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 Global Global
edition edition

edition
Global
Children and Their

Children and Their Development

For these Global Editions, the editorial team at Pearson has
collaborated with educators across the world to address a wide range
of subjects and requirements, equipping students with the best possible
learning tools. This Global Edition preserves the cutting-edge approach
and pedagogy of the original, but also features alterations, customization,
Development
and adaptation from the North American version. seventh edition

Robert V. Kail

SEVENTH
edition
Kail
This is a special edition of an established title widely
used by colleges and universities throughout the world.
Pearson published this exclusive edition for the benefit
of students outside the United States and Canada. If you
purchased this book within the United States or Canada,
you should be aware that it has been imported without
the approval of the Publisher or Author.

Pearson Global Edition

Kail_1292073764_mech.indd 1 09/02/15 5:10 PM

 Contents
Welcome12
About the Author 18
3 Prenatal Development, Birth,
and the Newborn 78
1 Child Development: Theories, 3.1 From Conception to Birth 79
Themes, and Research 20 Period of the Zygote (Weeks 1–2) 79
Period of the Embryo (Weeks 3–8) 80
1.1 Setting the Stage 21
Period of the Fetus (Weeks 9–38) 81
Historical Views of Children and Childhood 22
Improving Children’s Lives: Five Steps Toward
Origins of a New Science 23
a Healthy Baby 84
Applying Results of Research 24
3.2 Influences on Prenatal Development 86
1.2 Foundational Theories of Child Development 25
General Risk Factors 86
The Biological Perspective 26
Spotlight on Theories: A Theory of the Risks
The Psychodynamic Perspective 27
Associated with Teenage Motherhood 88
The Learning Perspective 28
Teratogens90
The Cognitive-Developmental Perspective 29
How Teratogens Influence Prenatal Development 93
The Contextual Perspective 31 Prenatal Diagnosis and Treatment 96
1.3 Themes in Child-Development Research 33 3.3 Happy Birthday! 99
Continuity of Development 33 Labor and Delivery 99
Impact of Nature and Nurture 34 Approaches to Childbirth 100
The Active Child 34 Adjusting to Parenthood 101
Links Between Different Domains of Development 35
Focus on Research: Links Between Maternal
1.4 Doing Child-Development Research 36 Depression and Children’s Behavior Problems 102
Measurement in Child-Development Research 37
Birth Complications 104
General Designs for Research 41
Cultural Influences: Infant Mortality 106
Designs for Studying Age-Related Change 46
Ethical Responsibilities 50 3.4 The Newborn 108
Communicating Research Results 51 Assessing the Newborn 108
See for Yourself • Summary • Test Yourself • Key Terms The Newborn’s Reflexes 109
Newborn States 110
Child Development and Family Policy:
2 Heredity, Environment, and Safe Sleeping 113
Child Development 56 Perception and Learning in the Newborn 114
2.1 Mechanisms of Heredity 57 Unifying Themes: Continuity114
The Biology of Heredity 57 See for Yourself • Summary • Test Yourself • Key Terms
Single Gene Inheritance 59
Cultural Influences: Why Do African Americans
4 Growth and Health 118
Inherit Sickle-Cell Disease? 61 4.1 Physical Growth 119
Genetic Disorders 62 Features of Human Growth 119
Improving Children’s Lives: Genetic Counseling 63 Mechanisms of Physical Growth 122
2.2 Heredity, Environment, and Development 65 Improving Children’s Lives: What’s the Best Food
Behavioral Genetics 66 for Babies?123
Focus on Research: Hereditary Bases of Children’s The Adolescent Growth Spurt and Puberty 125
Peer Relationships68 Cultural Influences: Adolescent Rites
Paths from Genes to Behavior 71 of Passage 126
Unifying Themes: Nature and Nurture75 Spotlight on Theories: A Paternal Investment
See for Yourself • Summary • Test Yourself • Key Terms Theory of Girls’ Pubertal Timing 128

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 8 Contents

4.2 Challenges to Healthy Growth 131 6.2 Modern Theories of Cognitive Development 189
Malnutrition131 The Sociocultural Perspective: Vygotsky’s Theory 190
Eating Disorders: Anorexia and Bulimia 133 Cultural Influences: How Do Parents in Different
Focus on Research: Evaluating a Program Cultures Scaffold Their Children’s Learning? 192
for Preventing Eating Disorders 134 Information Processing 193
Obesity135 Core-Knowledge Theories 197
Disease136 6.3 Understanding in Core Domains 200
Accidents137 Understanding Objects and Their Properties 201
4.3 The Developing Nervous System 138 Focus on Research: Distinguishing Liquids
Organization of the Mature Brain 139 from Solids202
The Developing Brain 140 Understanding Living Things 204
Child Development and Family Policy: Teenagers Understanding People 206
and the Law 142 Improving Children’s Lives: Theory of Mind
Unifying Themes: Connections145 in Autism 208
See for Yourself • Summary • Test Yourself • Key Terms Unifying Themes: Active Children210
See for Yourself • Summary • Test Yourself • Key Terms
5 Perceptual Processes and Motor
Development148 7 Memory, Problem Solving,
5.1 Basic Sensory and Perceptual Processes 149 and Academic Skills 214
Smell, Taste, and Touch 150
7.1 Memory215
Hearing151
Origins of Memory 215
Improving Children’s Lives: Hearing Impairment
Strategies for Remembering 216
in Infancy152
Knowledge and Memory 218
Seeing152
Spotlight on Theories: Fuzzy Trace Theory 220
Integrating Sensory Information 154
Child Development and Family Policy:
Spotlight on Theories: The Theory of Intersensory
Interviewing Children Effectively 224
Redundancy154
7.2 Problem Solving 225
5.2 Complex Perceptual and Attentional Processes 156
Developmental Trends in Solving Problems 225
Perceiving Objects 156
Features of Children’s and Adolescents’
Attention161
Problem Solving 226
Attention Deficit Hyperactivity Disorder 163
Scientific Thinking 230
Child Development and Family Policy:
Focus on Research: Learning to Design Experiments 231
What’s the Best Treatment for ADHD? 164
7.3 Academic Skills 232
5.3 Motor Development 165
Reading233
Locomotion166
Improving Children’s Lives: Rhyme Is Sublime
Cultural Influences: Cultural Practices
Because Sounds Abound 234
That Influence Motor Development 168
Writing237
Fine-Motor Skills 169
Knowing and Using Numbers 240
Focus on Research: Adjusting Grasps
Cultural Influences: Fifth Grade in Taiwan 245
to Objects 170
Physical Fitness 172 Unifying Themes: Active Children246
See for Yourself • Summary • Test Yourself • Key Terms
Unifying Themes: Active Children174
See for Yourself • Summary • Test Yourself • Key Terms
8 Intelligence and Individual
6 Theories of Cognitive Development 178 Differences in Cognition 250
6.1 Setting the Stage: Piaget’s Theory 179 8.1 What Is Intelligence? 251
Basic Principles of Piaget’s Theory 180 Psychometric Theories 252
Stages of Cognitive Development 181 Gardner’s Theory of Multiple Intelligences 253
Piaget’s Contributions to Child Development 187 Sternberg’s Theory of Successful Intelligence 255

A01_KAIL3767_07_GE_FM.indd 8 05/02/15 8:01 AM

 Contents 9

Cultural Influences: How Culture Defines

What is Intelligent 256
10 Emotional Development 312
8.2 Measuring Intelligence 257 10.1 Emerging Emotions 313
Binet and the Development of Intelligence Testing 258 The Function of Emotions 313
Features of IQ Scores 261 Experiencing and Expressing Emotions 314
Hereditary and Environmental Factors 262 Improving Children’s Lives: “But I Don’t Want
to Go to School!” 317
Child Development and Family Policy:
Providing Children with a Head Start for School 263 Recognizing and Using Others’ Emotions 318
Impact of Ethnicity and Socioeconomic Status 265 Regulating Emotions 320

Focus on Research: Making Tests Less Threatening 267 10.2 Temperament322

What Is Temperament? 322
8.3 Special Children, Special Needs 268
Spotlight on Theories: A Theory of the Structure
Gifted Children 269
of Temperament in Infancy 323
Improving Children’s Lives: Fostering Creativity 270
Hereditary and Environmental Contributions
Children with Disability 270 to Temperament324
Spotlight on Theories: Impaired Reading Cultural Influences: Why Is Yoshimi’s Son
Comprehension Is Impaired Language So Tough? 325
Comprehension272
Stability of Temperament 326
Unifying Themes: Nature and Nurture274 Temperament and Other Aspects of Development 326
See for Yourself • Summary • Test Yourself • Key Terms
Focus on Research: Temperament Influences
Outcomes in Adolescence and Adulthood 327
9 Language and Communication 278 10.3 Attachment329
9.1 The Road to Speech 279 The Growth of Attachment 329
Elements of Language 279 The Quality of Attachment 331
Perceiving Speech 280 Child Development and Family Policy:
Child Development and Family Policy: Are Cochlear Determining Guidelines for Child Care
Implants Effective for Young Children? 283 for Infants and Toddlers 336
First Steps to Speech 284 Unifying Themes: Active Children336
9.2 Learning the Meanings of Words 285 See for Yourself • Summary • Test Yourself • Key Terms
Understanding Words as Symbols 285
Fast Mapping Meanings to Words 286 11 Understanding Self and Others 340
Spotlight on Theories: A Shape-Bias Theory
11.1 Who Am I? Self-Concept 341
of Word Learning 288
Origins of Self-Recognition 341
Individual Differences in Word Learning 290 The Evolving Self-Concept 342
Focus on Research: Why Does Exposure to Parents’ The Search for Identity 344
Speech Increase Children’s Vocabulary? 291
Cultural Influences: Dea’s Ethnic Identity 346
Encouraging Word Learning 292
11.2 Self-Esteem350
Cultural Influences: Growing Up Bilingual 293
Developmental Change in Self-Esteem 350
Beyond Words: Other Symbols 295 Variations in Self-Esteem Associated
9.3 Speaking in Sentences 296 with Ethnicity and Culture 352
From Two-Word Speech to Complex Sentences 297 Sources of Self-Esteem 353
Mastering Grammar 298 Low Self-Esteem: Cause or Consequence? 354
Improving Children’s Lives: Promoting Language 11.3 Understanding Others 355
Development302 Describing Others 356
9.4 Using Language to Communicate 303 Understanding What Others Think 357
Taking Turns 304 Prejudice359
Speaking Effectively 305 Spotlight on Theories: Developmental
Listening Well 306 Intergroup Theory 360
Unifying Themes: Connections308 Focus on Research: Who Is Resilient in the Face
See for Yourself • Summary • Test Yourself • Key Terms of Discrimination?362

A01_KAIL3767_07_GE_FM.indd 9 05/02/15 8:01 AM

 10 Contents

Child Development and Family Policy: 13.3 Gender Identity 415

Ending Segregated Schools 363 The Socializing Influences of People and the Media 415
Unifying Themes: Nature and Nurture365 Cognitive Theories of Gender Identity 418
See for Yourself • Summary • Test Yourself • Key Terms Spotlight on Theories: Gender-Schema Theory 418
Biological Influences 420
12 Moral Understanding and Behavior 368 13.4 Gender Roles in Transition 421
12.1 Self-Control369 Emerging Gender Roles 422
Beginnings of Self-Control 370 Beyond Traditional Gender Roles 422
Influences on Self-Control 371 Improving Children’s Lives: Encouraging
Improving Children’s Self-Control 371 Valuable Traits, Not Gender Traits 423
Focus on Research: Engaging Preschool Children Unifying Themes: Connections424
to Help Them Delay Gratification 372 See for Yourself • Summary • Test Yourself • Key Terms
12.2 Reasoning About Moral Issues 374
Piaget’s Views 374 14 Family Relationships 428
Kohlberg’s Theory 375
Beyond Kohlberg’s Theory 378 14.1 Parenting429
The Family as a System 429
Cultural Influences: Lies, White Lies, and Blue Lies 379
Styles of Parenting 431
12.3 Helping Others 381
Parental Behavior 434
Development of Prosocial Behavior 382
Influences of the Marital System 436
Skills Underlying Prosocial Behavior 383
Children’s Contributions 438
Situational Influences 384
14.2 The Changing Family 439
The Contribution of Heredity 384
Impact of Divorce on Children 440
Socializing Prosocial Behavior 385
Improving Children’s Lives: Helping Children
12.4 Aggression387
Adjust After Divorce 442
Change and Stability 388
Focus on Research: Evaluation of a Program
Roots of Aggressive Behavior 389
to Help Parents and Children Adjust to Life
Spotlight on Theories: Social-Information-Processing
After Divorce443
Theory and Children’s Aggressive Behavior 392
Blended Families 444
Victims of Aggression 394
The Role of Grandparents 445
Child Development and Family Policy:
Cultural Influences: Grandmothers
The KiVa Antibullying Program 395
in African American Families 446
Unifying Themes: Continuity396
Children of Gay and Lesbian Parents 447
See for Yourself • Summary • Test Yourself • Key Terms
14.3 Brothers and Sisters 448

13 Gender: Stereotypes, Differences,

Firstborn, Laterborn, and Only Children
Child Development and Family Policy: Assessing
448

Identity, and Roles 400 the Consequences of China’s One-Child Policy 449
13.1 Gender Stereotypes 401 Qualities of Sibling Relationships 450
How Do We View Men and Women? 401 14.4 Maltreatment: Parent–Child Relationships
Learning Gender Stereotypes 403 Gone Awry453
Focus on Research: Reasoning About Consequences of Maltreatment 453
Gender-Related Properties 404 Causes of Maltreatment 454
13.2 Differences Related to Gender 405 Preventing Maltreatment 457
Differences in Physical Development and Unifying Themes: Active Children458
Behavior406 See for Yourself • Summary • Test Yourself • Key Terms
Differences in Intellectual Abilities and
Achievement408
Cultural Influences: A Cross-Cultural Look
15 Influences Beyond the Family 462
at Gender Differences in Math 410 15.1 Peers463
Differences in Personality and Social Behavior 410 Development of Peer Interactions 464
Frank Talk About Gender Differences 413 Friendship468

A01_KAIL3767_07_GE_FM.indd 10 05/02/15 8:01 AM

 Contents 11

Focus on Research: Influence of Best Friends Spotlight on Theories: The Family Economic
on Sexual Activity 471 Stress Model 489
Romantic Relationships 472 School491
Groups474 Unifying Themes: Continuity494
Popularity and Rejection 476 See for Yourself • Summary • Test Yourself • Key Terms
Cultural Influences: Keys to Popularity 476
15.2 Electronic Media 478
Television478 Glossary498
Improving Children’s Lives: Get the Kids
Off the Couch! 481 Answers507
New Media 482 References509
15.3 Institutional Influences 483 Credits561
Child Care and After-School Activities 484
Part-Time Employment 486
Name Index 565
Neighborhoods488 Subject Index 580

A01_KAIL3767_07_GE_FM.indd 11 05/02/15 8:01 AM

 Welcome

L
ike many professors-turned-textbook-authors, Goal 3: Teach students that child-development science
I wrote this book because none of the texts avail- draws on many complementary research methods, each
able met the aims of the child-development of which contributes uniquely to scientific progress. In
classes that I teach. In the next few paragraphs, I want Module 1.4, I portray child-development research as a
to describe those aims and how this book is designed to ­dynamic process in which scientists make a series of deci-
achieve them. sions as they plan their work. In the process, they create
a study that has both strengths and weaknesses. Each of
Goal 1: Use effective pedagogy to promote students’
the remaining chapters of the book contains a “Focus on
learning. The focus on a student-friendly book begins
Research” feature that illustrates this process by s­ howing—
with the structure of the chapters. Each chapter consists
in an easy-to-read, question-and-answer format—the dif-
of three or four modules that provide a clear and well-­
ferent decisions that investigators made in designing a
defined organization to the chapter. Each module begins
particular study. The results are shown, usually with an
with a set of learning objectives and a vignette that intro-
annotated figure, so that students can learn how to inter-
duces the topic to be covered. Special topics that are set
pret graphs. The investigators’ conclusions are described,
off in other textbooks as feature boxes are fully integrated
and I end each “Focus on Research” feature by mentioning
with the main text. Each module ends with several ques-
the kind of converging evidence that would strengthen the
tions intended to help students check their understanding
authors’ conclusions. Thus, the research methods intro-
­
of the major ideas in the module.
duced in Chapter 1 reappear in every chapter, depicting
The end of each chapter includes several additional
research as a collaborative enterprise that depends on the
study aids. “Unifying Themes” links the ideas in the chap-
contributions of many scientists using different methods.
ter to a major developmental theme. “See for Yourself”
suggests activities that allow students to observe topics Goal 4: Show students how the findings from child-
in child development firsthand. “Test Yourself” questions development research can improve children’s lives.
further confirm and cement students’ understanding of Child-development scientists and students alike want to
the chapter material. The “Summary” is a concise review know how the findings of research can be used to promote
of the chapter. children’s development. In Chapter 1, I describe the different
These different pedagogical elements do work; students means by which researchers can use their work to improve
using previous editions frequently comment that the book children’s lives. In the chapters that follow, these ideas
is easy to read and presents complex topics in an under- come alive in two special features: “Improving Children’s
standable way. Lives” provides research-based solutions to common prob-
lems in children’s lives; “Child Development and Family
Goal 2: Use fundamental developmental issues as a foun-
Policy” demonstrates how research has inspired change in
dation for students’ learning of research and theory in
social policies that affect children and families. From these
child development. The child-development course some-
features, students realize that child-development research
times overwhelms students because of the sheer number
really matters—parents, teachers, and policymakers can use
of topics and studies. In fact, today’s child-development
research to foster children’s development.
science is really propelled by a concern with a handful of
fundamental developmental issues, such as the continuity
of development and the roles of nature and nurture in de- New to the Seventh Edition
velopment. In Children and Their Development, four of these In updating the coverage of research, I have added hun-
foundational issues are introduced in Chapter 1 and then dreds of new citations to research published since 2010.
reappear in subsequent chapters to scaffold students’ un- I have also added significant new content to every chapter.
derstanding. As I mentioned already, the end of the chapter Of particular note:
includes the “Unifying Themes” feature, in which the ideas
Chapter 1 includes updated examples of different r­ esearch
from the chapter are used to illustrate one of the founda-
methods.
tional themes. By occurring repeatedly throughout the text,
the themes remind students of the core issues that drive Chapter 2 has a new Focus on Research feature on heredi-
child-development science. tary bases of peer relationships, extensively revised

12

A01_KAIL3767_07_GE_FM.indd 12 05/02/15 8:01 AM


material on molecular genetics, and new material about
methylation as an epigenetic mechanism.
Chapter 3 has new material on environmental pollutants,
an updated section on the impact of cocaine, revised
material on the impact of epidural analgesia, a new
Focus on Research feature on links between maternal
depression and children’s behavior problems, and a
revised Child Development and Family Policy feature.
Chapter 4 includes much-revised material on sleep, an
updated section on ways to encourage young chil-
dren to eat healthfully, much-revised material on the
impact of timing of maturation on boys’ develop-
ment, a new list of factors that lead to obesity, a new
Focus on Research feature on evaluating a program
for preventing eating disorders, and a new Child
Development and Family Policy feature on teenagers
and the law.
Chapter 5 has much-revised coverage of face percep-
tion, new coverage of attention, and a new Focus on
Research feature on infants’ grasping.
Chapter 6 contains much-revised coverage of executive
function and of naïve psychology (now called folk
psychology).
Chapter 7 includes new material on the impact of chil-
dren’s misconceptions on their scientific thinking, a new
Focus on Research feature on ways to teach children
to design experiments, and much-revised coverage of
reading and of quantitative reasoning.
Chapter 8 has completely revised coverage of dynamic
assessment (formerly, dynamic testing), a new Focus on
Research feature on making tests less threatening, a new
Spotlight on Theory feature on the nature of impaired
reading comprehension, and much-reorganized mate-
rial on gifted children.
Chapter 9 contains revised coverage of the role of sentence
cues in word learning, a new Focus on Research feature
on why exposure to parents’ speech increases children’s
vocabulary, and much-revised coverage on language
acquisition in bilingual children.
Chapter 10 includes new material on perception of frighten-
ing stimuli, a much-revised Spotlight on Theories ­feature,
a much-revised description of the stability of tempera-
ment and its links to personality, and a new Focus
on Research feature on the long-term consequences of
temperament.
Chapter 11 has reorganized coverage of self-awareness,
new material on narcissism, a much-revised section on
prejudice that includes new material on the impact of
discriminatory behavior, and a new Focus on Research
A01_KAIL3767_07_GE_FM.indd 13
Welcome 13
feature on factors that buffer youth from the impact of
discriminatory behavior.
Chapter 12 contains new material on moral thinking as
a core domain, a much-revised Cultural Influences fea-
ture, new material on the role of oxytocin in promoting
social behavior, an updated Spotlight on Theories fea-
ture, and much-revised coverage of victims of aggres-
sion, including a new Child Development and Family
Policy feature on an antibullying program.
Chapter 13 has extensively revised coverage of gender-
related differences including new information on dif-
ferences in memory and in effortful control, as well as
new material on the “pink frilly dress” phenomenon
and on tomboys.
Chapter 14 contains new material on genetic influence
on parental style, on intervention programs that teach
parenting skills, and on grandmothers as co-parents
with incarcerated mothers, plus much-revised coverage
of adopted children, including new material on open
adoption.
Chapter 15 includes new material on children’s play
with pets, a revised feature on cultural differences in
popularity, much-revised coverage of “new media”
(e.g., smartphones, video games) and of day care, along
with new material on links between poverty, stress, and
children’s health; on the impact of p
­ olitical violence and
homelessness on children’s development; and on con-
tributions to school success of p
­ rograms for mentoring
and teacher training.
Ancillaries
Children and Their Development, Seventh Edition, is accompa-
nied by a superb set of ancillary materials for instructors.
Download Instructor Resources
at the Instructor’s Resource Center
Register or log in to the Instructor Resource Center to down-
load supplements from our online catalog. Go to www.
pearsonglobaleditions.com/Kail.
For technical support for any of your Pearson prod-
ucts, you and your students can contact http://247.
pearsoned.com.
MyVirtualChild
MyVirtualChild is an interactive simulation that allows
students to raise a child from birth to age 18 and moni-
tor the effects of their parenting decisions over time. By
incorporating physical, social, emotional, and cognitive
development at several age levels, MyVirtualChild helps
students think critically as they apply their course work to
05/02/15 8:01 AM
 14 Welcome
the practical experiences of raising a virtual child. You can
access MyVirtualChild within MyPsychLab.
Instructor’s Resource Manual
(ISBN 1292073810)
Each chapter in the manual includes the following
resources: Chapter Learning Objectives; Key Terms;
Lecture Suggestions and Discussion Topics; Classroom
Activities, Demonstrations, and Exercises; Out-of-Class
Assignments and Projects; Lecture Notes, and Handouts.
Designed to make your lectures more effective and save
you preparation time, this extensive resource gathers
together the most effective activities and strategies for
teaching your developmental psychology course. Available
for download on the Instructor’s Resource Center at www.
pearsonglobaleditions.com/Kail.
Test Item File (ISBN 1292073861)
The test bank contains multiple-choice, true/false, short-
answer, and essay questions. An additional feature for the
test bank is the identification of each question as factual,
conceptual, or applied. All questions have been tagged
to learning objectives for this edition. This allows pro-
fessors to customize their tests and to ensure a balance of
question types and content coverage. Each chapter of the
test item file begins with the Total Assessment Guide, and
easy-to-reference grid that makes creating tests easier by
­organizing the test questions by text section and question
type. Available for download on the Instructor’s Resource
Center at www.pearsonglobaleditions.com/Kail.
PowerPoint Slides (ISBN 1292073845)
The PowerPoints provide an active format for presenting
concepts from each chapter and feature prominent figures
and tables from the text. The PowerPoint Lecture Slides are
available for download on the Instructor’s Resource Center
at www.pearsonglobaleditions.com/Kail.
MyPsychLab™ (ISBN 1292073829)
Available at www.mypsychlab.com, MyPsychLab™ is an
online homework, tutorial, and assessment program that
truly engages students in learning. It helps students b
­ etter
prepare for class, quizzes, and exams—resulting in better
performance in the course. It provides educators a dynamic
set of tools for gauging individual and class performance:
• Customizable MyPsychLab is customizable. Instruc­tors
choose what a students’ course looks like. Home­work,
applications, and more can easily be turned on and off.
• Blackboard Single Sign-On MyPsychLab can be used
by itself or linked to any course management system.
A01_KAIL3767_07_GE_FM.indd 14
Blackboard single sign-on provides deep linking to all
new MyPsychLab resources.
• Pearson eText Like the printed text, students can high-
light relevant passages and add notes. The Pearson
eText can be accessed through laptops, iPads, and
tablets. Download the free Pearson eText app to use on
tablets.
• Assignment Calendar & Gradebook A drag and drop
assignment calendar makes assigning and completing
work easy. The automatically graded assessment pro-
vides instant feedback and flows into the gradebook,
which can be used in the MyPsychLab or exported.
• Personalized Study Plan Students’ personalized plans
promote better critical thinking skills. The study plan
organizes students’ study needs into sections, such
as Remembering, Understanding, Applying, and
Analyzing.
Acknowledgments
Textbook authors do not produce books on their own. I want
to thank the many reviewers who generously gave their
time and effort to help sharpen my thinking about child
development and shape the development of this text. I am
especially grateful to the following people who reviewed
various aspects of the manuscript:
Johnny Castro, Brookhaven College
Judith Danovitch, Michigan State University
Cheree Anthony-Encapera, Butler Community College
Vivian Hsu, Rutgers University
Jennifer Lee, Cabrillo College
Kristy vanMarle, University of Missouri
Thanks, as well, to those who reviewed the previous
editions of this book: Mark B. Alcorn, University of ­Northern
Colorado; John Bates, Indiana University; R. M. J. Bennett,
University of Dundee; Rebecca Bigler, University of Texas;
Matiko Bivins, University of Houston–Downtown; James
Black, University of Illinois; Tanya Boone, California State
University–Bakersfield; Ty W. Boyer, University of Maryland;
Renate Brenneke, Kellogg Community College; K. Robert
Bridges, Pennsylvania State University; ­Maureen Callanan,
University of California–Santa Cruz; Li Cao, University of
West Georgia; Jessica Carpenter, Elgin Community College;
Barbara Carr, Wayland Baptist University; Andrew L.
Carrano, Southern Connecticut State University; Sharon
Carter, Davidson County Community College; Grace E.
Cho, University of Illinois at Urbana–Champaign; Jane E.
Clark, University of Maryland; Wanda Clark, South Plains
College; Malinda Colwell, Texas Tech University; Joan Cook,
County College of Morris; Sandra Crosser, Ohio Northern
University; E. Mark Cummings, University of Notre Dame;
05/02/15 8:01 AM

Jim Dannemiller, University of Wisconsin–Madison; Tara
Dekkers, Northwestern College; Lisabeth DiLalla, Southern
University School of Medicine; Janet DiPietro, Johns
Hopkins University; Linda Dunlap, Marist College; Kathleen
Fox, Salisbury State University; Janet Gebelt, Westfield State
University; Sara Goldstein, Montclair State University;
Vernon C. Hall, Syracuse University; Susan Harris, Southern
Methodist University; Myra Harville, Holmes Community
College; Beth Hentges, University of Houston–Clear Lake;
Laura Hess, Purdue University; ­Erika Hoff, Florida Atlantic
University; George Hollich, Purdue University; William
Holt, UMASS–Dartmouth; Carol S. Huntsinger, College of
Lake County; Alisha Janowsky, University of Central Florida;
Jyotsna Kalavar, Penn State University–New Kensington
Campus; Jennifer Kampmann, South Dakota State
University; William Kimberlin, Lorain County Community
College; Anastasia Kitsantas, George Mason University;
Suzanne Koprowski, Waukesha County Technical College;
Gary E. Krolikowski, SUNY–Geneseo; Gary Ladd, University
of Illinois; Marta Laupa, University of Nevada; Elizabeth
Lemerise, Western Kentucky University; Dennis A. Lichty,
Wayne State College; Brenda Lohman, Iowa State University;
Frank Manis, University of Southern California; Kirsten
Matthews, Harper College; Susan McClure, Westmoreland
County Community College; Monica L. McCoy, Converse
College; Michael S. McGee, Radford University; Jack
Meacham, University of Buffalo; Michael Meehan, Maryville
University–St. Louis; Rick Medlin, Stetson University;
Jacquelyn Mize, Auburn University; Terri Mortensen,
Nova Southeastern University; Lois Muir, University of
Montana; Lonna M. Murphy, Iowa State University; Lisa
Oakes, University of Iowa; Robert Pasnak, George Mason
University; Linda Petroff, Central Community College;
Brady Phelps, South Dakota State University; Brad Pillow,
Northern Illinois University; Laura Pirazzi, San Jose State
University; Christopher Radi, University of New Mexico;
Arlene Rider, Marist College; Glenn I. Roisman, University
of Illinois at Urbana–Champaign; Lori Rosenthal, Lasell
College; Karen Rudolph, University of Illinois; Alice C.
Schermerhorn, University of Notre Dame; Ariane Schratter,
Maryville College; Russell Searight, Lake Superior State
University; Tony Simon, Furman University; Cynthia Stifter,
Pennsylvania State University; Dawn Strongin, California
State University–Stanislaus; Marianne Taylor, University of
Puget Sound; Lee Ann Thompson, Case Western Reserve
University; Lesa Rae Vartanian, Indiana University–Purdue
University Fort Wayne; Jennifer Vu, University of Delaware;
May X. Wang, Metropolitan State College of Denver; Jared
Warren, Brigham Young University; Everett Waters, SUNY–
Stony Brook; Amy Weiss, University of Iowa; Gaston Weisz,
Adelphi University/University of Phoenix Online; Adam
Winsler, George Mason University; Ric Wynn, County
A01_KAIL3767_07_GE_FM.indd 15
Welcome 15
College of Morris; Barbara Zimmerman, Dana College; Joan
Zook, SUNY–Geneseo.
Without their thoughtful comments, this book would be
less complete, less accurate, and less interesting.
I also owe a debt of thanks to many people who helped
bring this project to fruition. Amber Chow helped to guide
the revision. Kristin Jobe and Diane Szulecki s­ killfully
orchestrated the many activities that were involved in
­actually producing the book.
I am particularly grateful to Harriett Prentiss and Susan
Moss for their special contributions to Children and Their
Development. Over the years and many editions of this book,
they labored long to make my writing clear and inviting. To
all these individuals, many, many thanks.
— Robert V. Kail
To the Student
In this book, we’ll trace children’s development from con-
ception through adolescence. Given this goal, you may
expect to find chapters devoted to early childhood, middle
childhood, and the like. But this book is organized differ-
ently—around topics. Chapters 2 through 5 are devoted to
the genetic and biological bases of human development,
and the growth of perceptual and motor skills. Chapters
6 through 9 cover intellectual development—how chil-
dren learn, think, reason, and solve problems. Chapters 10
through 15 concern social and emotional development—
how children acquire the customs of their society and learn
to play the social roles expected of them.
This organization reflects the fact that when scientists
conduct research on children’s development, they usu-
ally study how some specific aspect of how a child devel-
ops. For example, a researcher might study how memory
changes as children grow or how friendship in childhood
differs from that in adolescence. Thus, the organization of
this book r­ eflects the way researchers actually study child
development.
Organization of Chapters
and Learning Aids
Each of the 15 chapters in the book includes two to four
modules that are listed at the beginning of each chapter.
Each module begins with a set of learning objectives phrased
as questions, a mini-outline listing the major ­subheadings of
the module, and a brief vignette that introduces the topic
to be covered in the module. The learning objectives, mini-
outline, and vignette tell you what to expect in the module.
Each module in Chapters 2 through 15 includes at least
one special feature that expands on or highlights a topic.
There are five different kinds of features:
05/02/15 8:01 AM
 16 Welcome
Focus on Research provides details on the design and
methods used in a particular research study. Closely
examining specific studies demystifies research and
shows that scientific work is a series of logical steps
conducted by real people.
Cultural Influences shows how culture influences chil-
dren and illustrates that developmental journeys are
diverse. All children share the biological aspects of
development, but their cultural contexts differ. This
feature celebrates the developmental experiences of
children from different backgrounds.
Improving Children’s Lives shows how research and the-
ory can be applied to improve children’s development.
These practical solutions to everyday problems show
the relevance of research and theory to real life.
Child Development and Family Policy shows how results
from research are used to create social policy that is
designed to improve the lives of children and their
families.
Spotlight on Theories examines an influential theory of
development and shows how it has been tested in
research.
Two other elements of the book are designed to help
you focus on the main points of the text. First, whenever a
key term is introduced in the text, it appears in italic like
this and the definition appears in black boldface type. This
format should make key terms easier for you to find and
learn. Second, Summary Tables throughout the book review
key ideas and provide a capsule account of each.
Each module concludes with “Check Your Learning”
questions to help you review the major ideas in that mod-
ule. There are three kinds of questions: recall, interpret,
and apply. If you can answer the questions in “Check Your
Learning” correctly, you are on your way to mastering the
material in the module. However, do not rely exclusively
on “Check Your Learning” as you study for exams. The
questions are designed to give you a quick check of your
understanding, not a comprehensive assessment of your
knowledge of the entire module.
At the end of each chapter are several additional study
aids. “Unifying Themes” links the contents of the chap-
ter to the developmental themes introduced in Module
1.3. “See for Yourself” suggests some simple activities
for exploring issues in child development on your own.
“Test Yourself” questions further confirm and cement
your understanding of the chapter material. Finally, the
“Summary” provides a concise review of the entire chap-
ter, organized by module and the primary headings within
the module.
A01_KAIL3767_07_GE_FM.indd 16
Terminology
Every field has its own terminology, and child development
is no exception. I use several terms to refer to different periods
of infancy, childhood, and adolescence. Although these terms
are familiar, I use each to refer to a specific range of ages:
Newborn Birth to 1 month
Infant 1 month to 1 year
Toddler 1 to 2 years
Preschooler 2 to 6 years
School-age child 6 to 12 years
Adolescent 12 to 18 years
Adult 18 years and older
Sometimes, for the sake of variety, I use other terms that
are less tied to specific ages, such as babies, youngsters, and
elementary-school children. When I do, you will be able to tell
from the context what groups are being described.
I also use specific terminology in describing research
findings from different cultural and ethnic groups. The
­appropriate terms to describe different cultural, racial, and
ethnic groups change over time. For example, the terms col-
ored people, Negroes, Black Americans, and African Americans
have all been used to describe Americans who trace their
ancestry to individuals who emigrated from Africa. In this
book, I use the term African American because it empha-
sizes the unique cultural heritage of this group of people.
­F ollowing this same line of reasoning, I use the terms
­European American (instead of Caucasian or White), Native
American (instead of Indian or American Indian), Asian
American, and Hispanic American.
These labels are not perfect. Sometimes they blur distinc-
tions within ethnic groups. For example, the term Hispanic
American ignores differences between individuals who came
to the United States from Puerto Rico, Mexico, and Guatemala;
the term Asian American blurs variations among people whose
heritage is Japanese, Chinese, or Korean. Whenever research-
ers identified the subgroups in their research sample, I use
the more specific terms in describing results. When you see
the more general terms, remember that conclusions may not
apply to all subgroups within the ethnic group.
A Final Word
I wrote this book to make child development come alive for
my students at Purdue. Although I can’t teach you directly,
I hope this book sparks your interest in children and their
development. Please let me know what you like and dislike
about the book so that I can improve it in later editions. You
can send email to me at rkail@purdue.edu—I’d love to hear
from you.
05/02/15 8:01 AM
 Welcome 17

Pearson wishes to thank and acknowledge the following Reviewers

people for their work on the Global Edition:
Jyotsna Agrawal, Indian Institute of Technology Patna
Rachana Chattopadhyay, IMI Kolkata
Contributor
Bhavani Ravi, Consultant
Paromita Mitra Bhaumik, Consultant Psychologist, Belle
Vue Clinic, Kolkata

A01_KAIL3767_07_GE_FM.indd 17 05/02/15 8:01 AM

 About the Author
Robert V. Kail is Distinguished Professor of Psychological Sciences at
Purdue University. His undergraduate degree is from Ohio Wesleyan
University, and his Ph.D. is from the University of Michigan. Kail is edi-
tor of Child Development Perspectives and the editor emeritus of Psychological
Science. He received the McCandless Young Scientist Award from the
American Psychological Association, was named the Distinguished
Sesquicentennial Alumnus in Psychology by Ohio Wesleyan University,
and is a fellow of the Association for Psychological Science. He has also
written Scientific ­Writing for Psychology: Lessons in Clarity and Style. His
research focuses on cognitive development during childhood and adoles-
cence. Away from the office, he enjoys ­photography and working out. His
Web site is: http://www2.psych.purdue.edu/~rk/home.html

18

A01_KAIL3767_07_GE_FM.indd 18 05/02/15 8:01 AM

 Children and Their
Development

A01_KAIL3767_07_GE_FM.indd 19 05/02/15 8:01 AM

 Chapter 1
Child Development: Theories,
Themes, and Research

Modules

1.1 Setting the Stage

1.2 Foundational Theories of Child Development
1.3 Themes in Child-Development Research
1.4 Doing Child-Development Research

M01_KAIL3767_07_GE_C01.indd 20 29/01/15 5:51 PM

 Beginning as a microscopic cell, every person takes a fascinating journey designed to lead to
adulthood. This trip is filled with remarkably interesting and challenging events. In this book,
we’ll trace this journey as we learn about the science of child development, a multidisciplinary
study of all aspects of growth from conception to young adulthood. As an adult, you’ve already
lived the years that are the heart of this book. I hope you enjoy reviewing your own developmen-
tal path from the perspective of child-development research, and that this perspective leads you
to new insights into the forces that have made you the person you are today.
Chapter 1 sets the stage for our study of child development. We begin, in Module 1.1, by
looking at the philosophical foundations for child development and the events that led to the cre-
ation of child development as a new science. In Module 1.2, we examine theories that are central
to the science of child development. In Module 1.3, we explore themes that guide much research
in child development. Finally, in Module 1.4, we learn about the methods scientists use to study
children and their development.

1.1 Setting the Stage

Learning Objectives Outline

LO1 What ideas did philosophers have about children and childhood? Historical Views of Children
and Childhood

LO2 How did the modern science of child development emerge? Origins of a New Science

LO3 How do child-development scientists use research findings to improve Applying Results of Research
children’s lives?

Kendra loves her 12-month-old son Joshua, but she’s eager to return to her job as a loan
officer at a local bank. Kendra knows a woman in her neighborhood who has cared for
some of her friends’ children, and they all think she is wonderful. But down deep Kendra
wishes she knew more about whether this type of care is really best for Joshua. She also
wishes that her neighbor’s day-care center had a “stamp of approval” from someone who
knows how to evaluate this kind of facility.

Kendra’s concern about the best way to care for her infant son is the most
­recent in a long line of questions that she’s had about Joshua since he was
born. When Joshua was a newborn, Kendra wondered if he could recognize her
face and her voice. As her son grows, she’ll continue to have questions: Why
is he so shy at preschool? Should he take classes for gifted children, or would
he be better off in regular classes? What can she do to be sure that he doesn’t
use drugs?
These questions—and hundreds more like them—touch issues and concerns
that parents such as Kendra confront regularly as they rear their children. And
parents aren’t the only ones asking these questions. Many professionals who deal
with children—teachers, health care providers, and social workers, for example—
often wonder what’s best for children’s development. Does children’s self-esteem
affect their success in school? Should we believe young children when they claim

21

M01_KAIL3767_07_GE_C01.indd 21 29/01/15 5:51 PM

 22      Chapter 1   •  Child Development: Theories, Themes, and Research

they’ve been abused? And government officials must decide what programs
and laws provide the greatest benefit for children and their families. How does
­welfare reform affect families? Are teenagers less likely to have sex when they
participate in abstinence-only programs?
So many questions, and all of them important! Fortunately, the field of child
development, which traces physical, mental, social, and emotional development
from conception to maturity, provides answers to many of them. To begin, let’s
look at the origins of child development as a science.

Historical Views of Children and Childhood

LO1 What ideas did philosophers have about children and childhood?

For thousands of years, philosophers have speculated on the fundamental nature

of childhood and the conditions that foster children’s well-being. Plato (428–347 bc)
and Aristotle (384–322 bc), the famous Greek philosophers, believed that schools
and parents were responsible for teaching children the self-control that would
make them effective citizens. But both philosophers, particularly Aristotle, worried
that too much discipline would stifle children’s initiative and individuality, making
them unfit to be leaders.
Plato and Aristotle also had ideas about knowledge and how it was
­acquired. Plato argued that children are born with knowledge of many concrete
objects, such as animals and people, as well as with knowledge of abstractions
such as courage, love, and goodness. In Plato’s view, children’s experiences
simply trigger knowledge they’ve had since birth. The first time a child sees
a dog, her innate knowledge allows her to recognize it as such; no learning
is ­necessary. In contrast, Aristotle denied the existence of innate knowledge;
instead, he theorized that knowledge is rooted in perceptual experience.
­
Children ­acquire knowledge piece by piece, based on the information provided
by their senses.
These contrasting views resurfaced during the Age of Enlightenment. The
English philosopher John Locke (1632–1704), portrayed the human infant as a
­tabula rasa or “blank slate” and claimed that experience molds the infant, child,
and adolescent into a unique individual. According to Locke, parents should
instruct, reward, and discipline young children, gradually relaxing their author-
ity as children grow. In our opening vignette, Locke would advise Kendra that
Joshua’s experiences in child care will surely affect his development (though
Locke would not specify how).
During the following century, Locke’s view was challenged by the French
philosopher Jean Jacques Rousseau (1712–1778), who believed that newborns
are endowed with a sense of justice and morality that unfolds naturally as chil-
Q&A Question 1.1
Anne lets her 2-year-old explore and dren grow. During this unfolding, children move through the developmental
socialize on his own. She guides stages that we recognize today—infancy, childhood, and adolescence. Instead of
her son to discover his potential by ­emphasizing parental discipline, Rousseau argued that parents should be respon-
encouraging him to make his own sive and receptive to their children’s needs. Rousseau would emphasize the value
­decisions and by letting him partici- of caregivers who are responsive to Joshua’s needs.
pate in activities. She prefers to let Rousseau shared Plato’s view that children begin their developmental jour-
her son experience new things rather neys well prepared with a stockpile of knowledge. Locke, like Aristotle 2,000
than give him strict instructions on years before him, believed that children begin these journeys packed lightly,
how to behave. In which philosophy
but pick up necessary knowledge along the way, through experience. These
of child development is Anne’s par-
philosophical debates might have continued for millennia except for a landmark
enting rooted?
event: the emergence of child development as a science.

M01_KAIL3767_07_GE_C01.indd 22 29/01/15 5:51 PM

 •
Setting the Stage     Module 1.1      23

Origins of a New Science

LO2 How did the modern science of child development emerge?

The push toward child development as a science came from two unexpected
events in England in the 19th century. One was the Industrial Revolution.
Beginning in the mid-1700s, England was transformed from a largely rural nation
relying on agriculture to an urban-oriented society organized around factories,
including textile mills that produced cotton cloth. Children moved with their fami-
lies to cities and worked long hours in factories, under horrendous conditions, for
little pay. Accidents were common and many children were maimed or killed. In
the textile mills, for example, the youngest children often were tasked with picking
up loose cotton from beneath huge power looms as the machines were running.
Reformers were appalled at these conditions and worked to enact laws that
would limit child labor and put more children in schools. These initiatives were
the subject of prominent political debates throughout much of the 1800s; after all,
the factory owners were among the most powerful people in Britain, and they
opposed efforts to limit their access to plentiful, cheap labor. But the reformers
carried the day and in the process made the well-being of children a national
concern.
Also setting the stage for a new science of child development was Charles
Darwin’s groundbreaking work on evolution. He argued that individuals within
a species differ: some individuals are better adapted to a particular environment,
making them more likely to survive and to pass along their characteristics to
­future generations. Some scientists of the day noted similarities between Darwin’s
description of evolutionary change in species and age-related changes in human
­behavior. This prompted many scientists—including Darwin himself—to write
baby biographies, detailed, systematic observations of individual children. The
observations in the biographies were often subjective and conclusions were some-
times reached based on minimal evidence. Nevertheless, the systematic and exten-
sive records in baby biographies paved the way for objective, analytic research.
Taking the lead in the new science at the dawn of the 20th century was
G. Stanley Hall (1844–1924), who generated theories of child development based
on evolutionary theory and conducted studies to determine age trends in chil-
dren’s beliefs about a range of topics. More importantly, Hall founded the first
scientific journal in English that published findings from child-development
­research. Hall also founded a child-study institute at Clark University and was
the first president of the American Psychological Association.
Meanwhile, in France Alfred Binet (1857–1911) had begun to devise the first
mental tests, which we’ll examine in Module 8.2. In Austria, Sigmund Freud
(1856–1939) had startled the world by suggesting that the experiences of early
childhood accounted for behavior in adulthood; and in the United States, John B.
Watson (1878–1958), the founder of behaviorism, had begun to write and lecture
on the importance of reward and punishment for child-rearing practices. (You’ll
learn more about Freud’s and Watson’s contributions in Module 1.2.)
In 1933, these emerging scientific forces came together in a new interdisci-
plinary organization, the Society for Research in Child Development (SRCD).
Among its members were psychologists, physicians, educators, anthropologists,
and b­ iologists, all linked by a common interest in discovering the conditions that
would promote children’s welfare and foster their development (Parke, 2004). In
the ensuing years, SRCD has grown to a membership of more than 5,000 scientists
and is now the main professional organization for child-development ­researchers.
SRCD, along with similar organizations devoted to child-development science

M01_KAIL3767_07_GE_C01.indd 23 29/01/15 5:51 PM

 24      Chapter 1   •  Child Development: Theories, Themes, and Research

(e.g., International Society for the Study of Behavioural Development, International

Society on Infant Studies, Society for Research on Adolescence) promotes multidis-
ciplinary research and encourages application of research findings to improve
children’s lives.

Applying Results of Research

LO3 How do child-development scientists use research findings to improve
children’s lives?

Child-development researchers have learned about ways to enhance children’s

­development. Because of this success, a new branch of child-development ­research
has emerged. Applied developmental science uses developmental research to
promote healthy development, particularly for vulnerable children and families
(Lerner, Fisher, & Giannino, 2006). Scientists with this research interest contribute
to sound family policy through a number of distinct pathways (Shonkoff & Bales,
2011). Some ensure that consideration of policy issues and options is based on
factual knowledge derived from child-development research: When government
officials need to address problems affecting children, child-development experts
can provide useful information about children and their development (Shonkoff
& Bales, 2011). Others contribute by serving as advocates for children. Working
with a child-advocacy group, child-development researchers can alert policymak-
ers to children’s needs and can argue for family policy that addresses those needs.
Still other child-development experts evaluate the impact of government policies
(e.g., the No Child Left Behind Act) on children and families (Yarrow, 2011). Finally,
a particularly good way to sway policymakers is to create a working program.
When researchers create a program that effectively combats problems affecting
children or adolescents (e.g., sudden infant death syndrome or teenage pregnancy),
this can become powerful ammunition for influencing policy (Huston, 2008).
Thus, from its origins more than 100 years ago, modern child-development
science has become a mature discipline, generating a vast catalog of knowledge of
children. Scientists actively use this knowledge to improve children’s lives, as we’ll
see in the “Child Development and Family Policy” features that appear in many
chapters throughout the book. The research that you’ll encounter throughout this
book is rooted in a set of developmental theories that provide the foundation of
modern child-development research; they are the focus of the next module.

✓ Check Your Learning

Recall What two events set the stage for the creation of child-development
science?
Who were the leaders of the new field of child development before the formation
of the SRCD?
Interpret Explain the similarities between Rousseau and Plato’s views of
child development; how did their views differ from those shared by Locke and
Aristotle?
Apply Suppose a child-development researcher was an expert on the impact of
nutrition on children’s physical and emotional development. Describe several
­different ways in which the researcher might help to inform public policy con-
cerning children’s nutrition.

M01_KAIL3767_07_GE_C01.indd 24 29/01/15 5:51 PM

Another random document with
no related content on Scribd:
interesting and various types; but the people were anxious to get
back to their homes, and after one day spent almost continuously in
meetings and classes, the gathering broke up. It was a great thing to
be able to study them at such close quarters, and to find them willing
to be sketched and photographed. About two hundred and fifty were
present, so that one could get a good idea of the various tribes.
We left Ta-ting by the same gate as we entered it, and followed
our former route for about fifteen miles. By dint of making rather long
stages we reached Kwei Yang, the capital, on the fifth day, instead of
the usual time, the sixth day. While on the journey we passed some
pleasant-looking homesteads, which no doubt belonged to wealthy
Chinese, as we heard that it was not at all unusual for people living
in towns to have country houses as well. Later on I visited two such
country houses near Swatow, and was much impressed by their air
of refinement, not to mention the beautiful works of art with which
they were decorated. Country life appeals strongly to the Chinese.
While on this part of the journey we came to a fine five-span bridge
with a gateway at each end and decorative carved stonework
balustrades, but alas! it was in so ruinous a condition that it probably
no longer exists. It is one of the most disappointing things in China
that nothing architectural is kept in repair; yet the Chinese are such
past masters in the art of restoration when forced to do it for reasons
of safety or economy!
The roads were worse than ever, and incredibly slippery and
muddy. On the outskirts of Lan-ni-Kou, which we reached on the
second day, we saw people busily engaged picking nettles, their
hands protected by thick gloves. We were glad to find an unusually
good inn there, where we got a brazier and were able to dry our
sopping clothes. We had walked a good deal in pelting rain, for the
stage was long and arduous, up and down precipitous hills: we did
sixty miles in two days. On the third we had to descend the face of a
cliff by a steep stone staircase covered with slippery mud. There
were long strings of pack animals heavily laden, and they jolted
down in front of us, sliding and slithering in a most precarious way.
The scene was magnificent—masses of roses hanging in long
festoons from the rocks, and the narrow verdant plain far below, with
the shining river, Ya-chih-ho, flowing through it. We did not reach it
without several tumbles, and found a custom station on the bank,
where a lot of mail-bags were waiting to be ferried across. There was
a motto over the custom house urging every one to advance the
trade of the country. The valley was full of flowering trees; catalpa,
orange, azalea, iris, all added to the wealth of scent and colour. The
little village on the further side of the river had particularly attractive
gardens with hedges of spindle cactus, but the rain still poured
down, and it was a weary climb for the next two hours.
 Robbers’ Haunts.

Page 108

Compensation awaited us, however, at Wei Shang, in the form of

a really clean inn, where our room was like a glass case, the whole
of one side being glazed, and a few panes missing, which afforded
necessary ventilation. There was a slight lack of privacy, but we were
in an inner courtyard and could manage to rig up some shelter from
the public gaze.
As we neared the capital, things looked more prosperous, and the
amount of opium-poppy cultivation decreased. The road was
decidedly better and the weather improved. The immediate approach
to the city is decorated with no less than twenty-seven memorial
arches, many of which are put up to the memory of good mothers
and widows. Kwei Yang is a city of a hundred thousand people, and
most attractive both in its surroundings and in itself. We enjoyed the
hospitality of the only missionaries in the station, Mr. and Mrs. Pike
(Australians), of the China Inland Mission. No one realizes how
delightful such hospitality is unless they have had an equally
arduous journey—to find bright airy rooms, with little intimate
touches to welcome you, preparations for a hot bath, freshly-made
cakes, all the kindly thought above all, to make you happy and at
home: this is an experience of infinite charm, and practically
universal in missionary circles. It has often been taken advantage of
by unsympathetic travellers, and yet happily it persists.
We were presently asked to say what our plans were, and what
places we wished to visit in the neighbourhood, that everything might
be arranged; and indeed everything was beautifully arranged for us
in a way that could not have been done without help. Mr. Li was
dispatched with our cards and a letter of thanks to Mr. Liu, the Postal
Commissioner, who had so befriended us (see page 91). He proved
to be a friend and supporter of the mission, and came to call on us—
a man speaking excellent English who has been Commissioner for
twenty-three years. He lives in English style, which, by the way, is
much cheaper than Chinese. Unfortunately his wife was ill, so we
could not call on her; but we made friends with her sister, a lady
doctor who had come the long journey from Fukien to give her
medical assistance. We saw her several times; she played the
harmonium for the Sunday service in church, and in the afternoon
she and her brother-in-law joined us in an excursion to the top of a
hill overlooking the town, which was crowned with the usual Buddhist
monastery. The view was superb: below we saw thousands of
graves, taking up the whole ground-space of the hill-side. Mr. Liu told
us he and a friend had once carefully examined a great number of
the tombstones, but found none dating back more than eighty years.
It seemed a pity that so much valuable land should be taken up by
the dead so close to the city. As we walked back in the lovely
evening light, kite-flying was in full swing and crowds were taking the
air.
Another thing to be done was to arrange for our further journey,
and Mr. Pike got a personal interview for our interpreter with the
Governor, to whose yamen he has the entrée. The Governor is of the
old school—does not encourage progress. When Sir John Jordan
telegraphed to inquire about the opium cultivation, he replied
evasively, “With me there is none”; but it is a question whether that
would be accurate, even if applied only to the yamen! Mr. Liu told us
that one official made $50,000 on it last year, and whereas the price
of opium two years ago was six dollars per ounce, it has fallen to
forty cents and will probably fall much lower owing to the bumper
harvest now being reaped. The Governor agreed that we might
proceed to Chen Yüen, but absolutely refused to allow us to go off
the main road to visit the district where the black Miao live. Mr. Liu
had already told us that his postal runners had been robbed less
than a fortnight before, and two hundred bags of silk had nearly been
captured from them. His escort of twenty men had been attacked by
six hundred robbers, it was said, but they put up a plucky fight and
reinforcements arrived in time to save the situation. The Governor
said we must have an escort of thirty men, and promised they should
be ready to start on Monday morning—this being Saturday.
We visited a remarkable Buddhist monastery, a little distance
outside the city, where the bodies of deceased monks are always
cremated. This is a most unusual practice, and there is a stone
crematorium just outside the temple precincts, near to a paved
cemetery. Here are handsome stone tombs of varying importance, in
which the ashes are placed. We saw a monk going the round of
these tombs, burning incense before each one and genuflecting with
great apparent earnestness. Sometimes it was done twice,
sometimes three times, according, no doubt, to the importance of the
dead man; we were informed that this takes place always twice a
day. The monastery was most beautifully situated amongst the trees
on a hill-side. There are now eight sects of Buddhists in China, and
probably cremation of monks is peculiar to one of them.
It was with regret that we left Kwei Yang, for evidently the shops
were worth visiting, and we got some silk which was quite different in
design and colouring from any we had seen elsewhere. Beautiful silk
covers are made here for bedding, and the province is noted for its
“wild” silk. In leaving the city we passed through streets full of
embroidery shops; other trades were to be seen, each in their own
locality, and we longed for time to make fuller acquaintance with this
most attractive city. As we crossed one handsome bridge we saw
another with nine arches and a prolongation across a road where the
archway was much finer. There are large tanneries on the outskirts
and an agricultural college, whose activities we saw in plantations
further along the road. As Kweichow is particularly rich in different
kinds of trees, this ought to be a most useful institution. There are
many beautiful pine trees, especially the Cunninghamia;
Liquidambar formosano (from which the tea chests are made); the
Rhus vernicifera (already mentioned); the Boehmeria nivea (of which
grass cloth is made, which is so universally used in China for hot-
weather clothes and which is now largely imported to Europe and
America in the shape of embroidered tablecloths and d’oyleys); the
Gleditschia sinensis (the soap tree); Sapium sebiferum (the
vegetable tallow tree); the Aleurites Fordii (wood-oil tree); the
Sapindus mukorossi (paper mulberry); the Broussonetia; the Agle
sepiaria, a kind of orange tree, with curious divided leaf, and many
others.
We set off from Kwei Yang accompanied by thirty armed soldiers
(some of those we had previously with us were not armed, and few
had any ammunition even when they carried rifles) and three
policemen under the command of a Captain, who certainly was a
pattern of inefficiency and slovenliness. His dress was in keeping
with this: he wore white puttees, always dirty and generally wreathed
loosely round his fat calves. When it rained he wore a long
macintosh, which had to be held up like a lady’s skirt in the old days.
He kept no discipline, and when we neared the most dangerous part
of the road he travelled in a chair, so as to be thoroughly rested
before a possible attack! The men carried with them a banner with
which they go into battle, and had a little military flag, which was
always set up outside the inns where we halted. These soldiers were
a noisy, cheerful crew, and rather spoilt the comfort of the journey,
but probably saved us from having our belongings looted, if from
nothing worse.
The discipline of our escort left much to be desired, and they
prepared for the expected fray with the brigands by constant brushes
between themselves! Having a doctor in the party must have
seemed quite a fortunate thing to them. One evening Li asked her to
put a few stitches in a soldier’s cut head; next came one with a sore
arm by too heavy use of a stick on it. I drew the line at this, and
forbade any more such cases to be brought to the doctor, remarking
that next they would ask to be cured of stomach ache! In point of
fact, this happened the very next morning, and our burst of laughter
discouraged them from further requests for medical attendance. We
heard more and more gruesome stories as we proceeded, and I
found it difficult to decide whether the fear expressed was simulated
or real. The soldiers begged for a pork feast at a point of great
danger (?) to give them the necessary courage. As it was important
to keep them in good temper with ourselves, I agreed; and great
preparations went on that evening. Some chickens instead of pork
having been procured at the market, the whole inn yard seemed full
of flying feathers. The result was a thoroughly chicken-hearted crew
next day: that is, I feel sure, in accordance with proper Chinese
theory! One of the men applied to M. for treatment of a sore foot, and
as it appeared probable that the swelling on the sole would develop
into an abscess, she ordered him to remain behind. He appeared
very disappointed and said that he had come determined to fight,
even if it cost him his life. One of the soldiers, we were told, was of
the utmost bravery and equal to fighting ten robbers. We were
informed later on that two men had been killed on the road just after
we had passed, but I had a shrewd suspicion that all these stories
were told to enhance the value of the escort when it came to giving
the pourboire at the end of the journey.
 One most unpleasant thing happened which might well have
proved a much more serious affair. The men were very careless in
their behaviour when they thought there was no immediate danger,
and straggled along the road at irregular distances, a fact which
pleased us, as we were not so annoyed by their ceaseless chatter.
They would hand their rifles to one another (they were never
loaded), and often one man would carry three. Yao, our admirable
cook, being a willing fellow, was carrying a rifle nearly all day. He
continued to do so when he went ahead at midday, as he always did,
to secure our rooms at the halting-place for the night. When we were
entering the town, the Captain, who had preceded us, turned back
and told us not to go any further, as he was going to the yamen to
see about quarters and that all the inns were full. Li saw that
something was the matter, but we decided to go on and see for
ourselves. Soon we found Yao sitting weeping on a doorstep and our
luggage scattered along the main street. He blurted out somewhat
incoherently that he had been set upon by the soldiery of the place,
because he was carrying a rifle, and accused of being a robber. In
vain he asserted that he was the servant of foreigners, who were
with a military escort; they beat him and kicked him. Yao reported
further that our escort had taken all the rooms in the inn for
themselves. We made our way there and found his story correct, and
that they had left a dark little room for our use. I felt that it would
never do to give in to this, and showed my indignation plainly: but as
the officer was not present it was rather difficult to see what was the
best plan of procedure. To leave the inn might have given them an
excuse for saying they had been relieved of responsibility. I said we
would look at the upper rooms, which are only used as storerooms,
and happily we found a nice large loft which only needed sweeping
out. We said the soldiers were to bring our things up the rickety
ladder, for Yao was still in a collapsed state, and they did so with
good will. He was considerably comforted by a rubbing down with
Elliman, and was allowed to “coucher” (one of his few French
words): I heard later that he might have lost his life for his offence in
being found with a military rifle, so we had cause to congratulate
ourselves that things were no worse. The soldier’s offence in being
found without a rifle was an offence punishable with death. Next day
Yao was fit for duty again, but a very chastened-looking object.
When we came near to the special danger zone, the escort
became more careful, and our party grew daily larger till it reached at
last a hundred persons, many people taking advantage of our escort.
On all the points of vantage dotted along our road were beacon
towers, from which danger signals are flashed in times of rebellion. I
could not resist having a joke at Li’s expense when we came to a
wooded ravine, where he said the robbers were certainly lurking;
“Then I must sketch it,” I told him, and called a halt, to his obvious
dismay. I was merciful, however, and we didn’t stop more than a few
minutes, while I did an outline of the robbers’ haunt.
This escort went with us till we reached Chen Yüen, whence we
travelled by boat. Although it was somewhat risky to be without one,
we decided that it would be intolerable to have it in the restricted
quarters of a small house-boat. Our courage was rewarded by our
immunity from disaster, whereas a missionary party who took the
Yangtze route in order to escape it fell into the hands of brigands.
Our friends, the Pikes, at Kwei Yang had a most unfortunate
experience on their last journey. Their luggage was seized and all
the contents emptied on to the muddy road, and the robbers took
whatever pleased their fancy; the remainder of the things were not
improved by their handling, and when they reached their destination
it was found that odd shoes, broken objects, and a dirty collection of
clothes filled the boxes. The good temper with which they took their
losses was remarkable, considering the difficulty and delay in
replacing necessary things, such as shoes.
One of the most interesting places in Kweichow is the town of
Chen Yüen, and I was glad we kept to the road instead of going by
boat from Seh Ping, although the rapids are said to be very fine. The
distant view of Chen Yüen as it first appears to the traveller through
a gap between the mountains is impressive: it seems to lie in a
complete cul-de-sac, lofty cliffs surrounding it on every side, with the
river like a deep jade-green ribbon winding between the serried
ranks of sepia-coloured roofs. Tempestuous clouds filled the sky as
we approached the city, but the setting sun lighted up a lofty crag
studded with temples which blocked up the end of the valley. The
cliffs are so precipitous that the people have built the city wall
starting from the edge of a precipice at a point some hundred feet
above the city, saying that the Almighty had protected it so far, and
certainly His protection was of a very different quality from that of the
wall!
High up the cliffs we climbed to a temple, from which a tocsin
sounds in case of fire: it is certainly a splendid point of view,
commanding the whole city, which winds along the banks of the
serpentine river. It seems strange to see big junks with white-winged
sails so far inland, and to reflect that you can go the whole distance
to Shanghai without setting foot on shore, some fifteen hundred
miles. It is a much quicker way of travelling when going down
stream, but terribly slow in the other direction, not infrequently a
three months’ journey.
The temples at Chen Yüen contain some of the finest wood
carvings I have seen in China, and are wonderfully situated up the
face of a cliff, with magnificent creepers hanging down from its crags
and forming a background to the zigzag stairways which lead from
terrace to terrace. The situation of the temples is chosen with
consummate skill, and from each balcony a new and lovely view is
obtained, stretching farther and farther up the valleys. The whole of
the province is composed of mountains, with the exception of three
districts in the centre and north, where there are plains of a limited
size. Considering that the province is sixty-seven thousand square
miles in extent, this is a remarkable fact, and a large part is inhabited
by the aboriginal tribes: it is extraordinary that the average
population is a hundred and twenty-two to the square mile.
Our altitude varied from 1,400 to 5,700 feet, and the highest pass
we crossed was 7,200; our average was about 3,200, as we usually
stopped at villages hidden in the depths of the valleys, and
continually crossed over mountain passes.
 Light for the Spirits.

Page 113

We were quite sorry to leave the province, and I should like to

have visited the southern part, which we were told was even more
beautiful than the north, though it is hard to believe it. We were so
anxious, however, to visit Changteh, that we refused to be
persuaded to change our route, and found no cause to regret our
decision.
We saw a curious detail in one village—a lamp at the top of a lofty
stand—with long cords by which to lower and raise it for lighting
purposes. Below it are ancestral tablets in a shrine and it stands in
the centre of the street. The use of the lamp is to act as a beacon to
wandering spirits who died away from home. It is only lighted on
certain festivals, and there is one at each end of that village—query,
was there great loss of life of the inhabitants during some absence
from home? I have only seen this spirit beacon on one other
occasion, and that was in the neighbouring province of Yünnan.
 Chapter V
Some Aboriginal Tribes in Kweichow

“I heard a thousand blended notes,

While in a grove I sat reclined,
In that sweet mood when pleasant thoughts
Bring sad thoughts to the mind.

To her fair works did Nature link

The human soul that through me ran;
And much it grieved my heart to think
What man has made of man.

Through primrose tufts in that green bower,

The periwinkle trailed its wreaths;
And ’tis my faith that every flower
Enjoys the air it breathes.

The birds around me hopped and played,

Their thoughts I cannot measure:
But the least motion which they made,
It seemed a thrill of pleasure.

The budding twigs spread out their fan,

To catch the breezy air;
And I must think, do all I can,
That there was pleasure there.

If such belief from Heaven be sent,

If such be Nature’s holy plan;
Have I not reason to lament
What man has made of man.”
 —W. Wordsworth.

Chapter V
Some Aboriginal Tribes in Kweichow

Kweichow is
supposed to be the
original home of the
Miao stock. The
mountainous
character of the
province with its
rugged fastnesses
and deep valleys is
admirably suited to
be the refuge for the
many tribes who
have continually
been driven back
throughout the
centuries by their
enemies, the
Chinese. Many have
taken refuge in the
neighbouring
province of Yünnan
and even in French
territory south of the
MIAO WOMAN. Red River. The
hostility of the
Chinese to them is
due to three causes, as far as I can gather: (i) to the low morality of
the tribes, (ii) to their illiteracy, and (iii) to their dissimilarity of
character to the Chinese. The first two points are very vital to the
Chinese: they are at the root of all their civilization, for no ancient
race has laid greater stress on the necessity of morality and learning.
Their contempt for the Miao is unbounded and out of all proportion.
Our interpreter was astonished to find how different they were from
all that he had ever heard, and decided that he must enlighten
Peking on the subject when he returned home!
The character of the people is in striking contrast to that of the
Chinese. They are warlike, frank, lawless, primitive, open-hearted,
opposed to trading and city life: some are great riders, but we never
saw one on horseback. This was due to their poverty, and we heard
of no rich ones: no doubt the headmen have a certain relative
wealth. In the north of Yünnan we heard of their having curious
horse-races, when the course would be strewn with feathers. The
men wore capes, which gave them a weird look of being birds of
prey, as they swept along the course with outstretched arms in
clouds of dust and feathers. It is like the Caucas Race in Alice in
Wonderland: nobody wins.
The Miao are all agriculturists. They cultivate everything they
require for food and clothing except salt, which is a Chinese
Government monopoly: they only enjoy this luxury about twice a
year, we were told at Ta-ting.
In self-defence they live in villages, many of which are almost
inaccessible to the outside world and are only penetrated by
missionaries. One of our friends describes her descent from one
such village, with a man on each side holding her on to the saddle,
while a third held on to the pony’s tail to prevent him going down
headlong! The Miao huts are small and dark, and their love of colour
is entirely confined to personal adornment. Red, white and blue are
the dominant colours in their dress, and the material is hempen, the
hemp for which is grown, spun, woven and dyed by themselves. The
dyes are vegetable, and are of vivid colour. The different tribes have
various designs, but, roughly speaking, all the women wear short full
kilts and jackets.
The Ta Wha Miao (Great Flowery Tribe) are the gayest in colour
that we saw: their designs are bold and effective, the colours used
are scarlet and dark blue on a whitish ground, and very exact in line.
The design consists of simple geometrical outlines, but these are
often filled in with colour, and use is made of a roughly-stencilled
pattern which is tacked on the material and worked over in coarse
thread. I succeeded in purchasing a partly-worked piece of
embroidery from one of the men of this tribe, his wife being away
from home, though he evinced some anxiety as to what she would
say on finding out that he had done so when she returned. The
women seem very strong and independent, do most of the work in
the fields, and I can fancy she might have a heavy hand! Also they
are thoroughly feminine in their love of clothes. Many of them make
quite an elaborate wardrobe, and when a girl is going to a festival of
any sort she will take as much as forty pounds weight of clothes,
which her young swain will carry for her, so as to have a variety of
costume! One kilt I possess weighs nearly four pounds, and some
kilts will have as many as thirty-one breadths of material in them.
They swing their kilts with all the jauntiness of a Harry Lauder.
Although the men are only about five feet in height and the women
about half an inch less and very sturdy, their erect carriage lends
them a certain attractive dignity. The women cling tenaciously to their
national dress, but not infrequently the men discard their loose-
flowing clothes for Chinese trousers, and many of them speak the
local Chinese dialects.
Formerly these people had no distinctive names and kept no count
of their age. Probably it is due to Western influence that they now
have adopted them. Sometimes the Chinese would take the women
as wives and settle down among them, but no Miao was allowed to
marry a Chinese wife. One of them told this to my interpreter.
As a rule they wear nothing on their feet; but some of those who
could afford it wear sandals, and the wealthier Miao (if so they can
be called) had prettily embroidered ones for special occasions, with
an embroidered band along the outer side of the foot, and fastened
across the instep with a scarlet thread. The Miaos of both sexes
wear stout puttees wound round and round their legs till they look
like pillars; or a piece of felt tied with a white band. They are
generally dyed a dark blue colour. Sometimes the girls’ unprotected
feet get the skin cracked or cut with the stones on their rough
mountain paths. They think nothing of sewing them up with needle
and thread, as if they were stockings.
The style of hairdressing among the Great Flowery Miao is quite
different from those of other Miao tribes. Their coarse black hair is
very abundant; as long as they are unmarried girls they wear it in two
plaits, hanging from close behind the ears to well below the waist.
When a girl marries she coils her hair into a long horn, which stands
out just above, and in a line with the shoulder. When she becomes a
proud mother her horn is exalted into a lofty pyramid, rising straight
upwards from the crown of her head.
The men wear the same kind of embroideries as the women,
placed like a shawl across their shoulders, and a sort of long
hempen garment falling below the knees and girded in at the waist.
Their upper garment has loose sleeves, looped up about the elbow
with ornamental braid, which they make on primitive little looms.
Round their heads they wind cloth turbanwise, or else wear nothing.
They live on the simplest diet, nothing but flour cooked before
grinding, which they mix with water into a kind of porridge and eat
twice a day: this, with some vegetables or herbs, is their staple food.
They are addicted to drinking and fed no shame in it; both sexes
have drinking bouts. No Chinese woman is ever seen drunk, and it is
a most unusual vice among them: but if she should be drunk, she
would be far too proud to be seen out of doors in such a condition.
Morally the Ta Wha Miao seem to be at the bottom of the scale, and
the Heh (black) Miao at the top.
Considering their extreme poverty we were much touched by
these people asking Mr. Slichter to express to us their regret at not
being able, on that account, to offer us hospitality. This was in reply
to a message he had given them from us, expressing our pleasure at
being with them and regret at not being able to visit their various
villages, or talk to them in their own language.
 Little Flowery Miao Coat.

Page 120

There are supposed to be a very large number of different Miao

tribes; the Chinese put the number at seventy. No one has yet
attempted to classify them. Their language is practically the same
throughout the tribes, with considerable local variations; but none of
them have any written language, so that unless a careful study is
soon made of it, there will be no lasting record kept. As they become
assimilated with the Chinese, such a study will become increasingly
difficult. The language seems to be limited in range, as one might
expect. There is no word to express joy, gaiety, and it almost seems
as if the reason may be that they experience so little happiness
under usual conditions. All those we met in markets or on the road
looked extremely dull and sullen, in marked contrast to the Chinese.
I watched carefully and never saw a smile; yet those who have
become Christians are the very reverse. A merrier crew it has never
been my lot to see, and they beam from ear to ear. The Great
Flowery Miao are never to be seen away from their own villages
unless they are on the road to religious services. When they come to
these services they often travel long distances, sixty or seventy
miles, and bring their food in a bag on their backs; as they receive
nothing from the missionaries of a material nature, it is evident that
they are not “rice Christians.”
The Little Flowery Miao are so called because their clothes are
embroidered in the finest little designs and remarkably beautiful both
in design and colour. There are subtle touches of spring green
introduced into a harmony of brown, black, white and yellow. There
are no less than thirty-four rows of cross-stitch to the inch, and as
accurate as though they had been ruled. To heighten the value of
this delicate design there are long narrow rows of different-coloured
superimposed folded pieces of material, sometimes as many as
eight in number in the following order—orange, red, white; or orange,
green, red, bright blue, indigo, orange, red, white. The last three
colours are especially used in conjunction, sometimes as a sort of
small panel of appliqué work in the midst of cross-stitch designs.
It is most interesting to note the complete contrast in design of the
needlework of all these tribes with that of the Chinese. The latter is
exclusively naturalistic, more so in fact than that of any other people,
and includes the widest possible range of subject. The inexhaustible
fertility of Chinese imagination is shown in their treatment of
landscape, life in all its many forms, the unseen world, human and
demonic passion; and everything depicted by the needle just as
much as by the brush is full of life and action. The tribes-people, on
the other hand, depict nothing naturalistic; all their designs are
geometrical and of no mean quality. The fact that in primitive art
elsewhere the naturalistic comes first and in course of time becomes
conventionalized and geometric makes the work of these tribes an
interesting problem. The only figures in their work are little rows of
men and animals in cross-stitch. These are worked in red, blue,
yellow, white and black on a black ground, only two or three stitches
of each colour together, and other little designs mixed in with it. The
result is ineffective. The figures are so small and inconspicuous that
you only see them on close scrutiny.
The material on which the embroidery is made is a fine hempen
native-made cloth, and it takes at least two years to complete the
making of a garment, from the time the hemp is grown till the
workmanship is finished. The general material worn is remarkably
like the hessian cloth used in our kitchens, only more closely woven.
The Black Miao form a very striking contrast to the Flowery Miao.
They are so called because their clothes, even the head-dress, are
practically all black, and the embroidery on them is so small, so fine,
so subdued in colour that the general effect is sombre. The men
wear also very dark brown or black clothes. They live mostly in the
south-eastern part of the province, but we met them in various
places, and they looked decidedly more intelligent and less sulky
than the others. They are quite a different type, though they all have
very broad faces and black hair.
We met a large number of the “Wooden Comb” Miao at Tenten.
They are much taller than the other Miao. They are so called
because both men and women wear their long black hair rolled up
and fastened on the top of the head with a wooden comb. These
combs are mostly plain and unvarnished, but I have one which is
very prettily decorated in several colours. They have quite a peculiar
type of face, large Semitic noses, and the men wear a thickly-folded
white band round their head. Their clothes are for the most part
white, with a touch of blue, for instance, in the waistband, on to
which a pocket is slung in front. The women dress mainly in dark