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Contents
vii
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viii CONTENTS
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CONTENTS ix
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x CONTENTS
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CONTENTS xi
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xii
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danuta bukatko is Professor of Psychology and the Joseph H. Maguire ’58 Professor of
Education at the College of the Holy Cross. She received her Ph.D. in Developmental Psychology from
the University of Massachusetts at Amherst and has spent the subsequent 35 years at Holy Cross
teaching courses in Child Development, Cognitive Development, Statistics and Research Methods,
and Gender-Role Development. She has served as Department Chair, Assistant Dean, and Director
of Women’s and Gender Studies at different points in her career. She has received the Arthur J.
O’Leary Faculty Recognition Award from Holy Cross for her teaching, mentoring, and service con-
tributions to the college. She also has used several grants from the National Science Foundation and
other funding agencies to promote the development of innovative teaching approaches in psychol-
ogy and professional development among K–12 teachers. Her research interests include memory
and representation in young children, as well as children’s concepts about gender.
xiii
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In our first edition of this text, we identified some very explicit goals for Child Development:
A Thematic Approach. Vast amounts of information about child development have been
gathered by researchers, yet we as teachers must help students understand the most impor-
tant aspects of that process. Given the tendency for researchers to hone in on very specific
areas of child development, we must also give students a meaningful sense of the child as a
whole person and help them to recognize the myriad of influences that affect development.
These goals have become even more important to us in this sixth edition. Technology has
created an information explosion whose influence is continually expanding. For example,
the Internet has become a vast storehouse for material about child development. In addi-
tion, it has become increasingly common for other forms of media—television, magazines,
and newspapers—to cover various topics concerning the psychological growth of children.
The availability of so much information has made another teaching goal even more impor-
tant. We must sharpen and help students refine their critical-thinking skills so they become
educated consumers in our “information age.” Thus we remain as committed as ever to
presenting the story of child development from the perspective of carefully constructed
theory and effectively designed research. We believe that it is important for students to be
well grounded in the scientific approach to studying children, and for them to carry this
approach with them as they continue to learn about children after they leave our classes.
To achieve these goals, we have been guided by a number of practices in preparing this
sixth edition. We have continued to research the primary journals that publish material on
child development to identify major advances in the field. As a result, the reader can feel
confident that the findings, as well as the interpretations of what these findings say about
child development, are not only current, but among the most important for understanding
the many processes associated with child development. Five major themes are repeatedly
considered throughout the various chapters to help in recognizing important aspects of
development that have often guided the research efforts of scientists in the field. In many
of the chapters, we have included chronologies designed to summarize the major devel-
opmental changes, many occurring over short time periods, to give readers a sense of the
dramatic growth that takes place in a number of domains from conception through ado-
lescence. Students may be taking a course in child development for a number of reasons,
for example, to become a more informed parent, to work professionally in a field involving
children such as a teacher, social worker, or therapist, or to simply learn more about the
remarkable changes that human development undergoes from conception through ado-
lescence. These reasons have been important in guiding the incorporation of the special
features “Research Applied to Parenting/Education,” “Atypical Development,” and “What
Do You Think?” in nearly every chapter. Additional review and reflection questions at the
end of major sections in each chapter have been included to help students integrate the
information provided with the major themes running throughout the chapters as well as
with their own experiences of growing up.
A Thematic Approach
In this sixth edition, we have continued to uphold our commitment toward providing a
comprehensive, topically organized, up-to-date picture of development from conception
through adolescence. Most importantly, we draw students’ attention to the themes that
replay themselves throughout the course of development, the fundamental issues that
resurface continually and that provide coherence to the many reported findings. These
themes, we believe, can serve as frameworks to help students understand and remember
the multitude of facts about child development. They can also serve as organizational ideas
xiv
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xv
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
What Do You Think? In previous editions we included “Controversy” boxes in which both
sides of a specific issue relevant to each chapter had been discussed. However, rather than
suggesting a number of potential answers to address these controversies as was done in the
past, we have reorganized the manner in which the controversies are presented to motivate
students to reflect on and clarify their own position relevant to the issues. Important ques-
tions about development often do not have clear-cut answers. In the real world, however,
decisions must frequently be made about children and their families in the face of conflict-
ing research findings or theoretical beliefs. Should children serve as eyewitnesses in courts
of law? Should sex preselection be permitted? These controversies can serve as the founda-
tion for debate and extended discussion in the classroom. In keeping with this objective, we
have framed the “What Do You Think?” feature in a more open-ended way, incorporating
many questions designed to stimulate critical thinking among students. For several chap-
ters, new topics have been introduced for this feature to promote discussion:
Chapter 1: Should Child Rearing Be Regulated?
Chapter 8: Should Virtual Schools Be Promoted?
Chapter 12: Who Is Responsible for Moral Development?
Chapter 15: What Are the Consequences of Friending and Defriending?
Key Themes in Development In keeping with our overall goals and objectives, we have
retained several features from previous editions of this book. Within each chapter, some or
all of the five developmental themes previously identified serve to organize and provide
coherence for the material. We see these themes as pedagogical tools designed to help
students discern the importance and interrelatedness of various facts, and as vehicles for
instructors to encourage critical analysis among students. The themes are highlighted for
students in several ways.
xvi PREFACE
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Chronology Charts From our own experience as teachers who have adopted a topical
approach to child development, we know that students often get so immersed in the
information on a given topic that they lose sense of the child’s achievements over time.
Consequently, we include one or two Chronology Charts in most chapters that summarize
the child’s specific developmental achievements at various ages. We caution students that
these figures are meant only to give a picture of the overall trajectory of development, a
loose outline of the sequence of events we expect to see in many children. Nonetheless, we
believe that these guidelines will give students a sense of the patterns and typical timing
of important events in the child’s life and that they will serve as another organizing device
for the material presented in each chapter. We have added new photos to highlight char-
acteristics of several important developmental changes listed in each chronology and to
make the chronologies more visually attractive to the reader. For comparative and review
purposes, students can locate all the Chronology Charts by consulting the list on the inside
front cover.
For Your Review and Reflection A series of questions designed to promote a review of the
material is presented at the end of major sections of the text in each chapter. These ques-
tions provide an active way for students to review and verify their understanding of the
topic that they just covered. We have added two additional types of questions to most
of these sections. One type of question is designed to encourage students to integrate
the material with one or more of the major themes considered in that section. A second
PREFACE xvii
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Study Aids The chapter outlines, chapter recaps, and marginal and end-of-text glossaries
all serve to underscore important themes, terms, and concepts. We hope that students will
actively utilize these aids to reinforce what they have learned in the chapter body. In addi-
tion, we employ several strategies to make the material in this text more accessible to stu-
dents: vignettes to open the chapter and the “Research Applied to Parenting/Education”
features, the liberal use of examples throughout the text, and an extensive program of
figures, tables, and photos accompanied by instructive captions.
xviii PREFACE
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xix
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xx PREFACE
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PREFACE xxi
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xxii PREFACE
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Student Ancillaries
Study Guide The Study Guide contains a set of learning objectives designed for each chap-
ter of the text. In addition, each chapter of the Study Guide includes a detailed study out-
line, a key terms section, and a self-quiz with multiple-choice questions. An answer key
tells students not only which response is correct but also why each of the other choices is
incorrect.
Instructor Ancillaries
Instructor’s Resource Manual The Instructor’s Resource Manual contains a complete set of
chapter outlines and learning objectives matching those provided in the Study Guide for
students, as well as lecture topics, classroom exercises, demonstrations, and handouts. It
also features recommended readings, videos, and Internet sites.
Test Bank The Test Bank includes nearly two thousand multiple-choice items. Each is
accompanied by a key that provides the learning objective, section in the text where the
answer can be found, type of question (Fact, Concept, or Application), and correct answer.
Because we are committed to the idea that students should be encouraged to engage in
critical thinking about child development, we have retained a set of essay questions for each
PREFACE xxiii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
PowerLecture
PowerLecture provides a collection of book-specific, media-rich PowerPoint lecture and
class tools to enhance the educational experience.
CengageNOW™
CengageNOW™ is an online teaching and learning resource that gives the instructor more
control over the course with grading, quizzing, and the ability to create assignments and
track student outcomes. The flexible assignment and gradebook allow the instructor to
choose the options that best suit the overall course plan, while a diagnostic Personalized
Study Plan (featuring chapter-specific test, Study Plan, and post-test) empowers students to
master concepts, prepare for exams, and get a better grade.
Webtutor
Webtutor provides customizable, rich, text-specific content that can be interfaced with a
Course Management System.
CourseMate
To access additional course materials (including CourseMate), please visit www.
cengagebrain.com. At the CengageBrain.com home page, search for the ISBN of your title
(from the back cover of your book) using the search box at the top of the page. This will take
you to the product page where these resources can be found.
Acknowledgments
Our current and former students at Holy Cross and the University of Massachusetts have
continued to serve as the primary inspiration for our work on this text. Each time we have
taught the child development course, we have seen their enthusiasm and appreciation for
what we teach, but we also have found that, from them, we learn how to communicate our
messages about developmental processes more effectively.
We also appreciate the insightful comments and constructive criticisms provided by
the reviewers for this text. Their classroom experiences have provided a broader perspec-
tive than our own, and we believe our book has become stronger because of their valued
input. We would like to express our thanks to the following individuals who served in this
capacity for the fifth edition, whose influence continues to be felt:
Viktor K. Broderick, Ferris State University
Jeffrey T. Coldren, Youngstown State University
Margaret Dempsey, Tulane University
Michelle K. Demaray, Northern Illinois University
K. Laurie Dickson, Northern Arizona University
Rebecca Eaton, The University of Alabama in Huntsville
Lynn Haller, Morehead State University
Robert F. Rycek, University of Nebraska at Kearney
We would also like to thank the reviewers who helped fashion this sixth edition:
Shannon Welch, University of Idaho
Lisa Fozio-Thielk, Waubonsee Community College
Judy Watkinson, Arizona Western College
xxiv PREFACE
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Vragend zag hij Marcelio aan, en wees met de hand naar het
wonder.
Toen hoorde hij Marcelio eerbiedig zeggen, maar met toch nog iets
van vagen spot in zijn stem:
En hij voelde eene blijde verlichting, dat het paleis zoo hoog boven
de stad stond, in zoo’n heerlijke sfeer van lucht. Zóó behoorde
Leliane ook te wezen, dacht hij, hoog en ver boven de menschen, in
een eigen glorie van reinheid, zooals de sterren pralende zijn boven
de aarde.
Wèg was opeens het paleis, toen de trein een bocht om ijlde, altijd
maar verder en verder, daverend en lawaaiend.
Weêr een station als dien middag op de grens, maar veel grooter.
Toen Paulus uit de wagen was gestapt en op het perron stond
duizelde hij even. Want naast hem, vóór hem, overal daverden
snuivende, stoomende locomotieven-monsters aan, dreigend
lichtende [88]uit roode oogen. Zwarte menschen drongen en holden
schreeuwend om hem heen, of ze hem kwaad wilden doen, als
vijandig.
Stijf hield hij Marcelio’s hand vast. Wagens rolden donderend over
den houten vloer, locomotieven gilden snijdend, zware schellen
klingelden. Tusschen een saamgestroomde bende van menschen,
dicht tegen hen aangedrongen, voelde Paulus zich voort worden
geloopen. Eerst trappen af, naar beneden, toen een donkere gang,
en weer trappen af, steeds voortgestuwd door de menschen.
En dán ineens buiten, op een groot plein, stralende van lichte maan-
ballonnen, met ratelend rumoer van wagens, en schrijnend lawaai
van stemmen. Mannen in lange jassen met gouden knoopen gilden
namen uit, die hij niet begreep. Jongens met couranten
schreeuwden klagelijk uit, als noodgeschrei. Alles dreunde en
schetterde en gonsde om hem heen, pijnlijk, grof, vijandig. Stijf
omklemde hij Marcelio’s hand.
„De prinses.… de prinses.… waar is zij?.…” vroeg hij angstig,
allereerst denkend om haar, in dat gevaar.
„De prinses gaat heel stil naar het paleis,” antwoordde Marcelio
geruststellend. „Zij is hier afgehaald door vertrouwde dienaren, die
getelegrafeerd zijn. Om geen opzien te wekken gaat zij heel
eenvoudig in een gewoon rijtuig naar het paleis.”
Marcelio lachte.
„Wat ze zoeken?.… Ja, als ze dát maar wisten, dan was alles in
orde.… En waarom ze schreeuwen?.… Dat weten ze misschien zelf
niet … Maar zoo is het altijd aan een station, mijn jongen, en overal
op straat is het lawaai. Daar moet je aan wennen.”
En voort! voelde hij zich rijden, het breede plein over, waar overal
andere rijtuigen weg ratelden, haastig, als door angst en onrust
gedreven.
Somtijds hield het rijtuig opeens stil. Dan kon het niet verder, omdat
de straat versperd was, zeide Marcelio. Een groote, dikke kop van
een omnibus-paard was ééns vlak bij ’t portierraam, dreigende het te
breken. Links en rechts knellend geklap van zweepen,
[91]geschreeuw en gevloek van koetsiers. Tot het rijtuig eindlijk,
langzaam weer doorreed.
Zóó ging het een half uur door, langzaam, langzaam door propvolle
straten. Het was nog erger dan in den trein. Hij zag somtijds alles
voor zich draaien, in warrelenden dans. De wagens ratelden nu in
zijn hoofd, dat pijnlijk aanvoelde, met felle steken. Een angstige
beklemming drukte op zijn borst, en hij haalde moeilijk adem. Het
leek hem, of alles straks inééns zwaar over hem heen zou gaan,
waar hij hulpeloos neér zou vallen, en verpletterd worden door al dat
zware, genadelooze, groote.
Een groot licht zengde zijn oogen opeens pijnlijk weer open. Hij
schrikte op.
Paulus bleef stevig de hand van Marcelio vasthouden toen zij op het
trottoir vóór een grooten juwelierswinkel stonden.
Marcelio nam hem mee, een lange gang in, ging twee trappen met
hem op, en deed de deur van een kamer open, die nog geheel
donker was. Toen [93]hij even op een knop drukte bij de deur,
bloeiden opeens in ’t midden van de kamer bloemen op van licht en
kleur. Ook aan de wanden waren er enkelen opgeschenen.
Paulus kon er eerst niet goed in kijken. Zijn oogen traanden er van.
En hij vond het leelijk. Hij voelde dat het valsch was, nagemaakt. Het
licht van den bliksem was toch véél mooier.
Toen hij er wat aan gewend was, begon hij de groote kamer pas te
zien. Er stonden dingen van weelde in, die hij nog niet kende.
Kostbare perzische tapijten, chineesche en japansche lappen aan
den muur, porseleinen vazen, kasten van fijn lakwerk, beelden van
porselein en ivoor. Het was weêr als in een sprookje.
Maar hij was te moe om er lang over te denken. Hij voelde het nog
altijd warrelen en duizelen in zijn hoofd, en moest zich goed houden
om niet neer te vallen.
„Arme kerel, je moet wel moê zijn.… al die emoties ineens, na die
eenzaamheid van je.… en dan die lange tocht van vanochtend vroeg
af, en die trein.… ik zal je even naar je slaapkamer brengen.… dan
ga je maar dadelijk in bed liggen, zonder om iets te denken, hoor. Je
doet je oogen maar toe, en denkt dat je thuis bent, dan slaap je
vanzelf wel in.… Ik zal je morgen ochtend wel wakker komen maken,
dan is het tijd genoeg om te praten.…”
Paulus liet zich gewillig leiden, een gang door, naar een kleinere
kamer achter.
Hij hield zich nog goed, maar zag alles om zich draaien en duizelen.
Toen voelde hij nog hoe Marcelio hem met een arm ondersteunde,
en hem hielp bij ’t uitkleeden. Hij hoorde nog wat vriendelijke,
bemoedigende woorden, en kreeg opeens de sensatie van rust, van
heerlijk [95]lekker uitgestrekt liggen op een veilig, zacht bed.
De Koninginnestraat was als een straat uit eene feeërie of een rijk uit
de Duizend-en-één Nacht, waar alle menschen pacha’s zijn en
iederen dag onuitputtelijke schatten worden aangedragen.
Eerst nam Marcelio hem mede naar een grooten winkel vlak bij,
waar hij zich gewillig in een nieuw pak kleeren liet steken, met een
hoogen boord, en een das, en manchetten, en waar men hem de
maat nam voor nog meer. Toen nog in twee andere winkels, [101]voor
een hoed, en een paar schoenen, en nu was hij eindelijk geschikt,
zeide Marcelio, om zich fatsoenlijk op straat te vertoonen. De
kleeren zaten hem vreemd, de schoenen knelden een beetje, en het
hooge boordje schrijnde tegen zijn kin, maar hij durfde er niets van
te zeggen, en liep gehoorzaam met zijn geleider mee.
Lang bleef hij ook kijken naar de boekwinkels. Daar lagen zooveel
boeken, die hij nog niet kende, en die hij nu alle zou gaan lezen. Er
waren er ook van goede vrienden bij, met wie hij samen geleefd had
in de eenzaamheid van het woud, al had hij hun gezichten nooit
gezien. Kijk, daar lagen de eerste verzen van Wederich en van
Lavelane.
Maar ook nog meer boeken waren er van hen, die hij nog niet kende.
Wat een genot zou het zijn, die allemaal te lezen!
Marcelio had schik in zijne verbazing, en legde hem alles uit, wat hij
wilde weten.
Ons geloof is
De Overwinning die de wereld
Overwint.
Paulus vond het kolossale, massieve gebouw als dreigend, een ding
van somberheid, zonder leven. Met ontzetting las hij de geweldige
spreuken, die hij uit den bijbel kende. En hij was verbaasd, toen
Marcelio hem zeide, dat dit een kerk was, een huis aan God gewijd.
Marcelio zeide, met dat spottende weer in zijn stem, dat hem den
vorigen avond al had getroffen:
Toen ging hij met Paulus rechts af, een aantal andere, groote straten
door. Paulus was opeens stil geworden. De machtige bijbelspreuken
waren met zware stem over zijn ziel gegaan. Was de groote, goede
Vader, dien hij gevoeld had in het woud, dan óók hier vlak bij hem, in
de groote stad?
Hij schrikte op uit zijn gepeins, toen hij voor een breede, lange laan
stond, met prachtige, hooge boomen aan weerszijden, statige
populieren, recht rijzend met fijne, smalle kruinen in de lucht. De
breede Boulevard steeg langzaam-aan omhoog, als een heilige
opgang tot waar boven een lieflijk wonder praalde, dat als een
groote openbaring opscheen voor Paulus’ verrukte ziel.
En onder het eerbiedig loopen naar boven voelde Paulus zich alsof
hij nu ópging tot eene zaligheid, waarnaar hij onbewust al jaren in
eenzaamheid had gewacht.
En Paulus had het dadelijk gevoeld, hoe deze cathedraal nóg mooier
was dan de mooiste groep van boomen uit het woud. Het was hem
werkelijk, of God zelf hierin woonde. En waar alle andere bouwsels
van menschenhanden in de groote stad, óók de kolossaalste, als het
Paleis van Justitie, en het groote Parlementsgebouw, tóch maar
doode dingen waren, leelijker dan één eenvoudige boom uit het
bosch, daar voelde hij, hoe de cathedraal lééfde, éven waarachtig
als het woud, leefde van een geheimzinnigen, divienen adem, die
door de steenen wanden droomde.
Dit was nu het eerste van alle dingen in de stad, dat hij verwant
voelde aan het mooiste uit het bosch, om dadelijk lief te hebben met
zijn geheele ziel.
Hoe wonderlijk vond hij het, dat dit niet van-zelf was opgegroeid uit
de aarde, als de boomen, met hun sterke stammen en teêre
loovertjes, maar dat dit was gebouwd door de handen van
menschen, steen voor steen, uit hard materiaal, van doode stof!
Konden dan menschen dezelfde schoonheid scheppen, die de Vader
aller dingen door eigen, onzichtbaren adem deed ópgroeien uit
allerkleinste kiemen en zaden? Dezelfde soort menschen als die
wezens, die daar [107]beneden in de stad zoo angstig-gejaagd door
de straten krioelden?
Boven aan den gevel praalde een groot beeld van den aartsengel
Michaël, die met zijn rechte zwaard van reinheid den zich van angst
kronkelenden duivel der zonde en duisternis verslaat. En vlak onder
dat hoog-wonderlijk gebeuren, waar de heilige geest de aardsche
materie versloeg, troonde het eindeloos reine beeld van de
onbevlekte Leliane, die, van alle hartstocht-smetten vrij, was
opgerezen uit den kuischen kelk der witte lelie, die stille, kalme
bloem van wijsheid en maagdelijke blankheid.
Marcelio vertelde hem van den heiligen schat, die in deze kerk werd
bewaard. Dáár, in die ontzaglijke cathedraal van uiterst broze
teêrheid, die opperst goddelijke kracht was, rustte in een goudenen
en diamanten tresoor, in een crypte van marmer, en jaspis en albast,
de heilige, gewijde reliquie van het rijk, de in wonderbare kruiden en
essences gaaf bewaarde zeven bladen van de witte Lelie, uit welke
de heilige Leliane, de oer-moeder en goddelijke koningin van het
volk was ontstegen. Slechts éénmaal in vele, vele jaren werd die
reliquie, in een gouden schatkistje van eeuwenoud smeedwerk
bewaard, uit het tresoor omhoog gedragen in het licht, als een
koningin de bruid was, en hare maagdelijke lippen eerst het
heiligdom moesten kussen, om zóó den menschelijken hartstocht te
verreinen en goddelijk te maken, waaruit dra een nieuwe telg der
Leliën-vorsten zou geboren worden.