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 Exploring
PSYCHOLOGY
IN MODULES
tenth edition

DAVID G. MYERS
C. NATHAN DEWALL
About the Authors

David Myers received his B.A. in chemistry from Whitworth University, and
his psychology Ph.D. from the University of Iowa. He has spent his career at
Hope College in Michigan, where he has taught dozens of introductory psychol-
ogy sections. Hope College students have invited him to be their commencement
speaker and voted him “outstanding professor.”
His research and writings have been recognized by the Gordon Allport Inter-
group Relations Prize, by a 2010 Honored Scientist award from the Federation
Hope College Public Relations

of Associations in Behavioral & Brain Sciences, by a 2010 Award for Service on

Behalf of Personality and Social Psychology, by a 2013 Presidential Citation from
APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific arti-
cles have appeared in three dozen scientific periodicals, including Science, Ameri-
can Scientist, Psychological Science, and the American Psychologist. In addition
to his scholarly writing and his textbooks for introductory and social psychol-
ogy, he also digests psychological science for the general public. His writings have
appeared in four dozen magazines, from Today’s Education to Scientific Ameri-
can. He also has authored five general audience books, including The Pursuit of
Happiness and Intuition: Its Powers and Perils.
David Myers has chaired his city’s Human Relations Commission, helped
found a thriving assistance center for families in poverty, and spoken to hundreds
of college, community, and professional groups worldwide.
Drawing on his experience, he also has written articles and a book (A Quiet
World) about hearing loss, and he is advocating a transformation in American
assistive listening technology (see www.HearingLoop.org). For his leadership, he
received an American Academy of Audiology Presidential Award in 2011, and the
Hearing Loss Association of America Walter T. Ridder Award in 2012.
He bikes to work year-round and plays regular pickup basketball. David and
Carol Myers have raised two sons and a daughter, and have one granddaughter.
 Nathan DeWall is professor of psychology and director of the Social Psychol-
ogy Lab at the University of Kentucky. He received his bachelor’s degree from St.
Olaf College, a master’s degree in social science from the University of Chicago,
and a master’s degree and Ph.D. in social psychology from Florida State Univer-
sity. DeWall received the 2011 College of Arts and Sciences Outstanding Teach-
ing Award, which recognizes excellence in undergraduate and graduate teaching.
In 2011, the Association for Psychological Science identified DeWall as a “Rising
Star” for “making significant contributions to the field of psychological science.”
J.A. Laub Photography, LLC

DeWall conducts research on close relationships, self-control, and aggression.

With funding from the National Institutes of Health and the National Science
Foundation, he has published over 170 scientific articles and chapters. DeWall’s
research awards include the SAGE Young Scholars Award from the Foundation
for Personality and Social Psychology, the Young Investigator Award from the
International Society for Research on Aggression, and the Early Career Award
from the International Society for Self and Identity. His research has been
covered by numerous media outlets, including Good Morning America, Wall Street
Journal, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times, Harvard
Business Review, USA Today, and National Public Radio. DeWall blogs for Psychol-
ogy Today. He has lectured nationally and internationally, including in Hong Kong,
China, the Netherlands, England, Greece, Hungary, Sweden, and Australia.
Nathan is happily married to Alice DeWall and is the proud father of Beverly
“Bevy” DeWall. He enjoys playing with his two golden retrievers, Finnegan and
Atticus. In his spare time, he writes novels, watches sports, and runs and runs and
runs. He has braved all climates—from freezing to ferocious heat—to complete
hundreds of miles’ worth of ultramarathons.
Brief Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life . . . . . . . . . .xlix

Thinking Critically With

Psychological Science . . . . . . . . . . . . . . . . . . . . . . . . . .1
MODULE 1 The History and Scope of Psychology . . . . . . . . . 2
MODULE 2 Research Strategies: How Psychologists
Ask and Answer Questions . . . . . . . . . . . . . . . . . . 14

The Biology of Behavior . . . . . . . . . . . . . . . . . . . . . .35

MODULE 3 Neural and Hormonal Systems . . . . . . . . . . . . . . 36
MODULE 4 Tools of Discovery and Older Brain
Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
MODULE 5 The Cerebral Cortex and Our Divided
Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
MODULE 6 Genetics, Evolutionary Psychology, and
Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Consciousness and the Two-Track

Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
MODULE 7 Consciousness: Some Basic Concepts . . . . . . . . 80
MODULE 8 Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

MODULE 9 Drugs and Consciousness . . . . . . . . . . . . . . . . . . . 104

Developing Through the Life Span . . . .119

MODULE 10 Developmental Issues, Prenatal
Development, and the Newborn. . . . . . . . . . . . 120
MODULE 11 Infancy and Childhood . . . . . . . . . . . . . . . . . . . . . 127
MODULE 12 Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

MODULE 13 Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Sex, Gender, and Sexuality . . . . . . . . . . . . . . . .171

MODULE 14 Gender Development . . . . . . . . . . . . . . . . . . . . . . 172
MODULE 15 Human Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Sensation and Perception . . . . . . . . . . . . . . . . . . 199
MODULE 16 Basic Concepts of Sensation and
Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
MODULE 17 Vision: Sensory and Perceptual
Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
MODULE 18 The Nonvisual Senses . . . . . . . . . . . . . . . . . . . . . . 226
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
MODULE 19 Basic Learning Concepts and Classical
Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
MODULE 20 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . 256
MODULE 21 Biology, Cognition, and Learning . . . . . . . . . . . 267
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
MODULE 22 Studying and Encoding Memories . . . . . . . . . . 282
MODULE 23 Storing and Retrieving Memories . . . . . . . . . . 292
MODULE 24 Forgetting, Memory Construction, and
Improving Memory . . . . . . . . . . . . . . . . . . . . . . . . . 301
Thinking, Language, and
Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315
MODULE 25 Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
MODULE 26 Language and Thought . . . . . . . . . . . . . . . . . . . . . 329
MODULE 27 Intelligence and Its Assessment . . . . . . . . . . . . 340
MODULE 28 Genetic and Environmental Influences
on Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Motivation and Emotion . . . . . . . . . . . . . . . . . . . . 365
MODULE 29 Basic Motivational Concepts, Affiliation,
and Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
MODULE 30 Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
MODULE 31 Theories and Physiology of Emotion . . . . . . . 386
MODULE 32 Expressing and Experiencing Emotion . . . . . 395
Stress, Health, and Human
Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
MODULE 33 Stress and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . .406
MODULE 34 Health and Happiness . . . . . . . . . . . . . . . . . . . . . . 419
BRIEF CONTENTS ix
Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
MODULE 35 Social Thinking and Social Influence . . . . . . . 442
MODULE 36 Antisocial Relations . . . . . . . . . . . . . . . . . . . . . . . . 462
MODULE 37 Prosocial Relations . . . . . . . . . . . . . . . . . . . . . . . . . 475
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
MODULE 38 Classic Perspectives on Personality . . . . . . . . 492
MODULE 39 Contemporary Perspectives on
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Psychological Disorders . . . . . . . . . . . . . . . . . . . . 527
MODULE 40 Basic Concepts of Psychological
Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
MODULE 41 Anxiety Disorders, OCD, and PTSD . . . . . . . . 536
MODULE 42 Major Depressive Disorder and Bipolar
Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
MODULE 43 Schizophrenia and Other Disorders . . . . . . . . 556
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
MODULE 44 Introduction to Therapy and the
Psychological Therapies . . . . . . . . . . . . . . . . . . . . . 570
MODULE 45 The Biomedical Therapies and
Preventing Psychological Disorders . . . . . . . . . 593
Statistical Reasoning in
APPENDIX A
Everyday Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1
APPENDIX B Psychology at Work. . . . . . . . . . . . . . . . . . . B-1
APPENDIX C Subfields of Psychology . . . . . . . . . . . . . C-1
APPENDIX D Complete Module Reviews . . . . . . . . . . D-1
Answers to Experience the
APPENDIX E
Testing Effect Questions . . . . . . . . . . . . . . . . . . . . . . . E-1
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .G-1
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Name Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NI-1
Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI-1
x

Contents
Preface xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life xlix

The Biology of Behavior 35

3 Neural and Hormonal Systems 36

Neural Communication 36
The Nervous System 42
The Endocrine System 45

4 Tools of Discovery and Older Brain

Structures 48
The Tools of Discovery: Having Our Head Examined 48
Thinking Critically With Older Brain Structures 50
Psychological Science 1 5 The Cerebral Cortex and Our Divided
Brain 56
1 The History and Scope of Psychology 2 The Cerebral Cortex 56
The Scientific Attitude: Curious, Skeptical, and Humble 2 Our Divided Brain 61
Critical Thinking 3
Psychology’s Roots 4
6 Genetics, Evolutionary Psychology,
and Behavior 66
Contemporary Psychology 7
Behavior Genetics: Predicting Individual Differences 66
2
Research Strategies: How Psychologists Evolutionary Psychology: Understanding Human
Ask and Answer Questions 14 Nature 73
The Need for Psychological Science 15
The Scientific Method 17
THINKING CRITICALLY ABOUT Research Design:
How Would You Know? 26
Psychology’s Research Ethics 28
Improve Your Retention—and Your Grades 30

Consciousness and the
Two-Track Mind 79
7 Consciousness: Some Basic Concepts 80
Defining Consciousness 80
Studying Consciousness 80
Selective Attention 81
Dual Processing:
The Two-Track Mind 84
8 Sleep and Dreams 87
Biological Rhythms and Sleep 87
Why Do We Sleep? 92
Sleep Deprivation and Sleep Disorders 94
Dreams 98
9 Drugs and Consciousness 104
Tolerance and Addiction 104
THINKING CRITICALLY ABOUT
Addiction 105
Types of Psychoactive Drugs 106
Influences on Drug Use 113
CONTENTS xi
Developing Through
the Life Span 119
10 Developmental Issues, Prenatal
Development, and the Newborn 120
Developmental Psychology’s Major Issues 120
Prenatal Development and the Newborn 122
11 Infancy and Childhood 127
Physical Development 127
Cognitive Development 130
Social Development 138
12 Adolescence 147
Physical Development 147
Cognitive Development 149
Social Development 152
THINKING CRITICALLY ABOUT How Much Credit or
Blame Do Parents Deserve? 155
Emerging Adulthood 156
13 Adulthood 158
Physical Development 158
Cognitive Development 160
Social Development 162
xii CONTENTS

Perceptual Set 205

Context Effects 207
Motivation and Emotion 207

17 Vision: Sensory and Perceptual

Processing 209
Light Energy and Eye Structures 209
Information Processing in the Eye and Brain 211
Perceptual Organization 217
Perceptual Interpretation 223

18 The Nonvisual Senses 226

Sex, Gender, and Sexuality 171 Hearing 226
The Other Senses 230
14 Gender Development 172 THINKING CRITICALLY ABOUT Hypnosis and Pain Relief 235
How Are We Alike? How Do We Differ? 172
Sensory Interaction 239
The Nature of Gender: Our Biological Sex 175 THINKING CRITICALLY ABOUT ESP—Perception
The Nurture of Gender: Our Culture and Experiences 177 Without Sensation? 241
15 Human Sexuality 181
The Physiology of Sex 181
The Psychology of Sex 185
Sexual Orientation 187
An Evolutionary Explanation of Human Sexuality 192
Social Influences on Human Sexuality 195
Reflections on the Nature and Nurture of Sex, Gender, and
Sexuality 196

Learning 245

19 Basic Learning Concepts and Classical

Conditioning 246
How Do We Learn? 246
Classical Conditioning 248

20 Operant Conditioning 256

Skinner’s Experiments 256
Sensation and Perception 199
Skinner’s Legacy 263
Contrasting Classical and Operant Conditioning 265
16 Basic Concepts of Sensation and
Perception 200 21 Biology, Cognition, and Learning 267
Processing Sensation and Perception 200 Biological Constraints on Conditioning 267
Transduction 200 Cognition’s Influence on Conditioning 270
Thresholds 201 Learning by Observation 272
THINKING CRITICALLY ABOUT Subliminal Persuasion 203 THINKING CRITICALLY ABOUT Does Viewing Media

Sensory Adaptation 204 Violence Trigger Violent Behavior? 277

 CONTENTS xiii

26 Language and Thought 329

Language Structure 330
Language Development 331
The Brain and Language 334
Do Other Species Have Language? 335
Thinking and Language 336

27 Intelligence and Its Assessment 340

What Is Intelligence? 341
Memory 281
Assessing Intelligence 345
The Dynamics of Intelligence 349
22 Studying and Encoding Memories 282
Studying Memory 282 28 Genetic and Environmental Influences
Encoding Memories 285 on Intelligence 354
Twin and Adoption Studies 354
23 Storing and Retrieving Memories 292
Environmental Influences 356
Memory Storage 292
Group Differences in Intelligence Test Scores 357
Memory Retrieval 297
The Question of Bias 360
24 Forgetting, Memory Construction, and
Improving Memory 301
Forgetting 301
Memory Construction Errors 306
Improving Memory 310
THINKING CRITICALLY ABOUT Repressed or
Constructed Memories of Abuse? 311

Motivation and Emotion 365

29 Basic Motivational Concepts, Affiliation,

and Achievement 366
Motivational Concepts 366
Thinking, Language, The Need to Belong 369
and Intelligence 315 Achievement Motivation 375

25 Thinking 316
Concepts 316
Problem Solving: Strategies and Obstacles 317
Forming Good and Bad Decisions and Judgments 318
THINKING CRITICALLY ABOUT The Fear Factor—
Why We Fear the Wrong Things 320
Thinking Creatively 324
Do Other Species Share Our Cognitive Skills? 326
30 Hunger 377
The Physiology of Hunger 378
The Psychology of Hunger 380
Obesity and Weight Control 382
31 Theories and Physiology of Emotion 386
Emotion: Arousal, Behavior, and Cognition 386
Embodied Emotion 391
THINKING CRITICALLY ABOUT Lie Detection 394
xiv CONTENTS

32 Expressing and Experiencing 36 Antisocial Relations 462

Emotion 395 Prejudice 462
Detecting Emotion in Others 396 Aggression 468
Gender and Emotion 397
37 Prosocial Relations 475
Culture and Emotion 398
Attraction 475
The Effects of Facial Expressions 401
Altruism 481
Peacemaking 484

Stress, Health, and Human

Flourishing 405
Personality 491
33 Stress and Illness 406
Stress: Some Basic Concepts 406 38 Classic Perspectives on Personality 492
Stress and Vulnerability to Disease 410 What Is Personality? 492
THINKING CRITICALLY ABOUT Anger Management 416
The Psychodynamic Theories 492
34 Health and Happiness 419 Humanistic Theories 501
Coping With Stress 419 39 Contemporary Perspectives
Reducing Stress 425 on Personality 505
Happiness 431 Trait Theories 505
THINKING CRITICALLY ABOUT
The Stigma of Introversion 507
Social-Cognitive Theories 513
Exploring the Self 516

Social Psychology 441

35 Social Thinking and Social Influence 442

Social Thinking 442
Social Influence 447
 CONTENTS xv

Psychological Disorders 527

Therapy 569
40 Basic Concepts of Psychological
Disorders 528 44 Introduction to Therapy and the
Understanding Psychological Disorders 529 Psychological Therapies 570
Classifying Disorders—and Labeling People 530 Treating Psychological Disorders 570
THINKING CRITICALLY ABOUT ADHD—Normal High Psychoanalysis and Psychodynamic Therapies 570
Energy or Disordered Behavior? 532 Humanistic Therapies 572
THINKING CRITICALLY ABOUT Are People With
Behavior Therapies 574
Psychological Disorders Dangerous? 533
Cognitive Therapies 578
Rates of Psychological Disorders 534
Group and Family Therapies 582
41 Anxiety Disorders, OCD, and PTSD 536 Evaluating Psychotherapies 583
Anxiety Disorders 537
45 The Biomedical Therapies and Preventing
Obsessive-Compulsive Disorder 539
Psychological Disorders 593
Posttraumatic Stress Disorder 540
Drug Therapies 593
Understanding Anxiety Disorders, OCD, and PTSD 541
Brain Stimulation 597
42 Major Depressive Disorder and Bipolar Psychosurgery 599
Disorder 545 Therapeutic Lifestyle Change 600
Major Depressive Disorder 545 Preventing Psychological Disorders and Building
Bipolar Disorder 546 Resilience 602
Understanding Major Depressive Disorder and Statistical Reasoning
APPENDIX A
Bipolar Disorder 547 in Everyday Life A-1
43 Schizophrenia and Other Disorders 556 APPENDIX B Psychology at Work B-1
Schizophrenia 556
Other Disorders 561 APPENDIX C Subfields of Psychology C-1

APPENDIX D Complete Module Reviews D-1

Answers to Experience the

APPENDIX E
Testing Effect Questions E-1

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

x vi

In the 27 years since Worth Publishers invited me (David Myers) to write this

Preface book, so much has changed in the world, in psychology, and within these course
resources, across ten editions. With this edition, I continue as lead author while
beginning a gradual, decade-long process of welcoming a successor author, the
award-winning teacher-scholar-writer Nathan DeWall.
Yet across nearly three decades of Exploring Psychology there has also been
a stability of purpose: to merge rigorous science with a broad human perspective
that engages both mind and heart. We aim to offer a state-of-the-art introduction
to psychological science that speaks to students’ needs and interests. We aspire to
help students understand and appreciate the wonders of their everyday lives. And
we seek to convey the inquisitive spirit with which psychologists do psychology.
We are enthusiastic about psychology and its applicability to our lives. Psycho-
logical science has the potential to expand our minds and enlarge our hearts. By
studying and applying its tools, ideas, and insights, we can supplement our intuition
with critical thinking, restrain our judgmentalism with compassion, and replace
our illusions with understanding. By the time students complete this guided tour of
psychology, they will also, we hope, have a deeper understanding of our moods and
memories, about the reach of our unconscious, about how we flourish and struggle,

TABLE 1
Evolutionary Psychology and Behavior Genetics

In addition to the coverage found
in Module 6, the evolutionary
perspective is covered on the
following pages:
Aging, pp. 161–162
Anger, pp. 416–417
Anxiety-related disorders,
pp. 542–544
Biological predispositions:
in learning, pp. 267–269
in operant conditioning, p. 269
Brainstem, pp. 52–53
Classical conditioning, p. 250
Consciousness, p. 80
Darwin, Charles, pp. 6, 8
Depression and light exposure
therapy, p. 588
Emotion, effects of facial expres-
sions and, p. 401
Emotional expression, p. 400
Evolutionary perspective, defined,
p. 11
Fear, pp. 326–327
Feature detection, p. 215
Fight or flight, p. 409
Gene-environment interaction,
p. 514
Hearing, p. 226
Hunger and taste preference,
p. 381
Instincts, p. 366
Intelligence, pp. 360–365
Language, pp. 335, 341
Love, pp. 163–165
Math and spatial ability, p. 363
Mating preferences, pp. 175, 193–194
Menopause, p. 158
Need to belong, p. 370
Obesity, p. 382
Overconfidence, pp. 327–328
Perceptual adaptation, pp. 223–224
Sensation, p. 201
Sensory adaptation, pp. 204–205
Sexual orientation, pp. 189–190
Sexuality, pp. 181, 189–190, 192–195
Sleep, pp. 87, 92–93
Smell, p. 237
Taste, p. 236
In addition to the coverage
found in Module 6, behavior
genetics is covered on the
following pages:
Abuse, intergenerational transmission
of, p. 276
Adaptability, p. 5
Aggression, pp. 468–473
intergenerational transmission
of, p. 276
Autism spectrum disorder, pp. 135–137
Behavior genetics perspective,
pp. 8, 11
Biological perspective, p. 38 Psychological disorders and:
Brain plasticity, pp. 62–63 ADHD, p. 532
Continuity and stages, pp. 120–121 anxiety-related disorders,
Deprivation of attachment, pp. 541–544
pp. 142–144 biopsychosocial approach,
pp. 529–530
Depth perception, p. 218
bipolar disorder and major
Development, p. 120
depressive disorder, pp. 549–552
Drives and incentives, p. 367
depressed thinking, p. 552
Drug use, pp. 113–116
obsessive-compulsive disorder,
Eating disorders, pp. 565–566
pp. 541–544
Epigenetics, pp. 124, 146, 530, 543,
personality disorders, pp. 563–564
550, 560
posttraumatic stress disorder,
Happiness, pp. 435–436
pp. 541–544
Hunger and taste preference, p. 382
schizophrenia, pp. 557–560
Intelligence:
suicide, p. 553
Down syndrome, pp. 357–358
violent behavior, pp. 563–564
genetic and environmental
Reward deficiency syndrome, p. 56
influences, pp. 360–365
Romantic love, pp. 163–165
Learning, pp. 267–272
Sexual dysfunctions, pp. 183–184
Motor development, pp. 128–129
Sexual orientation, pp. 189–192
Nature-nurture, p. 8
Sexuality, pp. 189–191
twins, p. 8
Sleep patterns, pp. 91–92
Obesity and weight control,
pp. 382–385 Smell, p. 238
Optimism, p. 423 Stress, personality, and illness,
pp. 413–417
Pain, pp. 231–233
benefits of exercise, pp. 426–427
Parenting styles, pp. 144–145
Traits, pp. 357–358, 360–361
Perception, pp. 223–224
gay-straight trait differences,
Personality traits, p. 496
pp. 191, 192

about how we perceive our physical and social worlds, and about how our biology
and culture in turn shape us. (See TABLES 1 and 2.)
Believing with Thoreau that “anything living is easily and naturally expressed
in popular language,” we seek to communicate psychology’s scholarship with
crisp narrative and vivid storytelling. We hope to tell psychology’s story in a way
that is warmly personal as well as rigorously scientific. We love to reflect on
TABLE 2
Neuroscience
In addition to the coverage found in Modules 3, 4, and 5, neuroscience can be found on the following pages:
Aggression, pp. 469–470
Aging: brain training,
pp. 161–162
Animal cognition, pp. 332–334
Animal language, pp. 341–342
Antisocial personality disorder,
p. 564
Arousal, p. 185
Attention-deficit hyperactivity dis-
order (ADHD) and the brain, p. 532
Autism spectrum disorder,
pp. 136–137
Automatic prejudice: amygdala,
p. 466
Biofeedback, p. 427
Biopsychosocial approach,
pp. 10–11
aggression, pp. 469–470
aging, p. 167
Alzheimer’s, p. 296
dreams, pp. 100–102
drug use, pp. 114–115
emotion, pp. 150–151,
294–296, 393–394
learning, pp. 267–269
pain, p. 232
personality, pp. 513–514
psychological disorders,
pp. 529–530
sleep, pp. 87–89
therapeutic lifestyle change,
pp. 600–601
Brain development:
adolescence, pp. 148–149
experience and, pp. 127–128
infancy and childhood,
p. 129
sexual differentiation in utero,
p. 175
Brain stimulation therapies,
pp. 597–599
Cognitive neuroscience, pp. 7–8, 11,
80–81
Cultural neuroscience, p. 523
Drug use, pp. 114–115
Dual processing, pp. 84–86
Electroconvulsive therapy,
pp. 597–598
Emotion and cognition, pp. 387–391
Fear-learning, p. 540
Fetal alcohol syndrome and brain
abnormalities, p. 124
Hallucinations, p. 89
and hallucinogens, pp. 111–112
and near-death experiences, p. 112
and schizophrenia, p. 556
and sleep, p. 89
Hormones and:
abuse, p. 144
appetite, pp. 379–380
autism spectrum disorder,
treatment of, p. 137
development, pp. 177–178
in adolescents, pp. 147–149,
178–179
of sexual characteristics,
pp. 147–149, 178–179
emotion, pp. 388–389, 392–393
gender, pp. 175–176
sex, pp. 175–176, 181–182
sexual behavior, pp. 181–182
stress, pp. 127, 138, 409–410, 414,
416–417, 420–421, 424
weight control, pp. 379–380
Hunger, pp. 377–380
Insight, p. 323
Intelligence, pp. 347–350
creativity, pp. 330–332
twins, p. 360
Language, pp. 335–336, 340
and deafness, p. 339
and thinking in images,
pp. 344–345
Light-exposure therapy: brain scans,
pp. 588–589
Meditation, pp. 427–429
Memory:
emotional memories, pp. 294–295
explicit memories, p. 285
implicit memories, p. 285
physical storage of, pp. 292–295
and sleep, p. 93
and synaptic changes, pp. 295–296
Mirror neurons, pp. 272–275
Neuroscience perspective, defined,
p. 11
Neurotransmitters and:
anxiety-related disorders, p. 543
biomedical therapy:
depression, pp. 549–550
ECT, pp. 597–598
schizophrenia, pp. 558, 594
child abuse, p. 146
cognitive-behavioral therapy:
obsessive-compulsive disorder,
p. 581
depression, pp. 549–550, 595
drugs, pp. 106, 108–109, 110,
111, 593–596
exercise, p. 427
schizophrenia, p. 560
temperament, pp. 140–141
Observational learning and brain
imaging, p. 273
Optimum arousal: brain mecha-
nisms for rewards, pp. 273–276
Orgasm, pp. 182–184
Pain, p. 234
experienced and imagined pain,
pp. 274–275
PREFACE x vii
phantom limb pain, p. 232
virtual reality, p. 234
Parallel vs. serial processing, p. 216
Perception:
brain damage and, p. 216
color vision, pp. 213–214
feature detection, pp. 214–215
transduction, p. 200
visual information processing,
pp. 211–213
Perceptual organization, pp. 211–216
Personality
Big Five and, pp. 508–510
brain imaging and, p. 507
Posttraumatic stress disorder
(PTSD) and the limbic system,
p. 540
Priming, pp. 201–202
Psychosurgery: lobotomy,
pp. 599–600
Schizophrenia and brain abnormali-
ties, pp. 557–558
Sensation:
body position and movement,
pp. 238–239
deafness, pp. 228–229
hearing, pp. 226–230
sensory adaptation, pp. 204–205
smell, pp. 236–238
taste, p. 236
touch, pp. 230–231
vision, pp. 209–224
Sexual orientation, pp. 182–184
Sleep:
cognitive development and,
pp. 101–102
memory and, p. 93
recuperation during, p. 93
Smell and emotion, p. 238
Unconscious mind, pp. 499–500
x viii PREFACE

connections between psychology and other realms, such as literature, philoso-

phy, history, sports, religion, politics, and popular culture. And we love to provoke
thought, to play with words, and to laugh. For his pioneering 1890 Principles of
Psychology, William James sought “humor and pathos.” And so do we.
We are grateful for the privilege of assisting with the teaching of this mind-
expanding discipline to so many students, in so many countries, through so
many different languages. To be entrusted with discerning and communicating
psychology’s insights is both an exciting honor and a great responsibility.
Creating this book is a team sport. Like so many human achievements, it
reflects a collective intelligence. Woodrow Wilson spoke for us: “I not only use all
the brains I have, but all I can borrow.” The thousands of instructors and millions
of students across the globe who have taught or studied (or both!) with our books
have contributed immensely to their development. Much of this contribution has
occurred spontaneously, through correspondence and conversations. For this
edition, we also formally involved dozens of researchers, teaching psychologists,
and students in our efforts to gather accurate and up-to-date information about
psychology and instructor and student needs. And we look forward to continuing
feedback as we strive, over future editions, to create an ever better set of resources
for this course.

New Co-Author
For this edition I [DM] welcome my new co-author, University of Kentucky
professor Nathan DeWall. (For more information and videos that intro-
duce Nathan and our collaboration, see www.MacmillanHigherEd.com/
DeWallVideos.) Nathan is not only one of psychology’s “rising stars” (as the
Association for Psychological Science rightly said in 2011), he also is an award-
winning teacher and someone who shares my passion for writing—and for
communicating psychological science through writing. Although I continue as
lead author, Nathan’s fresh insights and contributions are already enriching
this book, especially for this tenth edition, through his leading the revision of
The Biology of Behavior (Modules 3–6); Developing Through the Life Span
(Modules 10–13); Stress, Health, and Human Flourishing (Modules 33–34); and
Personality (Modules 38–39). But my fingerprints are also on those module revi-
sions, even as his are on the other modules. With support from our wonderful
editors, this is a team project. In addition to our work together on the textbook,
Nathan and I enjoy contributing to the monthly Teaching Current Directions in
Psychological Science column in the APS Observer (tinyurl.com/MyersDeWall).
We also blog at www.TalkPsych.com, where we share exciting new findings,
everyday applications, and observations on all things psychology.

Why a Modular Book?

This 45-module text has been a wish come true for me [DM]. It breaks out of the
box by restructuring the material into a buffet of (a) short, digestible chapters
(called modules) that (b) can be selected and assigned in any order.
• Have we not all heard the familiar student complaint: “The chapters are too
long!” A text’s typical 30- to 50-page chapter cannot be read in a single sitting
before the eyes grow weary and the mind wanders. So, why not parse the
material into readable units? Ask your students whether they would prefer a
600-page book to be organized as fifteen 40-page chapters or as forty 15-page
chapters. You may be surprised at their overwhelming support for shorter
chapters. Indeed, students digest material better when they process it in
smaller chunks—as spaced rather than massed practice.
 PREFACE xi x

• I have equally often heard from instructors bemoaning the fact that they
“just can’t get to everything” in the book. Sometimes instructors want to
cover certain sections in a traditional, long chapter but not others. For
example, in the typical Consciousness chapter, someone may want to cover
Sleep and Dreams but not Drugs. In Exploring Psychology, Tenth Edition
in Modules, instructors could easily choose to cover Module 8, Sleep and
Dreams, but not Module 9, Drugs and Consciousness.

How Is This Different

From Exploring Psychology,
Tenth Edition?
The primary differences between this book and Exploring Psychology, tenth
edition, are organization and module independence.

Organization
The book really IS Exploring Psychology, tenth edition—just in a different format.
So, this modular version contains all the updated research and innovative new
coverage from Exploring Psychology, tenth edition. This version offers the same
content from Exploring Psychology, tenth edition’s 15 chapters parsed instead into
45 modules.

The Modules Are Independent

Each module in this book is self-standing rather than dependent upon the others
for understanding. Cross-references to other parts of the book are accompanied
by brief explanations. In some cases, illustrations or key terms are repeated to
avoid possible confusion. No assumptions are made about what students have
read prior to each module. This independence gives instructors ultimate flexi-
bility in deciding which modules to use, and in what order. Connections among
psychology’s subfields and findings are still made—they are just made in a way
that does not assume knowledge of other parts of the book.

What Else Is New Since

Exploring Psychology, Ninth
Edition in Modules?
This tenth edition is the most carefully reworked and extensively updated of all
the revisions to date. This new edition features improvements to the organization
and presentation, especially to our system of supporting student learning and
remembering. And we offer the exciting new Immersive Learning: How Would
You Know? feature in LaunchPad, engaging students in the scientific process.

“Immersive Learning: How Would

You Know?” Research Activities
We [ND and DM] created these online activities to engage students in the scien-
tific process, showing them how psychological research begins with a question,
and how key decision points can alter the meaning and value of a psychological
study. In a fun, interactive environment, students learn about important aspects
xx PREFACE

of research design and interpretation, and develop scientific literacy and critical
thinking skills in the process. I [ND] have enjoyed taking the lead on this proj-
ect and sharing my research experience and enthusiasm with students. Topics
include: “How Would You Know If a Cup of Coffee Can Warm Up Relationships?,”
“How Would You Know If People Can Learn to Reduce Anxiety?,” and “How
Would You Know If Schizophrenia Is Inherited?”

New Visual Scaffolding

Module Group Openers
We were aware that students often skip over a text’s typical two-page module
group opener—under the assumption it serves little purpose in learning the
material to come. So, for this new edition, we worked with a talented artist to
make more pedagogically effective use of this space. This new feature provides
an enticing and helpful way for students to SURVEY the content in each group of
modules, before they QUESTION, READ, RETRIEVE, and REVIEW it (SQ3R).
We’ve provided visual scaffolding at the beginning of each group of modules,
offering students a basic cognitive structure for the content to come. Flip to the
beginning of any group of modules to see a sample.

Hundreds of New Research Citations

Our ongoing scrutiny of dozens of scientific periodicals and science news sources,
enhanced by commissioned reviews and countless e-mails from instructors and
students, enables integrating our field’s most important, thought-provoking, and
student-relevant new discoveries. Part of the pleasure that sustains this work is
learning something new every day! See p. xxxvii for a list of significant Content
Changes to this edition.

Reorganized Modules
In addition to the new research activities, visual scaffolding openers, and updated
coverage, we’ve introduced the following organizational changes:
• Module 1, The History and Scope of Psychology, now has a clearer organiza-
tion and greater emphasis on modern approaches, including Cross-Cultural
and Gender Psychology, and new coverage of Positive Psychology (see also
TABLE 3).
• Module 2, Research Strategies, now offers greater emphasis on designing
psychological studies, and on psychology’s research ethics.
• Hypnosis is now covered in the Pain discussion in Module 18, The Nonvisual
Senses (moved from the ninth edition’s Module 7).
• The Social Psychology modules now precede the Personality modules.

LaunchPad for Exploring Psychology,

Tenth Edition in Modules
Built to solve key challenges in this course, LaunchPad gives students everything
they need to prepare for class and exams, while giving instructors everything
they need to quickly set up a course, shape the content to their syllabus, craft
presentations and lectures, assign and assess homework, and guide the progress
of individual students and the class as a whole. LaunchPad for Exploring Psychol-
ogy, Tenth Edition in Modules includes LearningCurve formative assessment,
and NEW Immersive Learning: How Would You Know? activities, PsychSim
6 tutorials, and Assess Your Strengths projects. (For details, see p. xxviii and
www.MacmillanHigherEd.com/LaunchPad/Exploring10eInModules.)
 PREFACE x xi

For this new edition, you will see that we’ve offered callouts from the TABLE 3
text pages to especially pertinent, helpful resources from LaunchPad. (See Positive Psychology
FIGURE 1 for a sample.)
Coverage of positive psychology topics can
be found in the following modules:

What Continues? Topic

Altruism/compassion
Module
12, 25, 37, 38, 45
Eight Guiding Principles Coping 34
Despite all the exciting changes, this new edition retains its predecessors’ voice, as Courage 37
well as much of the content and organization. It also retains the goals—the guid- Creativity 22, 25, 29, 38
ing principles—that have animated the previous nine editions:
Emotional Intelligence 27, 37
Empathy 11, 21, 32, 35, 44
Facilitating the Learning Experience Flow Appendix B
1. To teach critical thinking By presenting research as intellectual detec- Gratitude 34
tive work, we illustrate an inquiring, analytical mind-set. Whether students
Happiness/Life Satisfaction 13, 29, 34, 44, 45
are studying development, cognition, or social behavior, they will become
involved in, and see the rewards of, critical reasoning. Moreover, they will Humility 1
discover how an empirical approach can help them evaluate competing Humor 34, 35
ideas and claims for highly publicized phenomena—ranging from ESP and
Justice 35
alternative therapies to group differences in intelligence and repressed and
recovered memories. Leadership 35, 39, Appendix B

2. To integrate principles and applications Throughout—by means of Love 13, 15, 29, 37, 39, 44
anecdotes, case histories, and the posing of hypothetical situations—we Morality 12
relate the findings of basic research to their applications and implications. Optimism 34, 38
Where psychology can illuminate pressing human issues—be they racism
Personal control 34
and sexism, health and happiness, or violence and war—we have not hesi-
tated to shine its light. Resilience 11, 33, 45

3. To reinforce learning at every step Everyday examples and rhetorical Self-discipline 12, 29, 39
questions encourage students to process the material actively. Concepts Self-efficacy 39
presented earlier are frequently applied, and reinforced. For instance, in Self-esteem 29, 38, 39
Module 2, students learn that much of our information processing occurs
Spirituality 34, 35
outside of our conscious awareness. Ensuing modules drive home this
concept. Numbered Learning Objective Questions and Retrieve It self-tests Toughness (grit) 27, 29
throughout each module, a Review and Experience the Testing Effect self- Wisdom 1, 25, 34, 35, 39
test at the end of each module, and a marginal glossary help students learn
and retain important concepts and terminology.

Demonstrating the Science of Psychology

4. To exemplify the process of inquiry We strive to show students not just the
outcome of research, but how the research process works. Throughout, we
try to excite the reader’s curiosity. We invite readers to imagine themselves
as participants in classic experiments. Several modules introduce research
stories as mysteries that progressively unravel as one clue after another falls
into place. Our new “Immersive Learning: How Would You Know?” activities
in LaunchPad encourage students to think about research questions and how To review the classic
they may be studied effectively. conformity studies and experience a
simulated experiment, visit LaunchPad’s
5. To be as up-to-date as possible Few things dampen students’ interest as
PsychSim 6: Everybody’s Doing It!
quickly as the sense that they are reading stale news. While retaining psy-
chology’s classic studies and concepts, we also present the discipline’s most
important recent developments. In this edition, 701 references are dated 2013– FIGURE 1
2015. Likewise, new photos and everyday examples are drawn from today’s Sample LaunchPad callout from
world. Module 35.
x xii PREFACE

6. To put facts in the service of concepts Our intention is not to fill students’
intellectual file drawers with facts, but to reveal psychology’s major concepts—
to teach students how to think, and to offer psychological ideas worth thinking
about. In each module, we place emphasis on those concepts we hope students
will carry with them long after they complete the course. Always, we try to
follow Albert Einstein’s purported dictum that “everything should be made as
simple as possible, but not simpler.” Learning Objective Questions, Retrieve
It questions, and Experience the Testing Effect questions in each module help
students learn and retain the key concepts.

Promoting Big Ideas and Broadened Horizons

7. To enhance comprehension by providing continuity We often present con-
cepts with a significant issue or theme that links subtopics, forming a thread that
ties ideas together. The Learning modules convey the idea that bold thinkers can
serve as intellectual pioneers. The Thinking, Language, and Intelligence modules
raise the issue of human rationality and irrationality. The Psychological Disorders
modules convey empathy for, and understanding of, troubled lives. Other threads,
such as cognitive neuroscience, dual processing, and cultural and gender diversity,
weave throughout the whole book, and students hear a consistent voice.
8. To convey respect for human unity and diversity Throughout the book,
readers will see evidence of our human kinship—our shared biological heri-
tage, our common mechanisms of seeing and learning, hungering and feeling,
loving and hating. They will also better understand the dimensions of our
diversity—our individual diversity in development and aptitudes, temperament
and personality, and disorder and health; and our cultural diversity in attitudes
and expressive styles, child raising and care for the elderly, and life priorities.

Study System Follows Best Practices

From Learning and Memory Research
Exploring Psychology, Tenth Edition in Modules’ learning system harnesses the
testing effect, which documents the benefits of actively retrieving information
through self-testing (FIGURE 2). Thus, each module offers Retrieve It questions
interspersed throughout, with Experience the Testing Effect self-test questions at
the end of each module. Creating these desirable difficulties for students along
the way optimizes the testing effect, as does immediate feedback (via an inverted
answer beneath Retrieve It questions and in a text appendix for the self-test
questions).
In addition, text sections begin with numbered questions that establish learn-
ing objectives and direct student reading. A Review section follows each module,
providing students an opportunity to practice rehearsing what they’ve just
learned. The Review offers self-testing by repeating the Learning Objective Ques-
tions (with answers for checking in the Complete Module Reviews Appendix),
along with a page-referenced list of key terms.

Continually Improving Cultural and

FIGURE 2
How to learn and remember For
a 5-minute animated guide to more
effective studying, visit www.tinyurl.com/
HowToRemember.
Gender Diversity Coverage
Discussion of the relevance of cultural and gender diversity begins on the first
page and continues throughout the text.
This edition presents an even more thoroughly cross-cultural perspective
on psychology (TABLE 4)—reflected in research findings, and text and photo
examples. Cross-cultural and gender psychology are now given greater visibility
with enhanced coverage moved to Module 1. There is focused coverage of the
psychology of women and men in the Sex, Gender, and Sexuality modules, with

TABLE 4
Culture and Multicultural Experience
Coverage of culture and multicultural experience can be found on the following pages:
Adolescence, p. 147
Adulthood, emerging, pp. 156–157
Aggression, pp. 173, 470–473
and video games, pp. 277,
472–473
AIDS, pp. 412–413
Anger, pp. 416–417
Animal research ethics,
pp. 28–29
Attraction: matchmaking,
pp. 476–477
Attractiveness, pp. 475–479
Attribution: political effects of,
pp. 442–443
Behavioral effects of culture,
pp. 9, 448
Body ideal, pp. 539–540
Body image, pp. 539–540
Categorization, p. 322
Conformity, pp. 450–451
Corporal punishment practices,
p. 262
Cultural neuroscience, p. 523
Cultural norms, pp. 175, 448
Culture:
context effects, p. 207
definition, p. 454
experiencing other, p. 332
variation over time, p. 448
Culture and the self,
pp. 521–523
Culture shock, p. 407
Deaf culture, pp. 63, 66,
336–337, 339
Development:
adolescence, p. 147
attachment, p. 141
child raising, pp. 145–146
cognitive development, p. 135
moral development, p. 150
thoroughly integrated coverage throughout the text (see TABLE 5, on the next page).
In addition, we are working to offer a world-based psychology for our worldwide
student readership. We continually search the world for research findings and text
and photo examples, conscious that readers may be in Sydney, Seattle, or Singa-
pore. Although we reside in the United States, we travel abroad regularly and main-
tain contact with colleagues in Canada, Britain, South Africa, China, and many
parenting styles, pp. 144–145
social development, pp. 153–154
Drug use, pp. 116–117
Emotion:
emotion-detecting ability,
p. 397
expressing, pp. 398–401
Enemy perceptions, p. 485
Fear, pp. 325–327
Flow, p. B–1
Fundamental attribution error,
p. 442
Gender:
cultural norms, pp. 172, 178
equality, pp. 194–195
roles, pp. 177–178
social power, p. 173
Grief, expressing, p. 168
Happiness, pp. 431–432, 434,
435–436
Hindsight bias, pp. 15–16
History of psychology, pp. 4–7
Homosexuality, views on, p. 187
Human diversity/kinship,
pp. 9, 76–77, 447–448, 488
Identity: forming social, p. 153
Individualism/collectivism,
pp. 521–523
Intelligence, pp. 347, 363–365
and nutrition, pp. 362, 365
bias, pp. 366–368
Down syndrome, pp. 357–358
Language, pp. 337–339, 342–344,
448
critical periods, pp. 338–339
bilingualism, pp. 343–344
universal grammar, p. 336
Leaving the nest, pp. 156–157
Life satisfaction, pp. 433–434
PREFACE x xiii
Life span and well-being, cultural norms, pp. 528–529
pp. 166–167 dissociative identity disorder,
Management styles, p. 562
pp. B-11–B-13 eating disorders, pp. 530, 566
Marriage, pp. 163–165, 480 schizophrenia, pp. 530, 559
Memory, encoding, p. 290 suicide, p. 553
Menopause, p. 158 susto, p. 530
Mental illness rate, pp. 534–535 taijin-kyofusho, p. 530
Morality, development of, Psychotherapy:
pp. 150–152
culture and values in,
Motivating achievement, pp. 590–591
pp. 376, B-11
EMDR training, p. 588
Motivation: hierarchy of needs,
Puberty and adult independence,
pp. 374–375
pp. 156–157
Need to belong, pp. 375–378
Self-esteem, p. 368
Neurotransmitters: curare, p. 44
Self-serving bias, pp. 518–520
Normality, perceptions of,
Sex drive, p. 193
pp. 529–530
Sexual activity: middle and late
Obedience, pp. 452–453
adulthood, p. 158
Obesity, p. 388
Sexual orientation, p. 187
Observational learning: television
Similarities, pp. 76–77
and aggression, pp. 276–277
Sleep patterns, p. 92
Organ donation, p. 329
Social clock, p. 163
Pace of life, p. 20
Social-cultural perspective,
Pain: perception of, pp. 233, 372
pp. 10–11
Parent and peer relationships,
Social loafing, pp. 456–457
pp. 154–156
Social networking, p. 373
Participative management,
Spirituality, p. 429
p. B-13
Stress:
Peacemaking:
adjusting to a new culture,
conciliation, pp. 487–488
p. 407
contact, p. 486
health consequences, pp. 407,
cooperation, pp. 486–487
412–413, 415–417
Personality, pp. 508–510
racism and, p. 409
Power of individuals, p. 460
social support and, p. 423
Prejudice, pp. 10, 30, 462, 464,
Taste preferences, p. 381
467–468
Teen pregnancy, pp. 173, 448
“missing women,” p. 464
Testing bias, pp. 366–368
Prejudice prototypes, p. 322
See also Modules 35, 36, and 37.
Psychological disorders:
amok, p. 530
Another random document with
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hailstones. Instinctively dropping on my knees, I gripped an angle of
the rock, curled up like a young fern frond with my face pressed
against my breast, and in this attitude submitted as best I could to
my thundering bath. The heavier masses seemed to strike like
cobblestones, and there was a confused noise of many waters about
my ears—hissing, gurgling, clashing sounds that were not heard as
music. The situation was quickly realized. How fast one’s thoughts
burn in such times of stress! I was weighing chances of escape.
Would the column be swayed a few inches away from the wall, or
would it come yet closer? The fall was in flood and not so lightly
would its ponderous mass be swayed. My fate seemed to depend on
a breath of the “idle wind.” It was moved gently forward, the
pounding ceased, and I was once more visited by glimpses of the
moon. But fearing I might be caught at a disadvantage in making too
hasty a retreat, I moved only a few feet along the bench to where a
block of ice lay. I wedged myself between the ice and the wall, and
lay face downwards, until the steadiness of the light gave
encouragement to rise and get away. Somewhat nerve-shaken,
drenched, and benumbed, I made out to build a fire, warmed myself,
ran home, reached my cabin before daylight, got an hour or two of
sleep, and awoke sound and comfortable, better, not worse, for my
hard midnight bath.—From “The Yosemite.” Copyright by The
Century Co., New York, and used by their kind permission.

THE TORTURE OF THE STRAIT-JACKET

By Jack London
Have you ever seen canvas tarpaulins or rubber blankets with
brass eyelets set in along the edges? Then imagine a piece of stout
canvas, some four and one-half feet in length, with large and heavy
brass eyelets running down both edges. The width of this canvas is
never the full girth of the human body it is to surround. The width is
also irregular—broadest at the shoulders, next broadest at the hips,
and narrowest at the waist.
The jacket is spread on the floor. The man who is to be punished,
or who is to be tortured for confession, is told to lie face-downward
on the flat canvas. If he refuses, he is man-handled. After that he
lays himself down with a will, which is the will of the hang-dogs,
which is your will, dear citizen, who feeds and fees the hang-dogs for
doing this thing for you.
The man lies face-downward. The edges of the jacket are brought
as nearly together as possible along the center of the man’s back.
Then a rope, on the principle of a shoe-lace, is run through the
eyelets, and on the principle of shoe-lacing the man is laced in the
canvas. Only he is laced more severely than any person ever laces
his shoe. They call it “cinching” in prison lingo. On occasion, when
the guards are cruel and vindictive or when the command has come
down from above, in order to insure the severity of the lacing the
guards press with their feet into the man’s back as they draw the
lacing tight.
Have you ever laced your shoe too tightly, and, after half an hour
experienced that excruciating pain across the instep of the
obstructed circulation? And do you remember that after a few
minutes of such pain you simply could not walk another step and had
to untie the shoe-lace and ease the pressure? Very well. Then try to
imagine your whole body so laced, only much more tightly, and that
the squeeze, instead of being merely on the instep of one foot, is on
your entire trunk, compressing to the seeming of death your heart,
your lungs, and all the rest of your vital and essential organs.
I remember the first time they gave me the jacket down in the
dungeons. It was at the beginning of my incorrigibility, shortly after
my entrance to prison, when I was weaving my loom-task of a
hundred yards a day in the jute mill and finishing two hours ahead of
the average day. Yes, and my jute-sacking was far above the
average demanded. I was sent to the jacket that first time, according
to the prison books, because of “skips” and “breaks” in the cloth, in
short, because my work was defective. Of course this was ridiculous.
In truth, I was sent to the jacket because I, a new convict, a master
of efficiency, a trained expert in the elimination of waste motion, had
elected to tell the stupid head-weaver a few things he did not know
about his business. And the head-weaver, with Captain Jamie
present, had me called to the table where atrocious weaving, such
as could never have gone through my loom, was exhibited against
me. Three times was I thus called to the table. The third calling
meant punishment according to the loom-room rules. My punishment
was twenty-four hours in the jacket.
They took me down into the dungeon. I was ordered to lie face-
downward on the canvas spread flat upon the floor. I refused. One of
the guards, Morrison, gulleted me with his thumbs. Mobins, the
dungeon trusty, a convict himself, struck me repeatedly with his fists.
In the end I lay down as directed. And, because of the struggle I had
vexed them with, they laced me extra tight. Then they rolled me over
like a log upon my back.
It did not seem so bad at first. When they closed my door, with a
clang and clash of levered boltage, and left me in the utter dark, it
was eleven o’clock in the morning. For a few minutes I was aware
merely of an uncomfortable constriction which I fondly believed
would ease as I grew accustomed to it. On the contrary, my heart
began to thump and my lungs seemed unable to draw sufficient air
for my blood. This sense of suffocation was terrorizing, and every
thump of the heart threatened to burst my already bursting lungs.
After what seemed hours, and after what, out of my countless
succeeding experiences in that jacket I can now fairly conclude to
have been not more than half an hour, I began to cry out, to yell, to
scream, to howl, in a very madness of dying. The trouble was the
pain that had arisen in my heart. It was a sharp, definite pain, similar
to that of pleurisy, except that it stabbed hotly through the heart itself.
To die is not a difficult thing, but to die in such slow and horrible
fashion was maddening. Like a trapped beast of the wild, I
experienced ecstasies of fear, and yelled and howled until I realized
that such vocal exercise merely stabbed my heart more hotly and at
the same time consumed much of the little air in my lungs.
I gave over and lay quiet for a long time—an eternity it seemed
then though now I am confident that it could have been no longer
than a quarter of an hour. I grew dizzy with semi-asphyxiation, and
my heart thumped until it seemed surely it would burst the canvas
that bound me. Again I lost control of myself and set up a mad
howling for help.
In the midst of this I heard a voice from the next dungeon.
“Shut up,” it shouted, though only faintly it percolated to me. “Shut
up. You make me tired.”
“I’m dying,” I cried out.
“Pound your ear and forget it,” was the reply.
“But I am dying,” I insisted.
“Then why worry?” came the voice. “You’ll be dead pretty quick an’
out of it. Go ahead and croak, but don’t make so much noise about
it. You’re interruptin’ my beauty sleep.”
So angered was I by this callous indifference, that I recovered self-
control and was guilty of no more than smothered groans.—From
“The Star Rover.” Copyrighted by The Macmillan Co., New York, and
used with their kind permission.

A SON OF COPPER SIN

By Herman Whitaker
Within his bull’s-hide tepee, old Iz-le-roy lay and fed his little fire,
stick by stick. He was sick, very sick—sick with the sickness which is
made up of equal parts of hunger, old age, fever and despair. Just
one week before his tribe had headed up for Winnipegoos, where
the whitefish may be had for the taking and the moose winter in their
yards. But a sick man may not travel the long trail, so Iz-le-roy had
remained at White Man’s Lake. And Batiste, his son, stayed also.
Not that it was expected of him, for, according to forest law, the man
who cannot hunt had better die; but Batiste had talked with the
gentle priest of Ellice, and had chosen to depart from the custom of
his fathers.
And things had gone badly, very badly, since the tribe had
marched. North, south, east and west, the round of the plains, and
through the leafless woods, the boy had hunted without as much as
a jack-rabbit falling to his gun. For two days no food had passed their
lips, and now he was gone forth to do that which Iz-le-roy had almost
rather die than have him do—ask aid of the settlers.
“Yea, my son,” the old warrior had faltered, “these be they that
stole the prairies of our fathers. Yet it may be that Big Laugh, best of
an evil brood, will give us of his store of flour and bacon.”
So, after placing a plentiful stock of wood close to the old man’s
hand, Batiste had closed the tepee flap and laced it. At the end of an
hour’s fast walking, during which the northern sky grew dark with the
threat of still more cruel weather, he sighted through the drift a
spurting column of smoke.
The smoke marked the cabin of John Sterling, and also his
present occupation. Within, John sat and fired the stove, while Avis,
his daughter, set out the breakfast dishes, and his wife turned the
sizzling bacon in the pan.
“I declare,” exclaimed the woman, pausing, knife in hand, “if that
bread ain’t froze solid!”
“Cold last night,” commented Sterling. “Put it in the oven, Mary.”
As she stooped to obey, the door quietly opened and Batiste
slipped in. His moose moccasins made no noise, and he was
standing close beside her when she straightened. She jumped and
gasped:
“Lor’ ’a’ mercy! How you do scare one! Why don’t you knock?”
Batiste stared. It was the custom of his tribe thus to enter a house,
a custom established before jails were built or locks invented. His
eye therefore roamed questioningly from one to another until Sterling
asked:
“What d’ye want, young fellow?”
Batiste pointed to the frying pan. “Bakin!” he muttered. “The bakin
of Big Laugh, I want. Iz-le-roy sick, plenty sick. Him want flour, him
want ba-kin.”
 The thought of his father’s need flashed into his mind, and
realizing the impossibility of expressing himself in English, he broke
into a voluble stream of Cree, punctuating its rolling gutturals with
energetic signs. While he was speaking, Avis ceased rattling her
dishes.
“He looks awfully hungry, dad,” she whispered, as Batiste finished.
Now, though Sterling was a large-souled, generous man, and
jovial—as evidenced by his name of Big Laugh—it happened that,
during the past summer, a roving band of Sioux had camped hard by
and begged him out of patience. That morning, too, the threatening
weather had spoiled an intended trip to Russel and touched his
temper—of which he had a goodly share.
“Can’t help it, girl,” he snapped. “If we feed every hungry Injun that
comes along, we’ll soon be out of house and home. Can’t do
anything for you, boy.”
“Him want ba-kin,” Batiste said.
“Well, you can just want.”
“Iz-le-roy sick, him want ba-kin,” the boy pleaded.
His persistence irritated Sterling, and, crowding down the better
feeling which spoke for the lad, he sprang up, threw wide the door,
and shouted:
“Get, you son of copper sin! Get, now! Quick!”
“Father!” pleaded the girl.
But he took no heed, and held wide the door.
Into Batiste’s face flashed surprise, anger and resentment.
Surprise, because he had not believed all the things Iz-le-roy had
told him of the white men, but had preferred to think them all like
Father Francis. But now? His father was right. They were all cold
and merciless, their hearts hard as their steel ax-heads, their
tongues sharp as the cutting edge. With head held high he marched
through the door, away from the hot stove, the steaming coffee, and
the delicious smell of frying bacon, out into the cold storm.
 “Oh, father!” remonstrated his wife, as Sterling closed the door.
“Look here, Mary,” he answered testily, “we fed a whole tribe last
summer, didn’t we?”
“But this lad don’t belong to them,” she pleaded.
“All the worse,” he rejoined. “Do an Injun a good turn an’ he never
forgets. Give him his breakfast, an’ he totes his tribe along to dinner.”
“Well,” sighed the good woman, “I’m real sorry.”
For a few moments both were silent. And presently, as the man’s
kindly nature began to triumph over his irritation, he hitched uneasily
in his chair. Already he felt ashamed. Casting a sheepish glance at
his wife, he rose, walked to the door, and looked out. But a wall of
whirling white blocked his vision. Batiste was gone beyond recall.
“Where’s Avis?” he asked, returning to the stove.
“A-vis!” called her mother.
But there was no answer. For a moment man and wife stared each
other in the eye; then, moved by a common impulse, they walked
into the kitchen. There, on the table, lay the half of a fresh-cut side of
bacon; the bread-box was open and a crusty loaf missing; the girl’s
shawl was gone from its peg and her overshoes from their corner.
“Good God!” gasped the settler. “The child’s gone after him!”
They knew the risk. All the morning the storm had been brewing,
and now it thundered by, a veritable blizzard. The blizzard! King of
storms! It compels the settler to string a wire from house to stables, it
sets men to circling in the snow, it catches little children coming
home from school and buries them in its monstrous drifts.
Without another word Sterling wound a scarf about his neck,
grabbed his badger mitts, and rushed outside.
When Avis softly closed the kitchen door she could just see
Batiste rounding a bluff that lay a furlong west of her father’s stables.
She started after him; but by the time she had covered half the
distance a sea of white swept in between and blotted him from view.
 She struggled on, and on, and still on, until, in spite of the seventy
degrees of frost, the perspiration burst from every pore and the scud
melted on her glowing face. This was well enough—so long as she
kept moving; but when the time came that she must stop, she would
freeze all the quicker for her present warmth.
This, being born and bred of the prairie, Avis knew, and the
knowledge kept her toiling, toiling on, until her tired legs and leaden
feet compelled a pause in the shelter of a bluff. She was hungry, too.
All this time she carried the bread and meat, and now, unconscious
of a pair of slant eyes which glared from a willow thicket, she broke
the loaf and began to eat. While she ate, the green lights in the eyes
flared brighter, a long red tongue licked the drool from grinning jaws,
and forth from his covert stole a lank, gray wolf.
Avis uttered a startled cry. This was no coyote, to be chased with a
stick, but a wolf of timber stock, a great beast, heavy, prick-eared,
strong as a mastiff. His nose puckered in a wicked snarl as he slunk
in half-circles across her front. He was undecided. So, while he
circled, trying to make up his mind, drawing a little nearer at every
turn, Avis fell back—back towards the bluff, keeping her white face
always to the creeping beast.
It was a small bluff, lacking a tree large enough to climb, but
sufficient for her purpose. On its edge she paused, threw the bacon
to the wolf, and then ran desperately. Once clear of the scrub, she
ran on, plunging through drifts, stumbling, falling, to rise again and
push her flight. Of direction she took no heed; her only thought was
to place distance between herself and the red-mouthed brute. But
when, weary and breathless, she paused for rest, out of the drab drift
stole the lank, gray shadow.
The brute crouched a few yards away, licking his sinful lips,
winking his devil eyes. She still had the loaf. As she threw it, the wolf
sprang and snapped it in mid-air. Then she ran, and ran, and ran, as
the tired doe runs from the hounds. For what seemed to her an
interminable time, though it was less than five minutes, she held on;
then stopped, spent, unable to take another step. Looking back, she
saw nothing of the wolf; but just when she began to move slowly
forward, thinking he had given up the chase, a gray shape loomed
right ahead.
Uttering a bitter cry, she turned once more, tottered a few steps,
and fainted.
As, wildly calling his daughter’s name, Sterling rushed by his
stables, the wind smote him with tremendous power. Like a living
thing it buffeted him about the ears, tore at his breath, poured over
him an avalanche of snow. Still he pressed on and gained the bluff
which Avis missed.
As he paused to draw a free breath, his eye picked out a fresh-
made track. Full of a sudden hope, he shouted. A voice answered,
and as he rushed eagerly forward a dark figure came through the
drift to meet him. It was Batiste.
“What do you want?” he asked.
Sterling was cruelly disappointed, but he answered quickly: “You
see my girl? Yes, my girl,” he repeated, noting the lad’s look of
wonder. “Young white squaw, you see um?”
“Mooniah papoose?” queried Batiste.
“Yes, yes! She follow you. Want give you bread, want give you
bacon. All gone, all lost!” Sterling finished with a despairing gesture.
“Squaw marche to me? Ba-kin for me?” questioned Batiste.
“Yes, yes!” cried Sterling, in a flurry of impatience.
“I find um,” he said, softly.
Briefly Batiste laid down his plan, eking out his scanty English with
vivid signs. In snow, the white man rolls along like a clumsy buffalo,
planting his feet far out to the right and left. And because his right leg
steps a little further than the left, he always, when lost, travels in a
circle. Wherefore Batiste indicated that they should move along
parallel lines, just shouting distance apart, so as to cover the largest
possible ground.
“Young squaw marche slow. She there!” He pointed north and east
with a gesture. “Yes, there!”
 Batiste paused until Sterling got his distance; then, keeping the
wind slanting to his left cheek, he moved off north and east. Ever
and anon he stopped to give forth a piercing yell. If Sterling
answered, he moved on; if not—as happened twice—he traveled in
his direction until they were once more in touch. And so, shouting
and yelling, they bore off north and east for a long half-hour.
After that, Batiste began to throw his cries both east and west, for
he judged that they must be closing on the girl. And suddenly, from
the north, came a weird, tremulous answer. He started, and throwing
up his head, emitted the wolf’s long howl. Leaning forward, he waited
—his very soul in his ears—until, shrill yet deep-chested and
quivering with ferocity, came back the answering howl.
No coyote gave forth that cry, and Batiste knew it.
“Timber wolf!” he muttered.
Turning due north, he gave the settler a warning yell, then sped
like a hunted deer in the direction of the cry. He ran with the long,
lithe lope which tires down even the swift elk, and in five minutes
covered nearly a mile. Once more he gave forth the wolf howl. An
answer came close by, but as he sprang forward it ended with a
frightened yelp. Through a break in the drift he spied a moving
figure; then a swirl swept in and blotted it from view.
But he had seen the girl. A dozen leaps and he was close upon
her. Just as he opened his mouth to speak, she screamed and
plunged headlong.
When consciousness returned, Avis was lying on her own bed.
Her mother bent over her; Sterling stood near by. All around were
the familiar things of life, but her mind still retained a vivid picture of
her flight, and she sprang up screaming:
“The wolf; oh, the wolf!”
“Hush, dearie,” her mother soothed. “It wasn’t a wolf, but just the
Cree boy.”
Batiste had told how she screamed at the sight of his gray, snow-
covered blanket, and the cry had carried even to her father. But
when she recovered sufficiently to tell her story, the father shuddered
and the mother exclaimed:
“John, we owe that boy more than we can ever pay!”
“We do!” he fervently agreed.
Just then the latch of the other door clicked, and a cold blast
streamed into the bedroom. Jumping up, the mother cried:
“Run, John; he’s going!”
“Here, young fellow!” shouted the settler.
Batiste paused in the doorway, his hand on the latch, his slight
body silhouetted against the white of the storm.
“Where you going, boy?”
“To Iz-le-roy,” he answered. “Him sick. Bezhou!”
Sterling strode forward and caught him by the shoulder. “No, you
don’t,” he said, “not that way.” Then, turning, he called into the
bedroom: “Here, mother! Get out all your wraps while I hitch the
ponies. And fix up our best bed for a sick man.”—From “The
Probationer,” copyright and used by the kind permission of author
and publishers, Harper & Brothers, New York.

SOMBRE[7]
By William Wetmore Story
Long golden beams from the setting sun swept over the plains of
Andalusia, and fell upon the Geralda tower of the great cathedral of
Sevilla, many miles in the distance. In their path they illumined a
stretch of vast pastures enclosed by whitened stone walls, and
dotted with magnificent cattle. In a far corner of one of the
enclosures the figure of a young girl passed through an arched stone
gateway. As she paused to look upon the scattered groups of
grazing beasts, the level rays played in lights and shadows upon the
waving masses of dark chestnut hair, richly health-tinted young face,
creamy neck, and large, lustrous eyes now painfully dry, as if tears
were exhausted. She gazed from group to group, calling eagerly,
“Sombre! Sombre!”
A pair of long, gleaming horns rose abruptly amid the browsing
herd, and a magnificent bull came towards her at a brisk trot. The
sunbeams glinted upon his dark coat as it swelled and sank under
the play of powerful muscles. His neck and shoulders were leonine
in massive strength, the legs and hind-quarters as sleek and
symmetrical as those of a race-horse, but his ferociousness was
held in check by that devoted love dumb animals express for those
who love them.
In a moment the young girl’s white arms were thrown around the
animal’s dusky neck, and her cheek was lain against the silken skin.
“Oh, Sombre!” she murmured, “do you know what they are going to
do with you? Papa wants to send you to the Plaza de Toros! I have
begged him in vain to spare you. Does he think after Anita has
brought you from a tiny calf to be such a beautiful, dear toro that she
can give you to the cruel matador to be tortured, made crazy and
killed?”
She was sobbing bitterly, and the devoted beast was striving
vainly to turn his head far enough to lick the fair neck bending down
upon his. Presently the sobbing ceased, and she stroked the strong
shoulders with her small hand.
“Never fear, Sombre, if they take you to Sevilla Anita will find a
way to save you! Now, say good night.”
Sombre thrust out his huge tongue and licked the little hand and
arms. Then she bent forward and kissed him on the frowning, furry
forehead and departed.
Anita’s path homeward lay through another field where a herd of
cattle were being driven. A young herdsman, riding a strong horse at
a brisk canter, saw the young girl enter from the adjoining pasture.
With joyful exclamation in English he rode towards her calling,
“Anita, have you seen the posters?”
Waiting until he reached her side, with bated breath she asked, “Is
—is Sombre advertised?”
 “Yes, on the outer gateway. But here, I have a poster in my
pocket.”
Plaza de Toros de Sevilla
May 17.
Anniversary of the King’s Birthday,
Six Bulls to be killed,
The two magnificent brother bulls
Sol and Sombre,
and others very ferocious,
against
The intrepid Matadores,
Lariato, the American, and
Amador, of Sevilla.
“It is cruel of them, cruel! (Reading) ‘Lariato, the American.’ Why,
that is yourself! You will spare him! You will spare my Sombre!”
“They do not permit me to fight Don Alonzo’s bulls, for I raise them
and they would not fight me. Amador will fight Sombre.”
“No, no! You must fight Sombre. That wicked Amador will kill him!”
“But so would I, Anita, or be killed by him!”
Anita was silent for a time; suddenly she exclaimed: “Orlando, do
you love me well enough to put faith in a promise which will seem
impossible of fulfillment?”
“God knows I do!”
“Then listen; if Sombre goes to the Plaza de Toros, you must fight
him and spare him even though they hiss and jeer at you.”
“Death is easier. Perhaps the managers will let me fight him, for
you have raised him, and I can tell them that I have scarcely seen
him. I will fight him, Anita, and for your sake I will let him kill me!”
“No, no, Orlando, for this is my promise, even in the last extremity
Sombre shall not harm you!”
“And then, Anita!”
 “Then I will leave my father’s house and go with you. We will buy
Sombre and go to those plains in your country you love so to tell
about. You will become a ranch hero, and Sombre shall be the
patriarch of our herd!”
“I have tried that once and failed!”
“Ah, but you had neither Sombre nor Anita then!” And waving him
a kiss she ran off across the field.
On the 17th of May, in the Plaza de Toros, there was a murmur
from thousands of throats like the magnified hum of bees. Amador of
Sevilla had killed several bulls and now there was a short
intermission. In a stall of the lowest tier sat Anita alone. Presently a
band of music began a stately march, and under a high stone
archway a long procession advanced. First, gaudily caparisoned
picadors on blindfolded studs, two by two, separated and came to a
halt, facing the center, with long lances abreast. Then red-coated
toreadors carrying long barbs, with brilliant streamers of ribbon,
grouped themselves near the heavy closed doors of the bull-pen;
finally, the capeadors in yellow satin, carrying flaming red capes on
their arms, filed around like the mounted picadors and stood
between their studs.
The music ceased, the murmur of voices died away, and the gates
of the bull-pen were thrown open. At a quick trot, a great black bull
dashed in, receiving in his shoulders as he passed the toreador’s
two short barbs. Anita gripped her chair and gasped, “Sombre!”
Coming from a darkened pen, Sombre had trotted eagerly forward,
expecting to find himself once more in his loved pastures, but he
paused, bewildered in the glare of light. Hither and thither he turned
in nervous abruptness, his head raised high, his tail slowly lashing
his flanks. Then he lowered his grand head and sniffed the earth,
and then he smelled fresh, warm blood, the blood of his own kind.
With gathering rage he lowered his keen horns close to the ground
and gave a deep, hoarse bellow of defiance, flinging clod after clod
with his forefeet high above his back. Then there flaunted toward him
a red object at which he charged, but it swept aside, and a new sting
of pain was felt in his neck, and warm blood was trickling over his
glossy skin. Again and again he charged, but each time the red thing
vanished and there was more pain, more torturing barbs that
maddened him.
Presently a horseman advanced with lowered spear. Surely horse
and rider could not vanish. Ah, no! Sombre found that it was not
intended that they should. Rushing upon them he struck them with
such a blow that they were forced backwards twenty feet and both
gave a scream of pain. The picador was dragged away with a broken
leg, and the horse lay lifeless, for Sombre’s horn had pierced its
heart. Instantly a great cry went up from that crater of humanity,
“Bravo! Bravo, Toro! Bravo, Sombre!”
More than once he earned that grand applause, then his
tormentors disappeared and through one of the archways advanced
a young man tall and athletic. On his left arm hung a scarlet mantle,
and in his right hand he carried a long, keen sword. Passing under
the archway, the matador swept his sword in military salute, then
with lowered point he stepped into the arena and faced his
antagonist. Upon all fell an awful silence, for Lariato and Sombre
were met in a struggle to the death!
For a time the combatants stood motionless, eyeing each other
intently. Then came stealthy movements, hither and thither, then
thundering, desperate charges, and graceful, hair-breadth escapes.
At last in one great charge, Sombre’s horn tore the mantle from
Lariato’s arm and carrying it half around the ring, as a flaming
banner, the bull ground and trampled it in the dust. A slight hissing
was heard in the audience which turned to thundering applause
when Lariato contemptuously refused a new mantle! The audience
became breathless, the man alone was now the mad beast’s target!
Sombre, dripping with blood and perspiration, his flanks swelling
and falling in his great gasps for breath, his eyes half blinded by the
dust and glare of the arena, gave the matador one brief glance, then
with head low down, charged upon him. Lariato’s long keen blade
was lowered confidently to its death-dealing slant.
Just as the murderous sword-point seemed about to sink through
the bull’s shoulders, into his very heart, a despairing woman’s cry
reached the matador’s ears. Then a mighty hiss, interspersed with
hoots and jeers, went up from the exasperated spectators, for the
bull thundered on, with the sword scarcely penetrating the tough
muscles, standing upright between his shoulders, while Lariato stood
disarmed.
Coming to a standstill far beyond his antagonist, Sombre shook
his huge neck and the sword spun high into the air and fell toward
the center of the ring. Lariato took several steps toward it, but
tottered and fell upon the ground in a swoon, for he had been
severely bruised.
With an exultant roar, the bull rushed back to complete his victory;
the hissing and the hooting was hushed, and groans of horror filled
the air. Suddenly, just as the animal had gained full headway in his
murderous charge, a slight, white figure glided into the ring, and a
clear voice cried “Sombre!”
At the sound of that voice, the charging beast came strainingly to a
halt, threw up his head, and gazed eagerly about, then turned and
rushed toward the girl! Capeadors hurried forward flaunting their red
capes, but she waved them back.
“Go back! You shall torment him no more, my poor, tortured,
wounded Sombre!”
In a moment the great beast was beside her, licking her dress and
arms and hands. As she deftly extricated the barbs from his neck
and shoulders, the thousands of throats around them shrieked out a
vast pandemonium of bravos. Blood was covering her hands and
staining her dress, but Anita was blind to it. Meanwhile Lariato had
struggled to his feet and hurried towards her. “God bless you,” he
was saying, but she pushed past him with a glad smile, saying,
“Wait, I have something to say to them!”
Standing in the middle of the ring, Anita waited for silence.
Delaying until not a sound was heard, she said in a clear voice that
reached every ear:
“Jeer not at Lariato; he spared my pet, my Sombre, because he
loved me.”
 No matador ever gained such applause as followed. Bouquets,
sombreros, scarfs, and full purses showered into the ring, and as
that strange group stood facing the ovation, “Bravo, Lariato, Bravo,
la Señorita de Toros, Bravo, Sombre!” rang out and reëchoed over
the distant housetops.

A COMBAT IN THE ARENA

By George Croly
A portal of the arena opened, and the combatant, with a mantle
thrown over his face and figure, was led into the surroundery. The
lion roared and ramped against the bars of his den at the sight. The
guard put a sword and buckler into the hands of the Christian, and
he was left alone. He drew the mantle from his face, and bent a slow
and firm look around the amphitheater. His fine countenance and
lofty bearing raised a universal shout of admiration. He might have
stood for an Apollo encountering the Python. His eyes at last turned
on mine. Could I believe my senses? Constantius was before me.
All my rancour vanished. An hour past, I could have struck the
betrayer of the heart—I could have called on the severest
vengeance of man and heaven to smite the destroyer of my child.
But to see him hopelessly doomed, the man whom I had honored for
his noble qualities, whom I had even loved, whose crime was, at the
worst, but the crime of giving way to the strongest temptation that
can bewilder the heart of man; to see the noble creature flung to the
savage beast, dying in tortures, torn piecemeal before my eyes, and
his misery wrought by me, I would have supplicated earth and
heaven to save him. But my tongue cleaved to the roof of my mouth.
My limbs refused to stir. I would have thrown myself at the feet of
Nero; but I sat like a man of stone—pale—paralyzed—the beating of
my pulse stopped—my eyes alone alive.
The gate of the den was thrown back, and the lion rushed in with a
roar and a bound that bore him half across the arena. I saw the
sword glitter in the air; when it waved again, it was covered with
blood. A howl told that the blow had been driven home. The lion, one
of the largest of Numidia, and made furious by thirst and hunger, an
animal of prodigious power, crouched for an instant, as if to make
sure of his prey, crept a few paces onward, and sprang at the
victim’s throat. He was met by a second wound, but his impulse was
irresistible. A cry of natural horror rang round the amphitheater. The
struggle was now for an instant, life or death. They rolled over each
other; the lion, reared upon his hind feet with gnashing teeth and
distended talons, plunged on the man; again they rose together.
Anxiety was now at its wildest height. The sword now swung round
the Christian’s head in bloody circles. They fell again, covered with
blood and dust. The hand of Constantius had grasped the lion’s
mane, and the furious bounds of the monster could not lose his hold;
but his strength was evidently giving way—he still struck his terrible
blows, but each was weaker than the one before; till, collecting his
whole force for a last effort, he darted one mighty blow into the lion’s
throat and sank. The savage beast yelled, and spouting out blood,
fled howling around the arena. But the hand still grasped the mane,
and the conqueror was dragged whirling through the dust at his
heels. A universal outcry now arose to save him, if he were not
already dead. But the lion, though bleeding from every vein, was still
too terrible, and all shrank from the hazard. At last, the grasp gave
way, and the body lay motionless on the ground.
What happened for some moments after, I know not. There was a
struggle at the portal; a female forced her way through the guards,
rushed in alone, and flung herself upon the victim. The sight of a new
prey roused the lion; he tore the ground with his talons; he lashed his
streaming sides with his tail; he lifted up his mane and bared his
fangs. But his approaching was no longer with a bound; he dreaded
the sword, and came sniffing the blood on the sand, and stealing
round the body in circuits still diminishing.
The confusion in the vast assemblage was now extreme. Voices
innumerable called for aid. Women screamed and fainted, men burst
into indignant clamors at this prolonged cruelty. Even the hard hearts
of the populace, accustomed as they were to the sacrifice of life,
were roused to honest curses. The guards grasped their arms, and
waited but for a sign from the emperor. But Nero gave no sign.
 I looked upon the woman’s face; it was Salome! I sprang upon my
feet. I called on her name; called on her, by every feeling of nature,
to fly from that place of death, to come to my arms, to think of the
agonies of all that loved her.
She had raised the head of Constantius on her knee, and was
wiping the pale visage with her hair. At the sound of my voice, she
looked up, and, calmly casting back the locks from her forehead,
fixed her eyes upon me. She still knelt; one hand supported the head
—with the other she pointed to it as her only answer. I again adjured
her. There was the silence of death among the thousands around
me. A fire dashed into her eye—her cheek burned—she waved her
hand with an air of superb sorrow.
“I am come to die,” she uttered, in a lofty tone. “This bleeding body
was my husband—I have no father. The world contains to me but
this clay in my arms. Yet,” and she kissed the ashy lips before her,
“yet, my Constantius, it was to save that father that your generous
heart defied the peril of this hour. It was to redeem him from the
hand of evil that you abandoned your quiet home!—Yes, cruel father,
here lies the noble being that threw open your dungeon, that led you
safe through the conflagration, that, to the last moment of his liberty,
only sought how he might preserve and protect you.” Tears at length
fell in floods from her eyes. “But,” said she, in tones of wild power,
“he was betrayed, and may the Power whose thunders avenge the
cause of his people, pour down just retribution upon the head that
dared—”
I heard my own condemnation about to be pronounced by the lips
of my own child. Wound up to the last degree of suffering, I tore my
hair, leaped upon the bars before me, and plunged into the arena by
her side. The height stunned me; I tottered a few paces and fell. The
lion gave a roar and sprang upon me. I lay helpless under him, I
heard the gnashing of his white fangs above me.
An exulting shout arose. I saw him reel as if struck—gore filled his
jaws. Another mighty blow was driven to his heart. He sprang high in
the air with a howl. He dropped; he was dead. The amphitheater
thundered with acclamations.
 With Salome clinging to my bosom, Constantius raised me from
the ground—the roar of the lion had roused him from his swoon, and
two blows saved me. The falchion had broken in the heart of the
monster.
The whole multitude stood up, supplicating for our lives in the
name of filial piety and heroism. Nero, devil as he was, dared not
resist the strength of popular feeling. He waved a signal to the
guards; the portal was opened, and my children, sustaining my
feeble steps, showered with garlands and ornaments from
innumerable hands, slowly led me from the arena.

KAWEAH’S RUN
By Clarence King
As I walked over to see Kaweah at the corral, I glanced down the
river, and saw, perhaps a quarter of a mile below, two horsemen ride
down our bank, spur their horses into the stream, swim to the other
side, and struggle up a steep bank, disappearing among bunches of
cottonwood trees near the river.
They were Spaniards—the same who had swum King’s River the
afternoon before, and, as it flashed on me finally, the two whom I had
studied so attentively at Visalia. Then I at once saw their purpose
was to waylay me, and made up my mind to give them a lively run.
I decided to strike across, and jumping into the saddle threw
Kaweah into a sharp trot.
I glanced at my girth and then at the bright copper upon my pistol,
and settled myself firmly.
By this time I had regained the road, which lay before me traced
over the blank, objectless plain in vanishing perspective. Fifteen
miles lay between me and a station; Kaweah and pistol were my only
defense, yet at that moment I felt a thrill of pleasure, a wild moment
of inspiration, almost worth the danger to experience.
I glanced over my shoulder and found that the Spaniards were
crowding their horses to their fullest speed; their hoofs, rattling on