
Chapter 9: The Cell Cycle and Cellular Reproduction now
contains information on the structure of a eukaryotic chromosome
(section 9.2). Chapter 10: Meiosis and Sexual Reproduction
starts with a new essay on the importance of meiosis and a new
featured reading, “Meiosis and the Parthenogenic Lizards.” The
figure comparing meiosis I and II (Fig. 10.5) has been reworked to
provide an easier comparison of the two processes. Chapter 11:
Mendelian Patterns of Inheritance begins with a new essay on
PKU sensitivity. A new featured reading examines hemophilia
and the royal families of Europe. The content on polygenic in-
heritance now contains references to the genetics of skin coloring
(Fig. 11.17). Chapter 12: Molecular Biology of the Gene has a
new chapter opener that explains the genetic basis of skin, hair,
and eye coloration. The content on the eukaryotic chromosome
has been moved to chapter 9. There is a new illustration on semi-
conservative replication (Fig 12.6) and a new featured reading
that examines GFP protein. Chapter 13: Regulation of Gene
­Expression starts with new content on how gene regulation relates
to the physiology and behavior of primates. A new featured reading,
“Same but Not the Same—the Role of Epigenetics,” has been in-
cluded on epigenetic inheritance. Chapter 14: Biotechnology and
Genomics opens with a new essay on how biotechnology is being
used to treat dental disease. New illustrations on the PCR reaction
(Fig. 14.3) and the nature of transposons (Fig. 14.10) are included.
Unit 3: Evolution
Chapter 16: How Populations Evolve opens with an essay on
MRSA evolution. Chapter 17: Speciation and Macroevolution
contains an updated illustration on allopatric speciation (Fig. 17.8).
xii
Unit 4: Microbiology and Evolution
Chapter 20: Viruses, Bacteria, and Archaea contains a new fea-
tured reading, “DIY Bio,” that examines synthetic biology. A new
illustration (Fig. 20.8) on gram staining is included. Chapter 21:
Protist Evolution and Diversity has been restructured to give
more emphasis on the supergroup classification system. The chap-
ter begins with a new opener on Naegleria fowleri, and contains a
new featured reading on pathogenic protists and climate change.
The evolutionary relationships in Chapter 22: Fungi Evolution
and Diversity now includes the microsporidia (Fig. 22.1).
Unit 5: Plant Evolution and Biology
Chapter 23: Plant Evolution and Diversity contains a new
featured reading, “Bryophytes—Frozen in Time.” Chapter 24:
Flowering Plants: Structure and Organization begins with new
content on the importance of the neem tree. The chapter has been
reorganized to start with content on plant cells and tissues be-
fore exploring organ systems. Chapter 25: Flowering Plants:
­Nutrition and Transport now contains information on hydro­
ponics (Fig. 25.2) and effects of nutrient deficiencies on plants
(Fig. 25.3). Table 26.1 in Chapter 26: Flowering Plants: Control
of Growth Responses now contains the chemical structures of the
plant hormones. A new featured reading explores coevolution and
the chemical ecology of plants. Chapter 27: Flowering Plants:
Reproduction begins with a new essay on the economic impor-
tance of flowers.
Unit 6: Animal Evolution and Diversity
Chapter 28: Invertebrate Evolution begins with new content that
examines the importance of colony-collapse disorder in honeybees.
A new featured reading, “Would You Eat Insects?,” discusses the
potential benefits of using insects as a food source. Chapter 30:
Human Evolution contains a new featured reading that explores
some of the remaining questions on human evolution.
Unit 7: Comparative Animal Biology
Chapter 31: Animal Organization and Homeostasis begins with
an essay that examines the importance of homeostasis for astro-
nauts. Chapter 32: Circulation and Cardiovascular S ­ ystems
opens with material on cardiovascular-related diseases and the
NFL. Chapter 33: The Lymphatic and Immune Systems has
a new opener on foods and anaphylactic shock. Chapter 34:
­Digestive Systems and Nutrition contains a new featured read-
ing on gluten-free diets. Chapter 35: Respiratory Systems has
a new figure (Fig. 35.8) explaining the relationship between air
pressure and volume of a container. The chapter also contains a
new featured reading on the health aspects of using e-cigarettes.
­Chapter 37: Neurons and Nervous Systems begins with new
Overview of Content Changes to Biology, Twelfth Edition xiii

content on Parkinson disease. Chapter 39: Locomotion and Sup-
port Systems starts with a new essay on Olympian Gabby Doug-
las. Chapter 41: Reproductive Systems has a new opener that
explores variations between the sexes in the animal kingdom.
Unit 8: Behavior and Ecology
Chapter 43: Behavioral Ecology starts with content on behav-
ior and communication in honeybees. The featured reading on
animals and emotions has been updated to include recent develop-
ments. Chapter 44: Population Ecology contains a new illustra-
tion on the environmental impact of developed countries. The
predator-prey relationships and content on global climate change
in ­Chapter 45: Community and Ecosystem Ecology has been
updated to include more recent data. Chapter 47: Conservation
of Biodiversity now begins with an essay on the impact of invasive
species.

The Next Generation of Textbook Reviews: Heat Map Technology

The twelfth edition of Biology is the first text-
book in the Mader s­eries which utilized the
data derived from the LearnSmart platform as
a form of review,
The premise is very straightforward. Stu-
dents don’t know what they don’t know—but
LearnSmart does. By compiling data from all
of the probes answered by all of the students,
and then overlaying that data on the text, we
are able to visualize areas of content where
the students are having problems.
The authors were able to use this infor-
mation to not only identify areas of the text
that the students were having problems with,
but also areas that needed additional digital
resources, such as tutorials and new Connect
questions.
Acknowledgments

Dr. Sylvia Mader represents one of the icons of science education. Twelfth Edition Reviewers
Her dedication to her students, coupled to her clear, concise writing
LaQuetta Anderson, Grambling State University
style, has benefited the education of thousands of students over the
Isaac Barjis, City University of New York
past four decades. As an educator, it is an honor to continue her
Gladys Bolding, Georgia Perimeter College
legacy, and to bring her message to the next generation of students.
Bertha M. Byrd, Wayne County Community College District
As always, I had the privilege to work with the phenomenal
Sarah Clark, Howard Community College
team of science educators and coauthors on this edition. They are
Lewis Deaton, University of Louisiana at Lafayette
all dedicated and talented teachers, and their passion is evident in
Angela Edwards, Trident Technical College
the quality of this text. Thank you also to the countless instructors
Salman Elawad, Chattahoochee Valley Community College
who have invited me into their classrooms, both physically and
Victor Fet, Marshall University
virtually, to discuss their needs as instructors and the needs of their
Julie Fischer, Wallace Community College
students. Your energy, and devotion to quality teaching, is what
Monica Frazier, Columbus State University
drives a textbook revision.
Melanie Glasscock, Wallace State Community College
Many dedicated and talented individuals assisted in the de-
George Goff, Wayne County Community College District
velopment of this edition of Biology. I am very grateful for the
Shashuna J. Gray, Germanna Community College
help of so many professionals at McGraw-Hill who were involved
Sylvester Hackworth, Bishop State Community College
in the development of this project. In particular, let me thank my
Cameron Harmon, Fayetteville Technical Community College
product developer, Anne Winch, for not only keeping me on track
Zinat Hassanpour, Cabarrus College of Health Sciences/Rowan
and her valuable advice, but for her endless patience. My editor
Cabarrus Community College
for this text was Chris Loewenberg. From start to finish a project of
Holly Hereau, Macomb Community College
this magnitude can take over 18 months, and Chris has the natural
Dagne Hill, Grambling State University
ability of keeping his authors focused and in reminding me of the
Kimberly Brown, Mississippi Gulf Coast Community College
importance we are making in education. Thanks also to my market-
Ryan Lazik, Pacific College of Oriental Medicine
ing manager, Chris Ho, who offers a unique insight on the needs of
Lynne Lohmeier, Mississippi Gulf Coast Community College
our students. No modern team would be complete without digital
Geralyne Lopez-de-Victoria, Midlands Technical College
support, and for that I thank Eric Weber and Christine Carlson.
Tiffany McFalls-Smith, Elizabethtown Community and
Production of this text was directed by Angela Fitzpatrick
Technical College
and Jayne Klein, who faithfully steered this project through the
Christian Nwamba, Wayne County Community College District
publication process. I was very lucky to have Dawnelle Krouse,
Tom Reeves, Midlands Technical College
Deb Debord, and Rose Kramer as proofreaders and copy editors.
Lyndell Robinson, Lincoln Land Community College
Today’s textbooks are visual productions, and so I need to thank
William Simcik, Lone Star College-Tomball
the creative talents of David Hash. Lori Hancock and Evelyn Jo
Viji Sitther, Morgan State University
Johnson did a superb job of finding just the right photographs
Phillip Snider, Gadsden State Community College
and micrographs. Electronic Publishing Services produced this
Kimberly Sonanstine, Wallace Community College
textbook, emphasizing pedagogy and beauty to arrive at the best
Chris Sorenson, St. Cloud Technical and Community College
presentation on the page.
Salvatore A. Sparace, Clemson University
Who I am, as an educator and an author, is a direct reflection
Marinko Sremac, Mount Wachusett Community College
of what I have learned from my students. Education is a mutualistic
Todd Tolar, Wallace Community College
relationship, and it is my honest opinion that while I am a teacher,
Frances Turner, Howard Community College
both my professional and personal life have been enriched by inter-
Alanna M. Tynes, Lone Star College-Tomball
actions with my students. They have encouraged me to learn more,
Amale Wardani, Lincoln Land Community College
teach better, and never stop questioning the world around me.
Last, but never least, I want to acknowledge my wife, Sandra.
You have never wavered in your support of my projects. Devin and
Kayla, your natural curiosity of the world we live in gives me the
energy to want to make the world a better place.

Michael Windelspecht
Blowing Rock, NC

xiv
 Contents

Preface iv
7 Photosynthesis 114
1 A View of Life 1 7.1
7.2
Photosynthetic Organisms 115
The Process of Photosynthesis 117
1.1 The Characteristics of Life 2
7.3 Plants Convert Solar Energy 119
1.2 Evolution and the Classification of Life 6
7.4 Plants Fix Carbon Dioxide 123
1.3 The Process of Science 9
7.5 Other Types of Photosynthesis 125
1.4 Challenges Facing Science 13
8 Cellular Respiration 129
Unit
1 The Cell 18
8.1
8.2
8.3
Overview of Cellular Respiration 130
Outside the Mitochondria: Glycolysis 132
Outside the Mitochondria: Fermentation 134
2 Basic Chemistry 19 8.4
8.5
Inside the Mitochondria 136
Metabolism 141
2.1 Chemical Elements 20
2.2 Molecules and Compounds 24
2.3
2.4
Chemistry of Water 26
Acids and Bases 30
Unit
2 Genetic Basis of Life 146

3 The Chemistry of Organic Molecules 35

9 The Cell Cycle and Cellular Reproduction 147
3.1 Organic Molecules 36
9.1 The Cell Cycle 148
3.2 Carbohydrates 39
9.2 The Eukaryotic Chromosome 151
3.3 Lipids 42
9.3 Mitosis and Cytokinesis 152
3.4 Proteins 46
9.4 The Cell Cycle and Cancer 158
3.5 Nucleic Acids 50
9.5 Prokaryotic Cell Division 161
4 Cell Structure and Function 57
10 Meiosis and Sexual Reproduction 166
4.1 Cellular Level of Organization 58
10.1 Overview of Meiosis 167
4.2 Prokaryotic Cells 62
10.2 Genetic Variation 169
4.3 Introduction to Eukaryotic Cells 64
10.3 The Phases of Meiosis 172
4.4 The Nucleus and Ribosomes 67
10.4 Meiosis Compared to Mitosis 174
4.5 The Endomembrane System 69
10.5 The Cycle of Life 176
4.6 Microbodies and Vacuoles 72
10.6 Changes in Chromosome Number and Structure 177
4.7 The Energy-Related Organelles 73
4.8 The Cytoskeleton 75
11 Mendelian Patterns of Inheritance 186
5 Membrane Structure and Function 82 11.1 Gregor Mendel 187
11.2 Mendel’s Laws 188
5.1 Plasma Membrane Structure and Function 83
11.3 Mendelian Patterns of Inheritance and Human
5.2 Passive Transport Across a Membrane 88
Disease 194
5.3 Active Transport Across a Membrane 91
11.4 Beyond Mendelian Inheritance 198
5.4 Modification of Cell Surfaces 95

6 Metabolism: Energy and Enzymes 100

12 Molecular Biology of the Gene 207
12.1 The Genetic Material 208
6.1 Cells and the Flow of Energy 101
12.2 Replication of DNA 211
6.2 Metabolic Reactions and Energy Transformations 103
12.3 The Genetic Code of Life 216
6.3 Metabolic Pathways and Enzymes 105
12.4 First Step: Transcription 218
6.4 Oxidation-Reduction Reactions and Metabolism 109
12.5 Second Step: Translation 220

 xv
xviContents

13 Regulation of Gene Expression 228 22 Fungi Evolution and Diversity 395

13.1 Prokaryotic Regulation 229 22.1 Evolution and Characteristics of Fungi 396
13.2 Eukaryotic Regulation 232 22.2 Diversity of Fungi 398
13.3 Gene Mutations 238 22.3 Symbiotic Relationships of Fungi 405

14 Biotechnology and Genomics 244

5 Plant Evolution and Biology

14.1 DNA Cloning 245
Unit
14.2 Biotechnology Products 247 410
14.3 Gene Therapy 250
14.4 Genomics 251
23 Plant Evolution and Diversity 411

3
23.1 Ancestry and Features of Land Plants 412
Unit
Evolution 260 23.2 Evolution of Bryophytes: Colonization of Land 415
23.3 Evolution of Lycophytes: Vascular Tissue 417
23.4 Evolution of Pteridophytes: Megaphylls 419
15 Darwin and Evolution 261 23.5 Evolution of Seed Plants: Full Adaptation
15.1 History of Evolutionary Thought 262 to Land 423
15.2 Darwin’s Theory of Evolution 265
15.3 Evidence for Evolution 270 24 Flowering Plants: Structure
and Organization 435
16 How Populations Evolve 279 24.1 Cells and Tissues of Flowering Plants 436
16.1 Genes, Populations, and Evolution 280 24.2 Organs of Flowering Plants 440
16.2 Natural Selection 286 24.3 Organization and Diversity of Roots 442
16.3 Maintenance of Diversity 290 24.4 Organization and Diversity of Stems 445
17 Speciation and Macroevolution 296 24.5 Organization and Diversity of Leaves 450

17.1 How New Species Evolve 297

17.2 Modes of Speciation 303
25 Flowering Plants: Nutrition and Transport 456
17.3 Principles of Macroevolution 308 25.1 Plant Nutrition and Soil 457
25.2 Water and Mineral Uptake 461
18 Origin and History of Life 317 25.3 Transport Mechanisms in Plants 465
18.1 Origin of Life 318
18.2 History of Life 323 26 Flowering Plants: Control of Growth
18.3 Geological Factors That Influence Evolution 332 Responses 476
26.1 Plant Hormones 477
19 Taxonomy, Systematics, and Phylogeny 337 26.2 Plant Growth and Movement Responses 485
19.1 Systematic Biology 338 26.3 Plant Responses to Phytochrome 489
19.2 The Three-Domain System 341
19.3 Phylogeny 344 27 Flowering Plants: Reproduction 495
27.1 Sexual Reproductive Strategies 496
Unit
4 Microbiology and Evolution 352 27.2
27.3
Seed Development 502
Fruit Types and Seed Dispersal 504
27.4 Asexual Reproductive Strategies 507
20 Viruses, Bacteria, and Archaea 353
20.1 Viruses, Viroids, and Prions 354
20.2
20.3
20.4
The Prokaryotes 360
The Bacteria 363
The Archaea 368
Unit
6 Animal Evolution and Diversity 512

21 Protist Evolution and Diversity 373 28 Invertebrate Evolution 513

21.1 General Biology of Protists 374 28.1 Evolution of Animals 514
21.2 Supergroup Archaeplastida 377 28.2 The Simplest Invertebrates 521
21.3 Supergroup Chromalveolata 380 28.3 Diversity Among the Lophotrochozoans 524
21.4 Supergroup Excavata 385 28.4 Diversity of the Ecdysozoans 532
21.5 Supergroups Amoebozoa, Opisthokonta, and Rhizaria 389 28.5 Invertebrate Deuterostomes 539
Contents xvii

29 Vertebrate Evolution 544 37 Neurons and Nervous Systems 691

29.1 The Chordates 545 37.1 Evolution of the Nervous System 692
29.2 The Vertebrates 547 37.2 Nervous Tissue 695
29.3 The Fishes 548 37.3 The Central Nervous System 699
29.4 The Amphibians 551 37.4 The Peripheral Nervous System 707
29.5 The Reptiles 553
29.6 The Mammals 559 38 Sense Organs 714
38.1 Sensory Receptors 715
30 Human Evolution 564 38.2 Chemical Senses 716
30.1 Evolution of Primates 565 38.3 Sense of Vision 718
30.2 Evolution of Humanlike Hominins 569 38.4 Senses of Hearing and Balance 724
30.3 Evolution of Early Genus Homo 572 38.5 Somatic Senses 729
30.4 Evolution of Later Genus Homo 573
39 Locomotion and Support Systems 733
39.1 Diversity of Skeletons 734
Unit
7 Comparative Animal Biology 580
39.2 The Human Skeletal System 736
39.3 The Muscular System 742

31 Animal Organization and Homeostasis 581 40 Hormones and Endocrine Systems 750
31.1 Types of Tissues 582 40.1 Animal Hormones 751
31.2 Organs, Organ Systems, and Body Cavities 589 40.2 Hypothalamus and Pituitary Gland 758
31.3 The Integumentary System 591 40.3 Other Endocrine Glands and Hormones 758
31.4 Homeostasis 594
41 Reproductive Systems 770
32 Circulation and Cardiovascular Systems 600 41.1 How Animals Reproduce 771
32.1 Transport in Invertebrates 601 41.2 Human Male Reproductive System 773
32.2 Transport in Vertebrates 603 41.3 Human Female Reproductive System 777
32.3 The Human Cardiovascular System 605 41.4 Control of Human Reproduction 781
32.4 Blood  613 41.5 Sexually Transmitted Diseases 785

33 The Lymphatic and Immune Systems 621 42 Animal Development 793

33.1 Evolution of Immune Systems 622 42.1 Early Developmental Stages 794
33.2 The Lymphatic System 623 42.2 Developmental Processes 798
33.3 Innate Immune Defenses 625 42.3 Human Embryonic and Fetal Development 802
33.4 Adaptive Immune Defenses 628 42.4 The Aging Process 809
33.5 Immune System Disorders
and Adverse Reactions 636

34 Digestive Systems and Nutrition 641

Unit
8 Behavior and Ecology 816
34.1 Digestive Tracts 642
34.2 The Human Digestive System 645 43 Behavioral Ecology 817
34.3 Digestive Enzymes 651 43.1 Inheritance Influences Behavior 818
34.4 Nutrition and Human Health 652 43.2 The Environment Influences Behavior 820
43.3 Animal Communication 824
35 Respiratory Systems 659 43.4 Behaviors That Increase Fitness 828
35.1 Gas-Exchange Surfaces 660
35.2 Breathing and Transport of Gases 665 44 Population Ecology 836
35.3 Respiration and Human Health 669 44.1 Scope of Ecology 837
44.2 Demographics of Populations 838
36 Body Fluid Regulation and Excretory 44.3 Population Growth Models 841
Systems 677 44.4 Regulation of Population Size 844
36.1 Animal Excretory Systems 678 44.5 Life History Patterns 846
36.2 The Human Urinary System 681 44.6 Human Population Growth 849
xviiiContents

45 Community and Ecosystem Ecology 855 Appendices

45.1 Ecology of Communities 856
45.2 Community Development 866
A Answer Key A-1
45.3 Dynamics of an Ecosystem 868 B Tree of Life A-16
46 Major Ecosystems of the Biosphere 881 Glossary G-1
46.1 Climate and the Biosphere 882
46.2 Terrestrial Ecosystems 885 Credits C-1
46.3 Aquatic Ecosystems 895 Index I-1
47 Conservation of Biodiversity 905
47.1 Conservation Biology and Biodiversity 906
47.2 Value of Biodiversity 908
47.3 Causes of Extinction 911
47.4 Conservation Techniques 916
 1
A View of Life

The themes of evolution, the nature of science, and biological

systems are important to understanding biology.

O ur planet is home to a staggering diversity of life. It is estimated that there are over
15 million different species, including our species, Homo sapiens, that inhabit the
globe. Furthermore, life may be found everywhere, from the deepest trenches in
Chapter Outline
1.1 The Characteristics of Life 2
1.2 Evolution and the Classification
the oceans to the tops of the highest mountains. Biology is the area of scientific study
of Life 6
that focuses on understanding all aspects of living organisms. To further our under-
1.3 The Process of Science 9
standing of what it means to be alive, biologists explore life from the molecular level of
the information in our genes to the large-scale ecological interactions of multiple spe- 1.4 Challenges Facing Science 13
cies and their environments.
In this text, we are going to focus on three themes that define these explorations.
The first is evolution—the central theme of biology and the explanation for how life
adapts and changes over time. The second theme is the nature of science. Science is
a process that relies on experimentation and hypothesis testing to validate its findings.
The third theme is biological systems. Throughout this text you will discover that life is
interconnected at many levels, from similarities in our genetic information to the cycling
of nutrients in ecosystems.
As we proceed through this chapter, consider how we as humans are intercon-
nected with other species by these three themes.
As you read through this chapter, think about the following questions:
1. Why is evolution a central theme of the biological sciences?
2. In what ways is life interconnected?
3. How do scientists use the scientific method to study life?

Following the Themes

chapter 1 a view of life

Understanding the scientific process, the theory of evolution, and the interaction
Evolution of biological systems is important in the study of biology.

Scientists make observations, form hypotheses, and conduct experiments in an

Nature of Science attempt to understand the principles of life.

From communities of organisms to individual cells, all life is based on atoms and
Biological Systems molecules.

1
2
1.1 The Characteristics of Life
Learning Outcomes
Upon completion of this section, you should be able to
1. Distinguish among the levels of biological organization.
2. Identify the basic characteristics of life.
Biology is the scientific study of life. Life on Earth takes on a stag-
gering variety of forms, often functioning and behaving in ways
strange to humans. For example, gastric-brooding frogs swallow
their embryos and give birth to them later by throwing them up!
Some species of puffballs, a type of fungus, are capable of produc-
ing trillions of spores when they reproduce. Fetal sand sharks kill
and eat their siblings while still inside their mother. Some Ophrys
orchids look so much like female bees that male bees try to mate
with them. Octopuses and squid have remarkable problem-solving
abilities despite a small brain. Some bacteria live their entire life
in 15 minutes, while bristlecone pine trees outlive 10 generations
of humans. Simply put, from the deepest oceanic trenches to the
upper reaches of the atmosphere, life is plentiful and diverse.
Figure 1.1 illustrates the major groups of living organisms.
From left to right, bacteria are widely distributed, microscopic
organisms with a very simple structure. A Paramecium is an ex-
ample of a microscopic protist. Protists are larger in size and more
complex than bacteria. The other organisms in Figure 1.1 are easily
seen with the naked eye. They can be distinguished by how they
get their food. A morel is a fungus that digests its food externally.
A sunflower is a photosynthetic plant that makes its own food,
and an octopus is an aquatic animal that ingests its food.
Although life is tremendously diverse, it may be defined by
several basic characteristics that are shared by all organisms. Like
nonliving things, organisms are composed of chemical elements.
Also, organisms obey the same laws of chemistry and physics that
govern everything within the universe. The characteristics of life,
however, provide insight into the unique nature of life, and help to
distinguish living organisms from nonliving things.
19,000× 100×
Bacteria Paramecium Morel
Figure 1.1 Diversity of life. Biology is the scientific study of life. This is a sample of the many diverse forms of life that are found on planet Earth.
chapter 1 A View of Life
Life Is Organized
The complex organization of life (Fig. 1.2) begins with atoms, the
basic units of matter. Atoms combine to form small molecules, which
join to form larger molecules within a cell, the smallest, most basic
unit of life. Although a cell is alive, it is made from nonliving mol-
ecules. Some cells, such as single-celled Paramecium, live indepen-
dently. In some cases, single-celled organisms clump together to form
colonies, as does the alga Volvox.
Many living organisms are multicellular, meaning they contain
more than one cell. In multicellular organisms, similar cells com-
bine to form a tissue—for example, the nerve and muscle tissues of
animals. Tissues make up organs, such as the brain or a leaf. Organs
work together to form organ systems; for example, the brain works
with the spinal cord and a network of nerves to form the nervous
system. Organ systems are joined together to form an organism,
such as an elephant.
The levels of biological organization extend beyond the in-
dividual organism. All the members of one species (a group of
similar, interbreeding organisms) in a particular area belong to a
­population. A nearby forest may have a population of gray squir-
rels and a population of white oaks, for example. The populations
of various animals and plants in the forest make up a community.
The community of populations interacts with the physical environ-
ment (water, land, climate) to form an ecosystem. Collectively, all
the Earth’s ecosystems make up the biosphere.
You should recognize from Figure 1.2 that each level of bio-
logical organization builds upon the previous level and is more com-
plex. Moving up the hierarchy, each level acquires new e­ mergent
properties, or new, unique characteristics, that are determined by
the interactions between the individual parts. For example, when
cells are broken down into bits of membrane and liquids, these
parts themselves cannot carry out all the basic characteristics of life.
However, all the levels of biological organization are interconnected
and function as biological systems. For example, a change in carbon
dioxide concentrations (a small molecule) may negatively influence
the operation of organs, organisms, and entire ecosystems. In other
words, life is interconnected at a variety of levels.
Sunflower Octopus
 3

Biosphere
Regions of the Earth’s crust,
waters, and atmosphere inhabited
by living organisms

Ecosystem
A community plus the physical environment

Community
Interacting populations in a particular area

Population
Organisms of the same species
in a particular area

Organism elephant tree

An individual; complex individuals
contain organ systems

Organ System nervous shoot

Composed of several organs system system
working together

Organ the brain leaves

Composed of tissues functioning
together for a specific task

Tissue
A group of cells with a common
structure and function

nervous tissue leaf tissue

Cell nerve cell plant cell

The structural and functional
unit of all living organisms

methane
Molecule
Union of two or more atoms
of the same or different elements

oxygen
Atom
Smallest unit of an element composed of
electrons, protons, and neutrons

Figure 1.2 Levels of biological organization. The basic functional unit of life is the cell, which is built from nonliving molecules and atoms.
4 chapter 1 A View of Life

Life Requires Materials and Energy Solar

Living organisms cannot maintain their organization or carry on energy
life’s activities without an outside source of nutrients and energy
(Fig. 1.3). Food provides nutrients, which are used as building
blocks or for energy. Energy is the capacity to do work, and it Heat
takes work to maintain the organization of the cell and the organ-
ism. When cells use nutrient molecules to make their parts and
products, they carry out a sequence of chemical reactions. The term Producers
metabolism (Gk. meta, “change”) encompasses all the chemical
reactions that occur in a cell.
The ultimate source of energy for nearly all life on Earth is the Heat
sun. Plants and certain other organisms are able to capture solar en-
ergy and carry on photosynthesis, a process that transforms solar
energy into the chemical energy of organic nutrient molecules. All Consumers
life on Earth acquires energy by metabolizing nutrient molecules
made by photosynthesizers. This applies even to plants themselves.

Chemicals
The energy and chemical flow between organisms also de-
fines how an ecosystem functions (Fig. 1.4). Within an ecosystem,

Chemicals
chemical cycling and energy flow begin when producers, such as
grasses, take in solar energy and inorganic nutrients to produce
food (organic nutrients) by photosynthesis. Chemical cycling (aqua
arrows in Fig. 1.4) occurs as chemicals move from one population
to another in a food chain, until death and decomposition allow
inorganic nutrients to be returned to the producers once again. En-
ergy (red arrows), on the other hand, flows from the sun through
Decomposers Heat
plants and the other members of the food chain as they feed on
one another. The energy gradually dissipates and returns to the
atmosphere as heat. Because energy does not cycle, ecosystems
could not stay in existence without solar energy and the ability of Figure 1.4­  Chemical cycling and energy flow in an
photosynthetic organisms to absorb it. ecosystem. In an ecosystem, chemical cycling (aqua arrows)
and energy flow (red arrows) begin when plants use solar energy and
Energy flow and nutrient cycling in an ecosystem climate
inorganic nutrients to produce their own food. Chemicals and energy
largely determine not only where different ecosystems are found are passed from one population to another in a food chain. Eventually,
in the biosphere but also what communities are found in the eco- energy dissipates as heat. With the death and decomposition of
system. For example, deserts exist in areas of minimal rain, while organisms, chemicals are returned to living plants once more.
forests require much rain. The two most biologically diverse

ecosystems—tropical rain forests and coral reefs—occur where

solar energy is most abundant. One example of an ecosystem in
North America is the grasslands, which are inhabited by populations
of rabbits, hawks, and various types of grasses, among many others.
These populations interact with each other by forming food chains
in which one population feeds on another. For example, rabbits feed
on grasses, while hawks feed on rabbits and other organisms.

Living Organisms Maintain Homeostasis

Figure 1.3 Acquiring nutrients and energy.
this bear and the fish, need to acquire energy.
To survive, it is imperative that an organism maintain a state of bio-
logical balance, or homeostasis (Gk. homoios, “like”; stasis, “the
same”). For life to continue, temperature, moisture level, acidity, and
other physiological factors must remain within the tolerance range
of the organism. Homeostasis is maintained by systems that monitor
internal conditions and make routine and necessary adjustments.
Organisms have intricate feedback and control mechanisms
All life, including that do not require any conscious activity. These mechanisms may
be controlled by one or more tissues themselves or by the nervous
CHAPTER 1 A View of Life 5

system. When you are studying and forget to eat lunch, your liver
releases stored sugar to keep blood sugar levels within normal
limits. Many organisms depend on behavior to regulate their in-
ternal environment. In animals, these behaviors are controlled by
the nervous system and are usually not consciously controlled. For
example, a lizard may raise its internal temperature by basking in
the sun, or cool down by moving into the shade.
Living Organisms Respond
Living organisms interact with the environment as well as with
other organisms. Even single-celled organisms can respond to their
environment. In some, the beating of microscopic hairs or, in oth-
ers, the snapping of whiplike tails moves them toward or away
from light or chemicals. Multicellular organisms can manage more
complex responses. A vulture can detect a carcass a kilometer away
and soar toward ­dinner. A monarch butterfly can sense the approach
of fall and begin its flight south, where resources are still abundant.
The ability to respond often results in movement: The leaves
of a land plant turn toward the sun, and animals dart toward
safety. Appropriate responses help ensure the survival of the or-
ganism and allow it to carry on its daily activities. All together,
these activities are termed the behavior of the organism. Organ-
isms display a variety of behaviors as they maintain homeostasis
and search and compete for energy, nutrients, shelter, and mates.
Many organisms display complex communication, hunting, and
defense behaviors.
Mutations help create a staggering diversity of life, even
within a group of otherwise identical organisms. Sometimes, or-
ganisms inherit characteristics that allow them to be more suited to
their way of life.
Living Organisms Have Adaptations
Adaptations are modifications that make organisms better able
to function in a particular environment. For example, penguins
are adapted to an aquatic existence in the Antarctic. An extra
layer of downy feathers is covered by short, thick feathers,
which form a waterproof coat. Layers of blubber also keep the
birds warm in cold water. Most birds have forelimbs propor-
tioned for flying, but penguins have stubby, flattened wings
suitable for swimming. Their feet and tails serve as rudders in
the water, but the flat feet also allow them to walk on land. Pen-
guins also have many behavioral adaptations to living in the Ant-
arctic. Penguins often slide on their bellies across the snow in order
to conserve energy when moving quickly (Fig. 1.5). They carry
their eggs—one or at most two—on their feet, where the eggs are
protected by a pouch of skin. This also allows the birds to huddle
together for warmth while standing erect and incubating the eggs.
From penguins to giant sequoia trees, life on Earth is very
diverse, because over long periods of time, organisms respond
to ever-changing environments by developing new adaptations.

Living Organisms Reproduce and Develop

Life comes only from life. All forms of life have the ability to
reproduce, or make another organism like itself. Bacteria, protists,
and other single-celled organisms simply split in two. In most
multicellular organisms, the reproductive process begins with the
pairing of a sperm from one partner and an egg from the other
partner. The union of sperm and egg, followed by many cell divi-
sions, results in an immature stage, which proceeds through stages
of development, or change, to become an adult.
When living organisms reproduce, their genes, or genetic
instructions, are passed on to the next generation. Random com-
binations of sperm and egg, each of which contains a unique
collection of genes, ensure that the offspring has new and differ-
ent characteristics. An embryo develops into a whale, a yellow
daffodil, or a human because of the specific set of genes it inher-
its from its parents. In all organisms, the genes are made of long
DNA (deoxyribonucleic acid) molecules. DNA provides the
blueprint, or instructions, for the organization and metabolism
of the particular organism. All cells in a multicellular organism
contain the same set of genes, but only certain genes are turned
on in each type of specialized cell. You may notice that not all
members of a species are exactly the same, and that there are
obvious differences between species. These differences are the
result of mutations, or inheritable changes in the genetic infor-
mation. Mutation provides an important source of variation in
the genetic information. However, not all mutations are bad— Figure 1.5 Living organisms have adaptations. Penguins
the observable differences in eye and hair color are examples of have evolved complex behaviors, such as sliding across ice to conserve
mutations. energy, to adapt to their environment.
6 chapter 1 A View of Life

These adaptations are unintentional, but they provide the frame-
work for evolutionary change. Evolution (L. evolutio, “an unroll-
ing”) includes the way in which populations of organisms change
over the course of many generations to become more suited to
their environments. All living organisms have the capacity to
evolve, and the process of evolution constantly reshapes every
species on the planet, potentially providing a way for organisms
to persist, despite a changing environment. We
will take a closer look at this process in the MP3
Life
next section. Characteristics
Check Your Progress 1.1
1. Distinguish between an ecosystem and a population in
the levels of biological organization.
2. List the common characteristics of all living organisms.
3. Explain how adaptations relate to evolutionary change.
1.2 Evolution and the Classification
of Life
Learning Outcomes
Upon completion of this section, you should be able to
1. Explain the relationship between the process of natural
selection and evolutionary change.
2. Distinguish among the three domains of life.
plant species generally produces smooth leaves, but a mutation
occurs that causes one plant to have leaves that are covered with
small extensions, or “hairs.” The plant with hairy leaves has an ad-
vantage, because the deer (the selective agent) prefer to eat smooth
leaves, not hairy leaves. Therefore, the plant with hairy leaves
survives best and produces more seeds than most of its neighbors.
As a result, generations later most plants of this species produce
hairy leaves.
As with this example, Darwin realized that although all in-
dividuals within a population have the potential to reproduce, not
all do so with the same success. Prevention of reproduction can be
the result of a number of factors, including an inability to capture
resources, as when long-necked but not short-necked giraffes can
reach their food source, or an inability to escape being eaten be-
cause long legs, but not short legs, can carry an animal to safety.
Whatever the example, it can be seen that organisms with
advantageous traits can produce more offspring than those that
lack them. In this way, living organisms change over time, and
these changes are passed on from one generation to the next. Over
long periods of time, the introduction of newer, more advantageous
traits into a population may drastically reshape a species. Natural

Despite diversity in form, function, and lifestyle, organisms share Some plants within a population exhibit variation in leaf structure.
the same basic characteristics. As mentioned, they are all com-
posed of cells organized in a similar manner. Their genes are com-
posed of DNA, and they carry out the same metabolic reactions to
acquire energy and maintain their organization. The unity of life
suggests that they are descended from a common ancestor—the
first cell or cells.

Evolution—the Core Concept of Biology

The phrase “common descent with modification” sums up the process Deer prefer a diet of smooth leaves over hairy leaves. Plants with
hairy leaves reproduce more than other plants in the population.
of evolution, because it means that as descent occurs from common
ancestors, so do modifications that cause organisms to be adapted
to their environment. Through many observations and experiments,
Charles Darwin came to the conclusion that natural selection is
the process that makes modification—that is, adaptation—possible.

Natural Selection
During the process of natural selection, some aspect of the environ-
ment selects which traits are more apt to be passed on to the next
generation. The selective agent can be an abiotic agent (part of the Generations later, most plants within the population have hairy
leaves, as smooth leaves are selected against.
physical environment, such as altitude), or it can be a biotic agent
(part of the living environment, such as a deer). Figure 1.6 shows
Figure 1.6 Natural selection. Natural selection selects for or
how the dietary habits of deer might eventually affect the charac- against new traits introduced into a population by mutations. Over many
teristics of the leaves of a particular land plant. generations, selective forces such as competition, predation, and the
Mutations fuel natural selection, because mutation introduces physical environment alter the makeup of a population, favoring those
variations among the members of a population. In Figure 1.6, a more suited to the environment and lifestyle.
Another random document with
no related content on Scribd:
 “A pretty good rally that you fellows made, David,” said Mr.
Randolph. “If it hadn’t been for that catch of Wallace’s you might
have beaten them.”
“Yes, yes!” Mr. Dean chuckled. “Wallace was too much for your
team, David. It seemed to me that I kept hearing the crack of his bat
and the thud of his glove all through the game. Well, he earned his
right to play, and I’m glad he distinguished himself.”
“He certainly played a wonderful game,” was all that David could
say in reply.
In the athletic house Wallace was still surrounded by his admirers.
David dressed hastily and went to his room. He shut himself in there
and thought. If he told Wallace what he had discovered and what he
suspected and how the suspected act of dishonesty had made him
feel, what would be the result? Wallace would probably always shun
him henceforth, and he would always be uncomfortable when
Wallace was present. Intimacy between them would die. And then—
David knitted his brows over this question—could he afford to return
to St. Timothy’s for another year at Dr. Wallace’s expense? Would he
not feel ashamed to do it? Would not Lester Wallace be justified in
that case in looking at him with a sneer? It did not take David long to
determine what must be the answer. No; in such circumstances to
continue to be the beneficiary of Dr. Wallace’s bounty would be
intolerable. David realized that his career at St. Timothy’s must come
to an untimely end.
With that thought in mind, gazing out of the window at the
pleasant, sun-swept lawns and the ivy-covered buildings, he felt sad
and sorrowful. He did not want to leave prematurely this place that
he had learned to love and that was to have been—had already
been—so helpful in his development. But schooling purchased at the
sacrifice of self-respect would cost too dear. To preserve his self-
respect he must not play any false part toward Wallace; he must let
him know exactly what he had discovered and what a change in his
feelings the discovery had made.
Fifteen minutes later, on his way to the study, he met Ruth
Davenport and Lester Wallace. David touched his cap and was
passing on when Ruth stopped him.
“Wasn’t he the wonder, David!” she exclaimed with a sidelong
laugh at Wallace. “Do you suppose that after all he did to-day he’ll
have anything left to show against St. John’s?”
“Oh, just as much,” David answered lightly.
Wallace laughed; he was in high spirits. “Well, if I don’t, they’ll
have a mighty good substitute to use in my place.” He clapped David
on the shoulder.
“Yes,” Ruth agreed. “It’s a shame, David, that you both can’t play.
But anyway it will be much nicer for Mr. Dean; he told me that you
help him to see a game better than any one else. There he comes
now with father. Good-bye.” She darted across the road and went
skipping to meet the rector and Mr. Dean.
Wallace linked arms with David and started toward the study. “You
put up a cracking good game, too, Dave. Next year you must try
playing second base. Adams won’t be coming back, and you ought
to be able to get the place on the school nine. We’d make a good
team, you and I, at first and second.”
“I probably shan’t be coming back next year,” David answered.
Wallace dropped his arm and looked at him with amazement and
consternation.
“Why? What’s the trouble?”
“Oh, it just looks as if it wouldn’t be possible. But I want to talk to
you about something else, Lester. You remember I was sitting in the
schoolroom when you came in after your examination at noon?”
“Yes.” Wallace shot at him a glance of sharp suspicion.
“After you’d gone,” David continued with a tremor of nervousness
in his voice, “I wanted an eraser; I couldn’t find mine, and I looked in
your desk for it. I saw the book that was lying on top of the others. I
suppose it was the one you had just been using in your
examination.”
 Wallace’s face had turned a dull red. He hesitated a moment, then
he said quietly, “Yes, it was.”
“I didn’t suppose you’d do that kind of thing, Lester,” said David. “If
you’d done it to anybody else—but to a man that’s blind!”
Wallace was silent. David, glancing at him as they walked, saw
that his head was downcast and his face still red. The sight made
David, who had been steeling himself to be hard, soften and want to
say, “O Lester, we’ll forget it, we’ll never think of it again!” But he
knew that could not be true, and he walked on, silent.
“I was ashamed of it, Dave,” Wallace said at last in a low voice. “I
used the book in class—that’s how my recitations happened to be so
good. That’s how I got a reputation for being so bright—my election
to the Pen and Ink. You know I wouldn’t take it, Dave.” He spoke with
appeal in his voice. “I was ashamed to do that.”
They were approaching the study; they crossed the road to avoid
groups of boys who were standing in front of the building. “What you
fellows having a heart-to-heart about?” called Adams, who had
played second base on the Corinthian nine. Wallace made no
answer; David waved a hand in reply. They walked slowly on—for a
time in silence. Then Wallace spoke again:
“I found the book just by chance in a second-hand bookstore in
town. It wasn’t as if I’d done anything to injure Mr. Dean. It couldn’t
hurt him in any way.” His tone was pleading rather than defiant.
“No,” David said. “But it wasn’t straight. Don’t you see?”
“I didn’t always read the translation,” Wallace pleaded. “I only
looked at it when I had to.”
“If it had been anybody but a blind man.”
“Lots of fellows crib any way they can.”
“Not with Mr. Dean.”
“You’re dippy about him; you take it worse than he would himself!”
Wallace’s manner had become resentful instead of appealing.
 “I can’t help it, Lester. Here’s a thing that I’ve found out about you,
and I’ve got to be honest and tell you how it’s made me feel.”
“All right; it’s just the opinion of a prig. I guess you’re right in
leaving; you’re too good to live in this school.”
Wallace’s voice had grown suddenly bitter with anger, and his
eyes, raised at last to meet David’s fairly, were hard and bright.
“Well,” said David flushing, “perhaps I am a prig. Anyway, you
can’t be more disappointed in me than I am in you.”
The study bell rang out; David wheeled and walked briskly to the
schoolroom while Wallace followed at a slower pace. In the hour of
study David’s thoughts kept straying from his books. He knew now
that he had hoped Wallace might have some explanation, some
defense. His little world was in ruins, and he had done his best. He
was not sure that he had not been the prig that Wallace styled him.
Anyway, it was the end of friendship between him and Wallace—and
that meant the end of his term at St. Timothy’s School.
That evening after supper Clarence Monroe brought David word
that Mr. Dean would like to see him at his house for a few minutes.
He found the master lying on his lounge, with his hands under his
head.
“I was fortunate enough to learn a lot of poetry in my youth,” said
Mr. Dean when David entered. “It helps me now to while away the
time, and passages that I thought I had long since forgotten keep
coming back to me. Of course there are gaps, and it’s very trying not
to be able to fill them at once—to have to wait until I can find some
one to look the missing lines up for me. Just now I’ve been dredging
my memory in vain; do you remember the lines:

“Therefore am I still
A lover of the meadows and the woods
And mountains?”

“No,” David acknowledged. “I don’t know where they’re found.”

 “They’re from Wordsworth’s poem on Tintern Abbey. But I can’t
remember just what comes after; you’ll find Wordsworth on that
second shelf.”
David soon turned to the passage and began to read it, but Mr.
Dean took the words out of his mouth and recited them to the close.
“Now, I shouldn’t lose them again,” he said. “But you see how it is
—living alone here. Sometimes I can call my housekeeper to my
assistance, but she hasn’t much feeling for poetry, excellent
housekeeper though she is; and a sympathetic soul in such a matter
is important—an ear to hear and a mind to comprehend! Well, David,
I sent for you because I wanted to talk to you a little about my plans.”
David waited, silent in mystification.
“I told Dr. Davenport that I should of course resign my position at
the end of the year,” continued Mr. Dean. “I felt that I was too
seriously handicapped to be of much service. To my surprise Dr.
Davenport said that if I presented my resignation he wouldn’t accept
it. He seemed to think that I could still be of use to the school. Of
course it pleased and touched me very much that he should think so.
But I realize that I shall need a regular helper in my work; this term
I’ve been depending on the good nature of this person or that
person. I’ve hesitated to ask you; yet I’ve wondered if you would
make the sacrifice of coming and living here with me instead of with
the fellows of your age and class?”
“It wouldn’t be any sacrifice, Mr. Dean. But”—David hesitated a
moment—“I’m afraid I shan’t be coming back next year.”
“Not coming back!” Mr. Dean’s voice rang with astonishment, and
he turned his head toward David as if he still could see. “Is it some
family difficulty, David? Your mother needs you at home, you think?”
“No, it isn’t that,” David answered reluctantly. “She doesn’t know
yet that I can’t come back.”
“It’s a matter, then, of very recent decision?”
“Yes. Just within a day or two I—I found it out.”
“Couldn’t you take me a little into your confidence, David?”
 “It’s—it’s just that Lester Wallace and I aren’t on good terms any
more,” David said. “And I can’t let his father go on helping me, even
if he should be willing to.”
“Is that a necessary conclusion? Just because you and Wallace
have had a falling-out that, I hope, will be only temporary—”
“No, Mr. Dean, it isn’t that. It’s more serious. After what has
happened I simply couldn’t accept anything more from Dr. Wallace—
I couldn’t, that’s all.”
Mr. Dean deliberated for a few minutes. “I’m very sorry that your
friendship has been broken. But as to the other matter—has it ever
occurred to you to doubt that it is Dr. Wallace that is sending you to
St. Timothy’s?”
“Why, no; who else could it be?”
Mr. Dean smiled. “Oh, that you may try to guess. But it is not Dr.
Wallace; that I happen to know.”
“It isn’t!” The master could not see David’s wide, astonished eyes,
but he could recognize the sound of amazement in his voice. “Then
who can it be? Oh, I know! Mr. Dean! Mr. Dean!”
David dropped on one knee beside the couch and grasped his
friend’s hand.
“I didn’t intend to take you into my secret until the end of your
school career,” said Mr. Dean, squeezing the boy’s hand
affectionately. “I thought it would be better for you, less
embarrassing, if you didn’t feel under obligation to one in the
immediate neighborhood. But since you’ve guessed it—well, you
must try to go on regarding me exactly as before.”
“All right; I’ll try.” The very sound of David’s laugh was grateful and
affectionate. “But I don’t see why you ever did all this for me, Mr.
Dean.”
“I did it because I liked you and because I liked your father. I
haven’t any near relatives, David, and I have more money than I
need for my own use. You see, the reasons were very simple. And
now that you’ve wormed all this out of me—which you never should
have done—will you come and live here with me next year?”
“Of course I will! What is there that I should like better?”
At that moment there was a knock on the door.
“Come in,” said Mr. Dean.
It was Lester Wallace that entered.
 CHAPTER X
MR. DEAN PROVIDES FOR THE FUTURE

“O h, yes,” said Mr. Dean when Wallace announced himself. “Sit

down, Wallace. You’re going, David? Then we may consider
the matter settled?”
“If you’re sure you really want it so.”
“I’m sure. Good-bye.”
As David passed out, Wallace was still standing by the door,
embarrassed, with downcast eyes. He had given David no greeting
and seemed to desire none. Such evidence of his bitterness
shadowed David’s happiness—shadowed it, but not for long. How
could he help being happy? The sacrifice that he had been prepared
to make was unnecessary; the friend who was helping him was a
friend whom he knew and loved and understood, not one who in all
essentials was a remote stranger. The only disappointment involved
in the discovery was his loss of the vague belief that Dr. Wallace had
chosen generously to testify his professional admiration for an
unappreciated confrère. And that disappointment was balanced by
satisfaction in Mr. Dean’s declaration that he had been actuated by
his liking for David’s father as well as for David himself.
How splendid it was of Mr. Dean! And then David thought how
thrilled and excited his mother would be at learning the unexpected
solution of the mystery. He began a letter to her as soon as he
reached his room; he had not finished it when Wallace stood in his
doorway.
“Hello, Lester!” David could not quite keep the note of surprise out
of his voice. “Come in and sit down.”
Wallace closed the door quietly behind him and dropped into a
chair.
 “I’ve just told Mr. Dean of my cribbing in the examination. I decided
it was the only thing to do.”
“That took sand all right!”—The old admiration shone from David’s
eyes.
“No, it didn’t. After the way you talked to me I felt I didn’t want to
go on always knowing I’d done such a crooked thing without ever
trying to make it right. I told Mr. Dean that I should never have
confessed if you hadn’t found me out. So he knows I didn’t deserve
much credit.”
“Just the same, I think you do, and I guess he thinks so,” David
said warmly.
“He was mighty good to me,” Wallace acknowledged. “He asked
me what I thought should be my status now, and I had to say that, as
I hadn’t honestly passed the examination, I supposed I ought to be
put on probation again. He said he supposed so, too, but he said he
didn’t want the school to know the reason for it all; he thought that,
as I had come to him, the story needn’t be made public. I said I was
willing to take my medicine, but of course I should be grateful if I
wasn’t shown up before everybody. So he’s just going to let it be
known that I’m on probation again, after all, and that there was some
mistake made in letting me off it; people can draw whatever
conclusions they please.”
David went over and seated himself on the arm of Wallace’s chair;
he slipped his own arm round Wallace’s shoulders.
“Lester,” he said, “I feel somehow as if I’d done a mighty mean
thing to you. I guess I did talk like a prig.”
“You were right about it, anyway. And I’m glad I’ve got the thing off
my chest. I don’t want you to think of me as crooked, Dave.”
“I won’t! I never will! I was afraid you didn’t care any more what I
thought of you!”
“Well, I do!” Wallace reached up and gripped David’s hand. “Look
here, Dave—what was all that about your not coming back next
year?”
 “Oh, that was a mistake. I was feeling blue; I am coming back all
right.”
“Good enough! Don’t you think we might make a go of it if we
roomed together, Dave?”
“I’d rather room with you than any other fellow here, Lester. I’ve
often hoped you’d suggest it. But Mr. Dean has asked me to live with
him next year. He needs some one. That was what we were talking
about this evening.”
“Well, I’m sorry.” Wallace hesitated a moment and then said, “You
know, I like Mr. Dean. He’s making an awfully plucky fight. I never
stopped to think about that. The way he talked to me this evening—
he was white clear through. I’ll tell you one thing, Dave.” Wallace got
slowly out of his chair. “Nobody’s going to have any chance to put
me on probation next year.”
That resolve, however, as David knew, did not make it any easier
for Wallace to face the surprise, the disappointment, and the
inquiries of the school. The next day all St. Timothy’s buzzed with
rumor and excitement; the strangeness of Wallace’s case, off
probation one day, on again the next, and his own reticence as to the
cause, led to gossip and speculation. All he would say in reply to the
questions of his best friends was that Mr. Dean was not to be blamed
in any way for thus disqualifying him for the school nine; it was all his
own fault, and he did not care to talk about it.
Henshaw, captain of the nine, came to David.
“I’ve got to try you now at first,” he said. “I guess you’ll hold your
end up all right. But Lester makes me tired! He was the best batter
on the team.”
Wallace himself tried to make amends to the team for failing them.
He gave the members batting practice; he played on the scrub; he
heartened and encouraged the players with his praise. And his spirit
of willing service went far toward reëstablishing him in the affections
of the school.
The game that year was played at St. John’s, and thither on the
day appointed all St. Timothy’s journeyed—even Mr. Dean. And
during the game Mr. Dean and Wallace sat side by side on the
players’ bench, and Wallace reported to him the progress of events.
He clapped his hands with the rest when in the second inning David
made a hit that brought in a run—the only hit, to be sure, that he
made during the game. It was a hard-fought game, in which Carter,
the St. Timothy’s pitcher, had a little the better of it up to the ninth
inning. Then, with the score four to three against them, St. John’s
came to the bat. The first man struck out, but the next singled and
the third was given his base on balls. Carter seemed nervous and
unsteady. Henshaw came in from third base to encourage him; the
St. John’s supporters had taken heart and were keeping up a
distracting tumult along the third-base line. Wallace leaned forward,
gripping cold hands together; Mr. Dean sat with an expression of
patient expectancy. Henshaw returned to his position, and Carter
faced the captain of St. John’s. The captain had determined to “wait
them out,” but Carter recovered control, and after having two balls
called sent two strikes over the plate. Then the batter hit a hard
grounder toward Adams, the second baseman; Adams made a
brilliant stop and tossed the ball to the short-stop, who was covering
second, and the short-stop shot it to David at first just ahead of the
runner. The game had been won in an instant; the St. Timothy’s
crowd burst into a tremendous roar.
Mr. Dean cried, in the midst of the bellowing, into Wallace’s ear,
“What happened?” and Wallace shouted back:
“Double play—Adams to Starr to Dave.”
And then Mr. Dean stood up and waved his hat and shouted with
the rest.
David sat with Mr. Dean in the train going home. Near by sat
Wallace and Ruth Davenport, and David noticed that they talked
together seriously and did not seem affected by the jubilation and
jollity that prevailed throughout the car.
It was growing dusk when they reached St. Timothy’s, and lights
were glowing in the windows of the buildings. The hungry swarm
poured into the dining-room and rattled into their places at the tables;
the clatter of knife and fork did not, however, subdue the clamor of
tongues. Inexhaustibly they dwelt upon the afternoon’s triumph.
David, receiving congratulations and compliments from every side,
was fairly simmering with happiness. Then he caught sight of
Wallace, sitting at a distant table, quiet and forgotten, and
compassion for Wallace, who was missing all the pleasure and the
satisfaction that might have been his, checked the laughter on
David’s lips. After supper Wallace was not to be found. David walked
down to the study; Ruth Davenport, waiting at the rectory gate,
called him across the road to her.
“Lester told me the whole story in the train to-day, David,” she
said. “You know, he’s awfully glad that you put him right. So am I.”
“Lester’s all right,” said David. “He was always all right.”
“He’ll be all right next year, anyway,” Ruth answered. “I always
liked Lester, but he’s had the idea that nothing mattered much so
long as he had his own way. You know, I like him better because he
told me!” she added irrelevantly.
“Nobody could help liking him,” David answered.
“Or you, either, David.”
And for David that little speech from Ruth put the crown upon a
glorious day. The study bell rang and summoned him, but for some
minutes after he was seated at his desk his mind was elsewhere
than on his books; his eyes saw, not the printed page, but the girl in
white standing by the gate and looking up at him with her honest,
friendly eyes.

It was a pleasant and happy summer vacation that David passed.

He was gratified to find that Ralph had grown in strength and athletic
promise, and he complimented him with fraternal frankness on the
fact that he had acquired more sense. His mother seemed to grow
younger; at any rate, she was more cheerful than when he had last
seen her; only occasionally did the look of sadness and of longing for
the past come into her eyes.
 They spent a month camping in the woods on the shore of a lake;
Maggie went with them, though she protested that she did not see
why they wanted to leave a nice, tidy little apartment and run wild
like the Indians. She made that protest to Mrs. Ives and to Ralph, not
to David. Somehow she could not feel quite so free and easy with
David as formerly; he was not any longer just a boy. He had grown
older and bigger, and involuntarily Maggie found herself treating him
with a deference almost like that which she had been accustomed to
observe toward his father. To be sure, before the summer was over a
good part of that constraint wore off; but she never again could open
her heart to him in full and whole-souled criticism as in the old days.
For Mrs. Ives the ideal that Dr. Wallace had embodied was
shattered. David laughed to see how much she begrudged the
grateful thoughts that she had entertained toward the distinguished
surgeon through all those months.
“You know, he didn’t commit a wrong, mother, in not sending me
back to St. Timothy’s,” David reminded her. “You seem almost to feel
that he’s done us an injury.”
“No, of course not, David, but it does make me cross to think of all
the feelings I’ve had about him, and he never caring in the least! And
all the time I never once thought of that good, kind, poor Mr. Dean!”
From Mr. Dean came letters; he was passing the summer in
Boston, getting instruction in a school for the blind. “Interesting, but
not very encouraging,” he wrote. “If I were younger, perhaps I
shouldn’t be so stupid. But I’ve made some progress, and perhaps
next year I shall find that the lack of sight is not so troublesome.”
As David’s vacation drew to a close, his mother became again
subdued and wistful. She talked hopefully, she was glad that Mr.
Dean had intimated his intention to prepare David for the career that
the boy’s father had intended, but she could not readily resign
herself to the wrench of another parting.
“We live so far away,” she lamented on the last morning. “It takes
so long for letters to go and come. I can’t help feeling that you’ll be
less and less my boy, David, dear.”
 He scoffed at her, but nevertheless her words struck home to a
tender spot. Of course he would never grow away from her in his
heart, but he realized that he would be away from her more and
more continuously as the years went on, and with a pang of shame
he suddenly knew that the separation would mean more to her than
to him. He determined then and there that he would try his best to
make up to her through his letters for the loss that she must always
feel, to convince her that she always had his confidence as well as
his love. And during the next year he fulfilled faithfully that resolve. It
was a busy year, for besides doing his own work he had to give a
good deal of help to Mr. Dean; moreover, as a sixth-former he had
responsibilities and offices that demanded a considerable amount of
attention; his athletic avocations, in which he had a gratifying
success, were numerous. But the more he had to do the more he
found to write home about and the gayer and cheerier was the spirit
of what he wrote. It pleased him when in the short vacations at
Christmas and Easter his mother said: “I can hear you in your letters,
David. You write me such good letters!”
Between Mr. Dean, dependent on David in so many little matters,
and David, dependent on Mr. Dean in one large affair, the friendship
grew stronger and closer. The boy admired the man for his learning,
his kindness, his courtesy, and most of all for his courage; David
wondered how any one stricken with such an affliction could make
so little of it. And the man liked the boy for his responsiveness and
for a certain stanch and honest quality that could not fail to impress
even one who was blind. So the association was a happy one—so
happy that the masters commented upon it among themselves and
wondered how Mr. Dean would manage the next year; he seemed to
have nobody in training to take David’s place. David himself often
wondered about it, but refrained from asking any questions; and Mr.
Dean kept his own counsel, kept it, indeed, until one evening two
weeks before the end of the school year, the evening of the day on
which St. Timothy’s had again met St. John’s upon the ball field and
been victorious. The members of the nine had been cheered at the
bonfire built in their honor, Lester Wallace, the captain, had made a
little speech, and then David had slipped away to go to his room. But
as he passed the open door of Mr. Dean’s study the master called
him.
“A great celebration, David?”
“Yes, pretty fine.” David came in and described the scene round
the bonfire.
Mr. Dean smiled. “Yes, I could hear the cheering. It was a great
game! I wish I could have really seen it! And you played well at
second base?”
“I managed to pull through without any errors. But Lester was a
wonder at first—just like lightning!”
“You and he seemed to develop some fine team play together.
And not just on the ball field, either. You have shown good team play
in everything this year. At Harvard next year I hope it will continue;
there will be just as many opportunities for it.” Mr. Dean hesitated a
moment and then said, with a shade of diffidence and
embarrassment, “And I think our team play has been pretty good,
David, don’t you?”
“Yours has been splendid, Mr. Dean.”
“You’ve done your share, David. So well that I don’t know how I
shall get on without you. In fact, I don’t want to get on without you.”
David was silent for a moment in embarrassment, not knowing
what to say. “Anybody else would be of just as much help, Mr.
Dean,” he said finally.
“Nobody else could be, because I couldn’t feel about anybody else
as I do about you, David. Well, I can’t ask you to stay on and be a
schoolboy indefinitely, can I?” Again Mr. Dean paused; he was
apparently finding it hard to say something that he had in mind. “I’ve
talked with the rector and told him that I shouldn’t come back next
year. He was very kind and urged me to reconsider—but I told him
no. I’m not so useful as I once was, and I can’t help being aware that
in some ways I hamper the administration. So it’s best for St.
Timothy’s and for me that I should withdraw.”
 “The school will be awfully sorry to lose you, fellows and masters
both,” said David.
“I hope they’ll feel a friendly regret, the same that I feel at parting
from them. But the step is one that I’ve decided to take. And now the
question is, What am I to do with myself? I have enough money to
live comfortably. I was wondering, David, if your mother wouldn’t like
to take a house in Cambridge or Boston, since you’re to be at
Harvard, and take me in as a boarder? I know it’s asking a
tremendous lot—to suggest that she undertake the care of a blind
man; she mustn’t feel under any obligation to say she’ll do it. But I
thought perhaps she might like to be near you; and then there’s your
brother Ralph—we might arrange about his education, too. How do
you feel about it, David? And how do you think your mother would
feel about it?”
“I think she’d feel it was too good to be true!” said David
enthusiastically. “Oh, Mr. Dean, I’m sure she’d feel it was the finest
thing in the world!”
Mr. Dean could recognize the eager ring in David’s voice even if
he could not see the eager sparkle in the boy’s eyes.
“Of course she mightn’t feel so at all,” he said, smiling. “She might
not want to move away from the place that had been her home. But
if you will sound her on the matter, David, when next you write, I
shall be very much obliged.”
“When next I write! I’m going to write to her this minute, Mr. Dean!”
Perhaps the master waited as eagerly as David for her reply. And
one morning the boy came to him with a letter.
“It’s just as I knew it would be, Mr. Dean,” he said; his eyes were
shining, his face was happy. “She’s so excited she couldn’t even
write straight; her hand was all shaky. She thinks more than ever that
you’re the finest person in the world.”
Mr. Dean laughed joyously. “She’ll have plenty of opportunity to
discover that I’m not. Well, David, old man, I guess you’ve got me on
your hands for life.”
 Indeed, Mrs. Ives had written to her boy a letter that was throbbing
with joy and happiness. Yet toward the end she had admitted
misgivings. She felt that she should be overawed by Mr. Dean. Her
looks would not matter, of course, but she was afraid he might not
like her voice or the way she read aloud, and of course he would
want to have some one who could read pleasantly to him. David
laughed and did not pass on those doubtful questionings to Mr.
Dean. He knew that his mother’s voice was all right. He laughed, too,
over the end of the letter. “I’ve just told Maggie, and she said, ‘The
dear sake! Of all the crazy notions! You mean to tell me you’re going
to pull up stakes, root and branch!’ I said I thought I really should,
and then Maggie said, ‘Very well. But you and a blind man—you’ll
need me to look after the both of you!’ Isn’t it nice of her? As for
Ralph, he’s simply wild with delight—” and so on.
Before the end of the school year the arrangements were partly
made. Mr. Dean was to spend the summer in Boston at the school
for the blind. About the first of September David was to bring his
family on from the West, and then they would all go house-hunting
together. David went round those last few days walking on air;
examinations did not bother him; everything was fine; every one was
happy.
And then there came upon him a sense of melancholy, even of
sadness. He did not want so soon to leave this place that had been
so dear to him. The days slipped by inexorably. And on the last night,
in the middle of the school hymns, he was very near to weeping, and
when he shook hands with the rector and said good-bye he could not
say more than just that word.
Outside he saw a figure in white standing behind the rectory gate.
He crossed the road and spoke to her.
“I hate to go, Ruth. You’ve been awfully nice to me here.”
“I’m sorry to think that you and Lester and all the rest are leaving,
David. That’s the trouble with being a girl in a boys’ school. Your
friends are always leaving you—over and over and over.”
 “You make so many new ones that perhaps you don’t miss the
old.”
“Yes, I do, David. You’ll come up and see us sometimes, won’t
you?”
They bade each other good-bye, and he went away. Yes, he would
go back to St. Timothy’s and see them, he said to himself quite
distinctly—often and often.
 CHAPTER XI
THE FAMILY MIGRATION

T he departure from the city that had been their home cost David
and Ralph few pangs. To them it meant faring forth gayly into a
world of novelty and excitement. They assumed light-heartedly that
the friends and places that they were leaving would always be
friends and places that they would love and revisit; and on the last
morning when they stood with their mother beside their father’s
grave they felt that in future years they would often return to this
shrine. Mrs. Ives laid a spray of roses against the headstone; her
hand rested for a moment gently on the mound of earth. When she
stood up the tears were flowing down her cheeks; she caught and
pressed the hands of her boys and cried, “Oh, I can’t go! I can’t go!”
Then they stood, renewing each of them poignantly the sweetness
and the bitterness of their common sorrow, loath to turn from that
little, hallowed spot of ground. In the row of cedars that partly
screened the graveled driveway below them birds were singing; the
fragrance of pine and hemlock, of clipped hedges and mown lawns,
of white phlox and candytuft and sweet alyssum were in the air. A
squirrel suddenly sprang from a tree and ran away over mounds and
headstones.
“Look, mother, look at the squirrel!” cried Ralph.
“Yes, dear, yes.” Mrs. Ives dried her tears. Children could not be
expected to be sad for very long. The scamper of that inconsequent
bit of furry life, with plumy tail streaming behind, and the eager
instant cry of the small boy closed the chapter of wistful meditation;
Mrs. Ives turned away from her husband’s grave.
In comparison with that no other parting could be sad. And when
at last they were on the train, and the train was pulling out of the city,
the mother’s spirits rose like Ralph’s; for at heart she was almost as
much a child as he.
 “Look, Ralph!” she said. “There’s the academy and the library—
and the church. It’s so queer to think we shan’t be seeing them again
in a few days. But just think of all that we shall see—the Longfellow
house and Bunker Hill and Plymouth Rock! The last time I took a
long journey like this was on my honeymoon!”
“I was awfully excited the first time I made this trip East,” observed
David. “I’ve been over the road so often now that I know it all pretty
well. How do you like it, Maggie?” He could not help feeling his
dignity as the experienced traveler, but the degree of patronage that
he bestowed upon the members of his party was not offensive, even
to Ralph.
Maggie, replying to his question, reached what was for her the
acme of enthusiasm. “Oh, well enough so far,” she said. “I don’t
know how it’ll be when it comes night.”
Indeed, to all of them the journey was one that held the spirit of
romance. It was an adventure that was altering the course and
current of their lives, and because they were all embarked in it
together and it was beginning so pleasantly they felt happy and
hopeful concerning the outcome. Each river that they crossed, each
town that they left behind, marked a stage in their progress toward
romance—mysterious romance in the person of a poor blind man
who waited for them eagerly, who had been their friend and helper
and who now needed their friendship and help.
For two days they traveled; then in the middle of the afternoon—a
warm, golden afternoon—their train drew into Boston. Nervousness
overcame Mrs. Ives at this approach to the first crisis in her new life.
“Do you think Mr. Dean will be at the station with some one to
meet us?” she asked David.
“I think very likely. He knows we’re arriving by this train.”
“Do you think I look all right, David?”
“You surely do. But it couldn’t make any difference if you didn’t.”
“That’s true. I keep forgetting. But anyway I always feel that, if I
look all right, I shall be more likely to behave in a way that will make