Adolescence 16th Edition (eBook PDF)

Go to download the full and correct content document:

https://ebooksecure.com/product/adolescence-16th-edition-ebook-pdf/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

(eBook PDF) Adolescence 16th Edition by John Santrock

http://ebooksecure.com/product/ebook-pdf-adolescence-16th-
edition-by-john-santrock/

Adolescence 11th Edition (eBook PDF)

http://ebooksecure.com/product/adolescence-11th-edition-ebook-
pdf/

Progress in Heterocyclic Chemistry Volume 29 1st

Edition - eBook PDF

https://ebooksecure.com/download/progress-in-heterocyclic-
chemistry-ebook-pdf/

(eBook PDF) Translational Medicine in CNS Drug

Development, Volume 29

http://ebooksecure.com/product/ebook-pdf-translational-medicine-
in-cns-drug-development-volume-29/
(eBook PDF) Adolescence 15th Edition by Santrock

http://ebooksecure.com/product/ebook-pdf-adolescence-15th-
edition-by-santrock/

ISE Adolescence, 13th Edition Steinberg - eBook PDF

https://ebooksecure.com/download/ise-adolescence-13th-edition-
ebook-pdf/

(eBook PDF) Adolescence 11th Edition by Laurence

Steinberg

http://ebooksecure.com/product/ebook-pdf-adolescence-11th-
edition-by-laurence-steinberg/

(eBook PDF) Adolescence 17th Edition by John Santrock

http://ebooksecure.com/product/ebook-pdf-adolescence-17th-
edition-by-john-santrock/

(eBook PDF) Adolescence Canadian Edition by Ian McMahan

http://ebooksecure.com/product/ebook-pdf-adolescence-canadian-
edition-by-ian-mcmahan/
ADOLESCENCE
Sixteenth Edition

John W. Santrock
CHAPTER 3 THE BRAIN AND COGNITIVE DEVELOPMENT 86
The Brain 87
The Neuroconstructivist View 88
Neurons 88
Brain Structure, Cognition, and Emotion 89
Experience and Plasticity 91
The Cognitive Developmental View 92
Piaget’s Theory 92
© image100 Ltd. RF
Vygotsky’s Theory 99
The Information-Processing View 101
Cognitive Resources 101
CONNECTING WITH ADOLESCENTS We
Think More Than Adults Think We Do 102
Attention and Memory 102
Executive Function 105
CONNECTING WITH CAREERS Laura Bickford,
Secondary School Teacher 110
CHAPTER 4 THE SELF, IDENTITY, EMOTION, AND
PERSONALITY 129
The Self 130
Self-Understanding and Understanding Others
Self-Esteem and Self-Concept 136
Self-Regulation 140
CONNECTING WITH HEALTH AND WELL-
BEING How Can Adolescents’ Self-Esteem
Be Increased? 141
© Masterfile RF Identity 142
Erikson’s Ideas on Identity 142
The Four Statuses of Identity 144
Developmental Changes in Identity 147
CHAPTER 5 GENDER 165
Biological, Social, and Cognitive Influences
on Gender 166
Biological Influences on Gender 167
Social Influences on Gender 168
Cognitive Influences on Gender 172
Gender Stereotypes, Similarities, and
Differences 173
© Cathy Yeulet/Getty Images RF
Gender Stereotyping 173
Gender Similarities and Differences 174
Gender Controversy 178
Gender in Context 178
Gender-Role Classification 179
Masculinity, Femininity, and Androgyny 180
Context, Culture, and Gender Roles 180
CONNECTING WITH ADOLESCENTS Rochelle
Ballantyne, Chess Star 113
The Psychometric/Intelligence View 115
Intelligence Tests 115
Multiple Intelligences 117
Heredity and Environment 119
The Neuroscience of Intelligence 119
Social Cognition 121
Adolescent Egocentrism 121
CONNECTING WITH ADOLESCENTS Are
Social Media an Amplification Tool for
Adolescent Egocentrism? 122
CONNECTING WITH HEALTH AND WELL-BEING
What Role Does the Personal Fable Play in
Adolescent Adjustment? 123
Social Cognition in the Remainder of This Edition 124
Identity and Social Contexts 148
131 Identity and Intimacy 152
Emotional Development 153
The Emotions of Adolescence 153
Hormones, Experience, and Emotions 154
Emotion Regulation 154
Emotional Competence 155
Personality Development 156
Personality 156
Temperament 158
CONNECTING WITH CAREERS Cynthia de las
Fuentes, College Professor and Counseling
Psychologist 181
Androgyny and Education 182
Traditional Masculinity and Problem Behaviors in
Adolescent Males 182
Gender-Role Transcendence 182
Developmental Changes and Junctures 183
Early Adolescence and Gender Intensification 183
Is Early Adolescence a Critical Juncture for
Females? 184
CONNECTING WITH HEALTH AND WELL-
BEING How Can We Best Guide
Adolescents’ Gender Development? 185
Contents vii
CHAPTER 6 SEXUALITY 190
Exploring Adolescent Sexuality 191 Problematic Sexual Outcomes in Adolescence 206
A Normal Aspect of Adolescent Development 191 Adolescent Pregnancy 206
The Sexual Culture 192 CONNECTING WITH ADOLESCENTS Sixteen-
Developing a Sexual Identity 193 Year-Old Alberto: Wanting a Different Kind of
Obtaining Research Information About Adolescent Life 210
Sexuality 193 CONNECTING WITH CAREERS Lynn Blankinship,
Family and Consumer Science Educator 211
Sexual Attitudes and Behavior 194
Sexually Transmitted Infections 212
© Masterfile RF Heterosexual Attitudes and Behavior 194
Forcible Sexual Behavior and Sexual Harassment 217
CONNECTING WITH ADOLESCENTS Struggling
with a Sexual Decision 197 Sexual Literacy and Sex Education 220
CONNECTING WITH EMERGING Sexual Literacy 220
ADULTS Christine’s Thoughts About Sexual Sources of Sex Information 221
Relationships 201 Cognitive Factors 221
Sexual Minority Youths’ Attitudes and Behavior 201 Sex Education in Schools 222
Self-Stimulation 204 CONNECTING WITH HEALTH AND WELL-BEING
Contraceptive Use 205 What Is the Most Effective Sex Education? 223

CHAPTER 7 MORAL DEVELOPMENT, VALUES, AND RELIGION 227

What Moral Development Is and the Domains of CONNECTING WITH ADOLESCENTS Finding
Moral Development 228 a Way to Get a Playground 248
What Is Moral Development? 228 Values, Religion, and Spirituality 250
Moral Thought 229 Values 250
Moral Behavior 236 CONNECTING WITH CAREERS Constance
Moral Feeling 239 Flanagan, Professor of Youth Civic
Moral Personality 240 Development 251
© Tim Pannell/Corbis Social Domain Theory 242 CONNECTING WITH ADOLESCENTS Nina
Contexts of Moral Development 244 Vasan, Superstar Volunteer and Fund-
Parenting 244 Raiser 251
Schools 245 Religion and Spirituality 252
CONNECTING WITH HEALTH AND WELL-
BEING How Can We Raise Moral Children
and Adolescents? 246

CHAPTER 8 FAMILIES 258

Family Processes 260 CONNECTING WITH HEALTH AND WELL-
Reciprocal Socialization and the Family as a BEING Can Emerging Adults and Their
System 260 Parents Coexist? 278
Maturation 261 Intergenerational Relationships 279

Adolescents’ and Emerging Adults’ Relationships Sibling Relationships 280

with Their Parents 264 Sibling Roles 281
Parents as Managers 264 Birth Order 282
© Paul Barton/Corbis
CONNECTING WITH ADOLESCENTS Needing The Changing Family in a Changing Society 283
Parents as Guides 265 Divorced Families 283
Parenting Styles 266 CONNECTING WITH EMERGING ADULTS
Mothers, Fathers, and Coparenting 268 College Students Reflect on Growing Up in a
Divorced Family 287
Parent-Adolescent Conflict 269
Stepfamilies 288
CONNECTING WITH CAREERS Martha Chan,
Marriage and Family Therapist 270 Working Parents 289
Autonomy and Attachment 271 Adoption 290
Emerging Adults’ Relationships with Their Parents 277 Gay and Lesbian Parents 291
Culture and Ethnicity 292
Social Policy, Adolescents, and Families 294
viii Contents
CHAPTER 9 PEERS, ROMANTIC RELATIONSHIPS, AND
LIFESTYLES 299
Exploring Peer Relations and Friendship 300 Dating and Romantic Relationships 318
Peer Relations 301 Functions of Dating 318
Friendship 308 Types of Dating and Developmental Changes 319
CONNECTING WITH ADOLESCENTS We Emotion, Adjustment, and Romantic
Defined Each Other with Adjectives 309 Relationships 321
Loneliness 311 Romantic Love and Its Construction 322
CONNECTING WITH HEALTH AND WELL- CONNECTING WITH EMERGING ADULTS Is
© omgimages/Getty Images RF BEING What Are Effective and Ineffective Online Dating a Good Idea? 324
Strategies for Making Friends? 312 Gender and Culture 326
Adolescent Groups 313 Emerging Adult Lifestyles 327
Groups in Childhood and Adolescence 313 Single Adults 327
Cliques and Crowds 313 Cohabiting Adults 328
Youth Organizations 314 Married Adults 329
Gender and Culture 316 CONNECTING WITH CAREERS Susan
Gender 316 Orenstein, Couples Counselor 332
Socioeconomic Status and Ethnicity 317 Divorced Adults 331
Culture 317 Gay and Lesbian Adults 333

CHAPTER 10 SCHOOLS 337

Approaches to Educating Students 339 CONNECTING WITH ADOLESCENTS “You Are
Contemporary Approaches to Student Learning 339 the Coolest” 349
Accountability 340 CONNECTING WITH HEALTH AND WELL-BEING
Bullying Prevention/Intervention 352
Transitions in Schooling 341
Culture 353
Transition to Middle or Junior High School 341
Improving Middle Schools 342 CONNECTING WITH ADOLESCENTS Forensics
Teacher Tommie Lindsey’s Students 354
The American High School 343
CONNECTING WITH CAREERS James Comer,
© Image Source/Alamy RF High School Dropouts 343
Child Psychiatrist 357
Transition from High School to College 345
Adolescents Who Are Exceptional 359
Transition from College to Work 346
Who Are Adolescents with Disabilities? 359
The Social Contexts of Schools 346
Learning Disabilities 359
Changing Social Developmental Contexts 346
Attention Deficit Hyperactivity Disorder 360
Classroom Climate and Management 347
Educational Issues Involving Adolescents with
Person-Environment Fit 348
Disabilities 362
Teachers, Parents, Peers, and Extracurricular
Adolescents Who Are Gifted 363
Activities 348

CHAPTER 11 ACHIEVEMENT, WORK, AND CAREERS 369

Achievement 371 CONNECTING WITH HEALTH AND WELL-BEING
The Importance of Achievement in Can You Tackle Procrastination? 385
Adolescence 371 Work 387
Achievement Processes 371 Work in Adolescence 388
CONNECTING WITH CAREERS Jaime Escalante, Working During College 389
Secondary School Math Teacher 377 Work/Career-Based Learning 390
CONNECTING WITH EMERGING ADULTS Work in Emerging Adulthood 390
© Laurence Mouton/Getty Images RF Hari Prabhakar, Student on a Path to Career Development 392
Purpose 379 Development Changes 392
Social Relationships and Contexts 380 Cognitive Factors 393
Some Motivational Obstacles to Achievement 384 Identity Development 393

Contents ix

CHAPTER 12
© Rolf Bruderer/Blend Images/Corbis RF
CHAPTER 13
© BananaStock/PunchStock RF
x Contents
CONNECTING WITH CAREERS Grace Leaf,
College/Career Counselor and College
Administrator 394
Social Contexts 394
CULTURE 401
Culture, Adolescence, and Emerging
Adulthood 403
The Relevance of Culture for the Study of
Adolescence and Emerging Adulthood 403
Cross-Cultural Comparisons 403
Rites of Passage 407
Socioeconomic Status and Poverty 408
What Is Socioeconomic Status? 408
Socioeconomic Variations in Families,
Neighborhoods, and Schools 409
Poverty 410
CONNECTING WITH HEALTH AND WELL-BEING
How Do the Quantum Opportunities and El
Puente Programs Help Youth in Poverty? 413
Ethnicity 414
Immigration 414
PROBLEMS IN ADOLESCENCE AND EMERGING
ADULTHOOD 433
Exploring Adolescent and Emerging Adult
Problems 433
The Biopsychosocial Approach 435
The Developmental Psychopathology Approach 436
Characteristics of Adolescent and Emerging Adult
Problems 438
Stress and Coping 439
CONNECTING WITH ADOLESCENTS All
Stressed Out 441
CONNECTING WITH CAREERS Luis Vargas,
Clinical Child Psychologist 444
Resilience 444
CONNECTING WITH HEALTH AND WELL-
BEING What Coping Strategies Work for
Adolescents and Emerging Adults? 445
Problems and Disorders 446
Drug Use 446
Juvenile Delinquency 454
CONNECTING WITH CAREERS Armando
Ronquillo, High School Counselor/College
Advisor 396
Adolescence and Emerging Adulthood: A Special
Juncture for Ethnic Minority Individuals 416
CONNECTING WITH CAREERS Carola Suárez-
Orozco, Immigration Studies Researcher and
Professor 416
Ethnicity Issues 417
CONNECTING WITH ADOLESCENTS Seeking
a Positive Image for African American
Youth 418
Media/Screen Time and Technology 421
Media/Screen Time 421
Television 423
The Media and Music 425
Technology and Digitally Mediated
Communication 425
Social Policy and the Media 429
CONNECTING WITH CAREERS Rodney
Hammond, Health Psychologist 458
Depression and Suicide 458
Eating Disorders 464
Interrelation of Problems and Prevention/
Intervention 469
Adolescents with Multiple Problems 469
Prevention and Intervention 470
McGraw-Hill Education’s
Psychology APA Documentation Style
Guide •••
Glossary G-1
References R-1
Name Index NI-1
Subject Index SI-1
 about the author
John W. Santrock
John Santrock received his Ph.D. from the University of Minnesota in 1973. He taught
at the University of Charleston and the University of Georgia before joining the program
in Psychology in the School of Behavioral and Brain Sciences at the University of
Texas at Dallas, where he currently teaches a number
of undergraduate courses. He has taught the under-
graduate course in adolescence once or twice a year
for more than three decades.
John has been a member of the editorial boards of
Child Development and Developmental Psychology.
His research has focused on children and adolescents
in divorced families, and his father custody research is
widely cited and used in expert witness testimony to
promote flexibility and alternative considerations in
custody disputes. He also has conducted research on
social cognition, especially the influence of affectively-
toned cognition on self-regulation. John also has
John Santrock (back row middle) with the 2015 recipients authored these exceptional McGraw-Hill texts: Psy-
of the Santrock Travel Scholarship Award in developmental
psychology. Created by Dr. Santrock, this annual award chology (7th edition), Children (13th edition), Life-
(now in its sixth year) provides undergraduate students with Span Development (15th edition), A Topical Approach
the opportunity to attend a professional meeting. A number
of the students shown here attended the Society for to Life-Span Development (8th edition), and Educa-
Research in Child Development meeting in 2015. tional Psychology (5th edition).
Courtesy of Jessica Serna
For many years, John was involved in tennis as a player, teaching professional, and
coach of professional tennis players. At the University of Miami (FL), the tennis team
on which he played still holds the NCAA Division I record for most consecutive wins
(137) in any sport. His wife, Mary Jo, has a master’s degree in special education and
has worked as a teacher and a Realtor. She created the first middle school behavioral
disorders special education program in Clarke County, Georgia. He has two daughters—
Tracy and Jennifer—both of whom are now Realtors. In 2015, Jennifer was inducted
into the SMU Athletic Hall of Fame. He has one granddaughter, Jordan, age 23, who
just completed the MBA program at Southern Methodist University and is now work-
ing at Ernst & Young in Dallas. He also has two grandsons, Alex, age 10, and Luke,
age 9. In the last decade, John also has spent time painting expressionist art.

Dedication:
To my daughters, Tracy and Jennifer, who, as they matured,
helped me to appreciate the marvels of adolescent development.

xi
expert consultants
Adolescent development has become an enormous, complex field, and no single author, or even several authors, can possibly keep up with all of
the rapidly changing content in the many periods and different areas in this field. To solve this problem, author John Santrock has sought the
input of leading experts about content in a number of areas of adolescent development. These experts have provided detailed evaluations and
recommendations in their area(s) of expertise.
The following individuals were among those who served as expert consultants for one or more of the previous editions of this text:
Susan Harter Gerald Patterson James Rest
Valerie Reyna Nancy Galambos Daniel Lapsley
John Schulenberg Peter Benson Luc Goosens
Charles Irwin Catherine Cooper Seth Schwartz
Ruth Chao L. Monique Ward Brad Brown
Wyndol Furman Bonnie Leadbetter Candice Feiring
Elizabeth Susman Reed Larson Daniel Offer
Shirley Feldman Lisa Crockett Harold Grotevant
Lisa Diamond Allan Wigfield James Byrnes
James Marcia Lawrence Walker Duane Buhrmester
Kathryn Wentzel Pamela King Lorah Dorn
Moin Syed Daniel Keating Jerome Dusek
Bonnie Halpern-Felsher Diane Halpern Elizabeth Trejos-Castillo
Joseph Allen Jane Kroger Robert Roeser
Nancy Guerra John Gibbs Darcia Narváez

Following are the expert consultants for the sixteenth edition, who (like those of previous editions) literally represent a Who’s Who in the field
of adolescent development.

Su Yeong Kim Dr. Kim is a leading expert
on cultural, ethnic, and family dimensions of adoles-
cent development. She obtained her undergraduate
degree at Arizona State University and her Ph.D. at
the University of California—Davis. She currently is
a professor in the Department of Human Develop-
ment and Family Sciences at the University of Texas—Austin. The
main focus of Dr. Kim’s research is the intersection of family and
cultural contexts in the development of adolescents of immigrants
to the United States. Among her research interests are acculturation,
tiger parenting, and language brokering in immigrant families
(especially Chinese American and Mexican American). Dr. Kim is
a Fellow in Division 45 (Society for the Psychological Study of
Culture, Ethnicity, and Race) of the American Psychological Asso-
ciation and also a Fellow in the Association for Psychological Sci-
ence. She also has been a recipient of the Young Scientist Award
from the International Society for the Study of Behavioral Develop-
ment. Dr. Kim is on the editorial board of a number of research
journals, including Journal of Family Psychology and Journal of
Youth and Adolescence.
“I recommend this Adolescence textbook by John Santrock to all
of my colleagues. The Connections theme, where he connects
topical processes in development to the real world, truly makes
the . . . research material come alive for students. The use of
developmental connections is particularly effective in tying
concepts across chapters of the book. The coverage of the
latest research on the topics is truly impressive, showing John
Santrock’s command of the burgeoning and fast-paced research
on adolescence. The addition of over 1,000 new citations
published in the last several years makes this updated text truly
on pace with the current pulse of the field of adolescence.” —Su
Yeong Kim University of Texas—Austin
Photo by Megan Mullaney
James A. Graham Dr. Graham is a leading
expert on the community aspects of ethnicity, cul-
ture, and development. He obtained his undergradu-
ate degree from Miami University and received
masters and doctoral degrees in developmental psy-
chology from the University of Memphis. Dr. Gra-
ham’s current position is Professor of Psychology, The College of
New Jersey (TCNJ). His research addresses the social-cognitive
aspects of relationships between group and dyadic levels across
developmental periods in community-based settings. Three inter-
dependent dimensions of his research program examine (1) popula-
tions that are typically understudied, conceptually limited, and
methodologically constrained; (2) development of empathy and
prosocial behavior with peer groups and friends; and (3) develop-
mental science in the context of community-engaged research part-
nerships. Currently, he is Coordinator of the Developmental
Specialization in Psychology at TCNJ. For a decade, Dr. Graham
taught graduate courses in psychology and education in Johannes-
burg, South Africa, through TCNJ’s Graduate Summer Global Pro-
gram. He is the co-author of The African American Child:
Development and Challenges (2nd ed.). Dr. Graham has presented
his work at a variety of international and national conferences and
has published articles in a wide range of journals, including Social
Development, Child Study Journal, Behavior Modification, Journal
of Multicultural Counseling and Development, and American Jour-
nal of Evaluation.

xii
“John Santrock provides a comprehensive review and the most up-
to-date research in the field of adolescence. I am impressed with the
author’s sensitivity to the impact of culture, ethnicity, socioeconomic
status, and gender on adolescent socialization in our incredibly
multicultural society. This text is another winner for John
Santrock.” —James Graham The College of New Jersey
Photo courtesy of James Graham
Valerie Reyna Dr. Reyna is one of the
world’s leading experts on the development of the
adolescent’s brain and cognitive development. She
obtained her Ph.D. from Rockefeller University. Cur-
rently, she is a faculty member in human develop-
ment, psychology, cognitive science, and neuroscience
(IMAGINE program) at Cornell University. Dr. Reyna also cur-
rently is co-director of the Cornell University Magnetic Resonance
Imaging Facility and of the Center for Behavioral Economics and
Decision Research. She created fuzzy-trace theory, a model of
memory and decision-making that is widely applied in law, medi-
cine, and public health. Her recent work has focused on the neuro-
science of risky decision making and its implications for health and
well-being, especially in adolescents; applications of cognitive
models and artificial intelligence to improving understanding of
genetics (in breast cancer, for example); and medical and legal deci-
sion making (about jury awards, medication decisions, and adoles-
cent culpability). Past President of the Society for Judgment and
Decision Making, she is a Fellow of numerous scientific societies
and has served on the scientific panels of the National Science
Foundation, National Institutes of Health, and National Academy of
Sciences. Dr. Reyna is the incoming Editor of Psychological Sci-
ence in the Public Interest and also has been an associate editor for
Psychological Science and Developmental Review. Reyna has
received many years of research support from private foundations
and U.S. government agencies, and currently serves as principal
investigator of several grants and awards (such as from the National
Institutes of Health). Her service has included leadership positions
in organizations dedicated to equal opportunity for minorities and
women, and on national executive and advisory boards of centers
and grants with similar goals, such as the Arizona Hispanic Center
of Excellence, National Center of Excellence in Women’s Health,
and Women in Cognitive Science (supported by a National Science
Foundation ADVANCE leadership award).
“. . . the additions to the chapter ‘The Brain and Cognitive
Development’ were excellent. It is remarkable how up-to-date this
textbook remains (due to regular updating of references). I always
learn something when I read it, even in my areas of specialization.
. . . John Santrock’s text covers an impressive array of important
topics in adolescent development, with an impressive clarity and the
latest, up-to-date references. . . . He also has a keen eye for the
topics that interest students, such as choosing a career or finding
a purpose in life.” —Valerie Reyna Cornell University
Photo courtesy of Cornell University and Valerie Reyna
Allan Wigfield Dr. Wigfield is one of the
world’s leading experts on the roles of motivation,
achievement, and schools in adolescent development.
He obtained his Ph.D. from the University of Illinois
and a post-doctoral degree from the University of
Michigan. Dr. Wigfield currently is Professor in the
Department of Human Development, Distinguished Scholar-Teacher,
and University Honors Faculty Fellow at the University of Maryland.
His research focuses on the development of motivation across the
school years in different areas. In recent years his research has
focused on motivation for reading and classroom interventions to
improve reading motivation, engagement, and comprehension.
Dr. Wigfield’s research has been supported by grants from a number
of agencies and organizations, including the National Science Foun-
dation. He has authored more than 125 peer-reviewed journal arti-
cles and book chapters on the development of motivation and other
topics, and has edited four books and six special issues of journals
on the development of motivation, and the development of reading
comprehension and motivation. Dr. Wigfield has been Associate
Editor of both the Journal of Educational Psychology and Child
Development. He is a Fellow of Division 15 (Educational Psychol-
ogy) of the American Psychological Association, the Association for
Psychological Science, and the American Educational Research
Association. He has won national awards for his research and teach-
ing. Recently, he was the lead author on the achievement motivation
chapter for Handbook of Child Psychology and Developmental Sci-
ence (7th ed.) (2015).
“I appreciate the two separate chapters John Santrock devotes to
the topics of achievement and then schooling and work. Many of the
other adolescent texts give short shrift to motivation, and John’s is
the best in this regard. . . . The strengths are the clear writing,
many of the examples that bring things to life, and attention to
theory. . . . Many of his citations are very recent, which is a great
strength of the material that I was sent.” —Allan Wigfield
University of Maryland
Photo courtesy of Allan Wigfield
Kate C. McLean Dr. McLean is a leading
expert on adolescent and emerging adult identity
development. She obtained her Ph.D. from the Uni-
versity of California—Santa Cruz and currently is a
professor of Psychology at Western Washington Uni-
versity, having previously been on the faculty at the
University of Toronto. Her research focuses on how individuals
develop a storied understanding of self, or a narrative identity. She
is especially interested in individual differences in narrative identity
and how they are linked to adjustment and well-being, as well as the
social contexts of identity development. Her current projects include
the intersection between personal and cultural master narratives, and
the role of family stories in identity development. Dr. McLean serves
on the board of the Association for Research in Personality and is
the newsletter editor for APA’s Division 7 (Developmental Psychol-
ogy). She is also an Associate Editor for the Journal of Adolescent
Research, Journal of Research in Personality, and Memory. Dr.
McLean is the co-editor of the Oxford Handbook of Identity Devel-
opment (2015) and the author of the forthcoming book (from Oxford
University Press), The Co-authored Self: Family Stories and the
Construction of Personal Identity.
“The strengths of this book include topical connections. It is only
when students see how central cognitive development is to the
increasing intricacy of social relationships, for example, that they
begin to understand the full-fledged complexity of development. This
text encourages and scaffolds students in making these connections.
The applications also are critical. Many students want to use the
knowledge they gain in developmental classes, and the support this
text provides for this translation is excellent. . . .” —Kate C. McLean
Western Washington University
Photo by Lewis Jones
Expert Consultants xiii
 Jennifer Connolly Dr. Connolly is one of
the world’s leading experts on the socioemotional
aspects of adolescent development, especially peer and
romantic relationships. She obtained her doctoral
degree in Clinical Psychology from Concordia Univer-
sity and is currently a Professor of Clinical-Develop-
mental Psychology and the Director of the Undergraduate Psychology
Program at York University in Toronto. Dr. Connolly’s research
focuses on peer and romantic relationships and their emergence during
adolescence and emerging adulthood. Normative developmental path-
ways, relationship problems including bullying and dating violence,
and vulnerable youths’ relationships are topics she is currently study-
ing. Dr. Connolly has published extensively in such journals as Jour-
nal of Research on Adolescence, Child Development, and Journal of
Adolescence.
“I think the chapter (Peers, Romantic Relationships, and Lifestyles)
is excellent. . . . This chapter provides extensive coverage of current
theory and research on peer relations, including excellent coverage
of romantic relationships in the emerging adult years. The literature
cited is up-to-date. The narrative reporting of the evidence is accurate
and unbiased. The writing is clear and the ideas are easy to follow.
. . . I would add that the chapter is written in an engaging manner
which I think students will respond to favorably. The integration of
pauses for personal reflection will be well received by students and
course instructors alike. . . . This will be especially true for the
sections on emerging adulthood and hence it is good to provide
structure for these reflections.” —Jennifer Connolly York
University
Photo courtesy of Jennifer Connolly
Eva S. Lefkowitz Dr. Lefkowitz is one of the
world’s leading experts on sexual health in adoles-
cence and the transition to adulthood. She obtained
her Ph.D. from the University of California—Los
Angeles in Developmental Psychology and is cur-
rently a professor in Human Development at Pennsyl-
vania State University. She uses a developmental perspective to
examine sexual behaviors and attitudes during adolescence and the
transition to adulthood. Dr. Lefkowitz emphasizes the importance of
recognizing the multidimensional aspects of sexual health, consider-
ing physical, cognitive, emotional, and relational aspects of health
and well-being. She has been a principal investigator, co-investigator,
or faculty mentor on projects funded by numerous agencies and orga-
nizations, including the National Institute of Child Health and Devel-
opment. Dr. Lefkowitz has published more than 50 peer-reviewed
xiv Expert Consultants
articles and 7 book chapters, as well as a recent edited volume of
New Directions in Child and Adolescent Development. She held lead-
ership roles in the Society for Research on Adolescence (SRA) and
the Society for the Study of Emerging Adulthood (SSEA), including
chairing the SRA membership committee and consensus committee,
and serving on the Founding Board of the SSEA. Dr. Lefkowitz has
served as Associate Editor for Developmental Psychology, on the
editorial board for Emerging Adulthood, and as a reviewer for 25
other journals.
“Yes, the perspective seems balanced, and the chapter overall
covers the most important/prominent topics in the area of adolescent
sexuality. . . . I appreciate the sex positive framing. Great that there
are some recent citations on sex and the Internet. The chapter is
overall very readable and summarizes past research quite well.
Thanks for the opportunity to read it. I enjoyed it, and it pointed me
toward some references I wasn’t familiar with. —Eva Lefkowitz
Pennsylvania State University
Photo by Eric Loken
Sam Hardy Dr. Hardy is a leading expert on
moral development and identity development. He
received his Ph.D. in developmental psychology from
the University of Nebraska-Lincoln, and completed a
post-doctoral degree in lifespan development and lon-
gitudinal data analysis at the University of Virginia.
He is currently a psychology professor at Brigham Young University.
Dr. Hardy works at the intersection of developmental and personality
psychology, with expertise in adolescent social and personality devel-
opment. His research focuses on investigating the ways in which
morality, identity, and religiosity develop, interrelate, and predict
positive and negative behaviors in adolescents and young adults.
Dr. Hardy has published widely on these topics in scientific journals.
He also is currently on the editorial boards for Developmental Psy-
chology, Journal of Research on Adolescence, Journal of Youth and
Adolescence, and Journal of Moral Education.
“A key strength of this text that makes it stand out from all other
texts is its coverage of positive topics such as moral development,
values, and religion/spirituality. These are increasingly hot topics
in the field that receive almost no attention in other books. There
is a whole chapter on them in John Santrock’s book. Another
strength is his process of revising the text, where he solicits
feedback from leaders in the field to make sure he is accurate
and current.” —Sam Hardy Brigham Young University
Brigham Young University Photo by Mark Philbrick.
Santrock—connecting
research and results!
As a master teacher, John Santrock connects current research with real-world application, helping students see how
adolescent psychology plays a role in their own lives and future careers. Through an integrated, personalized digital
learning program, students gain the insight they need to study smarter, stay focused, and improve their performance.

Personalized Study, Better Data, Improved Results

Now available for Adolescence!

McGraw-Hill Education’s SmartBook® is an adaptive learning program designed to help stu-
dents stay focused and maximize their study time. Based on metacognition, and powered by
McGraw-Hill LearnSmart®, SmartBook’s adaptive capabilities provide students with a per-
sonalized reading and learning experience that helps them identify the concepts they know,
and more importantly, the concepts they don’t know.

Make It Effective.
Unlike other eBooks, SmartBook is adaptive. SmartBook
creates a personalized reading experience by highlighting
the most impactful concepts a student needs to learn at
that moment in time. This ensures that every minute
spent with SmartBook is returned to the student as the
most value-added minute possible.

Make It Informed.
SmartBook continuously adapts, highlighting content based on what the student knows and
doesn’t know. Real-time reports quickly identify the concepts that require more attention from
individual students—or the entire class. Because SmartBook is personalized, it detects the
content individual students are most likely to forget and refreshes them, helping improve
retention.

xvi
Real People, Real World,
Real Life
McGraw-Hill Education’s Milestones is
a powerful video-based learning tool
that allows students to experience life as
it unfolds, from infancy through
emerging adulthood. A limited number
of Milestones videos are now available
for viewing within the McGraw-Hill
Connect Media Bank for Santrock’s,
Adolescence, 16e.

Current Research, Guided by Experts

With more than 1200 research citations and reviewed by experts in the field, Adolescence
provides the most thorough and up-to-date information on issues related to today’s adolescents
and emerging adults.

connecting with adolescents

Are Social Media an Amplification Tool
for Adolescent Egocentrism?
Are teens drawn to social media to express their imaginary audience
and personal fable’s sense of uniqueness? One analysis concluded
that amassing a large number of friends (audience) may help to
validate adolescents’ perception that their life is a stage and every-
one is watching them (Psychster Inc., 2010). Also, a recent study
found that Facebook use does indeed increase self-interest (Chiou,
Chen, & Liao, 2014).
A look at a teen’s home Twitter comments may suggest to many
adults that what teens are reporting is often rather mundane and
uninteresting. Typical tweets might include updates like the follow-
ing: “Studying heavy. Not happy tonight.” or “At Starbucks with Jesse.
Lattes are great.” Possibly for adolescents, though, such tweets are
not trivial but rather an expression of the personal fable’s sense of Might social media, such as Facebook, increase adolescent
uniqueness. egocentrism?
© David J. Green-lifestyle themes/Alamy

What do you think? Are social media, such as Facebook and Twitter, amplifying the expression of adolescents’ imaginary audience and their
personal fable’s sense of uniqueness? (Source: Psychster Inc., 2010)

especially sense that they are onstage in early adolescence, believing they are
the main actors and all others are the audience. You may recall the story of
my daughter, Tracy, from the beginning of the chapter. Tracy was exhibiting
adolescent egocentrism when she perceived that every person in the restaurant
was looking at her single out-of-place hair.
According to Elkind, the personal fable is the part of adolescent ego-
centrism that involves an adolescent’s sense of personal uniqueness and
invulnerability. Adolescents’ sense of personal uniqueness makes them feel
that no one can understand how they really feel. For example, an adolescent
girl thinks that her mother cannot possibly sense the hurt she feels because
her boyfriend has broken up with her. As part of their effort to retain a sense
of personal uniqueness, adolescents might craft stories about themselves that
are filled with fantasy, immersing themselves in a world that is far removed
from reality. Personal fables frequently show up in adolescent diaries.
Elkind (1985) argued that the imaginary audience and personal fable
reflect the cognitive egocentrism involved in the transition to formal opera-
tional thought. However, Daniel Lapsley and his colleagues (Hill, Duggan, &
Lapsley, 2012; Hill & Lapsley, 2010; Lapsley & Hill, 2010; Lapsley & Stey,
2012) conclude that the distortions in the imaginary audience and personal
What characterizes adolescent egocentrism? fable involve the adolescent’s ego. As they increasingly develop their own self
© DreamPictures/Getty Images and identity apart from their parents, their personal fable ideation likely
reflects an adaptive narcissism that supports their ego. What role, then, does the personal fable
play in adolescent adjustment? See the Connecting with Health and Well-Being interlude.
In early research, Elkind found that adolescent egocentrism peaked in early adolescence
and then declined (Elkind & Bowen, 1979). However, a recent study of more than 2,300
adolescents and emerging adults from 11 to 21 years of age revealed that adolescent egocen-
trism was still prominent in the 18- to 21-year-olds (emerging adults) and the results varied
by gender (Schwartz, Maynard, & Uzelac, 2008). For example, emerging adult males scored
higher on the imaginary audience scale than did males in late adolescence (15- to 18-year-
olds), but no age differences on this scale occurred for females. xvii
122 CHAPTER 3 The Brain and Cognitive Development
 preface
Making Connections . . . From My
Classroom to Adolescence to You
When I wrote the Preface for the first edition of Adolescence in 1980, I never envisioned I
would be sitting here today in 2015 writing the Preface for the book’s sixteenth edition. It is
extremely gratifying that more undergraduate students in the world continue to learn from
this text than any other.
As with adolescent development, there have been major changes and transitions across
the 16 editions. Over the course of these many editions, the field has become transformed
from one in which there were only a handful of scholars (mainly in the United States) study-
ing adolescent development to the thousands of researchers around the world today who are
making enormous strides in our understanding of adolescence and emerging adulthood. When
I wrote early editions of Adolescence, there were no discussions of such topics as adolescents’
brain development, decision making, self-regulation, attachment, self-efficacy, religious and
spiritual development, and immigration because research on those topics in the adolescent
years had not yet been conducted.
Across the last three and a half decades, I have seen not only a dramatic increase in the
quantity of research studies on adolescence and emerging adulthood but also an equally
impressive increase in the quality of research. For example, today there are far more high-
quality longitudinal studies that provide important information about developmental changes
from childhood through emerging adulthood than there were several editions ago. In addition,
there is increasing concern about improving the quality of life for adolescents, resulting in
more applied research and intervention efforts.
Having taught an undergraduate class on adolescent development two to four times every
year for three decades, I’m always looking for ways to improve my course and text. Just as
McGraw-Hill looks to those who teach the adolescence course for input, each year I ask the
50 to 70 students in my adolescent development course to tell me what they like about the
course and the text, and what they think could be improved. What have my students told me
lately about my course, this text, and themselves?
More than ever before, one word highlights what students have been talking about in the
last several years when I ask them about their lives and observe them: Connecting. Connect-
ing and communicating have always been important themes of adolescents’ lives, but the
more I’ve talked with students recently, the more the word connecting comes up in conversa-
tions with them.
In further conversations with my students, I explored how they thought I could improve
the course and the text by using connecting as a theme. Following is an outgrowth of those
conversations focused on a connections theme and how I have incorporated it into the main
goals of the sixteenth edition:

1. Connecting with today’s students To help students learn about adolescent development
more effectively.
2. Connecting research to what we know about development To provide students with
the best and most recent theory and research in the world today about adolescence and
emerging adulthood.
Connecting topical processes in ­development To guide students in ­making topical
3. 
connections across different aspects of adolescent ­development.
4.  onnecting development to the real world To help students understand ways to apply
C
content about adolescence and emerging adulthood to the real world and improve the lives of
youth; and to motivate them to think deeply about their own personal journeys of youth and
better understand who they were, are, and will be.

xviii
Connecting with Today’s Students
In Adolescence, I recognize that today’s students are as different in some ways from the learners of
the last generation as today’s discipline of life-span development is different from the field 30 years
ago. Students now learn in multiple modalities; rather than sitting down and reading traditional
printed chapters in linear fashion from beginning to end, their work preferences tend to be more
visual and more interactive, and their reading and study often occur in short bursts. For many stu-
dents, a traditionally formatted printed textbook is no longer enough when they have instant, 24/7
access to news and information from around the globe. Two features that specifically support today’s
students are the adaptive ebook, Smartbook (see page xvi), and the learning goals system.

The Learning Goals System

My students often report that the adolescent development course is challenging because of the
amount of material covered. To help today’s students focus on the key ideas, the Learning
Goals System I developed for Adolescence provides extensive This learning connections
preview
edition of Adolescence is a windowthroughout
into the nature of adolescent development—your own
the chapters. The learning system connects the chapter opening outline, learning goals for the
and that of every other adolescent. In this first chapter, you will read about the history of the
field of adolescent development, the characteristics of today’s adolescents in the United States
chapter, mini-chapter maps that open each main section ofandthe chapter,
the rest of the world, Review,
and the ways inConnect,
which adolescents develop.

Reflect questions at the end of each main section, and the

chapter summary at the end of each chapter. 1 The Historical Perspective LG1 Describe historical perspectives on adolescence
The learning system keeps the key ideas in front of the
student from the beginning to the end of the chapter. The Early The Twentieth and Stereotyping of A Positive View
main headings of each chapter correspond to History Twenty-First Centuries Adolescents of Adolescence

the learning goals that are presented in the What have the portraits of adolescence been like at different points in history? When did the In no order of things is adolescence the
chapter-opening spread. Mini-chapter maps scientific study of adolescence begin? simple time of life.

that link up with the learning goals are pre- —J e s ean rskine tewart

reach your learning goals

American writer, 20th century
EARLY HISTORY
sented at the beginning of each major section
In early Greece, the philosophers Plato and Aristotle both commented about the nature of
in the chapter. youth. According to Plato (fourth century b.c.), reasoning doesn’t belong to childhood but
rather first appears in adolescence. Plato thought that children should spend their time in
Then, at the end of each main section
Introduction
sports and music, whereas adolescents should study science and mathematics.
of a chapter, the learning goal is repeated Aristotle (fourth century b.c.) argued that the most important aspect of adolescence is
the ability to choose, and that self-determination is a hallmark of maturity. Aristotle’s empha-
in Review, Connect, Reflect, which prompts sis on the development of self-determination is not unlike some contemporary views that see
independence, identity, and career choice asLG1 the key themes of adolescence. Aristotle alsoon adolescence
1 The Historical Perspective Describe historical perspectives
students to review the key topics in the sec- recognized adolescents’ egocentrism, commenting once that adolescents think they know
everything and are quite sure about it.
tion, connect to existing knowledge, and Early History In the Middle Ages,· children
Plato and
saidadolescents
that reasoning
were first
vieweddevelops in adolescence,
as miniature adults and and
wereAristotle argued that self-
subjected to harsh discipline. determination is the century,
In the eighteenth hallmarkFrench
of maturity. In theJean-Jacques
philosopher Middle Ages, knowledge about adolescence
relate what they learned to their own per- moved a step
Rousseau offered a more enlightened viewbackward: children
of adolescence, were viewed
restoring as miniature
the belief that beingadults. Rousseau provided
a child or an adolescent is not a more enlightened
the same as beingview
an of adolescence,
adult. Like Plato,including
Rousseauanthought
emphasis on different phases of
sonal journey through life. Reach Your development.
that reasoning develops in adolescence. He said that curiosity should especially be encour-
Learning Goals, at the end of the chapter, aged in the education of 12- to 15-year-olds. Rousseau argued that, from 15 to 20 years of
· Betweenand
age, individuals mature emotionally,
The Twentieth and
1890 and
their 1920, a cadre
selfishness of psychologists,
is replaced by an interesturban reformers, and others began to mold
in others.
the development
concept of adolescence.
has distinct G. Stanley
ButHall is thewere
father of the scientific study of adoles-
guides students through the bulleted chapter Thus, Rousseau concluded that
Twenty-First Centuries
lative; not until the beginning cence. In 1904,
of the he proposed
twentieth
phases.
century the
his ideas
did storm-and-stress
specu-
view of adolescence,
the scientific exploration of which has strong
review, connecting with the chapter outline/ adolescence begin. biological foundations. In contrast to Hall’s biological view, Margaret Mead argued for a
sociocultural interpretation of adolescence. In the inventionist view, adolescence is a sociohis-
learning goals at the beginning of the chap- torical invention. Legislation was enacted early in the twentieth century that ensured the

ter and the Review, Connect, Reflect ques- THE TWENTIETHdependency of adolescents and delayed
AND TWENTY-FIRST their entry into the workforce. From 1900 to 1930,
CENTURIES
there was a 600 percent increase in the number of high school graduates in the United States.
The end of the nineteenth century and thegained
early part of the twentiethplace
century saw the from
inven-1920 to 1950. By 1950, every
tions at the end of major chapter sections. tion of the concept we nowstate
Adolescents
call had
adolescence.
a more
developedBetween
prominent
special 1890
in society
andadolescents.
laws for 1920, a number Two of psy- in the current generation of
changes
chologists, urban reformers, adolescents
educators, youth workers, and
and emerging counselors began
adults—called to develop the their increasing ethnic diversity
Millennials—involve
concept. At this time, young and
people, especially
their boys,
connection towere increasingly
technology. viewed
Cohort as passive
effects refer toand
characteristics attributed to a per-

Connecting Research
vulnerable—qualities previously associated only with adolescent females. When G. Stanley
son’s year of birth, era, or generation rather than to his or her actual chronological age.
Hall’s book on adolescence was published in 1904 (see the next section), it played a major
· Negative
role in restructuring thinking about adolescence.
stereotyping of adolescents in any historical era has been common. Joseph Adelson
Stereotyping of

to What We Know about Development Adolescents described the concept of the “adolescent generalization gap,” which states that generaliza-
tions are often View
G. Stanley Hall’s Storm-and-Stress based onG.the behavior
Stanley Hallof a limited set
(1844–1924) of highly visible adolescents.
pioneered
G. Stanley Hall, father of the scientific study
the scientific study of adolescence.
· For too In 1904,
long, Hall published
adolescents his ideas
have been in a intwo-volume
viewed set: Research
negative ways. shows that a consid-
of adolescence.
A Positive View of
Over the years, it has been important for me to include Adolescence
the most up-to-date research
Adolescence. Hall was strongly
available.
erableinfluenced
majority by adolescents
of Charles Darwin,
aroundthethefamous evolutionary
world have positive self-esteem. The majority of
adolescents are not highly conflicted but rather are searching for an identity.
© Mary Evans/Sigmund Freud Copyrights/The Image Works

The tradition of obtaining detailed, extensive input from a number of leading experts in differ-
The Historical Perspective 3
ent areas of life-span development continues in this edition. Biographies and photographs of the
leading experts in the field of adolescent development appear on pages xii–xiv, and the exten-
2 Today’s Adolescents in the United LG2 Discuss the experiences of adolescents in the United
sive list of chapter-by-chapter highlights of new researchStates
content and are listed
Around theon pages xxii–xxxiii.
World States and around the world
Finally, the research discussions have been updated in every area and topic. I expended every
san17186_ch01_001-044.indd 3 5/15/15 11:49 AM

· Adolescents are heterogeneous. Although a majority of adolescents successfully make the

effort to make this edition of Adolescence as contemporary and
Adolescents in the up-to-date as possible.
United States transition from To thatto adulthood, too large a percentage do not and are not provided
childhood
end, there are more than 1,200 citations from 2013, 2014, 2015, and 2016. with adequate opportunities and support. Different portraits of adolescents emerge depending
on the particular set of adolescents being described. Contexts, the settings in which develop-
ment occurs, play important roles in adolescent development. These contexts include families,
peers, schools, and culture. Social policy is a national government’s course of action designed

Connecting Developmental Processes to influence the welfare of its citizens. The U.S. social policy on adolescents needs revision
to provide more services for youth. Benson and his colleagues argue that U.S. youth social
policy has focused too much on developmental deficits and not enough on strengths.

Too often we forget or fail to notice the many connections

The Global Perspective from one point or topic in
· There are both similarities and differences in adolescents across different countries. Much of
what has been written and researched about adolescence comes from American and Euro-
development to another. pean scholars. With technological advances, a youth culture with similar characteristics may
be emerging. However, there still are many variations in adolescents across cultures. In
some countries, traditions are being continued in the socialization of adolescence, whereas
in others, substantial changes in the experiences of adolescents are taking place. These tradi-
tions and changes involve health and well-being, gender, families, schools, and peers.
Preface xix
Reach Your Learning Goals 41
at you are
terdepen-

processes Developmental Connections, which appear multiple times in each chapter, point readers
to where the topic is discussed in a previous or subsequent chapter. Developmental Connec-
developmental connection
ment, tions highlight links across topics and age periods of development and connections between
Brain Development
biological, cognitive, and socioemotional processes. These key developmental processes are
Might there be a link between changes in
ioemo- the adolescent’s brain and risk taking and
typically discussed in isolation from each other, and students often fail to see their connec-
berg, sensation seeking? Connect to “The Brain tions. Included in the Developmental Connections is a brief description of the backward or
and Cognitive Development.” forward connection.
Also, a Connect question appears in the section self-reviews—Review, Connect, Reflect—
terms of so students can practice making connections between topics. For example, students are asked
and adult- to connect the discussion of autonomy and attachment to what they have already read about
of when emotional development.
biological processes Physical changes in an
individual’s body.
nd middle
cognitive processes Changes in an
individual’s thinking and intelligence.
Connecting Development to the Real World
months. It
h a brain socioemotional processes Changes in an In addition to helping students make research and developmental connections, Adoles-
individual’s personality, emotions, relationships cence shows the important connections between the concepts discussed and the real
hs of age. with other people, and social contexts. world. In recent years, students in my adolescence course have increasingly told me that
for exam- prenatal period The time from conception they want more of this type of information. In this edition, real-life connections are
rent-child to birth. explicitly made through the chapter
opening vignette, Connecting with
nfancy to infancy The developmental period that
from birth to 18 or 24with months health and well-being Health and Well-Being, Connecting with
me, young extendsconnecting of age.
Adolescents, Connecting with Emerging
op school early childhood The developmental period
How Can We Raise Moral Children and Adolescents? Adults, and Connecting with Careers.
and with extending from the end of infancy to about Each chapter begins with a story
Parental discipline contributes to children’s moral development, but
5 or 6 years of age; sometimes
also play called therole, including pro-
other aspects of parenting an important designed to increase students’ interest and
he age of preschool
vidingyears.
opportunities for perspective taking and modeling moral
behavior and thinking. Nancy Eisenberg and her colleagues motivation to read the chapter. For exam-
ool years,
middle (Eisenberg,
and lateSpinrad,
childhood& Knafo, The developmental
2015; Eisenberg, Spinrad, & Morris, ple, the chapter on moral development
y are for- 2014; Eisenbergfrom
period extending & Valiente,
about 2002)
6 suggest
to about that when
10 parents adopt
theme of the following strategies they are more likely to have children and introduces you to Jewel Cash, an emerg-
or 11 years of age; sometimes called the
adolescents who behave morally:
elementary
ing adult who was raised by a single
• Areschool years.
warm and supportive, use inductive reasoning, and engage
in authoritative parenting
mother in a Boston housing project and
• Are not punitive and do not use love withdrawal as a disciplinary has become a vocal and active participant
strategy
in improving her community.
The •Nature of Development
Use inductive discipline 15
• Provide opportunities for the children and youth to learn about What are some parenting characteristics and practices that are Connecting with Health and Well-
others’ perspectives and feelings
• Involve children and youth in family decision making and in the
linked with children’s and adolescents’ moral development?
© Digital Vision/Getty Images RF Being describes the influence of develop-
process of thinking about moral decisions ment in a real-world context on topics
study, securely attached children’s willing, cooperative stance was
• Model moral behaviors and thinking themselves, and provide
opportunities for their children and youth to do so linked to positive future socialization outcomes such as a lower inci- including increasing adolescents’ self-
• Provide information about what behaviors are expected and why dence of externalizing problems (high levels of aggression, for exam- esteem, effective sex education, parenting
ple) (Kochanska & others, 2010b).
• Foster an internal rather than an external sense of morality
5/15/15 11:49 AM
• Help children and youth to understand and regulate negative Recently, an interest has developed in determining which par- moral children and adolescents, strategies
emotion rather than becoming overaroused enting strategies work best when children and adolescents are con- for emerging adults and their parents,
fronted with situations in which they are exposed to values outside
Parents who show this configuration of behaviors likely foster
the home that conflict with parental values (Grusec, 2006). Two strat- effective and ineffective strategies for
concern and caring about others in their children and youth, and
create a positive parent-child relationship. A recent study found that
egies that parents often use in this regard are cocooning and pre- making friends, and coping strategies in
arming (Bugental & Goodnow, 2006). Cocooning occurs when parents
adolescents’ moral motivation was positively linked to the quality of
protect children and adolescents from exposure to deviant behavior adolescence and emerging adulthood.
their relationship with their parents (Malti & Buchmann, 2010).
Another recent study revealed that dimensions of authoritative par-
and thus eliminate the temptation to engage in negative moral Connecting with Adolescents and
behavior. In adolescence, cocooning involves monitoring the contexts
enting (such as a combination of responsiveness, autonomy-granting,
in which adolescents spend time and restricting their interaction with Connecting with Emerging Adults share
identity (Hardy & others, 2010). with adolescents
connecting
and demandingness) predicted a strengthening of adolescents’ moral
deviant peers. Pre-arming involves anticipating conflicting values and personal experiences from real adoles-
preparing adolescents to handle them in their lives outside their
In terms of relationship quality, secure attachment may play an
home. In using pre-arming, parents discuss strategies with adoles- cents and emerging adults. Connecting
Rochelle
important Ballantyne,
role in Chess moral
children’s and adolescents’ Stardevelopment. A cents to help them deal with harmful situations. with Resources for Improving the Lives
secure attachment can place children on a positive path for internal-
Rochelle
izing Ballantyne,
parents’ a Stanford
socializing goals andUniversity student
family values. In awho grew
recent up
study, of Adolescents at the end of each chapter
in Brooklyn,
early New York, defused
secure attachment is closea tomaladaptive
becoming trajectory
the first toward
female What type of studies do you think researchers might design to
African American to reach the level of chess master (Kastenbaum,
antisocial outcomes (Kochanska & others, 2010a). In another recent compare the relative effectiveness of cocooning and pre-arming? describes numerous resources such as
2012). Born in 1995, she grew up in a single-parent family in a books, websites, and organizations that
lower-income context. Her grandmother taught her to play chess
because she didn’t want Rochelle’s impoverished background to provide valuable information for improv-
prevent her from reaching her full potential. Rochelle
to refrain from was fortu-deviant behavior, advocates of a care perspective encourage students
morally ing the lives of adolescents in many
nate to attend I.S. 318, an inner-city public middleinschool
to engage where
prosocial behaviors such as considering others’ feelings, being sensitive to oth-
the chess team is one of the best in the ers,United States. Rochelle
and helping others (Frank, 2013).
different areas.
has won several national chess championships and she Walker
Lawrence is a rising
(2002) argues that it is important for character education to involve Connecting with Careers profiles
more than and
star in the world of chess. Rochelle’s motivation a listing of moralRochelle
confidence virtues Ballantyne,
on a classroom chess wall. Instead, he emphasizes thatischildren
are reflected in her comment: “When I and pushadolescents
myself, thenneed to participate
nothing rising starinincritical
the world
champion
discussions
of chess. How
from Brooklyn,
of values; they
might her
New York,
need
ability
a
to discuss and
to process
careers ranging from an educational psy-
can stop me.” reflect on how to incorporate virtues about
information into their
chessdaily lives. from
be different Walkerthat also advocates
of a novice chessexposing
player? chologist to a family and consumer sci-
children to moral exemplars©worthy of emulatingEverett
First Run Features/Courtesy and Collection
getting children to participate in com-
munity service. The character education approach reflects the moral personality domain of ence educator, a marriage and family
moral development discussed earlier in the chapter (Walker, Frimer, & Dunlop, 2011). therapist, and a career counselor.

246 CHAPTER 7 Moral Development, Values, and Religion

executive function, such as planning (deciding on how much time to focus on the task, for
xx example), evaluation Preface
(monitoring progress toward task completion, for example), and
self-regulation (modifying strategies while working on the task, for example) (Dimmitt &
McCormick, 2012).
Metacognition is increasingly recognized as a very important cognitive skill not only
san17186_ch07_227-257.indd 246 6/11/15 10:04 AM
in adolescence but also in emerging adulthood (McCormick, Dimmitt, & Sullivan, 2013).
In comparison with children, adolescents have an increased capacity to monitor and man-
 The careers highlighted extend from
the Careers Appendix that provides a com-
prehensive overview of careers in adoles-
cent development to show students where
knowledge of adolescent development could
lead them.
Part of applying development to the
real world is understanding its impact
connecting with careers
Grace Leaf, College/Career Counselor
and College Administrator
Grace Leaf is a counselor at Spokane Community College in
Washington. She has a master’s degree in educational leadership and
is working toward a doctoral degree in educational leadership at
Gonzaga University in Washington. Her college counseling job has
involved teaching, orientation for international students, conducting

on oneself. An important goal I have
established for my adolescence course and
Adolescence is to motivate students to think
deeply about their own journey of life. To
individual and group advising, and doing individual and group career
planning. Leaf tries to connect students with their own goals and
values and helps them design an educational program that fits their
needs and visions. Following a long career as a college counselor,
she is now vice-president of instruction at Lower Columbia College
in Washington.

further encourage students to make personal For more information about what career counselors do, see the
Grace Leaf counsels college students at Spokane Community
College about careers.
connections to content in this edition, Careers in Adolescent Development appendix. Courtesy of Grace Leaf

Reflect: Your Own Personal Journey of Life

appears in the end-of-section reviews in
each chapter. This feature involves a ques- developmental connection
tion that asks students to reflect on some aspect of the discussion in the section
Identity they have
Osipow, 1994). An individual’s identity can be categorized as diffused, foreclosed, mora-
torium, and achieved. Identity moratorium describes individuals who have not yet made
Emerging adulthood is characterized by
just read and connect it to their own life. For example, students
identity exploration, especiallyare asked:an identity commitment but are in the midst of exploring options, whereas identity diffu-
in work
and love, and by instability in work, love, sion identifies individuals who have neither made a commitment nor experienced a crisis
• What are some examples of circumstances in and
which you think you were (exploration
education. Connect to “Introduction.”
stereotyped
the
of alternatives). Adolescents and emerging adults who are further along in
asformation are better able to articulate their occupational choices
process of identity
an adolescent? and their next steps in attaining short-term and long-term goals. By con-
trast, adolescents and emerging adults in the moratorium and diffusion
• How was your adolescence likely similar to, orDomain/
different
Identity Status from,8 the adolescenceGrade
10 12 of statuses
your of identity are more likely to struggle with making occupational
plans and decisions.
parents and grandparents? Vocational One study focused on vocational identity development in relation to
Moratorium 33.5 38.0 42.1 other identity domains (Skorikov & Vondracek, 1998). A cross-sectional
Achievement 13.5 13.5 19.6
In addition, students are asked a number of personal connections questions in the photograph
study of 1,099 high school students in grades 7 through 12 revealed a devel-
opmental progression in adolescent vocational identity that was character-
captions. General ideological
Moratorium 25.5 27.8 36.4
ized by an increase in the proportion of students classified as identity
Achievement 5.1 11.2 5.6 diffused or foreclosed. Statuses in general ideological, religious, lifestyle,
and political identity domains lagged behind identity status development in
the domain of vocation (see Figure 7). Thus, in line with the developmental
Religious
Moratorium 14.6 15.6 20.0 tasks outlined in Erikson’s (1968) theory, vocational identity development
Achievement 5.6 7.8 5.4 plays a leading role in identity development.

Lifestyle
Moratorium
Achievement
14.0
3.6
18.9
6.5
15.6
4.6
SOCIAL CONTEXTS
Not every individual born into the world can grow up to become a nuclear
Political physicist or a doctor—genetic limitations keep some adolescents from per-
Moratorium 11.3 13.8 11.2 forming at the high intellectual levels necessary to enter such careers. Sim-
Achievement 3.1 4.8 6.5
ilarly, genetic limitations restrict some adolescents from becoming
professional football players or professional dancers. But many careers are
FIGURE 7 available to most of us, careers that provide a reasonable match with our
IDENTITY STATUS DEVELOPMENT IN DIFFERENT abilities. Our sociocultural experiences exert strong influences on career
DOMAINS. Note: Numbers represent percentages. choices from among the wide range available. Among the important social

394 CHAPTER 11 Achievement, Work, and Careers

san17186_ch11_369-400.indd 394 6/11/15 1:39 PM

Preface xxi
Content Revisions
A significant reason why Adolescence has been successfully used by instructors for fifteen editions now is the painstaking effort and
review that goes into making sure the text provides the latest research on all topic areas discussed in the classroom. This new edition is
no exception, with more than 1,200 citations from 2013, 2014, 2015, and 2016.
New research highlights include very recent studies linking attachment styles to relationship issues in adolescence and emerging
adulthood; more precise discoveries about the adolescent’s changing brain; expanded and updated information about the importance of
families in children’s and adolescents’ moral development; and links between parenting styles and adolescent academic achievement.
Below is a sample of the many chapter-by-chapter changes that were made in this new edition of Adolescence.

Chapter 1: Introduction • Inclusion of a recent study of United Kingdom undergradu-

• ates that found 35 percent of females but only 8 percent of
New coverage of Laurence Steinberg’s (2014) view, as
­discussed in his recent book, Age of Opportunity, that while
the majority of adolescents are making the journey through
adolescence to adulthood in a positive manner, too many
are not; in support of his view, he describes such problems
as the much lower achievement of U.S. adolescents com-
pared with their counterparts in many other countries, a
drop in U.S. college graduation rates, high levels of alcohol
abuse, too many adolescent girls becoming pregnant by
age 20, and the tripling of adolescent obesity rates in
recent decades.
• Updated statistics on the percentage of U.S. children and
adolescents under 18 years of age living in poverty, includ-
ing data reported separately for African American and
Latino families (De Navas-Walt & Proctor, 2014).
• Inclusion of information from a recent national survey that
found 45 percent of U.S. 18- to 29-year-olds considered
themselves between adolescence and full-fledged adulthood,
but through their twenties they steadily increased their
description of themselves as full-fledged adults (Arnett,
2012).
• Two new additions to the end-of-chapter section, Resources
for Improving the Lives of Adolescents: (1) Laurence Stein-
berg’s (2014) Age of Opportunity: Lessons from the New
Science of Adolescent Development, and (2) Jeffrey Arnett’s
(2014a) Emerging Adulthood (2nd ed.).
Chapter 2: Puberty, Health, and
Biological Foundations
• Includes some content changes based on feedback from
leading expert Elizabeth Susman.
• Description of a recent study of 9- to 17-year-old boys that
found testosterone levels peaked at 17 years of age
(Khairullah & others, 2014).
• Coverage of a recent study in which DHEA concentrations
increased 24 months before breast development in girls
(Biro & others, 2014).
• Inclusion of recent research that documented the growth of
the pituitary gland during adolescence and found that its
volume was linked to circulating blood levels of estradiol
and testosterone (Wong & others, 2014).
• New section that evaluates the potential roles of leptin
and kisspeptins in pubertal onset and change (Roa &
Tena-Sempere, 2014; Skorupskaite, George, & Anderson,
2014).
males expressed moderate or marked concern with their
body image (El Ansari, Dibba, & Stock, 2014).
• Description of a recent research review that concluded there
is insufficient quality research to confirm that ­changing
testosterone levels in puberty are linked to ­adolescent males’
moods and behavior (Duke, Balzer, & Steinbeck, 2014).
• Discussion of recent research that found early-maturing girls
engaged in sexual intercourse earlier than late-maturing girls
and had more unstable sexual relationships (Moore, Harden,
& Mendle, 2014).
• Coverage of a recent study that found late-maturing boys had
a more negative body image in the early high school years
than early-maturing boys (de Guzman & Nishina, 2014).
• Inclusion of a recent analysis of the health status and health
outcomes of U.S. adolescents and young adults across the
last decade that found few indicators changing in this time
frame, although there were improvements for adolescents
and young adults in rates of unintentional injury, assault,
and tobacco use, and for adolescents in levels of sexual/
reproductive health (Park & others, 2014).
• Updated information about the continuing drop in vegetable
and fruit consumption by U.S. adolescents through 2013
(Kann & others, 2014).
• Coverage of a recent analysis that found family dinners in
France were more likely to emphasize fruits and vegetables
than were family dinners in the United States (Kremer-
Sadlik & others, 2015).
• Description of a 10-year longitudinal study that revealed the
more frequently adolescents ate family meals the less likely
they were to be overweight or obese in early adulthood
(Berge & others, 2015).
• New national data on the percentage of adolescents who eat
breakfast every day of the week (Kann & others, 2014).
• Inclusion of recent research in which increased screen time
was linked to increased consumption of food and beverages
with low nutritional quality and decreased consumption of
fruits and vegetables (Falbe & others, 2014).
• Updated data on gender and ethnic variations in adolescent
exercise rates for U.S. adolescents, including updated Figure 9
(Kann & others, 2014).
• Updated national data on the percentage of U.S. adolescents
who participated on at least one sports team, including gender
and ethnic variations (Kann & others, 2014).
• Description of recent research that found highly physically
fit adolescents had better connectivity between brain regions

xxii Preface
 than did less physically fit adolescents (Herting &
others, 2014).
• Coverage of a recent meta-analysis that concluded fathers
play a more important role in the physical activity levels
of their adolescent sons than in those of their adolescent
daughters (Yao & Rhodes, 2015).
• Updated data on the percentage of adolescents who
­participate in a physical education class daily (Kann &
­others, 2014).
• Discussion of recent research indicating that adolescents who
get less than 7.7 hours of sleep per night have more emotional
and peer-related problems, higher levels of anxiety, and higher
levels of suicidal ideation (Sarchiapone & others, 2014).
• Inclusion of a longitudinal study of more than 1.1 million
Swedish males that found 18-year-olds who had lower
­levels of cardiovascular fitness had increased risk of devel-
oping early-onset dementia and mild cognitive impairment
42 years later (Nyberg & others, 2014).
• New commentary noting that recent research indicates that
exercise can be effective in reducing ADHD symptoms
(Kamp, Sperlich, & Holmberg, 2014).
• Coverage of a recent study in which daughters’ participation
in sports was related to both parents’ exercise habits while
sons’ participation was linked only to fathers’ exercise habits
(Sukys & others, 2014).
• Coverage of a study that found high school girls’ partici-
pation in sports increased from 1971 to 2012 (Bassett &
others, 2015).
• Inclusion of recent research indicating that triad risk ­factors
were prevalent among female high school athletes but that
knowledge of the female athlete triad was low among athletes
and their coaches (Brown, Wengreen, & Beals, 2014).
• Discussion of recent research that found a lack of informa-
tion about the female athlete triad among college coaches as
well (Frideres, Mottinger, & Palao, 2015).
• Inclusion of recent national data on the percentage of U.S.
ninth- to twelfth-graders who got 8 hours or more of sleep
on school nights (Kann & others, 2014).
• Coverage of a national study that confirmed adolescents get less
sleep as they get older, that adolescent sleep generally declined
from 1991 to 2012, that girls were less likely to get 7 or more
hours of sleep per night than boys, as were ethnic minority,
urban, and low-SES adolescents (Keyes & others, 2015).
• Inclusion of recent research in which sleep problems in
adolescence were associated with a lower level of working
memory and in turn this lower level of working memory
was linked to greater risk taking (Thomas & others, 2014).
• New discussion suggesting that adolescents’ sleep debt is
linked to their electronic media use, caffeine intake,
changes in the brain, and early school starting times
(Owens, 2014).
• Description of a recent study connecting early school start-
ing times to a higher vehicle crash rate among adolescent
drivers (Vorona & others, 2014).
• Inclusion of the recent recommendation by the American
Academy of Pediatrics that schools institute start times from
8:30 to 9:30 a.m. to improve students’ academic perfor-
mance and quality of life (Adolescent Sleep Working
Group, AAP, 2014).
• Updated content on the number of genes that humans have and
a recent prediction that humans likely have fewer than 20,000
genes (Abyzov & others, 2013; Ezkurdia & others, 2014).
• New description of recent research on how exercise and
nutrition can modify the behavior of genes (Lindholm &
others, 2014; Ma & others, 2015).
• New content on how sleep deprivation can influence gene
expression in negative ways such as increased inflammation,
expression of stress-related genes, and impairment of pro-
tein functioning (Da Costa Souza & Ribeiro, 2015).
• Coverage of a recent research review that concluded the
young scientific area of gene x environment (G x E) inter-
action is plagued by difficulties in replicating results,
inflated claims, and other weaknesses (Manuck & McCaf-
fery, 2014).
• New entry in Resources for Improving the Lives of Adoles-
cents: David Moore’s (2015) recent book, The Developing
Genome, which provides valuable information about the
epigenetic view and suggests that genetic explanations of
development too often have been overblown.
Chapter 3: The Brain and
Cognitive Development
• New discussion of increased focal activity in a brain region
and increasing connectedness across regions as adolescents
develop (Markant & Thomas, 2013).
• New content on the view of neuroscientist Mark Johnson
and his colleagues (Johnson, Jones, & Gliga, 2015) that
development of the prefrontal cortex likely orchestrates the
functions of many other brain regions during development.
• Coverage of a recent study in which working memory defi-
cits at age 15 were linked to a higher level of risk-taking
behavior at age 18 (Thomas & others, 2015).
• Discussion of Robert Sternberg’s (2014b) recent definition
of intelligence as the ability to adapt to, shape, and select
environments.
• Updated descriptions of the most recent versions of the
Wechsler scales of intelligence (Syeda & Climie, 2014).
• Discussion of a recent study in which emotional intelligence
abilities were linked to academic achievement above and
beyond cognitive and personality factors (Lanciano &
Curci, 2014).
• New section entitled “The Neuroscience of Intelligence.”
• Inclusion of recent research indicating that a distributed
neural network involving the frontal and parietal lobes is
linked to higher intelligence (Vahktin & others, 2014).
• New Figure 17 indicating the areas of the brain associated
with higher intelligence.
• Inclusion of information from a recent meta-analysis of
processing speed that confirmed processing speed increases
through the childhood and adolescent years (Verhaeghen,
2013).
Preface xxiii
• New research indicating that children with learning disabilities
in reading and math have working memory deficits (Peng &
Fuchs, 2015).
• Inclusion of Robert Sternberg’s (2014b) commentary about
how research on the brain’s role in intelligence has been
more productive in producing answers to some questions
than to others.
• Description of a recent meta-analysis of 53 studies con-
ducted since 1972 that found IQ scores have been rising
about 3 points per decade since that year and that the rate
of increase in IQ scores does not seem to be diminishing
(Trahan & others, 2014).
• Description of a recent analysis that concluded the under-
representation of African Americans in STEM subjects and
careers is linked to practitioners’ expectations that they have
less innate talent than non-Latino Whites (Leslie & others,
2015).
• Expanded content on whether social media might serve as
an amplification tool for adolescent egocentrism and cover-
age of a recent study that found Facebook use increases
self-interest (Chiou, Chen, & Liao, 2014).
• New entry in Resources for Improving the Lives of Ado-
lescents: The Neuroscience of Decision Making (2014)
edited by Valerie Reyna and Vivian Zayas, which describes
many research and social implications of adolescents’ risky
decision making.
Chapter 4: The Self, Identity, Emotion, and
Personality
• Some changes made based on recommendations from leading
expert Kate McLean.
• Inclusion of recent research involving Hong Kong second-
ary school students in which the main content of hoped-for
selves focused on school and career (Zhu & others, 2014).
In this study, girls had more strategies for attaining positive
possible selves than did boys.
• Description of a recent study that found low and
decreasing self-esteem during adolescence was linked
with adult depression two decades later (Steiger &
others, 2014).
• New content on how most studies of self-esteem are correla-
tional in nature and discussion of a recent longitudinal study
of adolescents in which self-esteem predicted subsequent
changes in social support but not the reverse (Marshall &
others, 2014).
• Coverage of recent research indicating that inflated
praise, although well intended, may cause children with
low self-esteem to avoid important learning experiences,
such as tackling challenging tasks (Brummelman &
others, 2014).
• New section on self-regulation in adolescence with special
emphasis on its important role in achievement and health
(Casey, 2015; Wigfield & others, 2015).
• New discussion of effortful control as a key aspect of self-
regulation and a recent study that found effortful control
at 17 years of age predicted academic persistence and
xxiv Preface
e­ ducational attainment at 23 to 25 years of age (Veronneau &
others, 2014).
• Coverage of some factors that might help adolescents
develop better self-regulation and some factors that might
inhibit their development of self-regulation (McClelland &
others, 2015).
• New description of child and adolescent precursors to adult
health and longevity, including the view of Nancy Eisenberg
and her colleagues (2014) that early development of self-
regulation fosters conscientiousness later in life, both directly
and through its link to academic motivation/success and
internalized compliance with norms.
• Updated and expanded discussion of the narrative approach
to identity (McAdams & McLean, 2013; Pasupathi, 2015;
Singer & Kasmark, 2015).
• Coverage of a recent study that examined identity domains
using both identity status and narrative approaches with the
interpersonal domain (especially dating and friendship
aspects) frequently mentioned (McLean & others, 2015).
In the narrative approach, family stories were common.
• Inclusion of recent research in which planfulness was a
consistent predictor of engagement in identity exploration
and commitment (Luyckx & Robitschek, 2014).
• Expanded description of why college often produces some key
changes in an individual’s identity (Arnett, 2014; Arnett &
Fishel, 2013).
• Extensive revision, updating, and organization of the dis-
cussion of the Big Five factors of personality, including a
separate description of each factor.
• Description of recent research that found individuals high in
openness to experience are more likely to engage in identity
exploration (Luyckx & others, 2014) and have superior cog-
nitive functioning across the life span (Briley, Domiteaux, &
Tucker-Drob, 2014).
• Inclusion of research in which individuals high in conscien-
tiousness were less stressed and had better health (Gartland &
others, 2014).
• Coverage of recent research indicating that individuals high
in extraversion had fewer sleep problems (Hintsanen & oth-
ers, 2014) and a more positive sense of well-being (Soto &
others, 2015).
• Discussion of research in which adolescents who were high
in agreeableness and conscientiousness engaged in fewer
counterproductive workplace behaviors (absenteeism, sub-
stance abuse on the job, and theft, for example) 18 years
later (Le & others, 2014).
• Description of recent research linking high levels of neuroti-
cism to a variety of negative outcomes, including higher
rates of drug dependence (Valero & others, 2014) and lower
levels of well-being 40 years later (Gale & others, 2013).
• New entry in Resources for Improving the Lives of Adoles-
cents: Oxford Handbook of Identity Development edited by
Kate McLean and Moin Syed (2015), in which most of the
leading experts in adolescent and emerging adult identity
development provide contemporary reviews of research and
theory.
Another random document with
no related content on Scribd:
thousand feet, and Lakaan, which is regarded as the highest in that
chain, is supposed to be only six thousand. The soil appears to be
very infertile, yet when the sun was approaching the western
horizon, and the cumuli, floating in the pure air, slowly drew along
their changing shadows over the innumerable hills and valleys, the
whole scene was nearly as delightful as my first view of the tropics in
coming up the Strait of Sunda. There is no road in the interior of the
island, and every one who will travel the shortest distance, must go
on horseback along the sandy beaches.
This afternoon we passed Pulo Gula Batu, “Sugar-Loaf Island.” It
is quite high, with steep, almost perpendicular sides, which have a
white, chalky appearance, and appear to be composed of strata of
coral rock, which would indicate that it had recently been elevated
above the sea. At sunset we entered Ombay Passage, the one that
ships from England and America usually choose when going to
China in the western monsoon, and frequently when returning in the
eastern monsoon. One was just then drifting down into the Indian
Ocean, on her homeward voyage. This was the first vessel we had
seen since we passed down Sapi Strait, and left the Java Sea. It was
then nearly calm, and yet I saw flying-fish come out of the water and
go a considerable distance before plunging into it again, thus proving
that they must sustain themselves in the air chiefly by a vibrating
motion of their great pectoral fins. The sun was now sinking behind
the high, dark peaks of the island of Pintar.
At daylight next morning we were steaming into a little bay
surrounded by hills of fifteen hundred to two thousand feet. At the
head of the bay and around its southern shore extended a narrow
strip of level land, bordering the bases of these high hills. On the low
land are two miserable forts, and a few houses and native huts.
These comprise the city of Dilli, the Portuguese capital in all these
waters. Of all the nations in Europe, the Portuguese were the first to
discover the way to the Indies by sea. Then, for a time, they enjoyed
an undisputed monopoly over the Eastern trade; but now the
northern half of this island, the eastern end of Floris, the city of
Macao in China, and Goa in Hindustan, are the only places of
importance in all the East that continue in their hands. The common,
or low Malay language, has been more affected by the Portuguese
than any other nation, for the simple reason that those early
navigators brought with them many things that were new to the
Malays, who therefore adopted the Portuguese names for those
articles. The last governor of this place had run away a few months
before we arrived, because he had received no pay for half a year,
though his salary was only five hundred guilders per month; and a
merchant at Macassar told me that, when he arrived at that city, he
did not have the means to pay his passage back to Europe. The first
inquiry, therefore, that was made, was whether we had brought a
new governor. The captain’s reply was, that he had but one
passenger in the first cabin, and the only place he appeared to care
to see in that region was the coral reef at the mouth of the harbor.
The native boats that came off with bananas, cocoa-nuts, oranges,
and fowls, were all very narrow, only as wide as a native at the
shoulders. Each was merely a canoe, dug out of a single small tree,
and built up on the sides with pieces of wood and palm-leaves. They
were all provided with outriggers. It was then low water, and the reef
was bare. It had not been my privilege to visit a coral reef, and I was
most anxious to see one, but I could not make up my mind to risk
myself in such a dangerous skiff. The captain, with his usual
kindness, however, offered me the use of one of his large boats; and
as we neared the reef, and passed over a wide garden richly-tinted
with polyps, with here and there vermilion star-fishes scattered
about, and bright-hued fishes darting hither and thither like flashes of
light, a deep thrill of pleasure ran along my nerves, which I shall
never forget to the end of my days. Here in an hour I collected three
species of beautiful star-fishes, and sixty-five kinds of shells, almost
all of the richest colors. The coral rocks, thus laid bare by the
receding tide, were all black, and not white, like the fragments of
coral seen on shores. This reef is scarcely covered at high water,
and therefore breaks off all swell from the ocean; but, unfortunately,
the entrance is narrow, and the harbor is too small for large ships.
Only two vessels were there at that time. One was a brig from
Amboina, that had come for buffaloes, or for sapis, and the other
was a small topsail schooner from Macassar, that had come for
coffee, which is raised in considerable quantities on the plateau back
of Dilli, and is brought down on the backs of horses. Long lines of
them were seen ascending and descending the winding paths on the
steep hill-sides back of the village. These declivities were sparsely
covered with trees, but a thick grove of cocoa-nut palms grew on the
low land bordering the bay. The name Dilli, according to Mr.
Crawfurd, is identical with that of the Malay state on the northeastern
side of Sumatra, which we call Delli, and he suspects from this fact
that this area was settled by a colony of Malays from Sumatra in the
earliest times. The word Timur, in the Malay, means “East,” and this
island was probably the limit of their voyages in that direction, hence
its name. Immediately off the harbor of Dilli lies Pulo Kambing, or
Goat Island, a common name for many islands in the archipelago.
On both this island and Pintar the highest peaks are at the southern
end. North of Dilli the coast is steep, and the mountains rise abruptly
from the sea. The sides of all these elevations are deeply scored
with valleys that have been formed by the denuding action of rain.
From Dilli we steamed northward along the southeast coast of
Wetta, a high, mountainous island. Its coasts are occupied by
Malays, and its interior by a black, frizzled-haired people, allied to
the inhabitants of Timur. The bloody practice of “head-hunting” still
exists among them. North of Timur is Kissa, the most important
island in this part of the archipelago. In the early part of the present
century this was the seat of a Dutch residency. It is a low island, and
the rice and maize consumed by its inhabitants are chiefly imported
from Wetta. Its people, however, carry on a very considerable trade
with the surrounding islands, and are said to be far in advance of the
natives of Amboina in point of industry. Southeast of Kissa lies Letti,
for the most part high and hilly, but level near the sea. Kloff[24]
describes the natives as tall and well formed, and having light-brown
complexions. The men wear no other dress than a piece of cloth
wrapped around the waist. The women sometimes wear, in addition
to this dress, a kabaya, open in front. Polygamy is not found, and
adultery is punishable with death or slavery. When the Dutch
occupied these islands, they induced the natives to change these
sentences into exile to the Banda Islands, where men were needed
to cultivate the nutmeg-trees. Neither Mohammedanism nor
Hinduism has been introduced into these islands; they only pay
homage to an image of human shape placed on a heap of stones
that has been raised under a large tree near the centre of the village.
When a marriage or death, or any remarkable event occurs, a large
hog or buffalo, which has been kept and fattened for the purpose, is
slaughtered. They are especially anxious to obtain elephants’ teeth,
and hoard them up as the choicest treasures.
The morning after leaving Dilli, Roma appeared on our starboard
hand. It is very high and mountainous. In 1823 it suffered very
severely from a violent hurricane, which also caused a frightful
destruction on Letti. On the latter island the cocoa-nut trees were
levelled to the ground over considerable areas. This disaster was
followed by a drought, which destroyed all their crops, and produced
great mortality among the cattle, through lack of food. The hurricane
also caused the bees to desert the island for a time—a serious loss
to the inhabitants, as wax and honey are among their chief exports.
These are taken to the Arru Islands, and thence to Macassar and
Amboina. When a chief dies, his wife takes his place in the council, a
privilege rarely granted to a woman among these Eastern nations.
East of Letti is Lakor, a dry coral bank, raised twenty feet above the
sea.
Damma soon after came into view. It is also high and
mountainous, and has a lofty volcanic peak at its northeastern
extremity. In 1825 it was pouring forth great quantities of gas. At its
foot is a sulphur-spring, such as exist at many places in Java and
Celebes, in the immediate vicinity of existing volcanic action. The
doctor of Captain Kloff’s ship, the Dourga, sent some of the crew to
bathe in this spring, and he states that “though they were so affected
with rheumatism as to be not only unfit for duty but in a state of great
misery, the use of this water contributed greatly to the improvement
of their health.” Springs of this kind are found in the district of
Pekalongan, west of Mount Prau, and are frequented by many
foreigners, but I never heard that any remarkable cure has ever been
effected by the use of their waters. The nutmeg-tree grows wild on
Damma, and the canari also thrives here. Thirty years after the
Dutch deserted this island, the whole population were found to have
completely relapsed into barbarism, but some of the natives of Moa,
Letti, Roma, and Kissa, continue to be Christians, and five or six
native schoolmasters are now located among those islands.
Southeast of Damma lies Baba. Its people have the odd custom of
rubbing lime into their hair, even from infancy. An English vessel that
was trading here was boarded by these wild natives, and all her crew
were butchered. Another vessel suffered a like fate at Timur-laut, that
is, “Timur lying to seaward,” an island about one hundred miles long,
and one-third as wide in its broadest part. It is customary here for
each family to preserve the head of one of their ancestors in their
dwelling, and, as if to remind them all of his valorous deeds and their
own mortality, this ghastly skull is placed on a scaffold opposite the
entrance. When a young woman marries, each ankle is adorned with
heavy copper rings, “to give forth music as she walks.” Their war
customs are like those of the Ceramese. It is said that among the
mountains of this island a black, frizzled-haired people exist. If this
should prove true, they will probably be found to be like the
inhabitants of Timur and Ombay, and not referable to the Papuan
type. The inhabitants of all these islands are constantly separated by
petty feuds, or carrying on an open warfare with each other.
We were now fully in the Banda Sea, and on the 28th of June the
summit of the Gunong Api, or “Burning Mountain” of that group,
appeared above the horizon, but, as I afterward revisited these
beautiful islands, a description of them is deferred to a future page.
As we steamed away from the Bandas, we passed out of the region
of continuous dry weather and began to enter one where the wet and
dry seasons are just opposite to what they are in all the wide area
extending from the middle part of Sumatra to the eastern end of
Timur, including the southern half of Borneo and the southern
peninsulas of Celebes. In all that region the eastern monsoon brings
dry weather, though occasional showers may occur; but at Amboina,
and on the south coast of Ceram and Buru, this same wind bears
along clouds that pour down almost incessant floods. At Amboina I
was assured that sometimes it rained for two weeks at a time,
without apparently stopping for five minutes, and from what I
experienced myself I can readily believe that such a phenomenon is
not of rare occurrence.
 In the northern part of Celebes, at Ternate, and in the northern part
of Gillolo, and the islands between it and New Guinea, and also on
the shores of the western part of that great island, the wet and dry
seasons are not well defined. This exceptional area is mostly
included within the parallels of latitude two degrees north and two
degrees south of the equator. North of it the wind at this time of year
is from the southwest, instead of from the southeast. This dry
southeast monsoon bends round Borneo, and becomes the
southwest monsoon of the China Sea, supplying abundant rains to
the northern parts of Borneo and the Philippines. It has its origin near
Australia, and thence it pushes its way first toward the northwest and
then toward the northeast across the whole Philippine group. It
appears in Timur in March, and reaches the southern part of the
China Sea in May.
 CHAPTER V.
AMBOINA.

June 29th.—We are this morning approaching Amboina, the goal

of my long journey, and the most important of the Spice Islands.
Amboina is both the name of the island and its chief city. In form the
island is nearly elliptical, and a deep, narrow bay, fourteen miles
long, almost divides it longitudinally into two unequal parts. That on
the west, which forms the main body of the island, is called Hitu; and
that on the east Laitimur, which in Malay means “the eastern leaf.”
Both are composed of high hills which rise up so abruptly from the
sea that, though this bay for one-third of its length is nearly four
miles wide, yet it perfectly resembles a frith or broad river. Along the
shores are many little bays where praus are seen at anchor, and on
the beaches are small groves of the cocoa-nut palm, which furnish
food and shade to the natives dwelling in the rude huts beneath
them. Higher up the hill-sides, large, open areas are seen covered
with a tall, coarse grass; but the richly-cultivated fields on the flanks
of the mountains in Java nowhere appear. These grassy hill-sides
are the favorite burial-places with the Chinese, for they rarely or
never carry back the bones of their friends to the sacred soil of the
Celestial Land from these islands as they do from California. Such
graves are always horseshoe-shaped, just as in China, and their
white walls make very conspicuous objects on the green hill-sides.
Above the open areas, in the wooded regions, we notice a few
places filled with small trees that have a peculiar bright-green
foliage. Those are the gardens of clove-trees which have made this
island so famous throughout the world.
It is now the rainy season here, and thick rain-clouds at first
completely enshrouded us; but as we passed up the bay they slowly
broke away, and revealed on either hand high hills and mountains,
which, on the Hitu side, began to assume a most wonderful
appearance. The strong easterly wind pushed away the thick, white
clouds from the exposed sides of all these elevations, and caused
them to trail off to the west like smoke from hundreds of railroad
engines, until every separate peak appeared to have become an
active volcano that was continually pouring out dense volumes of
white, opaque gas; and as these hills rose tier above tier to high,
dark mountains which formed the background, the whole scene was
most awe-inspiring, especially in this land where eruptions and
earthquakes are frequent, and only a comparatively thin crust
separates one from the earth’s internal fires.
Near the mouth of the bay the water is very deep, but eight or nine
miles within it is sufficiently shallow for an anchorage. Here also the
hills on the east or Laitimur side are separated from the beach by a
triangular, level area, about a paal[25] long, and on this has been
built the city of “Amboina” or “Ambon,” in the native language.
Viewed from the anchorage, the city has a pleasing appearance, its
streets being broad, straight, and well shaded. About half way from
its southern end is Fort Nieuw Victoria. Landing at a quay we passed
through this old stronghold out into a pretty lawn, which is
surrounded by the Societeit, or Club-House, and the residences of
officials and merchants. The total population of the city is about
fourteen thousand. Of these, seven hundred are Europeans, three
hundred Chinese, and four hundred Arabs. The others are natives.
The entire population of the island is about thirty-two thousand. Like
all the cities and larger settlements in the Dutch possessions,
Amboina is divided into a native kampong or quarter, a Chinese
kampong, and a quarter where foreigners reside. The natives are
directly under the control of a rajah or prince, and he, in turn, is
responsible to a Dutch assistant resident. In a similar manner the
Chinese are subject to a “Captain China,” who, in the larger cities,
has one or more assistants or “lieutenants.” He, likewise, must report
himself to the assistant resident. In this way each separate people is
immediately ruled by officers chosen from its own nation, and
consequently of the same views and prejudices. Justice is thus more
perfectly administered, and the hostile feelings which each of these
bigoted Eastern nations always entertains against every other are
thus completely avoided.
On leaving Batavia, Cores de Vries & Co., who then owned all the
mail-steamers in the Netherlands India, kindly gave me a letter of
credit so that I might draw on their agents from place to place, and
wholly avoid the trouble and danger of carrying any considerable
sum with me. This letter further recommended me to the kind
attention of all their employés, and Mr. Var Marle, their agent at this
place, at once said that I must make his house my home while I
remained in that part of the archipelago; and this unexpected and
very generous invitation was still more acceptable, as both he and
his good lady spoke English. A chamber was assigned me, and a
large room in an adjoining out-building, where I could store my
collections and pack them up for their long transit to America; and
thus I was ready to commence my allotted work without the least
delay. I then called on His Excellency the Governor of the Spice
Islands, who received me in the most cordial manner, and said that
boats, coolies, and whatever other assistance I might need, would
be immediately ordered whenever I wished.
Amboina has long been famous for its shells, and the Dutch
officials have been accustomed for years to purchase very
considerable quantities as presents for their friends in Europe. The
natives, therefore, are in the habit of gathering them for sale, and a
few have become extensive traders in these beautiful objects. It was
soon noised abroad that a foreigner had come from a land even
farther away than “Ollanda,” as they call Holland, solely for the
purpose of purchasing shells; and immediately, to my great delight,
basketful after basketful of the species that I had always regarded as
the rarest and most valuable began to appear, every native being
anxious to dispose of his lot before his fellows, and thus obtain a
share of the envied shining coin, which I was careful to display to
their gloating eyes before I should say I had bought all I desired.
Competition, here as elsewhere, had a wonderfully depressing effect
on the price of their commodities, judging from what they asked at
first and what they were finally willing to take. The trade, however,
became more brisk day after day, and some natives came from long
distances partly to sell their shells and partly to see whether “that
man” could be sane who had come so far and was spending,
according to their ideas, so much money for shells. At first I bought
them by the basketful, until all the more common species had been
obtained, and then I showed the natives the figures in Rumphius’s
“Rariteit Kamer” of those species I still wished to secure, and at the
same time offered them an extra price for others not represented in
that comprehensive work. One species I was particularly anxious to
secure alive. It was the pearly nautilus. The shell has always been
common, but the animal has seldom been described. The first was
found at this place, and a description and drawing were given by
Rumphius. Afterward a dissection and drawing were given by
Professor Owen, of the British Museum, and his monograph
probably contains the most complete anatomical description that has
ever been made of any animal from a single specimen. He worked,
as he himself described it to me, with a dissecting-knife in one hand
and a pencil in the other. So little escaped his pen and pencil, that
very little information has been added by later dissections. I was so
anxious to secure one of these rare animals, that I felt that, if I
should obtain one and a few more common species, I could feel that
my long journey had been far from fruitless. Only the second day
after my arrival, to my inexpressible delight, a native brought me one
still living. Seeing how highly I prized it, he began by asking ten
guilders (four Mexican dollars) for it, but finally concluded to part with
it for two guilders (less than one Mexican dollar), though I should
certainly have paid him fifty if I could not have obtained it for a less
price. It had been taken in this way: the natives throughout the
archipelago rarely fish with a hook and line as we do, but, where the
water is too deep to build a weir, they use instead a bubu, or barrel
of open basket-work of bamboo. Each end of this barrel is an
inverted cone, with a small opening at its apex. Pieces of fish and
other bait are suspended from within, and the bubu is then sunk on
the clear patches of sand on a coral reef, or more commonly out
where the water is from twenty to fifty fathoms deep. No line is
attached to those on the reefs, but they are taken up with a gaff.
Those in deep water are buoyed by a cord and a long bamboo, to
one end of which a stick is fastened in a vertical position, and to this
is attached a piece of palm-leaf for a flag, to make it more
conspicuous. In this case it happened that one of these bubus was
washed off into deeper water than usual, and the nautilus chanced to
crawl through the opening in one of the cones to get at the bait
within. If the opening had not been much larger than usual, it could
not possibly have got in. It was at once placed in a can containing
strong arrack. I then offered twice as much for a duplicate specimen,
and hundreds of natives tried and tried, but in vain, to procure
another during the five months I was in those seas. They are so rare
even there, that a gentleman, who had made large collections of
shells, assured me that I ought not to expect to obtain another if I
were to remain at Amboina three years. Rumphius, who usually is
remarkably accurate in his descriptions of the habits of the mollusks
he figures, says it sometimes swims on the sea; but this statement
he probably received from the natives, who made such a mistake
because many empty shells are frequently found floating on the
ocean. When the animal dies and becomes separated from the shell,
the latter rises to the surface of the sea on account of the air or other
gas contained in the chambers. It is then swept away by the wind
and tide to the shore of a neighboring island. When the natives are
questioned as to where these shells come from, they invariably reply,
“The sea;” and as to where the animal lives, they merely answer,
“Dalam,” “In the deep.” The dead shells are so abundant on these
islands, that they can be purchased in any quantity at from four to
ten cents apiece.
My first excursion from the city of Amboina was with a gentleman
to a large cocoa-garden, which he had lately planted on the high hills
on the Hitu side. A nice boat or orangbai—literally, “a good fellow”—
took us over the bay to the little village of Ruma Tiga, or “Three
Houses.” The boatmen were gayly dressed in white trousers with red
trimmings, and had red handkerchiefs tied round their heads. A small
gong and a tifa or drum, made by tightly stretching a piece of the
hide of a wild deer over the end of a short, hollow log, gave forth a
rude, wild music, and at least served to aid the boatmen in keeping
time as they rowed. Occasionally, to break the monotony of their
labor, they sang a low, plaintive song. Instead of steering straight for
the point which we wished to arrive at on the opposite side of the
bay, our helmsman kept the boat so near the shore that we really
passed round the head of the bay, twice as far as it would have been
in a right line. This mode of hassar steering, or, as the sailors
express it in our language, “hugging the shore,” I afterward found
was the one universally adopted in all this part of the archipelago.
When we landed, I had the pleasure to find, just beneath low-water
level, hundreds of black sea-urchins, with needle-like spines nearly a
foot long, and so extremely sharp and brittle, that it was very difficult
to get the animals out of the little cavities in the rocks where they had
anchored themselves fast with their many suckers. Near by, the
villagers were busy boiling down the sap of the sagaru-palm for the
sugar it contains. According to my taste it is much like maple-sugar.
Up to the time that Europeans first came to the East, this was the
only kind of sugar known to the natives, and large quantities of it are
still consumed among the islands here in the eastern part of the
archipelago.
From the beach, a narrow footpath led through a grove of palm-
trees into a thick forest, and then zigzagged up a steep hill-side, until
it reached a small plateau. Here were the young cocoa-trees, filled
with their long, red, cucumber-like fruit. The original forest had been
felled and burned, and these trees had been planted in its place.
Almost the only difficulty in cultivating the cocoa-tree here is in
removing the grass and small shrubs which are continually springing
up; yet the natives are all so idle and untrustworthy that a gentleman
must frequently inspect his garden himself, if he expects it to yield a
fair return. This tree,[26] the Theobroma cacao, Lin., is not a native of
the East. It was discovered by the Spaniards in Mexico during the
conquest of that country by Cortez. From Mexico they took it to their
provinces in South America and the West India Islands. At present it
is cultivated in Trinidad, and in Guiana and Brazil. It probably thrives
as well here as in Mexico, and is now completely supplanting the
less profitable clove-tree.
The chief article of food of the natives working in this garden is our
own yellow Indian corn, another exotic, also introduced into the East
by Europeans. It is now raised in every part of the archipelago in
such quantities as to form one of the chief articles of food for the
natives. The Dutch never use it, and generally think it strange that it
should be made into bread for the very nicest tables in our land. I
never knew the natives to grind it or pound it. They are accustomed
to roast it on the ear after the kernels have become quite hard and
yellow. Our house in this tropical garden was merely a bamboo hut,
with a broad veranda, which afforded us an ample shelter from the
pouring rains and scorching sunshine. I had been careful to take
along my fowling-piece, and at once I commenced a rambling hunt
through the adjoining forest. Large flocks of small birds, much like
our blackbird, were hovering about, but they so invariably chose to
alight only on the tops of the tallest trees, that I was a long time
securing half a dozen specimens, for at every shot they would select
another distant tree-top, and give me a long walk over tangled roots
and fallen trees in the dense, almost gloomy, jungle. As evening
came on, small green parrots uttered their shrill, deafening screams,
as they darted to and fro through the thick foliage. A few of these
also entered my game-bag.
In these tropical lands, when the sun sets, it is high time for the
hunter to forsake his fascinating sport and hurry home. There is no
long, fading twilight, but darkness presses closely on the footsteps of
retreating day, and at once it is night. On my return, my friend
remarked in the coolest manner that I had secured us both a good
supper; and before I had recovered from my shock at such a
suggestion, the cook had torn out a large handful of rich feathers
from the skins, and all were spoiled for my collection; however, I
consoled myself with the thought that it did not fall to the good lot of
every hunter to live in the midst of such a wondrous vegetation and
feast on parrots. In the evening, a full moon shed broad oscillating
bands of silver light through the large polished leaves of the bananas
around our dwelling, as they slowly waved to and fro in the cool,
refreshing breeze. Then the low cooing of doves came up out of the
dark forest, and the tree-toads piped out their long, shrill notes. That
universal pest, the mosquito, was also there, singing his same
bloodthirsty tune in our ears. Our beds were perched on poles, high
above the floor of the hut, that we might avoid such unpleasant
bedfellows as large snakes, which are very common and most
unceremonious visitors. That night we were disturbed but once, and
then by a loud rattling of iron pots and a general crashing of
crockery; instantly I awoke with an indefinite apprehension that we
were experiencing one of the frightful earthquakes which my friend
had been vividly picturing before we retired. The natives set up a
loud hooting and shouting, and finally the cause of the whole
disturbance was found to be a lean, hungry dog that was attempting
to satisfy his appetite on what remained of our parrot-stew.
My chief object on this excursion was to collect insects; and
among some white-leaved shrubs, near the shore, I found many
magnificent specimens of a very large, richly-colored Papilio. The
general color of the upper surface of its wings was a blue-black, and
beneath were large patches of bright red. Another was a blue-black
above, with large spots of bright blue. The wings of these butterflies
expand five or six inches, and they seem almost like small birds as
they flit by.
It was my desire not only to obtain the same shells that Rumphius
figures, but to procure them from the same points and bays, so that
there could be no doubt about the identity of my specimens with his
drawings. I therefore proposed to travel along all the shores of
Amboina and the neighboring islands, and trade with the natives of
every village, so as to be sure of the localities myself, and, moreover,
get specimens of all the species alive, and thus have ample material
for studying their anatomy. I now realized the value of the letter with
which His Excellency the Governor-General had honored me at
Batavia. I had only to apply to the assistant resident, and he at once
kindly ordered a boat and coolies for me at the same rate as if they
were employed by the government, which was frequently less than
half of what I should have been obliged to pay if I had hired them
myself; and besides, many times I could not have obtained boats nor
coolies at any price; and when the Resident ordered them to come at
a certain hour, I always found them ready.
My first excursion along the shores of the island was on the north
coast of Hitu. Two servants accompanied me, to aid in arranging the
shells, and carrying bottles of alcohol to contain the animals. From
the city of Amboina, a boat took us over the bay to Ruma Tiga,
where several coolies were waiting with a “chair” to carry me over
the high hills to the opposite shore. This “chair,” or palanquin, is
merely a common arm-chair, with a bamboo fastened on each side.
A light roof and curtains on the sides keep out the rain or hot
sunshine. Usually eight or more coolies are detailed to each chair, so
that one-half may relieve the others every few moments. The motion
is much like that on horseback, when the horse is urged into a
hurried walk, and is neither extremely unpleasant nor so very
delightful as some writers who have visited these islands have
described it. In China, where only two coolies carry a chair, the
motion is far more regular and agreeable. This is the only mode of
travelling in all the islands where horses have not been introduced,
and where all the so-called roads are mere narrow footpaths, except
in the villages.
From the shore we climbed two hills, and on their crests passed
through gardens of cocoa-trees.[27] The road then was bordered on
either side with rows of pine-apples, Ananassa sativa, a third exotic
from tropical America. It thrives so well in every part of the
archipelago, without the slightest care, that it is very difficult to
realize that it is not an indigenous plant. The native names all point
out its origin. The Malays and Javanese call it nanas, which is
merely a corruption of the Portuguese ananassa. In Celebes it is
sometimes called pandang, a corruption of pandanus, from the
marked similarity of the two fruits. In the Philippines it is generally
called piña, the Spanish word for pine-cone, which has the same
origin as our name pine-apple. Piña is also the name of a cloth of
great strength and durability, made by the natives of the Philippines,
from the fibres of its leaves. The Malays, on the contrary, seldom or
never make any such use of it, though it grows so abundantly in
many places that any quantity of its leaves could be obtained for the
simple trouble of gathering them. The fruit raised here is generally
regarded as inferior to that grown in the West Indies, and the Dutch
consider the variety known as “the West Indian ananas,” that is, one
that has been recently introduced, as the best. The finest specimens
of this fruit are raised in the interior of Sumatra and on the islands
about Singapore, and great quantities are exposed for sale in the
market at that city.
 From the crest of the first range of hills we descended to a deep
ravine, and crossed a bridge thrown over a foaming torrent. This
bridge, like most the Dutch possessions, was covered with a roof,
but left open on the sides. The object of the roof and its projecting
eaves is to keep the boards and planks beneath dry, for whenever
they are frequently soaked with rain they quickly decay in this
tropical climate. The coolies here lunched on smoked fish and sago-
cake, their common fare, and quenched their thirst with draughts
from the rapid stream. Their ragged clothing and uncombed hair
made them appear strangely out of keeping with the luxuriant
vegetation surrounding us. Crossing another high range, we caught
a view of the blue ocean, and soon descended to the village of Hitu-
lama, “Old Hitu.” The rajah received me most kindly into his house,
and assigned me a chamber. Large numbers of children quickly
gathered, and the rajah explained to them that I had come to buy
shells, insects, and every curious thing they might bring. As it was
high water, and good shells could only be found at low tide, I asked
them to search for lizards, and soon I was surprised to see them
coming with a number of real “flying-dragons,” not such impossible
monsters as the Chinese delight to place on their temples and
vases, but small lizards, Draco volans, each provided with a broad
fold in the skin along either side of the body, analogous to that of our
flying-squirrel, and for a similar purpose, not really for flying, but to
act as a parachute to sustain the animal in the air, while it makes
long leaps from branch to branch. Another lizard, of which they
brought nearly a dozen specimens in a couple of hours, had a body
about six inches long and a tail nearly as much longer. Knowing how
impossible it is to capture these agile and wary animals, I tried to
ascertain how they succeeded in surprising so many, but they all
refused to tell, apparently from superstitious motives, and to this day
the mystery is unsolved. When these specimens were brought to me
they were always in small joints of bamboo, and when one escaped
the natives generally refused to try to catch it in their hands.
As the tide receded, shells began to come in; at first the more
common species, and rarer ones as the ebbing ceased. My mode of
trading with these people was extremely simple, my stock of Malay
being very limited. A small table was placed on the veranda in front
of the rajah’s house, and I took a seat behind it. The natives then
severally came up and placed their shells in a row on the table, and I
placed opposite each shell or each lot of shells whatever I was
willing to give for them, and then, pointing first to the money and then
to the shells, remarked, Ini atau itu, “This or that,” leaving them to
make their own choice. In this way all disputing was avoided, and the
purchasing went on rapidly. Whenever one man had a rare shell, and
the sum I offered did not meet his expectations, another would be
sure to accept it if no more was given; then the first would change
his mind, and thus I never failed to obtain both specimens. It was a
pleasure that no one but a naturalist can appreciate, to see such rare
and beautiful shells coming in alive, spotted cypræas, marbled
cones, long Fusi, and Murices, some spiny and some richly
ornamented with varices resembling compound leaves. The rarest
shell that I secured that day was a living Terebellum, which was
picked up on a coral reef before the village, at low-tide level.
Afterward I procured another from the same place; but so limited
does its distribution appear to be, that I never obtained a live
specimen at any other locality.
At sunset I walked out with the rajah along the shore of the bay.
Before us lay the great island of Ceram, which the rajah called, in his
musical tongue, Ceram tana biza, “The great land of Ceram,” for
indeed, to him, it was a land, that is, a continent, and not in any
sense a pulo or island. The departing sun was sinking behind the
high, jagged peaks of Ceram, and his last golden and purple rays
seemed to waver as they shot over the glassy but gently-undulating
surface of the bay, and the broad, deeply-fringed leaves of the
cocoa-nut palms on the beach took a deeper and richer hue in the
glowing sunlight. Then a dull, heavy booming came out of a small
Mohammedan mosque, which was picturesquely placed on a little
projecting point, almost surrounded by the purple sea. This was the
low rolling of a heavy drum, calling all the faithful to assemble and
return thanks to their Prophet at the close of the departing day. The
rajah then left me to wander along the shore alone, and enjoy the
endless variety of the changing tints in the sea and sky while the
daylight faded away along the western horizon.
 It was in this bay that the Dutch first cast anchor in these seas,
and this thought naturally carries us back to the early history of the
Moluccas, so famous for their spices, and so coveted by almost
every nation of Europe, as soon as enterprise and action began to
dispel the dark clouds of ignorance and superstition which had
enveloped the whole of the so-called civilized world during the
middle ages. Antonio d’Abreu, a Portuguese captain, who came here
from Malacca, in 1511, is generally regarded as the discoverer of
Amboina and Banda, but Ludovico Barthema (Vartoma), of Bologna,
after visiting Malacca and Pedir, in Sumatra, according to his own
account, reached this island as early as 1506, yet his description of
the Moluccas is so faulty that Valentyn thinks he never came to this
region, but obtained his information from the Javanese and Arabs,
who, as early at least as 1322, visited these islands to purchase
spices.[28] The Dutch first came to the East in the employment of the
Portuguese, and in this manner became acquainted with its
geography and its wealth. Their earliest expedition sailed from
Holland in 1594, under Houtman. His fleet first visited Bantam and
the island of Madura. At the latter place the natives seized some of
his crew, and obliged him to pay two thousand rix dollars to ransom
them. On the 3d of March, 1599, he arrived here off Hitu-lama. A
serious and continual warfare then began between the Spanish, the
Portuguese, and the Dutch, for the possession of the Moluccas,
which lasted until 1610, when the Dutch became masters of these
seas, and monopolized the lucrative trade of the nutmeg and the
clove. The English also tried to secure this valuable prize, but the
Dutch finally compelled them to leave this part of the archipelago,
and have continued to hold it, except for a short time in the early part
of the present century.
The guest-chamber of my host, the rajah, was so open at the
eaves that a current of damp air blew over me all night, and I had a
strong reminder of the Batavia fever the next day. However, I
continued along the shore to Hila, where an assistant resident is
stationed, whose district also includes a part of the neighboring coast
of Ceram. In the days when the clove-tree was extensively cultivated
in Amboina, this was an important place, but now it has become
almost deserted. It is chiefly famous for its fine mangoes, the fruit of
the Mangifera Indica.
The Resident here had two fine specimens of an enormous hermit
crab, the Birgos latro. The habits of this animal are most remarkable.
Its food is the cocoa-nut, and, as the ripe nuts fall from the tree, it
tears off the dry husks with its powerful claws until the end of the
shell where the three black scars are found is laid bare. It then
breaks the shell by hammering with one of its heavy claws, and the
oily, fattening food within is obtained by means of the pincer-like
claws attached to its hinder joints—so perfectly is this animal
adapted to its peculiar mode of life. They are esteemed great
delicacies after they have been well fed for a time, and these two
unfortunates were destined for the table.
A rest of a couple of days stayed the fever, and a boat was
ordered to take me to Zyt, the next village, where I reaped another
rich harvest of beautiful shells. Here I purchased many Tritons, which
the natives had brought over from the neighboring coast of Ceram.
They are quite similar to the Tritons of the Mediterranean, which in
mythological times were fancied to be the trumpets used by
Neptune’s attendants to herald the approach of the grim god, when
he came up from the depths of the ocean, and was whirled by
foaming steeds over its placid surface. The next village we visited
was completely deserted, except by the rajah and his family. The
cause of this strange exodus was some misunderstanding between
the rajah and his people; and as the Dutch Government claims the
right to appoint each native prince, and had refused to remove this
rajah, all his people had deserted their homes and moved off to the
various neighboring kampongs, a quiet and probably an effective
mode of remonstrance. Near all these villages the beaches are lined
with cocoa-nut palms, and this is frequently the only indication that
you are approaching a kampong, unless, as occasionally happens, a
thin column of smoke is observed slowly rising from out the tall tree-
tops. When I wished to take water with me in our canoe, I naturally
asked the rajah if he could provide us with a bottle, but he only
smiled to think I could be so unaccustomed to tropical life, and
ordered a servant to climb one of the cocoa-nut palms above us, and
cut off some of its clusters of large green fruit. These we could carry
anywhere, and open when we pleased, and a few strokes with a
heavy cleaver at once furnished us with a sparkling fountain.
At Assilulu, the next village, I found the rajah living in such style as
I had always fancied a rich Eastern prince enjoyed. His house was in
the centre of a large village, and located on the side of a steep hill. It
covered three large terraces, and, when viewed from the landing
below, appeared like a temple. At this place, besides many rare
shells, I purchased several large cassowary-eggs, which had been
brought over from Ceram. They are about as long as ostrich-eggs,
but somewhat less in diameter, and of a green color. The bird itself
belongs to the ostrich family, its feathers being imperfectly developed
and separate from each other, and suitable only to aid it to run. One
species has a spine on each wing to enable it to defend itself, but the
usual mode of attack is by striking with the beak. In size it is twice as
large as a full-grown turkey. It is not found wild on any island west of
Ceram, and those reported from Java were all undoubtedly carried
there from this part of the archipelago. Here also I bought of the
rajah a number of superb skulls of the babirusa, Babirusa alfurus,
literally “the hog-deer,” a name well chosen, for its long tusks would
at once suggest to these natives the antlers of the deer, the only
other wild animal of any considerable size found on these islands.
These skulls came from Buru, the eastern limit of this remarkable
species of hog.
For some time one of my servants kept alluding to several
wonderful and most valuable curiosities which this wealthy rajah was
so fortunate as to possess—curiosities indeed, according to his
glowing descriptions, compared to the shells I was continually
buying. At last I asked him to say to the rajah, that I would be greatly
obliged to him if he could show me such rare wonders, being careful
not to add, that possibly I should like to purchase one or more; for I
had a strong suspicion that the rajah had offered to give him all over
a certain sum that I might pay for them, if he could induce me to
purchase them. In these Eastern lands, when you send a servant to
buy any thing, you have the unpleasant certainty in your mind, that a
large part of “the price” will certainly lodge in his pocket; however, if