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Chapter 10: Physical Development in Middle Childhood
Student: ___________________________________________________________________________
1. By the time she is 8 years old, a child’s brain has reached _____ of its adult size.
A. 60%
B. 70%
C. 80%
D. 90%
2. _____ is the strengthening of heavily used synapses and the elimination of unused synapses.
A. Synaptogenesis
B. Neurogenesis
C. Synaptic pruning
D. Competitive elimination
3. Although lateralization of the brain increases in middle childhood, communication between the left and right
hemispheres is increased by
A. myelination of the prefrontal cortex.
B. competitive elimination.
C. development of the temporal lobe.
D. thickening of the corpus callosum.
4. Brain development in middle childhood

A. begins at the medulla and moves upward.
B. begins at the temporal lobes and moves forward and backward.
C. begins at the occipital lobe and moves in a circuit.
D. begins at the prefontal cortex and moves in a circuit.
5. The _____ of the brain do not undergo any significant changes in middle childhood.
A. prefrontal lobes
B. parietal lobes
C. temporal lobes
D. occipital lobes
6. The _____ of the brain are mainly responsible for focusing attention and short-term memory functions.
A. prefrontal lobes
B. parietal lobes
C. temporal lobes
D. occipital lobes
7. Cyril is 8 years old. His parents notice that he is becoming much better at recalling word lists and doing
simple mathematics. This is most likely due to development in his
A. frontal and occipital lobes.
B. parietal and occipital lobes.
C. temporal and parietal lobes.
D. medulla and temporal lobes.
8. _____ is the process through which the left and right hemispheres of the brain begin to specialize for
particular functions.
A. Synaptogenesis
B. Competitive elimination
C. Lateralization
D. Myelination
9. The main developments in a school-age child’s brain are in areas concerned with
A. gross motor skills.
B. fine motor skills.
C. higher-level information processing skills.
D. the senses of vision and touch.
10. As Jumoke’s young male brain develops during middle childhood, changes are concentrated in areas dealing
with
A. spatial-visual discrimination.
B. gross motor movement.
C. fine motor skills.
D. regulation of autonomic functions.
11. As Ngozi’s young female brain develops during middle childhood, changes are most accelerated in areas
which deal with
A. language processing.
C. spatial-visual discrimination.
12. _____ seems to have the most profound biological affect on increases in intelligence in middle childhood.
A. The increase in the size of the brain
B. The thickness of the cerebral cortex
C. The proliferation and pruning of the gray matter
D. The weight of the brain
13. Dr. Broca wants to measure the intelligence of children between the ages of 6 and 11 years old. Assuming
he can put the brains back into their heads with no harm to the children, which of the following methods will
give him the most accurate results?
A. Weigh their brains.
B. Measure the size (or volume) of their brains.
C. Inspect the rate at which their synapses are being generated and pruned.
D. Measure the thickness of the frontal and temporal lobes.
14. The most common cause of traumatic brain injuries in middle childhood is
A. child abuse.
B. automobile accidents.
C. sports injuries.
D. falling.
15. _____ are physical disabilities associated with traumatic brain injuries.
A. Trouble concentrating and planning
B. Trouble walking and talking
C. Trouble with effortful control and relating to others
D. Trouble with emotional control and short-term memory
16. _____ are cognitive disabilities associated with traumatic brain injury.
17. _____ are social disabilities associated with traumatic brain injury.
18. Theo has trouble keeping his attention focused on anything, he’s easily distracted, and he doesn’t seem to
listen to people or follow instructions. Often, Theo loses his books or homework, and has trouble planning and
organizing things. A school psychologist might suggest that Theo suffers from
A. traumatic brain injury.
B. attention deficit hyperactivity disorder.
C. Turner’s syndrome.
D. Post-traumatic Stress Disorder.
19. Kiyoshi’s second grade teacher is concerned. Kiyoshi often blurts out answers before questions are finished,
has trouble waiting his turn, interrupts other students, fidgets in his seat, has trouble playing or working quietly,
and talks too much. She suspects he may suffer from
A. hyperactive-impulsive type attention deficit hyperactivity disorder.
B. inattentive type attention deficit hyperactivity disorder.
C. combined type attention deficit hyperactivity disorder.
D. Post-traumatic stress disorder.
20. In order to diagnose attention deficit hyperactivity disorder in children, at least _____ of the diagnostic
criteria must be present to a point where they are disruptive and inappropriate for at least _____ months.
A. 10; 4
B. 6; 6
C. 4; 4
D. 4; 6
21. Which of the following are not among the diagnostic criteria for attention deficit hyperactivity disorder?
A. Often fidgets with hands or feet or squirms in seat
B. Often overly organized, to the point of obsession
C. Often talks excessively
D. Often has trouble waiting one’s turn
22. Scientists researching attention deficit hyperactivity disorder have

A. definitively traced the cause to the cerebellum.
B. definitively traced the cause to a particular cluster of genes.
C. definitively traced the cause to parental attachment styles.
D. determined that it may have many different causes.
23. Saronna’s motor cortex is developing much more quickly than her prefrontal cortex. It is possible that this
may lead to
A. attention deficit hyperactivity disorder.
B. post-traumatic stress disorder.
C. traumatic brain injury.
D. Down Syndrome.
24. Prolonged stress may affect a child’s memory by damaging neurons in his or her
A. hippocampus.
B. prefrontal cortex.
C. amygdala.
D. occipital lobe.
25. Feng and Lian have a really stormy marriage. Money is tight, they don’t have many friends, and they spend
most of their time arguing with each other. It is most likely that their son Xi-Wang will
A. habituate to the conflict over time, though still show some low-level physiological signs of stress.
B. excel in school to take his mind off his home life.
C. become extremely friendly and popular at school to offset his home environment.
D. become hypersensitive to his parents’ conflict, and have high levels of cortisol in his bloodstream all the
time.
26. _____ is the hormone that stimulates the flow of energy to the body in high-stress situations.
A. Oxytocin
B. Cortisol
C. Melatonin
D. Insulin
27. Mizuko is stressed because there is a spelling test today. Her stress about the test will most likely
A. motivate her to do better.
B. shrink her hippocampus, making her forget how to spell.
C. cause lasting brain damage.
D. dull her reactions to stress, allowing her to habituate.
28. When Havel was 8 years old, he saw someone killed during a robbery in the convenience store. Since then,
he’s suffered from nightmares, sleep disorders, and flashbacks to the killing. Havel seems to be suffering from
C. Broca’s aphasia.
D. post-traumatic stress disorder.
29. Children who suffer from severe post-traumatic stress disorder
A. generally grow out of it by the time they reach adolescence.
B. will generally rebound in one or two years.
C. cannot be treated using current therapeutic methods.
D. experience serious reductions in the volume of their hippocampus.
30. _____ is(are) not symptoms of post-traumatic stress disorder.

A. Broca’s aphasia
B. Intrusive thoughts
C. Emotional withdrawal
D. Flashbacks
31. Like other chronic stress, post-traumatic stress disorder raises the level of _____ in a child’s bloodstream.
A. insulin
B. cortisol
C. androgens
D. melatonin
32. Recent research indicates that

A. boys in middle childhood are better at running and throwing than girls.
B. girls in middle childhood are better at balance and flexibility than boys.
C. girls in middle childhood are better at running and throwing than boys.
D. girls and boys in middle childhood seem to be equally good at running, jumping, and skipping.
33. School-age children’s growing pains are actually caused by the

A. growth of muscle tissue.
B. growth of bone tissue.
C. strains of increased physical activity.
D. stress of being in a new stage of life.
34. Current research shows that the different levels of development of gross motor skills reported in boys and
girls during middle childhood is mainly due to
A. biological differences.
B. differences in brain structure.
C. socio-cultural factors.
D. mythology, as there are no reported differences.
35. Marshall and Bouffard (1977) found that childhood obesity
A. often spurs children on to greater intellectual growth.
B. can make children more likely to want to improve.
C. is caused by bad aerobic fitness.
D. is related to children’s lack of competency in particular motor skills.
36. Renata is an obese 9-year-old girl. Knowing only this about her, you can say that it is most likely that she
will also
A. do extremely well in school.
B. be motivated to engage in more physical activities.
C. be less adept at gross motor skills than thinner children.
D. be aerobically fit, despite her weight.
37. Experts recommend that school-age children engage in a minimum of _____ minutes of vigorous physical
activity every day.
A. 15
B. 30
C. 60
D. 90
38. Which of the following statements about physical exercise in middle childhood is not true?
A. School-age children require at least 60 minutes of vigorous exercise every day.
B. Aerobic exercise seems to result in improvements to memory and cognitive processing.
C. Exciting first-person-shooter video games can provide good aerobic exercise for children.
D. Most physical education classes do not provide adequate opportunities for children’s exercise.
39. Calvin is an average 9-year-old boy. It is most likely that he gets most of his exercise at school during
A. physical education class.
B. recess.
C. class time.
D. after-school activities.
40. The most popular organized youth sport in the United States is
A. baseball.
B. basketball.
C. soccer.
D. football.
41. Children who engage in daily aerobic physical activities
A. may develop asthma.
B. are at an elevated risk for type-2 diabetes.
C. tend to score higher on standardized math tests.
D. vastly improve their fine motor skills.
42. Increased _____ is not a normal result of vigorous physical activity for children.
A. stress
B. energy
C. strength
D. blood flow
43. Which of the following statements about children’s organized sports (such as Little League) is not true?
A. Organized children’s sports can build leadership skills.
B. More parental involvement in children’s sports is always better.
C. Children in organized sports may develop lower self-esteem.
D. Players prefer coaches who give specific instructions.
44. Smoll and Smith’s (2002) Coach Effectiveness Training program stresses the idea that
A. “Winning isn’t everything, it’s the only thing.”
B. “Failure is not the same thing as losing.”
C. “Success is measured in the number of winning games each season.”
D. “Victory is winning!”
A. “Success is found in striving for victory.”
B. “Winning isn’t everything, it’s the only thing.”
C. “Success means winning.”
D. “Losers are failures.”
46. A basic idea of Smoll and Smith’s (2002) Coach Effectiveness Training program is
A. to emphasize winning.
B. to emphasize fun and effort.
C. to emphasize leadership skills.
D. to emphasize avoiding failure.
47. Studies of Little League baseball players have shown that the best coaches do not
A. punish bad players and encourage good ones.
B. give specific technical instructions rather than general comments.
C. praise players consistently.
D. encourage thinking about failures in positive ways.
48. Parents are generally a problem for coaches and players of organized sports unless the parents
A. stress fun over winning.
B. push their children to be star players.
C. focus on their children’s team record.
D. stand up for their children if the coaches don’t let them play enough.
49. Children with Developmental Coordination Disorder

A. lack eye-hand coordination.
B. cannot perform two tasks at the same time.
C. have cognitive defects concerning planning and impulse control.
D. have significant difficulties with age-appropriate motor skills.
50. All of the following activities require the use of fine motor skills except
A. hitting a home run.
B. sending text messages.
C. sculpting a model out of clay.
D. playing the oboe.
51. _____ can greatly enhance the development of fine motor skills.
A. Practicing on a musical instrument
B. Development of the occipital lobe
C. Playing sports such as soccer
D. Synaptogenesis in the amygdala
52. Playing the electric guitar every day is most likely to

A. cause problems for a child’s normal motor development.
B. result in major hearing loss during middle childhood.
C. enhance gross motor skills.
D. improve a child’s cognitive processing speed and reaction time.
53. Brad is 4 years old, but seems unable to do many things as well as his friends. He can’t balance on his
bicycle, stand on one foot, or throw a basketball well. It is possible that Brad may suffer from
C. mitochondrial syndrome.
D. Developmental Coordination Disorder.
54. Euphemia is a normal 8-year-old girl, but seems unable to do many things as well as her friends. For
example, she has trouble holding a pen, tying her sneaker laces, or typing email messages. Euphemia may suffer
from
55. In middle childhood, growth tends to be

A. concentrated in the arms and legs.
B. generally a smooth, day-to-day process.
C. approximately 5–7 inches per year.
D. in spurts, mostly taking place at night.
56. Children get their permanent teeth

A. molars first, then the middle teeth, and finally their front teeth.
B. in about the first two years of middle childhood.
C. in the last two years of middle childhood.
D. at a rate of about 4 per year during middle childhood.
57. Physical development in early childhood is concentrated in the

A. head.
B. arms and upper body.
C. legs and lower body.
D. internal organs.
58. Roughly _____ of school-age children are diagnosed with vision problems.
A. 5%
B. 10%
C. 20%
D. 40%
59. On average, girls tend to show early signs of puberty when they are approximately _____ years old.
A. 8
B. 9
C. 10
D. 11
60. On average, boys tend to show early signs of puberty when they are approximately _____ years old.
A. 9
B. 10
C. 11
D. 12
61. On average, girls tend to show early signs of puberty approximately _____ months before boys.
A. 3
B. 6
C. 12
D. 24
62. At the beginning of middle childhood,

A. boys and girls are about the same height and weight.
B. boys are taller and heavier than girls.
C. girls are taller and heavier than boys.
D. boys are taller than girls, but girls are heavier.
63. By the end of middle childhood,

64. The hormonal signals which initiate the process of puberty originate in the
A. pituitary gland.
B. adrenal glands.
C. hypothalamus.
D. amygdala.
65. According to the National Center for Health Statistics, more than _____ of children between 6 and 11 years
old are at risk for being overweight or obese.
A. 35%
B. 45%
C. 55%
D. 65%
66. Based on what is currently known about childhood obesity, which of the following children is most at risk?
A. Bela, who plays in a youth lacrosse league
B. Elena, who eats mostly home-cooked meals
C. Vasile, who buys breakfast and lunch in the school cafeteria
D. Olga, who lives next door to a city playground
67. Children are currently exposed to _____ of advertising for unhealthy foods than they were 30 years ago.
A. about the same amount
B. considerably more hours
C. considerably fewer hours
D. about 10% fewer hours
68. Most school breakfast and lunch programs

A. offer processed foods, which contribute to childhood obesity.
B. offer a wide variety of healthy meals and snacks.
C. tend to offer whole grains and fresh fruits because they are cheaper.
D. have been eliminated by the United States Department of Agriculture.
69. Childhood obesity seems to be driven mostly by

A. social factors.
B. biological factors.
C. poorly run school lunch programs.
D. the availability of school vending machines.
70. Childhood obesity in urban areas is negatively correlated with
A. vending machines in schools.
B. the availability of parks and recreational areas.
C. school lunch programs.
D. the number of hours children spend watching television.
71. Because of how their neighborhoods have been designed,

A. suburban communities provide more opportunities for children to exercise by walking to schools, stores, and
libraries.
B. the danger of urban environments prevents many children from going outside to play.
C. malls and other similar shopping centers provide excellent opportunities for active children to exercise.
D. children in urban areas generally have excellent access to wilderness and recreational areas.
72. Elakshi loves to watch television. She even likes the exciting and interesting advertisements. Unfortunately,
more than _____ of these advertisements are for foods or activities that contribute to childhood obesity.
A. 40%
B. 50%
C. 60%
D. 70%
73. Overweight children tend to

A. be happier and more popular than thin children.
B. be rejected or abused by other children.
C. develop excellent senses of humor as coping mechanisms.
D. develop excellent cognitive skills as coping mechanisms.
74. Overweight children who are rejected or abused by their peers generally tend to turn to _____ to console
themselves.
A. food
B. academics
C. humor
D. sports
75. Overweight children tend to score _____ compared to children whose weights are normal.
A. lower on measures of social and emotional quality of life, but higher on measures of academic quality of life
B. lower on measures of academic quality of life, but higher on measures of physical quality of life
C. lower on measures of physical and social quality of life, but higher on measures of academic quality of life
D. lower on measures of physical, social, emotional, and academic quality of life
76. The stereotype of the jolly, friendly obese person tends to be
A. incorrect.
B. only correct for middle childhood, but not for later life.
C. only correct for adolescence and adulthood.
D. only correct in adulthood.
77. Programs which teach school-age children to avoid sugary soft drinks seem to be
A. effective, eliminating the problem.
B. somewhat effective, keeping the problem from getting any worse.
C. somewhat ineffective, slowing down but not stopping growth of the problem.
D. totally ineffective.
78. A program in which classroom teachers taught children behavioral strategies for reducing the amount of
time they devoted to television and video games, in order to reduce their weights was
79. After-school programs that include both structured physical activities and free play time in order to reduce
Body Mass Index in children seem to be
80. School-age children generally require _____ hours of sleep every night, to be healthy.
A. 11–12
B. 10–11
C. 9–10
D. 8–9
81. Approximately _____ of parents report that their children have sleep problems.
A. 50%
B. 40%
C. 30%
D. 20%
82. Child health specialists generally measure how much sleep a child gets by using
A. the difference between when the child first falls asleep and when they get up in the morning.
B. surveys, asking children how much they sleep.
C. parents’ reports of children’s night-time behaviors.
D. actigraphs to test children’s movements during the night.
83. Studies with actigraphs show that _____ the amount of time that children sleep each night.
A. parents and children have pretty accurate ideas about
B. parents have pretty accurate ideas, but children overestimate
C. parents overestimate, but children have pretty accurate ideas about
D. parents and children both overestimate
84. In general, children in the United States get

A. about the right amount of sleep every night.
B. more sleep than they actually need every night.
C. at least an hour less sleep than they actually need every night.
D. only about half the amount of sleep they actually need every night.
85. A condition in which sleeping children repeatedly stop breathing for up to a minute at a time is called
A. apoplexy.
B. night terrors.
C. anoxia.
D. apnea.
86. Studies have shown that

A. children in well-off families tend to get fewer hours of high-quality sleep than children in poorer families.
B. children under a great deal of stress tend to get more hours of high-quality sleep than children under less
stress.
C. children tend to require less sleep if they drink a lot of sodas and eat a lot of snack foods during the day.
D. children who watch a lot of television and play video games until bedtime tend to get fewer hours of
high-quality sleep than those who don’t watch a lot of television and play video games until bedtime.
87. In general, if children get too little sleep,

A. they become more compliant.
B. they are better able to “hard-wire” daily learning in the brain.
C. they lose some of their ability to think clearly.
D. they can suffer permanent brain damage.
88. The best sleep schedule for most young children is
A. early to bed, early to rise.
B. late to bed, early to rise.
C. late to bed, late to rise.
D. any time to bed, as long as it’s the same every night.
89. According to the Centers for Disease Control and Prevention, the leading cause of death in childhood is
A. drowning.
B. child abuse.
C. motor vehicle accidents.
D. disease.
90. The reason that many more Native American, African American, and Alaskan Native children drown than
children of white Americans is because
A. of cultural differences about the value of learning to swim.
B. there are more hospitals in white neighborhoods.
C. white children are not permitted near the water.
D. there are fewer parents to look after children in those groups.
91. A chronic respiratory condition that causes sudden shortness of breath is called
A. anoxia.
B. asthma.
C. diabetes.
D. polio.
92. _____ is the leading cause of school absenteeism in the United States.
A. Asthma
B. Diabetes
C. Allergy
D. HIV/AIDS
93. _____ is not a normal trigger for an asthma attack.

A. Cold weather
B. Dairy food
C. Stress
D. A lung infection
94. Asthma is more common among _____ than _____ in the United States.
A. white children; Puerto Rican children
B. boys; girls
C. wealthy children; poor children
D. None of the above. The incidence of asthma is equivalent across all groups.
95. The condition in which a child’s immune system overreacts to something in the environment is called
A. asthma.
B. allergy.
C. diabetes.
D. HIV/AIDS.
96. Jean-Luc’s body has trouble making and using insulin to metabolize glucose. His condition is called
A. asthma.
B. allergy.
C. diabetes.
D. HIV/AIDS.
97. In children with type-1 diabetes,

A. their immune systems destroy the cells which produce insulin.
B. their bodies produce insulin, but cannot use it effectively.
C. their immune systems are overly sensitive to sugar.
D. their livers remove all glucose from their bloodstreams.

99. Type-2 diabetes is becoming more common in school-age American children because
A. there are more genetic anomalies caused by industrialization.
B. rates of infection by antibiotic-resistant bacteria are rising.
C. sugar has been replaced by high-fructose corn syrup in most foods.
D. more children are becoming obese.
100. Treatment of diabetes may include any of the following except
A. daily oral or injected medication.
B. a strictly controlled diet.
C. regular blood tests.
D. the use of a bronchodilator.
101. Treatment for HIV/AIDS is usually

A. vaccination to prevent the disease.
B. regular use of a bronchodilator.
C. regular injections of insulin.
D. antiretroviral medications.
102. Most school-age children who acquire HIV/AIDS acquire it

A. from a classmate, through normal, casual contact.
B. as a result of a vaccination for some other disease.
C. from an infected blood transfusion.
D. from their mothers, during gestation or childbirth.
103. Children who are HIV-positive

A. may infect other children through casual contact.
B. may suffer delays in their cognitive and motor development.
C. can be cured with the appropriate anti-retroviral drugs.
D. must test their blood daily.
104. More school-age children in the United States die from _____ than from any other disease.
A. HIV/AIDS
B. asthma
C. cancer
D. diabetes
105. _____ is a disease which compromises the body’s immune system.

A. Asthma
B. HIV/AIDS
C. Diabetes
D. Polio
106. Explain how children are diagnosed with attention deficit hyperactivity disorder. Describe strategies that
parents and teachers can use to help children cope with attention deficit hyperactivity disorder.
107. Discuss the affects of organized children’s sports (such as Little League Baseball) on school-age children’s
socioemotional development. Be sure to include the roles of parents and coaches in your essay.
108. Describe the factors that contribute to childhood obesity, and discuss steps that might be taken to negate or
minimize them.
109. Explain why children today are not getting enough sleep and what steps parents and other adults can take
to help them.
Chapter 10: Physical Development in Middle Childhood Key
1. By the time she is 8 years old, a child’s brain has reached _____ of its adult size.
A. 60%
B. 70%
C. 80%
D. 90%
2. _____ is the strengthening of heavily used synapses and the elimination of unused synapses.
A. Synaptogenesis
B. Neurogenesis
C. Synaptic pruning
D. Competitive elimination
3. Although lateralization of the brain increases in middle childhood, communication between the left and right
hemispheres is increased by
A. myelination of the prefrontal cortex.
B. competitive elimination.
C. development of the temporal lobe.
D. thickening of the corpus callosum.
4. Brain development in middle childhood

A. begins at the medulla and moves upward.
B. begins at the temporal lobes and moves forward and backward.
C. begins at the occipital lobe and moves in a circuit.
D. begins at the prefontal cortex and moves in a circuit.
5. The _____ of the brain do not undergo any significant changes in middle childhood.
A. prefrontal lobes
B. parietal lobes
C. temporal lobes
D. occipital lobes
6. The _____ of the brain are mainly responsible for focusing attention and short-term memory functions.
A. prefrontal lobes
B. parietal lobes
C. temporal lobes
D. occipital lobes
7. Cyril is 8 years old. His parents notice that he is becoming much better at recalling word lists and doing
simple mathematics. This is most likely due to development in his
A. frontal and occipital lobes.
B. parietal and occipital lobes.
C. temporal and parietal lobes.
D. medulla and temporal lobes.
8. _____ is the process through which the left and right hemispheres of the brain begin to specialize for
particular functions.
A. Synaptogenesis
B. Competitive elimination
C. Lateralization
D. Myelination
9. The main developments in a school-age child’s brain are in areas concerned with
A. gross motor skills.
C. higher-level information processing skills.
D. the senses of vision and touch.
10. As Jumoke’s young male brain develops during middle childhood, changes are concentrated in areas dealing
with
A. spatial-visual discrimination.
B. gross motor movement.
C. fine motor skills.
11. As Ngozi’s young female brain develops during middle childhood, changes are most accelerated in areas
which deal with
A. language processing.
C. spatial-visual discrimination.
12. _____ seems to have the most profound biological affect on increases in intelligence in middle childhood.
A. The increase in the size of the brain
B. The thickness of the cerebral cortex
C. The proliferation and pruning of the gray matter
D. The weight of the brain
13. Dr. Broca wants to measure the intelligence of children between the ages of 6 and 11 years old. Assuming
he can put the brains back into their heads with no harm to the children, which of the following methods will
give him the most accurate results?
A. Weigh their brains.
B. Measure the size (or volume) of their brains.
C. Inspect the rate at which their synapses are being generated and pruned.
D. Measure the thickness of the frontal and temporal lobes.
14. The most common cause of traumatic brain injuries in middle childhood is
A. child abuse.
B. automobile accidents.
C. sports injuries.
D. falling.
15. _____ are physical disabilities associated with traumatic brain injuries.
16. _____ are cognitive disabilities associated with traumatic brain injury.
17. _____ are social disabilities associated with traumatic brain injury.
18. Theo has trouble keeping his attention focused on anything, he’s easily distracted, and he doesn’t seem to
listen to people or follow instructions. Often, Theo loses his books or homework, and has trouble planning and
organizing things. A school psychologist might suggest that Theo suffers from
C. Turner’s syndrome.
D. Post-traumatic Stress Disorder.
19. Kiyoshi’s second grade teacher is concerned. Kiyoshi often blurts out answers before questions are finished,
has trouble waiting his turn, interrupts other students, fidgets in his seat, has trouble playing or working quietly,
and talks too much. She suspects he may suffer from
A. hyperactive-impulsive type attention deficit hyperactivity disorder.
B. inattentive type attention deficit hyperactivity disorder.
C. combined type attention deficit hyperactivity disorder.
D. Post-traumatic stress disorder.
20. In order to diagnose attention deficit hyperactivity disorder in children, at least _____ of the diagnostic
criteria must be present to a point where they are disruptive and inappropriate for at least _____ months.
A. 10; 4
B. 6; 6
C. 4; 4
D. 4; 6
21. Which of the following are not among the diagnostic criteria for attention deficit hyperactivity disorder?
A. Often fidgets with hands or feet or squirms in seat
B. Often overly organized, to the point of obsession
C. Often talks excessively
D. Often has trouble waiting one’s turn
22. Scientists researching attention deficit hyperactivity disorder have

A. definitively traced the cause to the cerebellum.
B. definitively traced the cause to a particular cluster of genes.
C. definitively traced the cause to parental attachment styles.
D. determined that it may have many different causes.
23. Saronna’s motor cortex is developing much more quickly than her prefrontal cortex. It is possible that this
may lead to
C. traumatic brain injury.
D. Down Syndrome.
24. Prolonged stress may affect a child’s memory by damaging neurons in his or her
A. hippocampus.
B. prefrontal cortex.
C. amygdala.
D. occipital lobe.
25. Feng and Lian have a really stormy marriage. Money is tight, they don’t have many friends, and they spend
most of their time arguing with each other. It is most likely that their son Xi-Wang will
A. habituate to the conflict over time, though still show some low-level physiological signs of stress.
B. excel in school to take his mind off his home life.
C. become extremely friendly and popular at school to offset his home environment.
D. become hypersensitive to his parents’ conflict, and have high levels of cortisol in his bloodstream all the
time.
26. _____ is the hormone that stimulates the flow of energy to the body in high-stress situations.
A. Oxytocin
B. Cortisol
C. Melatonin
D. Insulin
27. Mizuko is stressed because there is a spelling test today. Her stress about the test will most likely
A. motivate her to do better.
B. shrink her hippocampus, making her forget how to spell.
C. cause lasting brain damage.
D. dull her reactions to stress, allowing her to habituate.
28. When Havel was 8 years old, he saw someone killed during a robbery in the convenience store. Since then,
he’s suffered from nightmares, sleep disorders, and flashbacks to the killing. Havel seems to be suffering from
C. Broca’s aphasia.
D. post-traumatic stress disorder.
29. Children who suffer from severe post-traumatic stress disorder
A. generally grow out of it by the time they reach adolescence.
B. will generally rebound in one or two years.
C. cannot be treated using current therapeutic methods.
D. experience serious reductions in the volume of their hippocampus.
30. _____ is(are) not symptoms of post-traumatic stress disorder.

A. Broca’s aphasia
B. Intrusive thoughts
C. Emotional withdrawal
D. Flashbacks
31. Like other chronic stress, post-traumatic stress disorder raises the level of _____ in a child’s bloodstream.
A. insulin
B. cortisol
C. androgens
D. melatonin
32. Recent research indicates that

A. boys in middle childhood are better at running and throwing than girls.
B. girls in middle childhood are better at balance and flexibility than boys.
C. girls in middle childhood are better at running and throwing than boys.
D. girls and boys in middle childhood seem to be equally good at running, jumping, and skipping.
33. School-age children’s growing pains are actually caused by the

A. growth of muscle tissue.
B. growth of bone tissue.
C. strains of increased physical activity.
D. stress of being in a new stage of life.
34. Current research shows that the different levels of development of gross motor skills reported in boys and
girls during middle childhood is mainly due to
A. biological differences.
B. differences in brain structure.
C. socio-cultural factors.
D. mythology, as there are no reported differences.
35. Marshall and Bouffard (1977) found that childhood obesity
A. often spurs children on to greater intellectual growth.
B. can make children more likely to want to improve.
C. is caused by bad aerobic fitness.
D. is related to children’s lack of competency in particular motor skills.
36. Renata is an obese 9-year-old girl. Knowing only this about her, you can say that it is most likely that she
will also
A. do extremely well in school.
B. be motivated to engage in more physical activities.
C. be less adept at gross motor skills than thinner children.
D. be aerobically fit, despite her weight.
37. Experts recommend that school-age children engage in a minimum of _____ minutes of vigorous physical
activity every day.
A. 15
B. 30
C. 60
D. 90
38. Which of the following statements about physical exercise in middle childhood is not true?
A. School-age children require at least 60 minutes of vigorous exercise every day.
B. Aerobic exercise seems to result in improvements to memory and cognitive processing.
C. Exciting first-person-shooter video games can provide good aerobic exercise for children.
D. Most physical education classes do not provide adequate opportunities for children’s exercise.
39. Calvin is an average 9-year-old boy. It is most likely that he gets most of his exercise at school during
A. physical education class.
B. recess.
C. class time.
D. after-school activities.
40. The most popular organized youth sport in the United States is
A. baseball.
B. basketball.
C. soccer.
D. football.
41. Children who engage in daily aerobic physical activities
A. may develop asthma.
B. are at an elevated risk for type-2 diabetes.
C. tend to score higher on standardized math tests.
D. vastly improve their fine motor skills.
42. Increased _____ is not a normal result of vigorous physical activity for children.
A. stress
B. energy
C. strength
D. blood flow
43. Which of the following statements about children’s organized sports (such as Little League) is not true?
A. Organized children’s sports can build leadership skills.
B. More parental involvement in children’s sports is always better.
C. Children in organized sports may develop lower self-esteem.
D. Players prefer coaches who give specific instructions.
A. “Winning isn’t everything, it’s the only thing.”
B. “Failure is not the same thing as losing.”
C. “Success is measured in the number of winning games each season.”
D. “Victory is winning!”
A. “Success is found in striving for victory.”
B. “Winning isn’t everything, it’s the only thing.”
C. “Success means winning.”
D. “Losers are failures.”
46. A basic idea of Smoll and Smith’s (2002) Coach Effectiveness Training program is
A. to emphasize winning.
B. to emphasize fun and effort.
C. to emphasize leadership skills.
D. to emphasize avoiding failure.
47. Studies of Little League baseball players have shown that the best coaches do not
A. punish bad players and encourage good ones.
B. give specific technical instructions rather than general comments.
C. praise players consistently.
D. encourage thinking about failures in positive ways.
48. Parents are generally a problem for coaches and players of organized sports unless the parents
A. stress fun over winning.
B. push their children to be star players.
C. focus on their children’s team record.
D. stand up for their children if the coaches don’t let them play enough.
49. Children with Developmental Coordination Disorder

A. lack eye-hand coordination.
B. cannot perform two tasks at the same time.
C. have cognitive defects concerning planning and impulse control.
D. have significant difficulties with age-appropriate motor skills.
50. All of the following activities require the use of fine motor skills except
A. hitting a home run.
B. sending text messages.
C. sculpting a model out of clay.
D. playing the oboe.
51. _____ can greatly enhance the development of fine motor skills.
A. Practicing on a musical instrument
B. Development of the occipital lobe
C. Playing sports such as soccer
D. Synaptogenesis in the amygdala
52. Playing the electric guitar every day is most likely to

A. cause problems for a child’s normal motor development.
B. result in major hearing loss during middle childhood.
C. enhance gross motor skills.
D. improve a child’s cognitive processing speed and reaction time.
53. Brad is 4 years old, but seems unable to do many things as well as his friends. He can’t balance on his
bicycle, stand on one foot, or throw a basketball well. It is possible that Brad may suffer from
54. Euphemia is a normal 8-year-old girl, but seems unable to do many things as well as her friends. For
example, she has trouble holding a pen, tying her sneaker laces, or typing email messages. Euphemia may suffer
from
55. In middle childhood, growth tends to be

A. concentrated in the arms and legs.
B. generally a smooth, day-to-day process.
C. approximately 5–7 inches per year.
D. in spurts, mostly taking place at night.
56. Children get their permanent teeth

A. molars first, then the middle teeth, and finally their front teeth.
B. in about the first two years of middle childhood.
C. in the last two years of middle childhood.
D. at a rate of about 4 per year during middle childhood.
57. Physical development in early childhood is concentrated in the

A. head.
B. arms and upper body.
C. legs and lower body.
D. internal organs.
58. Roughly _____ of school-age children are diagnosed with vision problems.
A. 5%
B. 10%
C. 20%
D. 40%
59. On average, girls tend to show early signs of puberty when they are approximately _____ years old.
A. 8
B. 9
C. 10
D. 11
60. On average, boys tend to show early signs of puberty when they are approximately _____ years old.
A. 9
B. 10
C. 11
D. 12
61. On average, girls tend to show early signs of puberty approximately _____ months before boys.
A. 3
B. 6
C. 12
D. 24
62. At the beginning of middle childhood,

63. By the end of middle childhood,

64. The hormonal signals which initiate the process of puberty originate in the
A. pituitary gland.
B. adrenal glands.
C. hypothalamus.
D. amygdala.
65. According to the National Center for Health Statistics, more than _____ of children between 6 and 11 years
old are at risk for being overweight or obese.
A. 35%
B. 45%
C. 55%
D. 65%
66. Based on what is currently known about childhood obesity, which of the following children is most at risk?
A. Bela, who plays in a youth lacrosse league
B. Elena, who eats mostly home-cooked meals
C. Vasile, who buys breakfast and lunch in the school cafeteria
D. Olga, who lives next door to a city playground
67. Children are currently exposed to _____ of advertising for unhealthy foods than they were 30 years ago.
A. about the same amount
B. considerably more hours
C. considerably fewer hours
D. about 10% fewer hours
68. Most school breakfast and lunch programs

A. offer processed foods, which contribute to childhood obesity.
B. offer a wide variety of healthy meals and snacks.
C. tend to offer whole grains and fresh fruits because they are cheaper.
D. have been eliminated by the United States Department of Agriculture.
69. Childhood obesity seems to be driven mostly by

A. social factors.
B. biological factors.
C. poorly run school lunch programs.
D. the availability of school vending machines.
70. Childhood obesity in urban areas is negatively correlated with
A. vending machines in schools.
B. the availability of parks and recreational areas.
C. school lunch programs.
D. the number of hours children spend watching television.
71. Because of how their neighborhoods have been designed,

A. suburban communities provide more opportunities for children to exercise by walking to schools, stores, and
libraries.
B. the danger of urban environments prevents many children from going outside to play.
C. malls and other similar shopping centers provide excellent opportunities for active children to exercise.
D. children in urban areas generally have excellent access to wilderness and recreational areas.
72. Elakshi loves to watch television. She even likes the exciting and interesting advertisements. Unfortunately,
more than _____ of these advertisements are for foods or activities that contribute to childhood obesity.
A. 40%
B. 50%
C. 60%
D. 70%
73. Overweight children tend to

A. be happier and more popular than thin children.
B. be rejected or abused by other children.
C. develop excellent senses of humor as coping mechanisms.
D. develop excellent cognitive skills as coping mechanisms.
74. Overweight children who are rejected or abused by their peers generally tend to turn to _____ to console
themselves.
A. food
B. academics
C. humor
D. sports
75. Overweight children tend to score _____ compared to children whose weights are normal.
A. lower on measures of social and emotional quality of life, but higher on measures of academic quality of life
B. lower on measures of academic quality of life, but higher on measures of physical quality of life
C. lower on measures of physical and social quality of life, but higher on measures of academic quality of life
D. lower on measures of physical, social, emotional, and academic quality of life
76. The stereotype of the jolly, friendly obese person tends to be
A. incorrect.
B. only correct for middle childhood, but not for later life.
C. only correct for adolescence and adulthood.
D. only correct in adulthood.
77. Programs which teach school-age children to avoid sugary soft drinks seem to be
78. A program in which classroom teachers taught children behavioral strategies for reducing the amount of
time they devoted to television and video games, in order to reduce their weights was
79. After-school programs that include both structured physical activities and free play time in order to reduce
Body Mass Index in children seem to be
80. School-age children generally require _____ hours of sleep every night, to be healthy.
A. 11–12
B. 10–11
C. 9–10
D. 8–9
81. Approximately _____ of parents report that their children have sleep problems.
A. 50%
B. 40%
C. 30%
D. 20%
82. Child health specialists generally measure how much sleep a child gets by using
A. the difference between when the child first falls asleep and when they get up in the morning.
B. surveys, asking children how much they sleep.
C. parents’ reports of children’s night-time behaviors.
D. actigraphs to test children’s movements during the night.
83. Studies with actigraphs show that _____ the amount of time that children sleep each night.
A. parents and children have pretty accurate ideas about
B. parents have pretty accurate ideas, but children overestimate
C. parents overestimate, but children have pretty accurate ideas about
D. parents and children both overestimate
84. In general, children in the United States get

A. about the right amount of sleep every night.
B. more sleep than they actually need every night.
C. at least an hour less sleep than they actually need every night.
D. only about half the amount of sleep they actually need every night.
85. A condition in which sleeping children repeatedly stop breathing for up to a minute at a time is called
A. apoplexy.
B. night terrors.
C. anoxia.
D. apnea.
86. Studies have shown that

A. children in well-off families tend to get fewer hours of high-quality sleep than children in poorer families.
B. children under a great deal of stress tend to get more hours of high-quality sleep than children under less
stress.
C. children tend to require less sleep if they drink a lot of sodas and eat a lot of snack foods during the day.
D. children who watch a lot of television and play video games until bedtime tend to get fewer hours of
high-quality sleep than those who don’t watch a lot of television and play video games until bedtime.
87. In general, if children get too little sleep,

A. they become more compliant.
B. they are better able to “hard-wire” daily learning in the brain.
C. they lose some of their ability to think clearly.
D. they can suffer permanent brain damage.
88. The best sleep schedule for most young children is
A. early to bed, early to rise.
B. late to bed, early to rise.
C. late to bed, late to rise.
D. any time to bed, as long as it’s the same every night.
89. According to the Centers for Disease Control and Prevention, the leading cause of death in childhood is
A. drowning.
B. child abuse.
C. motor vehicle accidents.
D. disease.
90. The reason that many more Native American, African American, and Alaskan Native children drown than
children of white Americans is because
A. of cultural differences about the value of learning to swim.
B. there are more hospitals in white neighborhoods.
C. white children are not permitted near the water.
D. there are fewer parents to look after children in those groups.
91. A chronic respiratory condition that causes sudden shortness of breath is called
A. anoxia.
B. asthma.
C. diabetes.
D. polio.
92. _____ is the leading cause of school absenteeism in the United States.
A. Asthma
B. Diabetes
C. Allergy
D. HIV/AIDS
93. _____ is not a normal trigger for an asthma attack.

A. Cold weather
B. Dairy food
C. Stress
D. A lung infection
94. Asthma is more common among _____ than _____ in the United States.
A. white children; Puerto Rican children
B. boys; girls
C. wealthy children; poor children
D. None of the above. The incidence of asthma is equivalent across all groups.
95. The condition in which a child’s immune system overreacts to something in the environment is called
A. asthma.
B. allergy.
C. diabetes.
D. HIV/AIDS.
96. Jean-Luc’s body has trouble making and using insulin to metabolize glucose. His condition is called
A. asthma.
B. allergy.
C. diabetes.
D. HIV/AIDS.


99. Type-2 diabetes is becoming more common in school-age American children because
A. there are more genetic anomalies caused by industrialization.
B. rates of infection by antibiotic-resistant bacteria are rising.
C. sugar has been replaced by high-fructose corn syrup in most foods.
D. more children are becoming obese.
100. Treatment of diabetes may include any of the following except
A. daily oral or injected medication.
B. a strictly controlled diet.
C. regular blood tests.
D. the use of a bronchodilator.
101. Treatment for HIV/AIDS is usually

A. vaccination to prevent the disease.
B. regular use of a bronchodilator.
C. regular injections of insulin.
D. antiretroviral medications.
102. Most school-age children who acquire HIV/AIDS acquire it

A. from a classmate, through normal, casual contact.
B. as a result of a vaccination for some other disease.
C. from an infected blood transfusion.
D. from their mothers, during gestation or childbirth.
103. Children who are HIV-positive

A. may infect other children through casual contact.
B. may suffer delays in their cognitive and motor development.
C. can be cured with the appropriate anti-retroviral drugs.
D. must test their blood daily.
104. More school-age children in the United States die from _____ than from any other disease.
A. HIV/AIDS
B. asthma
C. cancer
D. diabetes
105. _____ is a disease which compromises the body’s immune system.

A. Asthma
B. HIV/AIDS
C. Diabetes
D. Polio
106. Explain how children are diagnosed with attention deficit hyperactivity disorder. Describe strategies that
parents and teachers can use to help children cope with attention deficit hyperactivity disorder.
There are three subtypes of ADHD recognized by the American Psychiatric Association: predominantly
inattentive, predominantly hyperactive-impulsive, and combined.
To diagnose predominantly inattentive ADHD, six or more of the following symptoms must have been present
for at least 6 months, and must have been disruptive and inappropriate for the child’s developmental level:
1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other
activities.
2. Often has trouble keeping attention on tasks or play activities.
3. Often does not seem to listen when spoken to directly.
4. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due
to oppositional behavior or failure to understand instructions).
5. Often has trouble organizing activities.
6. Often avoids, dislikes, or doesn’t want to do things that take a lot of mental effort for a long period of time
(such as schoolwork or homework).
7. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).
8. Is often easily distracted.
9. Is often forgetful in daily activities.
To diagnose predominantly hyperactive-impulsive ADHD, six or more of the following symptoms must have
been present for at least 6 months, and must have been disruptive and inappropriate for the child’s
developmental level:
Hyperactivity:
1. Often fidgets with hands or feet or squirms in seat.
2. Often gets up from seat when remaining in seat is expected.
3. Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very
restless).
4. Often has trouble playing or enjoying leisure activities quietly.
5. Is often “on the go” or often acts as if “driven by a motor.”
6. Often talks excessively.
Impulsivity:
1. Often blurts out answers before questions have been finished.
2. Often has trouble waiting one’s turn.
3. Often interrupts or intrudes on others.
To diagnose predominantly combined ADHD, symptoms of the two may be mixed.

Techniques for helping these children may include medication, but should certainly include behavioral
approaches to changing their behavior, such as creating structure in the day, being more flexible, and the
appropriate use of positive reinforcement.
107. Discuss the affects of organized children’s sports (such as Little League Baseball) on school-age children’s
socioemotional development. Be sure to include the roles of parents and coaches in your essay.
Children’s organized sports may have both good and bad affects. It is possible that they will help children
exercise, build particular physical skills, teach sportsmanship, enhance some children’s self-esteem and overall
self-concept, and provide opportunities to learn about leadership. It is also possible that they will provide
opportunities for children to lower their self-esteem and overall self-concept, to become alienated or disaffected,
or to become overly competitive. Much depends on the behaviors of coaches and parents. The adults should
emphasize fun over all other things, and should provide support at times of failure. This is brought out in Coach
Effectiveness Training (Smoll & Smith, 2002), who stress that coaches must communicate that winning isn’t
the most important thing, that failure and losing are not the same things, that winning is not the same as success,
and that success is found in trying. Coaches and parents must avoid being too focused on winning and having
children try to be “all star” players.
108. Describe the factors that contribute to childhood obesity, and discuss steps that might be taken to negate or
minimize them.
Factors include the availability and popularity of fast food, advertising, the lack of quality school meal
programs, inappropriate snacks in school vending machines, the structural problems inherent in neighborhood
design (nowhere to walk in suburbs, too dangerous in cities), children’s tendencies away from active physical
play and toward more sedentary activities, stress, and role models. Students should discuss different steps that
might be taken to ameliorate each of these factors. They might include education, advertising, limits on current
types of advertising, removal of vending machines from schools or the replacement of their contents with more
appropriate snacks. This is a chance for your students to be creative problem-solvers.
109. Explain why children today are not getting enough sleep and what steps parents and other adults can take
to help them.
Some reasons why children may not get enough sleep include sleep apnea, night terrors or other problems that
awaken them during the night, stress, and inappropriate activities or foods at bedtime. Solutions should address
the specific problems presented by your students.
Another random document with
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silmä oli menestystä ehkäisemässä, missä vihamies väijyi
voimakkaat sanat kielellään tai milloin näkymätön pahan haltijan isku
oli kohtaava. Pelon alaista oli elämä: joka askeleella, joka paikassa
sai olla varuillaan, vähänkin liikkuessaan tuli varustaa itseään niin
voimakkailla taljoilla ja loitsuilla kuin kukin taisi ja pieninkin
onnettomuus todisti pahojen voimien olevan liikkeessä ja pyrki mieltä
masentamaan.
MIELIKUVITUS JA TODELLISUUS
KALEVALASSA
Esittänyt F.A. Hästesko
Tuntunee omituiselta puhua mielikuvituksesta Kalevalassa, joka

kokonaan on mielikuvituksen varaan rakennettu. On siis jotenkin
rajoitettava tätä kysymystä. Kun asetan mielikuvituksen
todellisuuden vastakohdaksi ymmärrän silloin sellaisia
mielikuvituksen luomia, jotka ovat todellisuuden ulkopuolella. Näin
jää tarkastelusta pois esim. miten kansa mielikuvituksessaan on
muodostanut sellaisia tapahtumasarjoja, jotka nyt koottuna ja
järjestettynä muodostavat yhtämittaisen Kalevala-runoelman.
Samoin se vilkas mielikuvitus, mikä on ollut tarpeen sellaisen rikkaan
kuvakielen syntymiseen, mikä tässä runoelmassa esiintyy j.n.e.
Aivan sivumennen tahdon vain mainita kansan uskonnolliset

käsitykset, jotka tosin mielikuvituksen avulla, mutta kuitenkin todella
vallinneen uskon pohjalla ovat syntyneet. Vain mielikuvituksessaan
he tietysti näkivät ne monet haltijat, jotka heitä auttoivat tai
vahingoittivat jokapäiväisessä elämässä. Miten läheiseksi
jumaluusolentojen ja ihmisten väli oli kuviteltu, näkyy useista kohdin
Kalevalaa. Kun Lemminkäisen Pohjolan matkallaan tulee mennä
tulisen kuopan yli, joka oli täynnä kuumia kiviä, niin hän rukoilee
Ukkoa satamaan lunta ja Ukko sataakin sitä sauvan varren
korkeudelta. Ainon äiti taasen lohduttaakseen itkevää tytärtänsä
tarjoaa hänelle ihanaa pukua, jonka hän itse ennen nuorena tyttönä
oli saanut Kuuttarelta ja joka sitäpaitsi oli Kuuttaren oma kutoma.
Jopa niin läheiseksi on tuo suhde ajateltu, että Päivä, Kuu ja Tähti
käyvät saaren kuulua Kyllikkiä kosimassa pojillensa, vaikka Kyllikki
ei heille antanutkaan suostumustaan. Saman Kyllikin sitten
Lemminkäinen sai puolisokseen. — Mielikuvituksessaan kansa loi
itselleen kuvan Tuonelasta, asuinpaikasta kuoleman jälkeen.
Tuonelan musta kuohukoskinen joki ympäröi kuolleitten valtakuntaa.
Tuonen tumma tytti saattaa tulijan joen yli. Elämä muuten siellä on
maanpäällisen elämän kaltaista, siellä juodaan olutta, pestään
vaatteita Tuonelan joessa, kuten ennen elävien mailla. Huonompaa,
kamalampaa se kuitenkin on. Syyllisten vuoteet siellä ovat palavista
kivistä, peitteet kyillä ja käärmeillä pujotettuja.
Voimakkaan mielikuvituksen avulla on kansamme nähnyt luonnon

niin elävänä edessään, kuin se sille on ollut. Eläimet, kasvit ja
kuolleet esineetkin saivat sen ajatuksissa hengen ja näyttäytyivät
sille toimivina, puhuvina ja tuntevina olentoina. Edellä olleessa
vihkosessa on siitä runsaasti esimerkkejä, joten tämäkin kohta tässä
jääköön syrjään.
Läheisesti luonnon elolliseksi ajattelemiseen liittyy se mielikuvitus,

mikä on luonut sellaiset loitsut, etenkin syntyrunot, ja loitsuille
omistetun voiman, mistä edellä on jo ollut puhetta. Tosin tämäkin
kaikki on syntynyt varman uskon kannattamana, mutta niissä on
kuitenkin mielikuvituksellakin niin suuri osa, että otan tähän vielä
muutaman esimerkin.
Syntyrunoista on suurimpia esim. raudan synnyn kuvaus: Ukko
ilmoinen Jumala synnytti kämmeniään vastakkain hieroen kolme
Luonnotarta. Ne kävivät aikojen alussa pilven äärtä myöten ja
pudottivat maahan maitoansa. Siitä ol raudan alku. Rauta tahtoi
tavata veljeänsä tulta ja meni sen luo, mutta tuli oli polttaa raudan
kuoliaaksi, niin että se töin tuskin pääsi pakenemaan suohon. Siellä
se piili vuoden, kaksi, kolme. Susi juoksi suota myöten, painoi
maahan syvän jälen ja siihen kohosi rautaruostetta. Seppo Ilmarinen
syntyy tällä välin, sattuu suden jälille, näkee raudan kurjan tilan ja
arvelee viedä sen tulen yhteyteen. Kuullessaan tulta mainittavan
rauta pelästyy, mutta Ilmarinen lohduttaa sitä sanoen sen siellä vain
kauniiksi kasvavan. Seppä lietsoo rautaa kuumassa ahjossa. Tukala
on raudan asema ja se pyrkii pois sieltä. Mutta Ilmarinen aavistaa jo
sen pahat tavat ja kysyy, kasvaisiko se ehkä kauheaksi, kovin
raivoksi rupeaisi, jos pääsisi tulesta pois. Siinä silloin vannoo rauta
raukka vaikean valansa ahjolla ja alaisimella ei koskaan syövänsä
omaa sukuaan, ihmistä:
onpa puuta purrakseni, kiven syäntä syöäkseni, etten veistä

veikkoani, lastua emoni lasta.
Siitä seppo Ilmarinen takoo raudan keihäiksi, kirveiksi ja

kaikenlaisiksi kaluiksi. Mutta terästämistä se vielä kaipaa. Mehiläistä
hän pyytää tuomaan karkaisuaineita. Mutta mehiläisen niitä etsiessä
herhiläinen hiiden lintu äkkiä tuokin käärmehen kähyjä, madon
mustia mujuja. Ilmarinen pettyy, luulee niitä Mehiläisen mesiksi ja
kastaa niihin raudan. Siitäpä rauta raivoksi rupesi:
petti vaivainen valansa, veisti raukka veljeänsä, söi kuin

koira kunniansa, sukuansa suin piteli.
Vetisillä mailla tavattava raudan ruoste, raudan alku ja sen
taipumus tehdä ihmiselle vahinkoa on siinä mielikuvituksen avulla
koetettu selittää ja sovittaa yhteen.
Yhtä suuria ellei suurempiakin hyppäyksiä tekee kansan

mielikuvitus esittäessään, mitä kaikkia asioita loitsun avulla oli
mahdollista toimittaa. Olkoon siitäkin vielä esimerkkinä Väinämöisen
ja Joukahaisen kilpalaulanta. Kun Väinämöinen suuttuneena
Joukahaiseen alkoi loitsia, niin koko luontokin hänen edessään
vapisi:
järvet läikkyi, maa järisi, vuoret vaskiset vapisi, paaet

vahvat paukahteli, kalliot kaheksi lenti, kivet rannoilla rakoili.
Kurja oli Joukahaisenkin asema: pajupehkon Väinämöinen lauloi

hänen länkiinsä kasvamaan, reen kultalaidan lauloi lampiin haoiksi,
helmiletkun ruoskan ruo'oksi meren rannalle, laukkipään hevosen
kosken rannalle kiviksi. Miekan kultakahvan hän lauloi salamoiksi
taivaalle, jousen kaariksi vesien päälle, nuolet haukkoina ilmassa
kiitämään, koiran maahan maakiviksi. Lakki miehen päästä kohosi
pilven kokaksi, viitta taivaalle hattaroiksi, vyö linnunrata-tähdistöksi,
kintaat painuivat järveen lumpeiksi. Itse Joukahaisen hän lauloi
suohon yhä alemmas ja alemmas, niin että virta jo jalkoja veti,
hiekka silmiä hioi..
Esimerkkinä taikojen kuvitellusta voimasta olkoon seuraava. Kun

Kalevalan miehet Pohjolassa ilmoittivat Sammon jaolle saapuneensa
eivätkä pohjolaiset siihen suostuneet, täytyi Väinämöisen tarttua
taikatoimeen. Nukutettuaan ensin soitollansa Pohjolan kansan
uneen, hän unineulalla siteli ja univoiteella siveli nukkuvien silmät,
niin että he painuivat pitkään sikeään uneen. Sillä aikaa oli sammon
ryöstäjillä hyvä tilaisuus mielin määrin mellastaa kivimäessä ja
korjata Sampo veneeseensä.
Mutta käykäämme vihdoin tarkastamaan sellaisia kohtia, missä

kansan mielikuvitus ilman minkäänlaista luulottelunkaan tukea
vapaana ja laajana lainehtii. Mielikuvituksen esteetön liitely tuntuu
laulajasta miellyttävältä ja kevyeltä, ei ihme että silloin joskus
säkeitten läpi pilkistää partasuun laulajan hymyilevä, leikillinen mieli.
Laulaja tuntee itsekin laulavansa satua, jolle ei mikään taikausko
anna uskottavuuden leimaa.
Ensinnä silloin johtuu mieleen Väinämöisen Vipusessa käynti.

Väinämöinenhän oli taivaankaarella istuvalle Pohjan immelle
luvannut veistää veneen värttinän palasista. Laulamalla hän sen laati
ja vesille sen tuli mennä käsillä siihen koskematta. Mutta kesken
veneen tekoa häneltä puuttui kolme sanaa; ilman niitä vene ei
valmistunut. Turhaan Väinämöinen etsi sanoja pääskysen päälaelta,
kesäpeuran kielen alta, suusta valkean oravan. Turhaan hän kävi
Tuonelassa niitä hakemassa, sieltä ei niitä annettu. Vihdoin hänen
täytyi turvautua vanhaan kuuluisaan loitsijaan Antero Vipuseen, joka
kuitenkin kauvan oli kuolleena maassa maannut ja vahva metsä jo
peitti hänen hautansa:
haapa kasvoi hartioilla, koivu kulmilla yleni, leppä leukaluun

nenässä, pajupehko parran päällä, otsalla oravikuusi,
havuhonka hampahilla.
Mutta Väinämöinen ei sittenkään epäillyt mennä hänen luokseen.

Hän kävi ensin seppo Ilmarisella teettämässä rautaisen korennon,
johon sisälle pantiin terästä ja päälle vedettiin pehmeämpi rauta.
Miekallaan hän kaatoi puut Vipusen haudalta, syöksi rautaisen
korennon hänen suuhunsa. Siitä virsikäs Vipunen heti heräsi unesta
ja puraisi korentoa hampaillaan, mutta ei tiennyt terästä purra sen
sydämestä. Silloin Vipunen
avoi suunsa suuremmaksi, nieli miehen miekkoinensa,

kulahutti kulkkuhunsa tuon on vanhan Väinämöisen.
Vaikeaksi alkoi kuitenkin Vipusen olo käydä: hän muisteli

eläissään syöneensä uuhta ja vuohta, lehmää ja sikaa, vaan ei vielä
tällaista palaa. Pelästyi myös Väinämöinen ja arveli jo tuhonsa
tulleen. Mutta kekseliäisyyttään hän ei menettänyt:
veitsi on vyöllä Väinämöisen, pää visainen veitsessänsä,

tuosta hän teki venosen, — soutelevi, luitelevi suolen päästä
suolen päähän, souteli joka sopukan, joka supun suikerteli.
Ei vielä käynyt Vipunen laulamaan. Silloin Väinämöinen
löihen itsensä sepoksi —

painoi paitansa pajaksi,
hiat paian palkehiksi,
turkkinsa tuhottimeksi,
housut hormiksi rakensi,
sukat hormin suulliseksi,
polvensa alaisimeksi,
vasaraksi kyynäspäänsä.
Siinä hän takoi yön lepäämättä, päivän pysähtymättä. Vipunen jo
hätääntyi. »Mi sinä lienet miehiäsi?» hän kysyi. »Olen jo syönyt sata
urosta, tuhonnut tuhannen miestä, mutta en ole vielä moista syönyt:
syet suuhuni tulevat, kekälehet kielelleni, rauan kuonat

kulkkuhuni.»
Ja nyt alkoi hän loitsia pois tuota pahaa. Luki hän siinä tautien
synnyn tiedustelut, luovutussanat, apusanat, pelotussanat. Mutta
Väinämöinen oli olevinaan vain hyvin rauhallinen, väitti itsellään
olevan hyvän olon ja ruokaakin kylliksi, vieläpä uhkasi lujemmin
lyödä moukarillaan, ellei saisi kuulla sanoja, oikeita syntysanoja, sillä
»ei sanat salahan joua, eikä luottehet lovehen».
Silloin virsikäs Vipunen, — jonk oli suussa suuri tieto, mahti

ponneton povessa, aukaisi sanaisen arkun, virsilippahan
levitti, lauloaksensa hyviä, — noita syntyjä syviä, ajan
alkuluottehia, joit ei laula kaikki lapset ymmärrä yhet urohot.
Ja hän »lauloi synnyt syitä myöten, kuinka luojansa luvalla

itsestänsä ilma syntyi, ilmasta vesi erosi, veestä manner maatelihe,
manterelle kasvut kaikki». Vielä hän »lauloi kuun kuvoannasta,
auringon asetannasta, ilman pielten pistännästä, taivosen
tähytännästä.» Voimakasta oli hänen laulunsa, ei oltu sellaista ennen
kuultu. Pääksytysten hän päivät lauloi, yhytysten yöt saneli ja »suu
se syyteli sanoja, kieli laski lausehia kuin on sälkö sääriänsä, ratsu
jalkoja jaloja». — Kun Väinämöinen oli kylliksensä saanut sanoja
kuulla, palasi hän veneellensä ja voitonvarmana ilmaisi seppo
Ilmariselle hyvin suoritetun matkansa tulokset: »Sain sanat salasta
ilmi, julki luottehet lovesta.»
Hupia vailla ei ole sekään tapaus, mikä samporetkeläisille sattuu.

Laskea karittelevat Kalevalan miehet purrellaan Pohjolaa kohti,
kulkevat onnellisesti jo monien koskien läpi, monien karisalmien
kautta, niin keskellä merta, väljillä vesillä, pursi seisahtuu
juoksemasta Mikä siellä esteenä?
Se on Seppo Ilmarinen, toinen lieto Lemminkäinen, pistivät

melan merehen, lastun kuusen lainehesen, päästeä
nytystelevät tuota purtta puutoksesta.
Mutta ei pääse vene irti. Väinämöinen kehoittaa Lemminkäistä

tarkastamaan, mihin vene on tarttunut. Lemminkäinen katsoo
veneen alle:
ei ole veno kivellä, ei kivellä, ei haolla, vene on hauin

hartioilla, veen koiran konkkaluilla.
Lemminkäinen tempaa miekkansa ja iskee veneen alle, mutta

silloin »itse vierähti vetehen, kourin aaltoihin kohahti». Ilmarinen
vetää Lemminkäisen tukasta takaisin veneeseen ja pilkkaa hänen
onnettomuuttaan, mutta itse iskiessään kalaa hänen miekkansa
murenee kappaleiksi ja vene yhä on paikoillaan. Väinämöinen
vihdoin melallaan lyö haukea; sen pää saadaan veneeseen, mutta
pursto putoaa pohjaan. Hauin leukaluusta Väinämöinen saa itselleen
kanteleen.
Lisättäköön vielä Ilmarisen Tuonelan hauin pyyntö. Pohjolan

tyttären saadakseen täytyy Ilmarisen Tuonelan joesta pyytää hauki.
Voidakseen työnsä suorittaa hän morsiamensa neuvosta takoo
suuren kokon, »vaakalinnun», jolle »kourat rauasta kuvasi,
teräksestä temmottimet, siiviksi venehen vieret». Itse hän nousee
kokkonsa selkään ja neuvoo sitä menemään Tuonelan joelle. Kun
Ilmarinen haroo Tuonelan jokea, hyökkää vetehinen hänen
kimppuunsa, mutta kokko pelastaa hänet painamalla vetehisen
takaisin jokeen. Ja siinäpä »jo tulevi tuonen hauki, veen koira
vengottavi», eikä olekaan se mitätön elävä: hampahat ovat haravan
varren pituiset, kita kuin kolme koskea, selkä kuin seitsemän
venettä. Se tahtoo hyökätä Ilmarisen kimppuun, mutta samalla
huomaa kokkokin sen ja iskee kyntensä siihen vasten suomuja.
Syntyy ankara kaksintaistelu. Hauki painautuu veden alle vetäen
kokon mukanaan, mutta silloin kokko ponnistaa voimiaan, kohoaa
ylös, niin että mustat mudat veden päälle nousee, iskee uudelleen
toisen kyntensä haukeen toisen rannan kallioon. Kilpistyy kynsi
kalliosta, uudelleen painuu hauki pohjaan ammottavine arpineen.
Vielä kolmannen kerran kokko ponnistaa, saa hauin kynsiinsä ja
nostaa kuin nostaakin sen »päälle selvien vesien». Niin lähti kalasta
suomuksia ja kokosta höyheniä, ettei vettä vedeksi eikä ilmaa
ilmaksi olisi tuntenut. »Omenatammen» oksalle kokko kaloineen
istahtaa ja vaivansa palkaksi maistelee saalistaan. Mutta kun
Ilmarinen kokkoa siitä moittii, niin se sydäntyy, kohoaa ilmaan ja
lentää pilvenreunalle, niin että
pilvet liikkui, taivot naukui, ilman kannet kallistihe, katkesi

Ukolta kaari, kuulta sarviset sakarat.
Pyydän enää viitata leikillisen ja vapaan mielikuvituksen sellaisiin

luomiin kuin esim. Ilmarisen yritykseen takoa itselleen kullasta
morsianta (37 runo) ja Väinämöisen soittoon, jolla hän koko luonnon
lumoaa (41 runo).
Jo tässä esityksessä ja siellä täällä muissa tämän sarjan

vihkosissa on tullut mainituksi esimerkkejä siitä mielikuvituksesta,
joka muuttelee esineitä ja asioita todellisuutta suuremmiksi tai
pienemmiksi. Sellainen oli äsken mainittu Tuonelan hauki ja sitä
tavoitteleva kotka, sellainen se iso tammi, joka kasvoi taivaalle, esti
pilvet juoksemasta, auringon paistamasta ja niin synnytti ainaisen
yön maailmaan. Sellainen oli se suuri härkä, joka Pohjolan häihin
tapettiin, sen kun
Hämehessä häntä häilyi, pää keikkui Kemijoella, sata syltä

sarvet pitkät, puolta toista turpa paksu, viikon kärppä
kääntelihe yhen kytkyen sijalla, päivän lenti pääskyläinen
härän sarvien väliä, — kuun juoksi kesäorava häpähältä
hännän päähän. —
Niinpä runokin siitä sanoo: »ei ollut suuri, eikä pieni, olihan oikea
vasikka». — Hirveä oli se aitakin, joka ympäröi Pohjolan pihaa, kun
Lemminkäinen sinne matkasi häitten viettoon:
aita oli rautainen rakettu, teräksinen tarha tehty, sata syltä

maa emähän, tuhat syltä taivosehen, keihäillä seivästetty,
maan mauilla ajastettu, alahatse kyy matavi, alemmaksi aita
pantu, ylähätse lintu lensi, ylemmäksi aita pantu.
Toiset esineet taasen ovat mitättömän pieniä kuten se pieni, mutta

sitten suureksi jättiläiseksi kasvava mies, joka kaatoi ison tammen.
Samanlainen oli se mies, joka Pohjolan häihin tuon hirveän sonnin
tappoi, hänkin näet »alle maljan maata mahtui, alle seulan
seisomahan.»
Muutakin liioittelua tavataan Kalevalan yksityiskohdissa hyvin

runsaasti. Sellaista on täynnänsä esim. kuvaus Lemminkäisen hirven
hiihdännästä. Jo sukset, joilla hän hirveä ajoi takaa, olivat
erinomaiset, niitä kun Lyylikki lylyjen seppä vuoden ajan valmisteli:
sykysyn lylyä laati, talven kalhua kaverti, päivän vuoli

sauvan vartta, toisen sompoa sovitti.
Mutta silloin niistä tulikin niin arvokkaat, että
saukon maksoi sauvan varsi, sompa ruskean reposen.
Kun Lemminkäinen sitten näillä suksillaan ponnisteli hirvensä

jälessä, niin
tuli suihki suksiloista, savu sauvojen nenistä.
Ja jo lähtiessään kun hän »ensi kerran potkaisihe», niin pääsi jo

»silmän siintämättömähän»; kun »kerran toisen kuopaisihe», oli jo
korvan kuulemattomissa. — Toisen kerran tuli Lemminkäisen pyytää
hiiden ruuna, jonka »tukka tulta tuiski, harja suihkivi savua». Mutta
senkin hän saavuttaa, kun Ukko sataa sen päälle rakeita, jotka olivat
pienemmät hevosen päätä, päätä ihmisen isommat.
Ja Pohjolan häät sitten, joihin tuo suunnaton härkä teurastettiin?

Jos oli syötävätä yllin kyllin, niin olipa juotavatakin, koska olutta
tehtäessä
kuut kiviä kuumettihin, kesät vettä keitettihin, salot puita

poltettihin, kaivot vettä kannettihin.
Olipa sulhasenkin kotona syötävätä niin vahvasti, että

Väinämöisen täytyi mainita, miten heiltä syödessä
terät vieri veitsistänsä, päät putoili puukoistansa.
Ja se tupakin, missä tällaisia häitä vietettiin, oli sellainen, että
kukko kun laessa lauloi ei sen ääni maahan kuulu, penin

haukunta perässä ei kuulu ovehen asti.
Niin laaja oli morsiamen sukukin, että jos
kappa ois kylveä papuja jyvä kullenki tulisi, kappa panna

pellavia kuitu kullenki tulisi.
Ja komea vihdoin oli morsiamen auttajakin (saajanainen), niin että

Väinämöinen
luuli päivän paistavaksi,
kun sen paistoi paian kaulus,
luuli laivan läikkyväksi,
kun sen läikkyi lakki päässä.
Tällainen liioittelu on mielestäni hiukan erilaista kuin edellä esitetyt

tapaukset. Nämä ovat näet lähellä sellaista vilkkaan ja voimakkaan
mielikuvituksen luomaa puheen höystettä, jossa puhuja ei itsekään
huomaa mitään liikaa sanoneensa ja jota toinen samanlainen
kuuntelija ei myöskään aivan sananmukaisesti ymmärrä. Ken
itäosissa maatamme liikkunut ja siellä kansan kesken puhellut ei olisi
tavannut vilkasta kertojaa, joka häntä tällaisilla mahdottomuuksilla
olisi huvittanut.
*****
Mielihyvällä käännymme tarkastamaan Kalevalan todellisuutta

esittäviin kohtiin. Tässäkin on rajoitettava alaa: ei voi ottaa puheeksi
todellisuutta esim. eri henkilöitten luonteen kehityksessä tai
tapausten juoksussa, vaan ainoastaan katsella, minkä verran
Kalevalan laulajat ovat kyenneet tekemään oikeita havaintoja
ympäriltään ja niitä todenmukaisesti esittämään. Tapausten ja
luonteitten kehityksen todenmukaisuutta täytyy edellyttää itsestään
olevan olemassa, sillä vain sen mukaan ne sellaisina voittavat
kiintymystämme puoleensa.
On itsestään ymmärrettävää, että läheinen seurustelu luonnon

kanssa on kansan johtanut tekemään hyvin tarkkoja havaintoja
luonnonelämästä, vaikka perin usein mielikuvituskin on kuvauksissa
todellisuutta paljon muutellut. Jo toisessa runossa kohtaa lukijaa
tarkka ja yleensä todenmukainen esitys eri puitten kasvupaikasta,
johon ne Sampsa Pellervoinen alkujaan muka kylvikin:
mäet kylvi männiköiksi, kummut kylvi kuusikoiksi, kankahat
kanervikoiksi, notkot nuoriksi vesoiksi, noromaille koivut kylvi,
lepät maille leyhkeille, tuomet kylvi tuorehille, raiat maille
raikkahille, — pajut maille paisuville, katajat karuille maille. —
Väinämöisen kylvämä ohra taasen kasvoi kuten hyvä ohra ainakin:
tähkät kuuella taholla, korret kolmisolmuisena.
Jokainen hevosmies tietää niinikään, että hevonen usein tuntee

edessä olevan vaaran silloin kun ajajalla ei siitä vielä ole
aavistustakaan. Niinpä Lemminkäisen Pohjolaan ajaessa tulisen
kuopan lähestyessä
jo oronen ouostuvi, hevonen hörähtelevi.
Erittäin tarkka ja sattuvapiirteinen on mielestäni Pohjolaisten

vaarinotto koiran haukunnasta, jolla se ilmoittaa vieraitten
saapumisen. Jo ennenkuin ketään näkyykään tai ihmisen korva
mitään kuuleekaan, vainuaa vanha tarkka koira jotain outoa olevan.
Silloin se vielä rauhallisena harvakseen haukkuu, istuu maassa
nojaten etujalkoihinsa, häntä rentona alas laskeutuneena ja kuono
suunnattuna sinnepäin, mistä se pahaa aavistelee:
jopa haukkui hallikoira — pimeässä Pohjolassa; — hiisti

ensin hiljemmältä, harviammalta murahti perän lyöen
pientarehan, hännän maahan torkutellen.
Yhä ja yhä se haukkuu ja jo on Pohjolan isäntä vakuutettu, että
ei halli valetta hauku, ikipuol' ei ilman virka ei se honkihin

horise.
Hän menee ulos ottamaan asiasta selvää ja
katsoi koiran suuta myöten, nenävartta valvatteli.
Silloin hän huomaa, että on todellakin vieraita tulossa: kirjokorjin

siellä ajetaan ja toiset laivoin suurin laskevat. Vieraitten tulo harvaan
asuttuun sydänmaahan oli harvinainen tapaus, eikä silloin tiennyt
olivatko ystäviä vaiko vihollisia tulijat. Arvalla usein tiedusteltiin, ketä
olivat ja tällä kertaa sattuivat olemaan suuret sulhot, Väinämöinen ja
Ilmarinen Pohjolan neidon pyynnöllä.
Sellaisilla sydänmailla matkoja tehdessä ei kulkijalla usein ole

tasaiseksi tallattua tietä astuttavanaan, ei edes aina kapeaa,
kiemurtelevaa polkuakaan, joka määräpaikkaan erehdyttämättä
johtaisi, vaan hän saa vain luonnonmerkeistä suuntaa määräten
samota korpien läpi. Tällaisia tien opastuksia on kansamme tottunut
antamaan ja seuraamaan. Miten tutulta monesta tuntuukaan
siniviitan Viidan eukon neuvo Kullervolle tämän etsiessä
vanhempiaan:
astut päivän, tuosta toisen, — kohti luotehesen vaara

vastahan kulevi, sie astut alatse vaaran käy vaaran vasenta
puolta; tuostapa joki tulevi oikealle puolellesi, käy sitä joen
sivua kolmen kosken kuohimitse, tulet niemen tutkamehen,
pääyt päähän pitkän niemen, tupa on niemen tutkamessa.
Metsää kiireellä kahlovan vanhan mummon kuvaus on niinikään

elävä ja todellinen. Kun Lemminkäisen äiti henkensä edestä riensi
vaaraan joutunutta poikaansa auttamaan, niin hän
kourin helmansa kokosi,

käsivarsin vaattehensa, —
mäet mätkyi mennessänsä,
norot nousi, vaarat vaipui.
Elävä kuvaus kiireisestä matkasta on Kalevalan laulajalla ollut

tilaisuus antaa kertoessaan Sammon ryöstäjien pakoyrityksestä
pohjolaisten purren edestä. Ajatelkaamme suurehkoa, mutta
kevytkulkuista venettä, jota voimiensa takaa »souti seppo Ilmarinen,
souti lieto Lemminkäinen, souti kansa kaikenlainen». Todellakin
silloin
lyllyivät melat lylyiset, hangat pinkki pihlajaiset, vene

honkainen vapisi; nenä hyrski hylkehenä, perä koskena
kohisi, vesi kiehui kelloloissa, vaahti palloissa pakeni.
Mutta katsokaamme kotoista elämää. Eikö ole ilmielävänä

edessämme kesäinen kuva talonpoikaiskodista, jos poikkeamme
hakemaan Lemminkäisen kera Tieraa sotaretkelle:
iso päätyi ikkunalla keihäsvartta vuolemassa, emo aitan

kynnyksellä kirnua kolistamassa, veljekset veräjän suussa
laitioita laatimassa, sisarekset sillan päässä vaippoja
vanuttamassa.
Tai jos näemme, miten Aino-neiti talon tyttären tavoin menee

kesäisenä kylpyiltana lehdosta taittamaan kylpyvihtoja kotiväelleen ja
taittoi vastan taatollensa, toisen taittoi maammollensa,

kokoeli kolmannenki verevälle veiollensa.
Ehkäpä tahtoisimme kuulla, miten Kalevala kuvaa kylpemistä ja

sen vaikutusta. Käymme silloin Ilmarisen luo, joka sulhasmiehenä
valmistautuu Pohjolaan lähtemään. Matkalle aikovan varustuksiin
kuului kylpeminen ja sitä enemmän sulhasmiehelle ja sepälle:
siitä seppo Ilmarinen sekä kylpi kylläksensä, valelihe

valkeaksi, pesi silmät sirkeäksi, silmäkulmat kukkeaksi,
kaulansa kananmuniksi, koko varren valkeaksi, tuli saunasta
tupahan, — kasvot vallan kaunihina, poskipäät punertavina.
Puhtaalle ruumiille on nyt mieluista vetää valkea palttinapaita ja

kaatiot kapoiset, sukat, kengät kelvolliset, haljakka ja sarkakauhtana,
vyö ympäri ruumiin, kintaat kirjatut käteen, pystyinen kypärä päähän.
Soma on sitten istua rekeen, missä alla on karhun talja, päällä
turskan talja, edessä virkku hevonen, kulkuset ja kellot, toivossa,
»että kaunot katsahtaisi, impyet ihasteleisi».
Tai mitä arvellaan niistä kokeneista ja oikea-ajatuksisista

neuvoista, joita morsiamelle annetaan hänen kotoa lähtiessään: kun
kostuttelet lattiata sitä laastaksesi, niin nosta lapsi lattialta lautsaselle
ja viihdykkeeksi
anna leipeä kätehen, vuole voita leivän päälle, kun ei leipeä

talossa, anna lastunen kätehen.
Kenties tulee vieras, silloinpa
syötä vierasta sanoilla kunnes keitto kerkiävi.
Ja mikä tarkka mielentilojen ilmaisumuotojen tunteminen näkyy

neuvosta: kun tuot puita tupaan, niin laskiessasi niitä sylistäsi
heitä halko hiljallensa kovasti kolajamatta taikka appi

arveleisi, anoppi ajatteleisi vihoissasi viskelevän, kiukussa
kolistelevan.
Jännittävää odotusta, mikä jo esiintymisessä näkyy, kuvataan
Ilmarisen kotona, kun sinne poikaa odotetaan morsiamineen
saapuvaksi: vanhojen silmät vuotavat vettä pitkästä tuijottamisesta,
nuorten jalat väsyvät ulkona odotellessa ja lasten jalkoja palelee, kun
he vasta sulaneilla seinuksilla seisovat:
silmät vanhoilta valuvi ikkunoissa istuessa, polvet nuorilta

nojuvi veräjillä vuottaessa, lasten jalkoja paleli seinuksilla
seisoessa.
Kansansa suuren heikkouden rakentaa riitaa naapurinsa kanssa

pienistä asioista osoittaa laulaja tuntevansa, kun hän kertoo, mistä
Kalervon ja Untamon veljekset joutuivat sotaan keskenään:
Untamoinen verkot laski Kalervon kalavetehen, Kalervoinen

verkot katsoi, kalat konttihin kokosi; — Kalervoinen kauran
kylvi Untamon tuvan ta'aksi, Untamolan uljas uuhi söi
Kalervon kaurakylvön, Kalervoisen kärtsä koira repi uuhen
Untamolta.
Vaikkakin todellisuutta liioitteleva tai muuten muutteleva

mielikuvitus Kalevalassa onkin hyvin voimakas, ei sieltä kuitenkaan
puutu tarkkaa silmää tekemään havaintoja ulkoisesta elämästä ja
hienoa aistia erittelemään erilaisia sieluntilojakin, ei myöskään kykyä
niitten esittämiseen.
IHMINEN JA LUONTO KALEVALASSA
Esittänyt F.A. Hästesko
Elias Lönnrot sanoo vertaillessaan kansanrunon ja taiderunon

laatua keskenään: »Kummallakin, niin kansan, kun oppineitten
runoilla on oma arvonsa ja etuisuutensa, sitä emme tahdo, emmekä
taida vastustella. Mutta toinen toisensa rinnalla niitä pitäen näemmä
edellisissä luonnon, jälkimäisissä moninaisuuden voittavan.
Kansanrunoja siitä syystä ei juuri saatakaan tehdyiksi sanoa. Niitä ei
tehdä, vaan ne tekeytyvät itsestänsä, syntyvät, kasvavat ja
muodostuvat semmoisiksi ilman erityisettä tekijän huoletta.
Oppineitten runot siinä kohta erotaksen kansanrunoista, etteivät ole
ajatuksesta syntyneitä, vaan ajattelemalla tehtyjä. Tekijää ei pakoteta
sydämensä kyllyydestä runoilemaan, vaan runoilee omalta
päättämältänsä. Siinä on muuttunut työksi, mikä kansanrunoissa oli
ilmauma; elävän käen ääni metsässä kuvakäen kukunnaksi
seinäkelloissa; luonnon puro kaivetuksi vesiojaksi; luontainen metsä
istutetuksi puistoksi. Oppineitten runoelmissa pilvi itsestänsä ei ala
sataa, vaan ensinnä tehdään pilvi, jonka sitte annetaan sataa, se on:
oppinut runoille ruvetessansa ensin kokee mielensä ja sydämmensä
sillä aineella täyttää, josta päätti runoilla. Mikä siis on
kansanrunoissa se omaisuus, jossa enimmästi tekorunoista
erotaksen? Se on luonto ja teeskentelemättömyys; sula mielen
ilmotus ilman mitään salaamatta, mitään ulkoa lisäämättä.» — Ehkei
tämä ero täydelleen pidäkään paikkaansa, niin on se kuitenkin
pohjaltaan oikea. Kansanruno on kaikessa tapauksessa välittömästi
syntynyttä, laulajan mielialan itsestään tapahtuva purkautuminen:
emp' ois outo ollenkana, saattamaton saanutkana, ruvennut

runon tekohon, vaan tuli iso ikävä se minun pani pakolla,
sepä työnti työntämällä.
Luonnon kanssa läheisessä yhteydessä oleminen ja sen

erottamaton liittyminen kansanmiehen ja -naisen elämään taasen
antaa runsaimmat aiheet laululle ja muodostaa sen laajimman
liikkumisalan. Niin tunnustaa runo itsekin, että sen ainekset ovat
luonnosta ja elämästä saatuja: karjassa Muurikin ja Kimmon jälessä
kulkiessaan heiniä ja kanervia polkiessaan ja kuullessaan sateen
pieksännän ja tuulen huminan on ihminen ne löytänyt. Niin ovat siis,
runon omilla sanoilla ilmaistuna, laulajan tunteet ja ajatukset:
tieohesta tempomia, kanervoista katkomia risukoista

riipomia, vesoista vetelemiä, päästä heinän hieromia, raitiolta
ratkomia, paimenessa käyessäni, läsnä karjan laitumilla,
metisillä mättähillä, kultaisilla kunnahilla, mustan Muurikin
jälessä, Kimmon kirjavan kerällä. Vilu mulle virttä virkkoi, säe
saatteli runoja, virttä toista tuulet toivat, meren aaltoset
ajoivat, linnut liitteli sanoja, puien latvat lausehia.
(1 runo 53—70 säkeet).
Toiselta puolen tällaiseen yksinäisyyteen liittynyt raskas mieliala

on antanut alun runoille:

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4. Brain development in middle childhood

22. Scientists researching attention deficit hyperactivity disorder have

30. _____ is(are) not symptoms of post-traumatic stress disorder.

32. Recent research indicates that

33. School-age children’s growing pains are actually caused by the

49. Children with Developmental Coordination Disorder

52. Playing the electric guitar every day is most likely to

55. In middle childhood, growth tends to be

56. Children get their permanent teeth

57. Physical development in early childhood is concentrated in the

62. At the beginning of middle childhood,

63. By the end of middle childhood,

68. Most school breakfast and lunch programs

69. Childhood obesity seems to be driven mostly by

71. Because of how their neighborhoods have been designed,

73. Overweight children tend to

84. In general, children in the United States get

86. Studies have shown that

87. In general, if children get too little sleep,

93. _____ is not a normal trigger for an asthma attack.

97. In children with type-1 diabetes,

98. In children with type-2 diabetes,

101. Treatment for HIV/AIDS is usually

102. Most school-age children who acquire HIV/AIDS acquire it

103. Children who are HIV-positive

105. _____ is a disease which compromises the body’s immune system.

4. Brain development in middle childhood

22. Scientists researching attention deficit hyperactivity disorder have

30. _____ is(are) not symptoms of post-traumatic stress disorder.

32. Recent research indicates that

33. School-age children’s growing pains are actually caused by the

49. Children with Developmental Coordination Disorder

52. Playing the electric guitar every day is most likely to

55. In middle childhood, growth tends to be

56. Children get their permanent teeth

57. Physical development in early childhood is concentrated in the

62. At the beginning of middle childhood,

63. By the end of middle childhood,

68. Most school breakfast and lunch programs

69. Childhood obesity seems to be driven mostly by

71. Because of how their neighborhoods have been designed,

73. Overweight children tend to

84. In general, children in the United States get

86. Studies have shown that

87. In general, if children get too little sleep,

93. _____ is not a normal trigger for an asthma attack.

97. In children with type-1 diabetes,

98. In children with type-2 diabetes,