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 JEFFREY S. NEVID
BEVERLY GREENE
LINDA J. KNIGHT
PAUL A. JOHNSON
STEVEN TAYLOR

Essentials
of Abnormal
Psychology
IN A CHANGING WORLD
FOURTH CANADIAN EDITION
 CONTE NTS

Preface xi 2
Acknowledgments xviii Assessment, Classification, and Treatment of
About the Authors xix Abnormal Behaviour 40

Methods of Assessment 42
1 The Clinical Interview 42
What Is Abnormal Psychology? 1 Psychological Tests of Intelligence and
Personality 43
How Do We Define Abnormal Behaviour? 3 Neuropsychological Assessment 50
Criteria for Determining Abnormality 3 Behavioural Assessment 51
Cultural Bases of Abnormal Behaviour 5 Cognitive Assessment 54
The Continuum between Normal and Abnormal Physiological Measurement 55
­B ehaviour 6 Probing the Workings of the Brain 56
CONTINUUM CHART 7 Sociocultural Factors in Psychological
REVIEW IT How Do We Define Abnormal Assessment 56
Behaviour? 8 REVIEW IT Methods of Assessment 58

Classification of Abnormal Behaviour 59

Historical Perspectives on Abnormal Behaviour
The Demonological Model 8
Origins of the Medical Model: An “Ill Humour” 8
Medieval Times 9
Witchcraft 9
Asylums in Europe and the New World 10
The Reform Movement and Moral Therapy in Europe and
North America 10
Drugs and Deinstitutionalization: The Exodus from
Provincial Psychiatric Hospitals 11
Pathways to the Present: From Demonology to
Science 14
REVIEW IT Historical Perspectives on Abnormal
Behaviour 17
Current Perspectives on Abnormal Behaviour
Biological Perspectives on Abnormal Behaviour
REVIEW IT Biological Perspectives 22
Psychological Perspectives on Abnormal
Behaviour 22
REVIEW IT Psychological Perspectives 33
Sociocultural Perspectives on Abnormal
Behaviour 33
REVIEW IT Sociocultural Perspectives 34
Interactionist Perspectives 34
REVIEW IT Interactionist Perspectives 35
CONCEPT MAP 38
8
Systems of Classification 59
The Diagnostic and Statistical Manual of Mental
Disorders (DSM) 59
DSM-5 62
REVIEW IT Classification of Abnormal Behaviour 64
Methods of Treatment 64
Types of Mental Health Professionals in
Canada 65
Biological Therapies 66
Psychodynamic Therapies 69
Behaviour Therapy 72
Humanistic-Existential Therapies 74
Cognitive-Behaviour Therapies 76
18 Eclectic Therapy 79
18 Group, Family, and Marital Therapy 79
Indigenous Healing Perspective 80
Computer-Assisted Therapy 81
Does Psychotherapy Work? 81
REVIEW IT Methods of Treatment 84
Abnormal Psychology and Society 85
Psychiatric Commitment and Patients’ Rights 87
Mental Illness and Criminal Responsibility 91
REVIEW IT Abnormal Psychology
and Society 93
CONCEPT MAP 96

vii
3 Theoretical Perspectives
Anxiety, Obsessive-Compulsive, and Trauma-
and Stressor-Related Disorders 100
CONTINUUM CHART 103
Anxiety Disorders 103
Panic Disorder 104
Agoraphobia 106
Generalized Anxiety Disorder 108
Phobic Disorders 109
Obsessive-Compulsive and Related Disorders
Obsessive-Compulsive Disorder (OCD)
Trauma- and Stressor-Related Disorders
Adjustment Disorders 115
Acute and Posttraumatic Stress Disorders 116
REVIEW IT Anxiety Disorders, Obsessive-Compulsive
Disorder, and Trauma- and Stressor-Related
Disorders 120
Theoretical Perspectives 120
Psychodynamic Perspectives 120
Behavioural Perspectives 121
Cognitive Perspectives 122
Biological Perspectives 125
Tying It Together 128
REVIEW IT Theoretical Perspectives 130
Treatment 130
Psychodynamic Approaches 130
Humanistic Approaches 130
Biological Approaches 131
Cognitive and Behaviour-Based Approaches 131
REVIEW IT Treatment of Anxiety, Obsessive-
Compulsive, and Trauma- and Stressor-Related
Disorders 138
CONCEPT MAP 140
4 REVIEW IT Dissociative Disorders 200
Depressive Disorders, Bipolar and Related
Disorders, and Suicide 142
CONTINUUM CHART 143
Depressive Disorders 144
Major Depressive Disorder 144
Persistent Depressive Disorder 151
Bipolar and Related Disorders 152
Bipolar I Disorder 152
Bipolar II Disorder 154
Cyclothymic Disorder 154
REVIEW IT Depressive and Bipolar and Related
Disorders 155
viii C O N T E N TS
155
Stress 155
Psychodynamic Perspectives 156
Learning Perspectives 157
Cognitive Perspectives 159
Biological Perspectives 164
Tying It Together 165
REVIEW IT Theoretical Perspectives on Depressive and
Bipolar Disorders 166
Treatment 166
Psychodynamic Approaches 167
Behavioural Approaches 168
113
Cognitive Approaches 168
113
Biological Approaches 170
115 REVIEW IT Treatment of Depressive and Bipolar
Disorders 175
Suicide 175
Who Commits Suicide? 176
Why Do People Commit Suicide? 177
Theoretical Perspectives on Suicide 177
Predicting Suicide 180
REVIEW IT Suicide 182
CONCEPT MAP 184
5
Dissociative Disorders and Somatic Symptom
and Related Disorders 186
CONTINUUM CHART 188
Dissociative Disorders 188
Dissociative Identity Disorder 188
Dissociative Amnesia 193
Depersonalization/Derealization
Disorder 194
Theoretical Perspectives 196
Treatment of Dissociative Disorders 198
Somatic Symptom and Related
Disorders 201
Conversion Disorder (Functional Neurological
Symptom Disorder) 201
Illness Anxiety Disorder 202
Somatic Symptom Disorder 203
Factitious Disorder 204
Theoretical Perspectives 205
Treatment of Somatic Symptom and Related
Disorders 207
REVIEW IT Somatic Symptom and Related
Disorders 209
CONCEPT MAP 211
6 Theoretical Perspectives 271
Biological Perspectives 271
Personality Disorders 213 Learning Perspectives 273
Cognitive Perspectives 275
CONTINUUM CHART 214 Psychodynamic Perspectives 277
Sociocultural Perspectives 277
Types of Personality Disorders 214
Tying It Together 278
Personality Disorders Characterized by Odd or
Eccentric Behaviour 215 REVIEW IT Theoretical Perspectives 278
Personality Disorders Characterized by Dramatic,
Treatment 279
­Emotional, or Erratic Behaviour 217
Biological Approaches 279
Personality Disorders Characterized by Anxious or
Nonprofessional Support Groups 281
­Fearful Behaviour 226
Residential Approaches 282
Problems With the Classification of Personality
Psychodynamic Approaches 283
Disorders 229
Cognitive-Behavioural Approaches 283
REVIEW IT Types of Personality Disorders 232
Relapse-Prevention Training 285
Theoretical Perspectives 232 REVIEW IT Treatment 287
Psychodynamic Perspectives 232 CONCEPT MAP 290
Learning Perspectives 234
Family Perspectives 236
Cognitive-Behavioural Perspectives 236 8
Biological Perspectives 237 Feeding and Eating Disorders and
Sociocultural Views 239
Sleep–Wake Disorders 292
REVIEW IT Theoretical Perspectives 240

Treatment 240 CONTINUUM CHART 293

Psychodynamic Approaches 241
Cognitive-Behavioural Approaches 241
Feeding and Eating Disorders 293
Anorexia Nervosa 294
Biological Approaches 242
Bulimia Nervosa 297
Canadian Treatment Services 242
Causes of Anorexia and Bulimia 299
REVIEW IT Treatment of Personality Disorders 243
Treatment of Anorexia Nervosa and Bulimia
CONCEPT MAP 246 Nervosa 304
Binge-Eating Disorder 307
REVIEW IT Eating Disorders 307
7
Sleep–Wake Disorders 307
Substance-Related and Addictive Insomnia Disorder 308
Disorders 248 Hypersomnolence Disorder 309
Narcolepsy 309
CONTINUUM CHART 251 Breathing-Related Sleep Disorders 310
Circadian Rhythm Sleep–Wake
Classification of Substance-Related and
Disorders 311
Addictive Disorders 251 Parasomnias 312
Substance-Induced Disorders 251 Treatment of Sleep–Wake Disorders 314
Substance Use Disorders 252
REVIEW IT Sleep–Wake Disorders 317
Addiction, Physiological Dependence, and
Psychological Dependence 254 CONCEPT MAP 319
Pathways to Substance Use Disorder 254
REVIEW IT Classification of Substance-Related 9
Disorders 255
Gender Dysphoria, Paraphilic Disorders,
Drugs of Abuse 255
and Sexual Dysfunctions 321
Depressants 256
Stimulants 264
CONTINUUM CHART 323
Hallucinogens 268
Inhalants 270 Gender Dysphoria 323
REVIEW IT Drugs of Abuse 271 Theoretical Perspectives 326

C O N T E N TS ix
Treatment of Gender Dysphoria 327 11
REVIEW IT Gender Dysphoria 328
Abnormal Behaviour across the Lifespan 391
Paraphilic Disorders 328
Types of Paraphilic Disorders 328 CONTINUUM CHART 393
Theoretical Perspectives 335
Treatment of Paraphilic Disorders 336 Neurodevelopmental Disorders 393
Sexual Assault 337 Autism Spectrum Disorder 393
REVIEW IT Paraphilic Disorders 341 REVIEW IT Autism Spectrum Disorder 398

Sexual Dysfunctions 342 Intellectual Disability (Intellectual Developmental

Types of Sexual Dysfunctions 342
Theoretical Perspectives 345
Treatment of Sexual Dysfunctions 349
REVIEW IT Sexual Dysfunctions 353
CONCEPT MAP 355
Disorder) 398
REVIEW IT Intellectual Disability 405
Specific Learning Disorder 405
REVIEW IT Specific Learning Disorder 408
Attention-Deficit/Hyperactivity Disorder 408
REVIEW IT Attention-Deficit/Hyperactivity Disorder 412

10 Disruptive, Impulse-Control, and Conduct

Schizophrenia Spectrum and Other Disorders 412
Conduct Disorder 412
Psychotic Disorders 357
Oppositional Defiant Disorder 413
REVIEW IT Disruptive, Impulse-Control, and Conduct
CONTINUUM CHART 359
Disorders 416
Clinical Features of Schizophrenia 359
Anxiety and Depression in Childhood and
Historical Contributions to Concepts of
Schizophrenia 359 Adolescence 416
Prevalence and Costs of Schizophrenia 360 Separation Anxiety Disorder 416
Phases of Schizophrenia 362 Perspectives on Anxiety Disorders in Childhood 418
Major Features of Schizophrenia 362 Depression in Childhood and Adolescence 418
Suicide among Children and Adolescents 419
REVIEW IT Clinical Features of Schizophrenia 369
REVIEW IT Anxiety, Depression, and Suicide 421
Theoretical Perspectives 369
Psychodynamic Perspectives 369 Neurocognitive Disorders 422
Learning Perspectives 370 Delirium 422
Biological Perspectives 370 REVIEW IT Delirium 424
The Diathesis-Stress Model 375 Major Neurocognitive Disorder (Dementia) 425
Family Theories 378 REVIEW IT Dementia 428
REVIEW IT Theoretical Perspectives 381 CONCEPT MAP 431
Treatment 381
Biological Approaches 382 Appendix: Research Methods in Abnormal
Psychoanalytic Approaches 383
Learning-Based Approaches 383 Psychology 433
Psychosocial Rehabilitation 385 Glossary 447
Family-Intervention Programs 385
Early-Intervention Programs 386 References 457
REVIEW IT Treatment Approaches 387 Name Index 496
CONCEPT MAP 389
Subject Index 511

x C O N T E N TS
 PRE FACE

Abnormal psychology is among the most popular areas of study in psychology for good
reason. The problems it addresses are of immense personal and social importance—
problems that touch the lives of us all in one way or another. They include problems that
are all too pervasive, such as depression, anxiety, sexual dysfunctions, and alcohol and
substance use disorders. They include problems that are less common but have a pro-
found impact on all of us, such as schizophrenia.
The problems addressed in this book are thus not those of the few. The majority of us
will experience one or more of them at some time or another, or a friend or loved one
will. Even those who are not personally affected by these problems will be touched by
society’s response—or lack of response—to them. We hope that this text will serve both
as an educational tool and as a vehicle to raise awareness among students and general
readers alike.
Essentials of Abnormal Psychology in a Changing World, Fourth Canadian Edition,
uses case examples and self-scoring questionnaires; a clear and engaging writing style
that is accessible but does not compromise rigour; research-based and comprehensive
coverage; superior pedagogy; and integration of sociocultural material throughout,
including coverage of issues relating to Canadian cultural diversity, gender, and lifestyle.
Essentials of Abnormal Psychology provides students with the basic concepts in the
field in a convenient 11-chapter format. These chapters cover historical and theoretical
perspectives, approaches to psychological assessment and treatment, and the major types
of psychological disorders—including eating disorders, anxiety disorders, depressive and
bipolar disorders, substance-related disorders, personality disorders, gender dysphoria
and sexual dysfunctions, schizophrenia, and disorders of childhood, adolescence, and
aging. Throughout the text, we highlight important Canadian research, case examples,
and societal and legal perspectives on abnormal psychology. We also present the best
international research from a Canadian perspective.

NE W TO THE FOURTH CANADIAN E DITION

Welcome to the fourth Canadian edition of Essentials of Abnormal Psychology in a
Changing World. We continue to bring readers the latest research developments that
inform contemporary understandings of abnormal behaviour in a way that both stimu-
lates student interest and makes complex material understandable. Highlights of this
new edition include the following:
• Enhanced Integration of DSM-5
This new edition has been revised to better reflect the organizational structure
of DSM-5.
• A Continued Focus on Mental Health in Canada
Since our third edition, Canada has made significant strides in recognizing and plan-
ning for the mental health needs of our population, including the homeless and Indig-
enous communities.
• Here is a sample of the documents that have been recently released and that are inte-
grated into this new edition:
° Employment and Social Development Canada:
• Homelessness Partnering Strategy Coordinated Canadian Point-in-Time Count
• Highlights of the National Shelter Study 2005–2014

xi
 ° Mental Health Commission of Canada:
• Changing Directions, Changing Lives: The Mental Health Strategy for Canada
• Informing the Future: Mental Health Indicators for Canada, 2015
• Advancing the Mental Health Strategy for Canada: A Framework for Action
(2017–2022)
• National At Home/Chez Soi Project Final Report
° Public Health Agency of Canada:
• Report from the Canadian Chronic Disease Surveillance System: Mental Illness
in Canada, 2015
° Canadian Institute for Health Information:
• Care for Children and Youth with Mental Disorders, 2015
° Statistics Canada:
• Mental and Substance Use Disorders in Canada
• Prevalence and Correlates of Marijuana Use in Canada, 2012
• 2011 National Household Survey Aboriginal Demographics, Educational
Attainment and Labour Market Outcomes
• Immigration and Ethnocultural Diversity in Canada, 2016
• First Nations & Inuit Health, 2016
• Population Size and Growth in Canada: Key Results from the 2016 Census
• Integration of Latest Scientific Developments
The text integrates the latest research findings and scientific developments in the field
that inform our understanding of abnormal psychology. We present these research
findings in a way that makes complex material engaging and accessible to the student.
• Integration of Social and Cultural Diversity
We examine abnormal behaviour patterns in relation to factors of diversity, such as
ethnicity, culture, and gender. We believe students need to understand how issues of
diversity affect the conceptualization of abnormal behaviour as well as the diagnosis
and treatment of psychological disorders.
Here are a few examples:
° Cultural factors in defining and assessing mental illness
° Eating disorders in non-Western countries
° Sociocultural perspective on depression in women
° Differences in youth suicide rates across various countries
° The psychological effects of female genital mutilation
° Sociocultural issues in gender dysphoria
° The Indigenous healing perspective
° Traditional Indigenous ceremonies and practices
° The Canadian Indigenous suicide crisis
• Emphasis on Mental Illness as a Continuum
° Continuum Chart
We recognize that mental illnesses are on a continuum and that the delineation
between “normal” and “abnormal” is not always clear. In order to emphasize this
continuum, we have introduced a continuum chart at the beginning of each chap-
ter to emphasize the dimensional aspect of mental disorders.
° Dimensional versus Categorical Approach to Diagnoses
Our present method of diagnosing (DSM) continues to be categorical despite
increasing criticisms and debates. In order to promote critical thinking, we intro-
duce students to these controversial issues and alternative approaches.

xii PR EFAC E
• Increased Emphasis on Student Learning
° Interactive Concept Maps
Students learn best when they are actively engaged in the learning process. To
engage students in active learning, we converted the Concept Maps in this edition
to an interactive format. The maps are presented in a matching format in which
key words and terms are omitted so that students can fill in the missing pieces to
complete these knowledge structures.
° Multiple-choice questions have also been added to the end of each chapter.

GE NE R AL APPROACH
We approached the writing of this text with the belief that a textbook should do more
than offer a portrait of a field of knowledge. It should be a teaching device—a means of
presenting information in ways that arouse interest and encourage understanding and
critical thinking. To these ends, we speak to the reader in a clear expository style. We
attempt to render complex material accessible. We put a human face on the subjects we
address by including many case examples drawn from our own clinical files, those of
other mental health professionals, and those from DSM casebooks. We stimulate and
involve students through carefully chosen pedagogical features, questionnaires, high-
lights, and applications. We also include built-in study tools designed to help students
master difficult material. And yes, we keep abreast of our ever-changing subject by
bringing to our readers a wealth of new scientific information drawn from leading sci-
entific journals and organizations. To summarize the material covered in each chapter
in an easy-to-remember visual format, we also include Concept Maps at the end of each
chapter.
Essentials of Abnormal Psychology exposes students to the multiple perspectives
that inform our present understandings of abnormal behaviour—the psychological,
sociocultural, and biological domains. We adopt an interactionist approach, which rec-
ognizes that abnormal behaviour typically involves a complex interplay of multiple fac-
tors representing different domains. Because the concept of integrating diverse
perspectives is often difficult for beginning students to grasp, the unique “Tying It
Together” features interspersed through the text help students explore how multiple fac-
tors interact in the development of psychological disorders.

F E ATURE S OF THE TE XT
Textbooks walk balance beams, as it were, and they can fall off in three directions, not
just two. That is, they must do justice to their subject matter while also meeting the needs
of both instructors and students.
In subject matter, Essentials of Abnormal Psychology is comprehensive, providing
depth and breadth as well as showcasing the most important new research discoveries. It
covers the history of societal response to abnormal behaviours, historical and contempo-
rary models of abnormal behaviours, methods of assessment, psychological and biologi-
cal models of treatment, contemporary issues, the comprehensive range of problem
behaviours set forth in the DSM, and a number of other behavioural problems that entail
psychological factors—most notably in the interfaces between psychology and health.

Canadian Content
The fourth Canadian edition of Essentials of Abnormal Psychology in a Changing World
showcases a wealth of Canadian content. We chose to do this for several reasons. First
and foremost, there is a great deal of important, internationally acclaimed Canadian
work being done on the research and treatment of abnormal behaviour. In other words,
we have tried to present the best research on abnormal psychology while at the same time

PR EFAC E xiii
 alerting our readers to the fact that much of this work comes from Canada. Why would
we do this? The answer is to help our readers understand that there is important, relevant
research being conducted right where they live, and quite likely on their own campus.
Our Canadian focus helps readers understand that key research does not originate just in
other countries—it’s happening in students’ own backyards, perhaps being done by the
professor who is teaching their course.
The second reason for highlighting Canadian content is to refute the myth that men-
tal disorders are things that happen to people who live someplace else, such as in other
regions or countries. Mental disorder touches all of us; there are people in our country
and communities and on our campuses who are afflicted with psychological problems.
By citing Canadian examples of people who have battled psychological problems, we
hope to bring home the fact that mental illness can reach any of us. Fortunately, effective
treatments are available for many of these disorders.
Our third reason for a Canadian focus is pragmatic. The prevalence of mental disor-
ders differs from country to country, as do the treatments of and laws regarding mental
disorders and patient rights. Some disorders, such as dependence on crack cocaine, are
much more common in the United States than in Canada. Substance use disorders in
Canada more commonly involve other substances. The health-care system in Canada is
also different from systems in other countries. Accordingly, it is important to have a
Canadian focus so that readers can understand how people with mental health problems
are treated in Canada.
Finally, the issues regarding mental disorders and the law are different in Canada
than in many other countries. For example, in the United States, a person might
be deemed to be “not guilty by reason of insanity.” In Canada, such a judgment would be
“not criminally responsible on account of a mental disorder.” In other words, the
­Canadian courts often recognize that an accused is guilty of a given crime but not respon-
sible because he or she is under the influence of a mental disorder.
This text illustrates the important fact that abnormal psychology does not occur in a
cultural vacuum; the expression and treatment of psychological problems are strongly
influenced by cultural factors. Our task of updating and Canadianizing this text was
made much easier by the fact that so much of the key research on abnormal behaviour
has been conducted in Canada.

“Did You Know That” Chapter Openers

Each chapter begins with a set of “Did You Know That” questions designed to whet stu-
dents’ appetites for specific information contained in the chapter and to encourage them
to read further. These chapter-opening questions (e.g., “Did You Know That . . . you can
become psychologically dependent on a drug without becoming physically addicted?” or
“. . . as many as 17% of people will suffer from an anxiety disorder at some point in their
lives?”) also encourage students to think critically and evaluate common conceptions in
light of scientific evidence.

“Normal/Abnormal” Features
Instructors often hear the question “So what is the difference between normal behav-
iour and a psychological disorder?” In an effort to bring the material back to real life
and to separate normal emotional distress from a psychological disorder, we’ve intro-
duced case comparisons called “Normal/Abnormal Behaviour”—for example, “Alcohol
Use: No Disorder” and “Alcohol Abuse: Disorder,” “Normal Perfectionism: No
­Disorder” and “OCPD: Disorder.” These have been written to inspire discussion and
engagement with students in class. Students will encounter a variety of symptom
­severities and can discuss the differences between the cases. These cases are not meant
to encourage labelling but are designed to show real-life examples written in nonclinical
language. The cases have been written by Dr. Karen Rowa, Assistant Professor,

xiv PR EFAC E
­McMaster U
­ niversity, and Associate Director at St. Joseph’s Healthcare Clinical Psy-
chology Residency Program.

“Focus on Diversity” Features

The fourth Canadian edition of Essentials of Abnormal Psychology helps broaden stu-
dents’ perspectives so that they understand the importance of issues relating to gender,
culture, ethnicity, and lifestyle in the diagnosis and treatment of psychological disorders.
Students will see how behaviour deemed normal in one culture could be labelled abnor-
mal in another, how states of psychological distress might be experienced differently in
other cultures, how some abnormal behaviour patterns are culture-bound, and how ther-
apists can cultivate a sensitivity to cultural factors in their approach to treating people
from diverse backgrounds. Multicultural material is incorporated throughout the text
and is highlighted in boxed “Focus on Diversity” features that cover specific topics,
including the following:
• Mental Health Issues in Canadian Indigenous Communities (Chapter 1)
• Culture-Bound Syndromes (Chapter 2)
• Traditional Indigenous Ceremonies and Practices (Chapter 2)
• Canadian Multicultural Issues in Psychotherapy (Chapter 2)
• Koro and Dhat Syndromes: Asian Somatic Symptom Disorders? (Chapter 5)
• Ethnicity and Alcohol Abuse (Chapter 7)

“A Closer Look” Features

The Closer Look features highlight cutting-edge developments in the field (e.g., virtual
reality therapy) and in practice (e.g., suicide prevention) that enable students to apply
information from the text to their own lives. Here is a quick preview of features:
• Canadian Mental Health Promotion (Chapter 1)
• The Homeless in Canada (Chapter 1)
• DSM-5: Points of Controversy (Chapter 2)
• A New Vision of Stigma Reduction and Mental Health Support for Young Adults
(Chapter 2)
• Virtual Therapy (Chapter 3)
• Concussions, Depression, and Suicide Among NHLers (Chapter 4)
• Suicide Prevention (Chapter 4)
• Personality Disorders—Categories or Dimensions? (Chapter 6)
• The Controlled Social Drinking Controversy (Chapter 7)
• Correctional Service Canada’s National Sex Offender Programs (Chapter 9)
• A New View of Women’s Sexual Dysfunctions? (Chapter 9)
• Psychosis Sucks! Early Psychosis Intervention Programs (Chapter 10)
• A Canadian Definition of Learning Disabilities (Chapter 11)

Self-Scoring Questionnaires
Self-scoring questionnaires (for example, “The Body Shape Questionnaire” in Chapter 8
and the “An Inventory of Dissociative Experiences” in Chapter 5) involve students in the
discussion at hand and permit them to evaluate their own behaviour. In some cases,
­students may become more aware of troubling concerns, such as states of depression or
problems with drug or alcohol use, which they may wish to bring to the attention of a
professional. We have screened the questionnaires to ensure that they will provide students
with useful information to reflect on and to serve as a springboard for class discussion.

PR EFAC E xv
 Review It: In-Chapter Study Breaks
Essentials of Abnormal Psychology contains a built-in study break for students. These
in-chapter study breaks conclude each major section in the chapters. This feature pro-
vides students with the opportunity to review the material they have just read and gives
them a review break before moving on to a new section.

Define It: End-of-Chapter Glossary Terms

Key terms introduced throughout the text are listed here, with page references for easy
retrieval and to help students as they study.

Think About It: End-of-Chapter Discussion Material

End-of-chapter questions ask students to think critically about the issues that were raised
in the preceding passages of the text and invite students to relate the material to their
own experiences.

Recall It
End-of-chapter multiple-choice questions enable students to test their understanding of
the material.

Concept Maps
Concept Maps are diagrams at the end of each chapter that summarize key concepts and
findings. Refreshed and revised for this edition, the Concept Maps provide readers with
a “big picture” and are a useful way of understanding and remembering the material
covered in each chapter.

SUPPLE ME NTS
No matter how comprehensive a textbook is, today’s instructors require a complete edu-
cational package to advance teaching and comprehension. These instructor supplements
are available for download from a password-protected section of Pearson Canada’s
online catalogue (https://pearson.com/higher-education). Navigate to your book’s cata-
logue page to view a list of those supplements that are available. Speak to your local
Pearson Canada sales representative for details and access.
Essentials of Abnormal Psychology is accompanied by the following supplements:

MYTEST from Pearson Canada is a powerful assessment generation program that helps
instructors easily create and print quizzes, tests, and exams, as well as homework or prac-
tice handouts. Questions and tests can all be authored online, allowing instructors ultimate
flexibility and the ability to efficiently manage assessments at any time, from anywhere.
MyTest for Essentials of Abnormal Psychology in a Changing World, Fourth Canadian
Edition, includes over 3500 fully referenced multiple-choice, true/false, and essay ques-
tions. Each question is accompanied by a difficulty level, type designation, topic, and
answer justification. Instructors can access MyTest at “http://www.pearsonmytest.com”.

TEST ITEM FILE. The MyTest questions in multiple-choice, true/false, and essay ­formats
are also provided in a Word document.

INSTRUCTOR’S RESOURCE MANUAL The Instructor’s Resource Manual is a true

“course organizer,” integrating a variety of resources for teaching abnormal psychology.
It includes a summary discussion of the chapter content, a full chapter outline, lecture and
discussion questions, a list of learning goals for students, demonstrations, and activities.

xvi PR EFAC E
POWERPOINT® PRESENTATIONS Students often learn visually, and in a world where
multimedia is almost an expectation, a full set of PowerPoint presentations will help you
present course material to students.

IMAGE LIBRARY Electronic versions of key figures and tables in the text are available
for your use.

LEARNING SOLUTIONS MANAGERS Pearson’s Learning Solutions Managers work

with faculty and campus course designers to ensure that Pearson technology products,
assessment tools, and online course materials are tailored to meet your specific needs. This
highly qualified team is dedicated to helping schools take full advantage of a wide range
of educational resources by assisting in the integration of a variety of instructional materi-
als and media formats. Your local Pearson Canada sales representative can provide you
with more details on this service program.

PR EFAC E xvii
 ACKNOWLE DGME NTS

The field of abnormal psychology is a moving target, because the literature base that
informs our understanding is continually expanding. We are deeply indebted to a num-
ber of talented individuals who helped us hold our camera steady in taking a portrait of
the field, focus in on the salient features of our subject matter, and develop our snapshots
through prose.
First, we thank Tracey Carr at the University of Saskatchewan, who reviewed and
updated the previous edition to address changes in the DSM-5 criteria.
Second, we thank our professional colleagues, who reviewed chapters from earlier
Canadian editions: Mark Benner, Fanshawe College; Beverley Bouffard, York University;
Kristen Buscaglia, Niagara College; Kathy Foxall, Wilfrid Laurier University; Stephane
Gaskin, Dawson College; Stuart Keenan, Sir Sandford Fleming College; Thomas Keenan,
Niagara College; Ronald Laye, University of the Fraser Valley; Jocelyn Lymburner,
Kwantlen University College; Rajesh Malik, Dawson College; Jillian Esmonde Moore,
Georgian College; Karen Moreau, Niagara College; Ravi Ramkissoonsingh, Niagara
College; Joanna Sargent, Georgian College; Sandy Schlieman, Algonquin College; Dana
Shapero, University of Windsor; Carolyn Szostak, University of British Columbia-­
Okanagan; and Abe Worenklein, Dawson College.
Third, we are thankful to those who provided feedback to develop this new fourth
Canadian edition: Anastasia Blake, St. Clair College; Leonard George, Capilano Univer-
sity; and Cathy Lountis, Camplain College.
And finally, thank you to the publishing professionals at or collaborating with
­Pearson Canada who helped guide the development, editing, proofreading, and market-
ing of this edition, including Kim Veevers (Acquisitions); Madhu Ranadive and ­Katherine
Goodes (Development); Darcey Pepper (Marketing); Susan Johnson (Production); and
the various people who contributed by copyediting and proofreading the manuscript and
researching permissions and photos.

xviii
 ABOUT THE AUTHORS

JEFFREY S. NEVID is Professor of Psychology at St. John’s

­ niversity in New York, where he directs the Doctoral Program
U
in Clinical Psychology, teaches at the undergraduate and gradu-
ate levels, and supervises doctoral students in clinical practicum
work. He received his PhD in Clinical Psychology from the State
University of New York at Albany and was a staff psychologist
at Samaritan Hospital in Troy, New York. He later completed a
National Institute of Mental Health Post-Doctoral Fellowship
in Mental Health Evaluation Research at Northwestern
­University. He holds a Diplomate in Clinical Psychology from the American Board of
Professional Psychology, is a Fellow of the American Psychological Association and the
Academy of Clinical Psychology, and has served on the editorial boards of several jour-
nals and as Associate Editor of the Journal of Consulting and Clinical Psychology. His
publications have appeared in journals such as Journal of Consulting and Clinical Psy-
chology, Health Psychology, Journal of Occupational Medicine, Behavior Therapy,
American Journal of Community Psychology, Professional Psychology: Research and
Practice, Journal of Clinical Psychology, Journal of Nervous and Mental Disease,
Teaching of Psychology, American Journal of Health Promotion, and Psychology and
Psychotherapy. Dr. Nevid is also author of the book Choices: Sex in the Age of STDs and
the introductory psychology text Psychology: Concepts and Applications, as well as sev-
eral other college texts in the fields of psychology and health co-authored with Dr. Spen-
cer Rathus. Dr. Nevid is also actively involved in a program of pedagogical research
focusing on helping students become more effective learners.

BEVERLY GREENE is Professor of Psychology at St. John’s

­ niversity, a fellow of seven divisions of the American Psycho-
U
logical Association, and a fellow of the American Orthopsychi-
atric Association and the Academy of Clinical Psychology. She
holds a Diplomate in Clinical Psychology and serves on the edi-
torial boards of numerous scholarly journals. She received her
PhD in Clinical Psychology from Adelphi University and worked
in public mental health for over a decade. She was founding co-
editor of the APA Society for the Study of Lesbian, Gay, and
Bisexual Issues series, Psychological Perspectives on Lesbian, Gay and Bisexual Issues.
She is also co-author of the recent book What Therapists Don’t Talk About and Why:
Understanding Taboos That Hurt Ourselves and Our Clients and has more than 80
professional publications that are the subject of nine national awards. Dr. Greene was
recipient of the APA 2003 Committee on Women in Psychology Distinguished Leader-
ship Award; 1996 Outstanding Achievement Award from the APA Committee on Les-
bian, Gay, and Bisexual Concerns; the 2004 Distinguished Career Contributions to
Ethnic Minority Research Award from the APA Society for the Study of Ethnic Minority
Issues; the 2000 Heritage Award from the APA Society for the Psychology of Women; the
2004 Award for Distinguished Senior Career Contributions to Ethnic Minority Research
(APA Division 45); and the 2005 Stanley Sue Award for Distinguished Professional Con-
tributions to Diversity in Clinical Psychology (APA Division 12). Her co-edited book
Psychotherapy with African American Women: Innovations in Psychodynamic Perspec-
tives and Practice was also honoured with the Association for Women in Psychology’s
2001 Distinguished Publication Award. In 2006, she was the recipient of the Janet Helms
Award for Scholarship and Mentoring from the Teacher’s College, Columbia University

xix
 Cross Cultural Roundtable, and of the 2006 Florence Halpern Award for Distinguished
Professional Contributions to Clinical Psychology (APA Division 12). In 2009, she was
honoured as recipient of the APA Award for Distinguished Senior Career Contribution to
Psychology in the Public Interest. She is an elected representative to the APA Council and
member at large of the Women’s and Public Interest Caucuses of the Council.

LINDA J. KNIGHT has been teaching psychology at John Abbott

­ ollege in Sainte-Anne-de-Bellevue, Quebec, since 2001. She
C
teaches in both the Psychology Department and the Youth & Adult
Correctional Intervention department and supervises students in
clinical practicum work. She served on the Innovative Research
and Development Committee and the Teaching and Learning Envi-
ronmental Committee. She received her PhD in Clinical Psychology
from Queen’s University in Kingston, Ontario, and was a staff psy-
chologist at the London Psychiatric Hospital, London, Ontario,
and the Child and Family Assessment and Treatment Centre of Brant County, Brantford,
Ontario. She also practised as a clinical psychologist in Vancouver, British Columbia, and in
Montreal, Quebec. In addition to a private practice, she conducted intake and parole assess-
ments at various correctional facilities in Quebec. Dr. Knight served as a reviewer for the first
three Canadian editions of Essentials of Abnormal Psychology in a Changing World.

PAUL A. JOHNSON has 25 years’ experience in post-secondary

education as a professor, program co-ordinator, and curriculum
and program validation adviser at Confederation College. Paul
recently served on the Ontario Ministry of Training, Colleges
and Universities (MTCU) committee that developed the new
provincial college curriculum standards for general education
and essential employability skills. He has received international
recognition for academic leadership from the Chair Academy
and the National Institute for Staff and Organizational Devel-
opment (NISOD). Paul has also practised psychology in the Psy-
chotherapy and Psychiatric departments of St. Joseph’s Hospital
in Thunder Bay. As well, he has been a health-promotion con-
sultant in his community for many years. Along with Helen Bee
and Denise Boyd, Paul co-authored Lifespan Development (Pearson Education Canada),
now in its fourth Canadian edition.

STEVEN TAYLOR, PHD, ABPP, is a professor and clinical psy-

chologist in the Department of Psychiatry at the University of
British Columbia and is editor-in-chief of the Journal of Cogni-
tive Psychotherapy. He serves on the editorial board of several
journals, including the Journal of Consulting and Clinical Psy-
chology. He has published over 200 journal articles and book
chapters, and over a dozen books on anxiety disorders and
related topics. Dr. Taylor has received career awards from the
Canadian Psychological Association, the British Columbia Psy-
chological Association, the Association for Advancement of
Behaviour Therapy, and the Anxiety Disorders Association of
America. He is a fellow of several scholarly organizations,
including the Canadian Psychological Association, the
­A merican Psychological Association, the Association for Psychological Science, and the
Academy of Cognitive Therapy. His clinical and research interests include cognitive-
behavioural treatments and mechanisms of anxiety disorders and related conditions, as
well as the behavioural genetics of these disorders.

xx A B O U T T H E AU T H O RS
 1
What Is Abnormal Psychology?
C H A P TE R O U TL I N E
How Do We Define Abnormal Behaviour?
Criteria for Determining Abnormality
Cultural Bases of Abnormal Behaviour
The Continuum between Normal and Abnormal
Behaviour
Historical Perspectives on Abnormal Behaviour
The Demonological Model
Origins of the Medical Model: An “Ill Humour”
Medieval Times
Witchcraft
Asylums in Europe and the New World
Did You Know That…
• About one in five adults in Canada will be diagnosed with
a psychological disorder at some point in their lives?
• Behaviour we consider abnormal may be perceived as
perfectly normal in another culture?
• The modern medical model of abnormal behaviour can
be traced to the work of a Greek physician some 2500
years ago?
Tomek Sikora/The Image Bank/Getty Images
The Reform Movement and Moral Therapy in Europe
and North America
Drugs and Deinstitutionalization: The Exodus from
Provincial Psychiatric Hospitals
Pathways to the Present: From Demonology to
Science
Current Perspectives on Abnormal Behaviour
Biological Perspectives on Abnormal Behaviour
Psychological Perspectives on Abnormal Behaviour
Sociocultural Perspectives on Abnormal Behaviour
Interactionist Perspectives
• A night on the town in London, Ontario, in the 19th
century may have included peering at the residents of
a local asylum?
• At one time, there were more patients occupying
psychiatric hospital beds than there were patients in
hospital beds due to all other causes?
1

clinical psychologist Person with
graduate training in psychology
who specializes in abnormal
behaviour. He or she must be
registered and licensed with a
provincial psychological
regulatory body in order to
provide psychological services in
that province.
psychiatrist Physician who
specializes in the diagnosis and
treatment of mental disorders.
psychological disorders
Disturbances of psychological
functioning or behaviour
associated with states of
personal distress or impaired
social, occupational, or
interpersonal functioning. Also
called mental disorders.
abnormal psychology Branch of
psychology that deals with the
description, causes, and
treatment of abnormal behaviour
patterns.
medical model Biological
perspective in which abnormal
behaviour is viewed as
symptomatic of underlying
illness.
2 CHAPTER 1 W hat Is A bnormal P sychology?
A
bnormal behaviour might appear to be the concern of only a few. After all, only a
minority of the population will ever be admitted to a psychiatric hospital. Most
people never seek the help of a clinical psychologist or psychiatrist. Only a few
people plead not criminally responsible on account of a mental disorder. Many of us have
what we call an “eccentric” relative, but few of us have relatives we would consider truly
bizarre.
The truth of the matter is abnormal behaviour affects virtually everyone in one way or
another. Abnormal behaviour patterns that involve a disturbance of psychological function-
ing or behaviour are classified as psychological disorders (also called mental disorders).
According to the Canadian Community Health Survey, about 33% of Canadians experience a
psychological disorder at some time in their lives. The survey also reported psychological
disorders were most common among people in the 45- to 64-year age range, followed by
those in the 25- to 44-year range (Statistics Canada, 2012b). In 2015, the Mental Health
Commission of Canada (MHCC) released a document titled “Informing the Future: Mental
Health Indicators for Canada,” which provided a snapshot of mental health and mental
­illness in Canada. According to this report, close to 12% of Canadian adults in 2011/2012
between the ages of 20 and 64 were diagnosed as having either an anxiety or a depressive
disorder. These rates were two and a half times greater among lesbian, gay, and bisexual
individuals. In this same year, over 322 000 individuals in Canada were providing care for a
family member with a mental illness (MHCC, 2015). So if we include the mental health prob-
lems of our family members, friends, and co-workers, then perhaps none of us remains
unaffected.
Abnormal psychology is the branch of the science of psychology that addresses the
description, causes, and treatment of abnormal behaviour patterns. Let’s pause for a
moment to consider our use of terms. We prefer to use the term psychological disorder when
referring to abnormal behaviour patterns associated with disturbances of psychological func-
tioning, rather than mental disorder. There are a number of reasons why we have adopted this
approach. First, psychological disorder puts the study of abnormal behaviour squarely within
the purview of the field of psychology. Second, the term mental disorder is generally associ-
ated with the medical model perspective, which considers abnormal behaviour patterns to
be symptoms of underlying mental illnesses or disorders. Although the medical model
remains a prominent perspective for understanding abnormal behaviour patterns, we shall
see that other perspectives, including psychological and sociocultural perspectives, also
inform our understanding of abnormal behaviour. Third, mental disorder as a phrase rein-
forces the traditional distinction between mental and physical phenomena. As we’ll see,
there is increasing awareness of the interrelationships between the body and the mind that
calls into question this distinction.
In this chapter, we first address the task of defining abnormal behaviour. We see that
throughout history, and even in prehistory, abnormal behaviour has been viewed from differ-
ent perspectives or according to different models. We chronicle the development of con-
cepts of abnormal behaviour and its treatment. We see that, historically speaking, treatment
usually referred to what was done to, rather than for, people with abnormal behaviour. Finally,
we’ll introduce you to current perspectives on abnormal behaviour.
H OW D O WE DE F IN E
AB N ORMA L B E HAV IO U R ?
Most of us become anxious or depressed from time to time, but our behaviour is not
deemed abnormal. It is normal to become anxious in anticipation of an important job
interview or a final examination. It is appropriate to feel depressed when you have lost
someone close to you or when you have failed at a test or on the job. But when do we
cross the line between normal and abnormal behaviour?
One answer is emotional states like anxiety and depression may be considered abnor-
mal when they are not appropriate to the situation. It is normal to feel down because of
failure on a test, but not when one’s grades are good or excellent. It is normal to feel
anxious during a job interview, but not whenever entering a department store or board-
ing a crowded elevator.
Abnormal behaviour may also be suggested by the magnitude of the problem.
Although some anxiety is normal enough before a job interview, feeling your heart ham-
mering away so relentlessly that it feels like it might leap from your chest—and conse-
quently cancelling the interview—is not. Nor is it normal to feel so anxious in this
situation that your clothing becomes soaked with perspiration.

Criteria for Determining Abnormality

Abnormal behaviour thus has multiple definitions. Depending on the case, some criteria
may be weighted more heavily than others. But in most cases, a combination of these
criteria is used to define abnormality. Precisely how mental health professionals assess
and classify abnormal behaviour is described in Chapter 2, “Assessment, Classification,
and Treatment of Abnormal Behaviour.”
Psychologists generally apply some combination of the following criteria in making a
determination that behaviour is abnormal:
1. Behaviour is unusual. Behaviour that is unusual is often considered abnormal.
Only a few of us report seeing or hearing things that are not really there; “seeing
things” and “hearing things” are almost always considered abnormal in our cul-
hallucinations Perceptions that
ture, except, perhaps, in cases of religious experience. Yet hallucinations are not occur in the absence of an
deemed unusual in some non-Western cultures. Being overcome with feelings of external stimulus and that are
panic when entering a department store or when standing in a crowded elevator confused with reality.

Eviled/Shutterstock Air Images/Shutterstock

When is anxiety abnormal? Negative emotions such as anxiety are considered abnormal when they are judged to be excessive
or inappropriate to the situation. Anxiety is generally regarded as normal when it is experienced during a job interview, so long
as it is not so severe that it prevents the interviewee from performing adequately. Anxiety is deemed to be abnormal if it is
experienced whenever one boards an elevator.

C H A P T ER 1 W hat Is A bnormal P sychology? 3


paranoid Having irrational
suspicions.
delusions Firmly held but
inaccurate beliefs that persist
despite evidence they have no
basis in reality.
ideas of persecution A form of
delusional thinking characterized
by false beliefs that one is being
persecuted or victimized by
others.
4 CHAPTER 1 W hat Is A bnormal P sychology?
is also uncommon and considered abnormal. But uncommon behaviour is not in
itself abnormal. Only one person can hold the record for swimming or running
the fastest 100 metres. The record-holding athlete differs from the rest of us but,
again, is not considered abnormal.
2. Behaviour is socially unacceptable or violates social norms. All societies have
norms (standards) that define the kinds of behaviours acceptable in given con-
texts. Behaviour deemed normal in one culture may be viewed as abnormal in
another. In our society, standing on the street corner and repeatedly shouting
“Kill ’em!” to passersby would be labelled abnormal; shouting “Kill ’em!” in the
arena at a professional wrestling match is usually within normal bounds.
Although the use of norms remains one of the important standards for
defining abnormal behaviour, we should be aware of some limitations of this
definition.
One implication of basing the definition of abnormal behaviour on social
norms is that norms reflect relative cultural standards, not universal truths.
What is normal in one culture may be abnormal in another. For example,
­Canadians who assume strangers are devious and will try to take advantage are
usually regarded as distrustful, perhaps even paranoid. But such suspicions were
justified among the Mundugumor, a tribe of cannibals in Papua New Guinea
studied by anthropologist Margaret Mead (1935). Within that culture, male
strangers, even the male members of one’s own family, were typically spiteful
toward others.
Clinicians such as psychologists and psychiatrists need to weigh cultural
differences in determining what is normal and abnormal. In the case of the
Mundugumor, this need is more or less obvious. Sometimes, however, differ-
ences are subtler. For example, what is seen as normal, outspoken behaviour
by most Canadian women might be interpreted as brazen behaviour when
viewed in the context of another, more traditional culture. Moreover, what
strikes one generation as abnormal may be considered by others to fall within
the normal spectrum. For example, until the mid-1970s, homosexuality was
classified as a mental disorder by the psychiatric profession (see Chapter 9,
“Gender Dysphoria, Paraphilic Disorders, and Sexual Dysfunctions”). Today,
however, the psychiatric profession no longer considers homosexuality a men-
tal disorder. Indeed, roughly two thirds of Canadians now express approval of
same-sex relationships (Bibby, 2006). Another implication of basing normality
on compliance with social norms is the tendency to brand nonconformists as
mentally disturbed.
3. Perception or interpretation of reality is faulty. Normally speaking, our sensory
systems and cognitive processes permit us to form fairly accurate mental repre-
sentations of the environment. But seeing things or hearing voices that are not
present are considered hallucinations, which in our culture are often taken as
signs of an underlying disorder. Similarly, holding unfounded ideas or delusions,
such as ideas of persecution that the Mounties or the Mafia are out to get you,
may be regarded as signs of mental disturbance—unless, of course, they are.
It is normal in Canada to say one “talks” to God through prayer. If, however,
a person claims to have literally seen God or heard the voice of God—as opposed
to, say, being divinely inspired—we may come to regard her or him as mentally
disturbed.
4. The person is in significant personal distress. States of personal distress caused
by troublesome emotions, such as anxiety, fear, or depression, may be considered
abnormal. As noted earlier, however, anxiety and depression are sometimes
appropriate responses to a situation. Real threats and losses occur from time to
time, and the lack of an emotional response to them would be regarded as abnor-
mal. Appropriate feelings of distress are considered normal unless they become
prolonged or persist long after the source of anguish has been removed (after
most people would have adjusted) or if they are so intense they impair the indi-
vidual’s ability to function.
Another random document with
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 “Indeed, one so young as you appear to be! But yours, young
man, are the sorrows, perhaps, of a youthful lover. Yours are not so
deeply rooted as mine.”
These words led to an explanation which told the two strangers
that their concerns were more nearly allied than they had been
aware. Our readers of course need not be informed that the elder of
the two was Mr Primrose, and the younger Mr Robert Darnley. They
were happy, however, in the midst of their sorrows, to have become
thus acquainted at a distance from home. They only regretted that
the distance between their respective situations in India had formed
an insuperable barrier against an acquaintance and intimacy there.
The fact is that, so long as Dr Greendale considered the return of Mr
Primrose as a matter of uncertainty, he had been very cautious of
exciting his daughter’s expectations. He had ventured to consider his
own approbation quite sufficient to allow of the correspondence
between his niece and Mr Robert Darnley, and had in his letters to
Mr Primrose simply mentioned the fact without stating particulars,
thinking that it would be time enough hereafter, should the mutual
affection of the young persons for each other continue and
strengthen. Mr Primrose had, in reply to that information, left Dr
Greendale quite at liberty to make such disposal of Penelope as he
might think proper; for the father was well aware that the uncle was,
both by discretion and affection, well qualified for the guardianship of
his child.
The vessels in which the two gentlemen sailed soon weighed
anchor and put to sea again. So the friends were parted for a time;
nor did they hold any farther communication on the course of their
voyage, for they had not left St Helena many days before the ship
parted company in a gale of wind. That vessel in which Mr Primrose
sailed first arrived in England, as we have already intimated.
 CHAPTER XIV.
England appeared to Mr Primrose quite a new world. He had
sixteen years ago sailed down the river Thames, which presented on
its banks at that time quite as much picturesque beauty as now. But
he did not then observe these beauties. His heart was full of other
thoughts, and his mind was moved by widely different feelings. There
had not been in his soul the sentiment of moral beauty, nor was
there in his heart that repose of pleasure which could admit of
enjoying the external world in its manifestations of beauty or
sublimity. But on his return homewards his thoughts were far
different. He had left England in forlorn hope, but he was returning
under brighter auspices. He had sailed from his native land, bearing
a deeply felt burden of self-reproach; and though he could not forget
or forgive his former self, and though still there were painful scenes
to be witnessed, and melancholy information to be received, yet the
aspect of things was widely different from what it had been at his
departure. And he expressed himself delighted with all that he saw.
The little boats and the lighter craft upon the river spoke of bustle
and activity, and of human interest; and in them he saw the
flutterings of business and prosperity. Though it was winter, and the
trees on the rising grounds were leafless, and the fields had lost their
greenness, yet the very pattern and outline of what the scene had
been in summer, and of what it would be again in spring, were all
very charming to his eye, then active with imagination. His own
bright thoughts gave verdure to the trees and greenness to the
fields; and he thought that England indeed was a blessed land. And
as the vessel made her way up the river, and as at a distance a
dense black cloud was seen, he knew that that was a manifestation
of their vicinity to the great city, and that dark mass of floating
smoke, which rustic eloquence so glibly reprobates, was to his soul a
great refreshment and a most pleasing sight.
 As soon as he disembarked, he first directed his steps to the office
of his agent in the city, to make enquiry respecting the speediest
mode of arriving at Smatterton: for he knew not that his daughter’s
residence was now in London. There is a great contrast between the
appearance of the banks of the Thames and the inside of a city
counting-house; but they are both very pleasant sights to those who
are glad to see them. Mr Primrose was indeed very glad to see his
native land, and to walk the streets of its busy metropolis; and with
very great cordiality did he shake hands with the principal in the
office, and very politely did the principal congratulate him on his
return to England. Mr Primrose did not notice the great contrast
between his own joy-expanded face and the business-looking aspect
of the agent; but he thought that all London looked as glad to see
him as he was to see London. After transacting at the office of his
agent such business as was immediately important, and without
waiting to observe what changes and improvements had taken place
in the great city since he had left it sixteen years ago, he made
enquiry after the readiest and quickest mode of reaching Smatterton,
and finding that the stage-coach was the most rapid conveyance, he
immediately directed his steps thitherward.
There are in the course of human life many strange and singular
coincidences. Now it happened that the very day on which Mr
Primrose was preparing to start for Smatterton, Mr Kipperson also
was going to travel the same road, and by the same conveyance.
Little did the former imagine that he was going away from his
daughter; little did he think that, in his way to the White Horse cellar
in Piccadilly, he had actually passed the house in which his beloved
child and only hope lay sick and ill. The days in December are very
short; and it was nearly dark when, at four o’clock in the afternoon,
Mr Primrose and Mr Kipperson, unknown to each other, took their
seats in the coach. They had the inside of the coach to themselves.
Mr Primrose, as we have said, was in good spirits. He certainly
had some cause for grief, and some source of concern; but the
feeling of satisfaction was most prominent. He had shed tears to the
memory of Dr Greendale, and he hoped that the worthy man had so
instructed the dependent one committed to his care, that no
permanent cause of uneasiness would be found in her. The
intelligence which he had received respecting her alleged and
supposed fickleness came from Mr Darnley, and the father,
therefore, knowing Mr Darnley to be a very severe and rigid kind of
man, and withal mighty positive, hoped that a premature judgment
had been formed, and trusted that, when all was explained, all would
be right. We must indeed do the father of Penelope the justice to say
that, with all his failings, he was sincere, candid, and downright. He
never suffered any misunderstanding to exist where it could possibly
be cleared up. He was plain and direct in all his conduct.
We need not say that Mr Kipperson was in good spirits. He always
was so. He was so very happy that by this last journey to London he
had saved the nation from being starved to death by a
superabundance of corn. What a fine thing it is to be the cleverest
man in the kingdom! What would become of us all were it not for
such men as Mr Kipperson starting up about once in a century, or
twice a-week, to rectify all the errors of all the rest of the world? And
what is the use of all the world beside, but to admire the wisdom of
such men as Mr Kipperson? Our only fear is that we may have too
many such profoundly wise men; and the consequence of an over
supply of wisdom would be to ruin the nation by folly.
Whether Mr Kipperson addressed Mr Primrose, or Mr Primrose
addressed Mr Kipperson, we know not; but in a very short time they
became mighty good friends. To some observation of Mr Primrose,
his fellow traveller replied:
“You have been abroad I suppose, sir?”
“I have, sir,” said Mr Primrose; “and that for a long while: it is now
upwards of sixteen years since I left England, and I am most happy
to return to it. Many changes have taken place since I went abroad,
and some, I hope, for the better.”
“Many improvements have indeed been made in the course of that
time. We have improved, for instance, in the rapidity with which we
travel; our roads are as smooth as a bowling-green. But our greatest
improvements of all are our intellectual improvements. We have
made wonderful strides in the march of intellect. England is now the
first country in the world for all that relates to science and art. The
cultivation of the understanding has advanced most astonishingly.
“I remember noticing when I was in India,” said Mr Primrose, “that
the number of publications seemed much increased. But many of
them appeared to be merely light reading.”
“Very likely, sir; but we have not merely light reading; we have a
most abundant supply of scientific publications: and these are read
with the utmost avidity by all classes of people, especially by the
lower classes. You have no doubt heard of the formation of the
mechanics’ institutes?”
“I have, sir,” replied Mr Primrose; “but I am not quite aware of the
precise nature of their constitution, or the object at which they aim.
Perhaps you can inform me?”
“That I can, sir,” said Mr Kipperson; “and I shall have great
pleasure in so doing; for to tell you the truth I am a very zealous
promoter of these institutions. The object of these institutions is to
give an opportunity to artisans, who are employed all day in manual
labour, to acquire a scientific knowledge, not only of the art by which
he lives and at which he works, but of everything else which can
possibly be known or become a subject of human inquiry or interest.”
“But surely,” interrupted Mr Primrose, “it is not designed to convert
mechanical into scientific men. That seems to my view rather a
contradiction to the general order of things.”
“I beg your pardon,” replied the other; “you are repeating, I
perceive, exploded objections. Is it possible, do you think, that a man
should do his work worse for understanding something of the
philosophy of it? Is it not far better, where it is practicable, that a man
should act as a rational reflecting creature, than as a piece of mere
machinery?”
“Very true, certainly, sir; you are right. Ay, ay, now I see: you
instruct all artisans in the philosophy of their several employments.
Most excellent. Then, I suppose, you teach architecture and read
lectures on Vitruvius to journey-men bricklayers?”
 “Nay, nay, sir,” replied Mr Kipperson, “we do not carry it quite so far
as that.”
“Oh, I beg your pardon,” replied Mr Primrose, “I had not the
slightest idea that this was carrying your system too far. It might,
perhaps, be a little refinement on the scheme to suppose that you
would teach tailors anatomy; but after all I do not see why you
should start at carrying a matter of this kind too far. The poet says, ‘a
little knowledge is a dangerous thing;’ and, for my own part, I can
see no great liberality in this parsimonious and stinted mode of
dealing out knowledge; for unless you teach the lower classes all
that is to be taught, you make, or more properly speaking keep up,
the distinction.”
Mr Kipperson was not best pleased with these remarks; he saw
that his fellow-traveller was one of those narrow-minded aristocratic
people, who are desirous of keeping the mass of the people in gross
ignorance, in order that they may be the more easily governed and
imposed upon. Though in good truth it has been said, that the
ignorant are not so easily governed as the enlightened. The
ingenious and learned Mr Kipperson then replied:
“You may say what you please, sir, in disparagement of the system
of enlightening the public mind; but surely you must allow that it is far
better for a poor industrious mechanic to attend some lecture on a
subject of science or philosophy, than to spend his evenings in
drunkenness and intemperance.”
“Indeed, sir, I have no wish to disparage the system of
enlightening the public mind; and I am quite of your opinion, that it is
much more desirable that a labouring man”——
“Operative, if you please,” said Mr Kipperson; “we have no
labouring men.”
“Well,” pursued Mr Primrose, “operative; the term used to be
labouring or working when I was last in England: I will agree with
you, sir, that it is really better that an operative should study
philosophy, than that he should drink an inordinate quantity of beer.
But do you find, sir, that your system does absolutely and actually
produce such effects?”
“Do we?” exclaimed Mr Kipperson triumphantly: “That we certainly
and clearly do: it is clear to demonstration; for, since the
establishment of mechanics’ institutes, the excise has fallen off very
considerably. And what can that deficiency be owing to, if it be not to
the fact which I have stated, that the operatives find philosophy a far
more agreeable recreation after labour than drinking strong beer?”
“You may be right, sir, and I have no doubt you are; but, as I have
been so long out of England, it is not to be wondered at that my
ideas have not been able to keep pace with the rapid strides which
education has made in England during that time. I am very far from
wishing to throw any objection or obstacle in the way of human
improvement. You call these establishments ‘mechanics’ institutions:’
but pray, sir, do you not allow any but mechanics to enjoy the benefit
of them? Now there is a very numerous class of men, and women
too—for I should think that so enlightened an age would not exclude
women from the acquisition of knowledge;—there is, I say, a very
numerous class of men and women who have much leisure and little
learning—I mean the servants of the nobility and gentry at the west
end of the town. It would be charitable to instruct them also in the
sciences. How pleasant it must be now for the coachman and
footman, who are waiting at the door of a house for their master and
mistress, at or after midnight, instead of sleeping on the carriage, or
swearing and blaspheming as they too frequently do, to have a
knowledge of astronomy, and study the movements of the planets. Is
there no provision made for these poor people?”
“Certainly there is,” said Mr Kipperson. “There are cheap
publications which treat of all the arts and sciences, so that for the
small charge of sixpence, a gentleman’s coachman may, in the
course of a fortnight, become acquainted with all the Newtonian
theory.”
Mr Primrose was delighted and astonished at what Mr Kipperson
told him; he could hardly believe his senses; he began to imagine
that he must himself be the most ignorant and uninformed person in
his majesty’s dominions.
“But tell me, sir,” continued he, “if those persons, whose time and
attention is of necessity so much occupied, are become so well
informed; do others, who have greater leisure, keep pace with them;
or, I should say, do they keep as much in the advance as their
leisure and opportunity allow them? For, according to your account,
the very poorest of the community are better instructed now than
were the gentry when I lived in England.”
“Education, sir,” answered Mr Kipperson, with the tone of an
oracle, “is altogether upon the advance. The science of instruction
has reached a point of perfection, which was never anticipated; nay,
I may say, we are astonished at ourselves. The time is now arrived
when the only ignorant and uninformed persons are those who have
had the misfortune to be educated at our public schools and
universities: for in them there is no improvement. I have myself been
witness of the most shocking and egregious ignorance in those men
who call themselves masters of arts. They know nothing in the world
about agriculture, architecture, botany, ship building, navigation,
ornithology, political economy, icthyology, zoology, or any of the ten
thousand sciences with which all the rest of the world is intimate. I
have actually heard an Oxford student, as he called himself, when
looking over a manufactory at Birmingham, ask such questions as
shewed that he was totally ignorant even of the very first rudiments
of button-making.”
“Astonishing ignorance,” exclaimed Mr Primrose, who was rather
sleepy; “I dare say they make it a rule to teach nothing but ignorance
at the two universities.”
“I believe you are right, sir,” said Mr Kipperson, rubbing his hands
with cold and extacy; “those universities have been a dead weight on
the country for centuries, but their inanity and weakness will be
exposed, and the whole system exploded. There is not a common
boys’ school in the kingdom which does not teach ten times more
useful knowledge than both the universities put together, and all the
public schools into the bargain. Why, sir, if you send a boy to school
now, he does not spend, as he did formerly, ten or twelve years in
learning the Latin grammar, but now he learns Latin and Greek, and
French, German, Spanish, Italian, dancing, drawing, music,
mapping, the use of the globes, chemistry, history, botany,
mechanics, hydrostatics, hydraulics, hydrodynamics, astronomy,
geology, gymnastics, architecture, engineering, ballooning, and
many more useful and indispensable arts and sciences, so that he is
fitted for any station in life, from a prime minister down to a shoe-
black.”
Before this speech was finished, Mr Primrose was fast asleep; but
short is the sleep in a coach that travels by night. The coach stopped
and woke our foreigner from a frightful dream. We do not wish to
terrify our readers, but we must relate the dream in consequence of
its singularity. He dreamed then, that he was in the island of Laputa,
and that having provoked the indignation of some of the learned
professors by expressing a doubt as to the practicability of some of
their schemes, he was sentenced to be buried alive under a pyramid
of encyclopedias. Just as the cruel people were putting the sentence
into execution, he woke and found his coat-collar almost in his
mouth, and heard the word ‘ology’ from the lips of his fellow traveller.
He was very glad to find that matters were no worse.
 CHAPTER XV.
Few indeed are the adventures now to be met with in travelling by
a stage coach, and few also, comparatively speaking, the accidents.
But our travellers were destined to meet both with accident and
adventure. The coach, as our observant readers have noticed, must
necessarily have travelled all night. The nights in December are long
and dark; and not unfrequently, during the long cold silence of a
December night, there gently falls upon the dank surface of the earth
a protecting and embellishing fleece of flaky snow. And the morning
snow as yet untrodden has a brilliant and even cheerful look beneath
a blue and brightly frosty sky; and when a wide expanse of country
variegated with venerably-aged trees, and new enclosures and old
open meadow lands, and adorned with here and there a mansion
surrounded with its appurtenances of larch, pine, and poplar, and
divided into unequal but gracefully undulating sections by means of a
quiet stream—when a scene like this bursts upon the morning eye of
a winter traveller, and shows itself set off and adorned with a mantle
of virgin snow, it is indeed a sight well worth looking at. Mr Primrose
had not seen snow for sixteen years, and the very sight of it warmed
his heart; for it was so much like home. It was one of those natural
peculiarities which distinguished the land of his birth from the land of
his exile. He expressed to his fellow traveller the delight which he felt
at the sight. Mr Kipperson coincided with him that the view was fine,
and proposed that, as they were both well clad, and as the scenery
was very magnificent, they should by way of a little variety seat
themselves on the outside of the coach. The proposal was readily
embraced, and they mounted the roof.
The carriage was proceeding at a tolerably rapid pace on high but
level ground; and the travellers enjoyed the brightness of the
morning, and the beauty of the valley which lay on their left hand.
Shortly they arrived at a steep descent which led into the valley
beneath, and there was no slacking of pace or locking of wheels,
which had been customary in going down hill when Mr Primrose was
last in England. He expressed, therefore, his surprise at the
boldness or carelessness of the coachman, and hinted that he was
fearful lest some accident might happen. But Mr Kipperson
immediately dissipated his fears, by telling him that this was the
usual practice now, and that the construction of stage-coaches, and
the art of driving, were so much improved, that it was now
considered a far safer and better plan to proceed in the usual pace
down hill as well as upon level ground. Mr Kipperson, in short, had
just proved to a demonstration that it was impossible that any
accident could happen, when down fell one of the horses, and
presently after down fell coach and all its company together.
Happily no lives were lost by the accident. But if Mr Kipperson’s
neck was not broken by the fall, his heart was almost broken by the
flat contradiction which the prostrate carriage gave to his theory, and
he lay as one bereft of life. Equally still and silent lay Mr Primrose;
for he was under the awkward difficulty of either denying his fellow
traveller’s correctness or doubting the testimony of his own senses.
The catastrophe took place near to a turnpike house; so that those of
the passengers, who had experienced any injury from the
overturning of the coach, could be speedily accommodated with all
needful assistance. All the passengers, however, except Mr
Primrose, were perfectly able, when the coach was put to rights
again, to resume their journey. Mr Primrose, as soon as he
recovered from the first shock of his fall, was very glad to take refuge
in the turnpike house, and he soon became sensible that it would not
be prudent for him then to pursue his journey. He had indeed
received a severe shock from the accident, and though he had no
bones broken he had suffered a violent concussion which might be
doctored into an illness.
As soon as possible medical assistance was procured. The
surgeon examined and interrogated the overturned gentleman with
great diligence and sagacity. From the examination, it appeared not
unlikely that the patient might promise himself the pleasure of a
speedy removal. The truth of the matter was, that the poor
gentleman was more frightened than hurt. Some cases there are,
and this was one of them, in which no time should be lost in sending
for the doctor, seeing that, if the doctor be not sent for immediately,
he may not be wanted at all. This is one of the reasons why
physicians keep carriages, and have their horses always in
readiness; for by using great expedition they frequently manage to
arrive before the patient recovers.
The surgeon who attended Mr Primrose thought proper to take
some blood from his patient, and to supply the place of the same by
as many draughts as could be conveniently taken, or be reasonably
given in the time. It was also recommended that the gentleman
should be put to bed.
The dwellings attached to turnpike gates are seldom so roomy and
so abundantly provided with accommodation as to admit of an
accidental visitor: but in the present case it so happened that there
was an apartment unoccupied and not unfurnished. The
gatekeeper’s wife, who was a notable and motherly kind of woman,
said, that if the gentleman could put up with a very small apartment,
and a coarse but clean bed, he might be accommodated, and he
need not fear that the bed was damp, for it had been occupied for
the last month, and had only been vacated the day before. Mr
Primrose readily accepted the offer, not being very particular as to
appearance.
“I suppose,” said he, “you keep a spare bed for the
accommodation of those who may be overturned in coming down
this hill? Your surgeon, I find, does not live far off. That is a good
contrivance. Pray can you tell me, within a dozen or two, how many
broken bones the stage coach supplies him with in the course of the
year?”
At this speech the good woman laughed, for it was uttered in such
a tone as intimated that the gentleman wished it to be laughed at;
and as he was a respectable looking man, and carried in his aspect
a promise to pay, the worthy wife of the gate-keeper laughed with
right good will.
“Oh dear no, sir,” said she, “there is not an accident happens here
hardly ever. The coachman what overturned you this morning, is one
of the most carefullest men in the world, only he had a new horse as
didn’t know the road.”
“A very great comfort is that,” said Mr Primrose, and he smiled,
and the gate-keeper’s wife smiled, and she thought Mr Primrose a
very funny man, that he should be able to joke when under the
doctor’s hands. There are some people who are very facetious when
they are sick, provided the sickness be not very acute; for it looks
like heroism to laugh amidst pain and trouble.
Mr Primrose then proceeded; “So you will assure me that the
person who occupied your spare bed last, was not an overturned
coach passenger?”
The poor woman did not smile at this observation, but on the
contrary looked very grave, and her eyes seemed to be filling with
tears, when she compressed her lips and shook her head mournfully.
With some effort, after a momentary silence, she said:
“No, sir, it was not any one that was overturned; but it was a coach
passenger. It was a young lady, poor dear soul! that seemed almost
dying of a broken heart. But had not you better go to bed, sir? The
doctor said you wanted rest.”
Mr Primrose was a nervous man, and tales of sorrow inartificially
told frequently depressed him, and excited his sympathy with greater
force than was consistent with poetical enjoyment. He therefore took
the considerate advice which the good woman gave him, and retired
to rest. To a person of such temperament as Mr Primrose, the very
mention of a young lady almost dying of a broken heart was quite
sufficient to set his imagination most painfully at work. Rapidly did
his thoughts run over the various causes of broken hearts. Very
angry did he become with those hardened ones, by whose follies
and vices so many of the gentler sex suffer the acutest pangs of the
spirit. He thought of his own dear and only child, and he almost
wrought himself up to a fever by the imagination that some villanous
coxcomb might have trifled with her affections, and have left her to
the mockery of the world. He then thought of the mother of his
Penelope, and that she had died of a broken heart, and that his
follies had brought her to an untimely grave. Then came there into
his mind thoughts of retributive justice, and there was an
indescribable apprehension in his soul that the sorrows which he had
occasioned to another might fall also to his own lot. He wondered
that there should be in the world so much cruelty, and such a wanton
sporting with each others’ sufferings. The powerful emotions which
had been raised in his mind from the first hour that he embarked for
England, were of a nature so mingled, and in their movements so
rapid, that he hardly knew whether they were pleasurable or painful.
There was so much pleasure in the pain, and so much pain in the
pleasure, that his mind was rendered quite unsteady by a constant
whirl and vortex of emotions. He felt a kind of childish vivacity and
womanly sensibility. His tears and his smiles were equally
involuntary; he had no power over them, and he had scarcely notice
of their approach. Something of this was natural to him; but present
circumstances more strongly and powerfully developed this
characteristic. The accident, from which he had received so sudden
a shock, tended still farther to increase the excitability of his mind.
When therefore he retired for the purpose of gaining a little rest, his
solitude opened a wider door to imagination and recollection; and
thereupon a confused multitude of images of the past, and of fancies
for the future, came rushing in upon him, and his mind was like a
feather in a storm.
The surgeon was very attentive to his patient, for he made a
second visit not above four hours after the first. The people at the
turnpike-house told him that the gentleman had, in pursuance of the
advice given him, retired to take a little rest. The medical man
commended that movement; but being desirous to see how his
patient rested, he opened the door of the apartment very gently, and
Mr Primrose, who was wide awake, and happy to see any one to
whom he could talk, called aloud to the surgeon to walk in.
“I am not asleep, sir; you may come in; I am very glad to see you; I
have felt very much relieved by the bleeding. I think I shall be quite
well enough to proceed to-morrow. Pray, sir, can you inform me how
far it is to Smatterton from this place?”
“About sixty miles,” replied the surgeon.
 “Sixty miles!” echoed Mr Primrose; “at what a prodigious rate then
we must have travelled.” Thereupon the patient raised himself up in
the bed, and began, or attempted to begin, a long conversation with
his doctor. “Why, sir, when I was in England last, the coach used to
be nearly twice as long on the road. Is this the usual rate of
travelling?”
The medical man smiled, and said, “The coach by which you
travelled, is by no means a quick one, some coaches on this road
travel much faster.”
“And pray, sir, do these coaches ever arrive safely at their
journey’s end?”
The surgeon smiled again and said, “Oh yes, sir, accidents are
very rare.”
“Then I wish,” replied Mr Primrose; “that they had not indulged me
with so great a rarity just on my arrival in England. I have been in the
East Indies for the last sixteen or seventeen years, and during that
time—”
Few medical men whose business is worth following, have time to
listen to the history of a man’s life and adventures for sixteen or
seventeen years. Hindoostan is certainly a very interesting country,
but there is no country on the face of the earth so interesting as a
man’s own cupboard. The doctor therefore cut off his patient’s
speech, not in the midst, but at the very beginning; saying unto him,
with a smile, for there is much meaning in a smile; “Yes sir, certainly
sir, there is no doubt of it—very true; but, sir, I think it will be better
for you at present to be kept quiet; and if you can get a little sleep it
will be better for you. I think, sir, to-morrow, or the next day, you may
venture to proceed on your journey. I will send you a composing
draught as soon as I return home, and will see you again to-morrow,
early in the morning. But I would not recommend you to travel by the
stage coach.”
“Ay, ay, thank you for that recommendation, and you may take my
word I will follow it.”
 The doctor very quickly took his leave, and Mr Primrose thought
him a very unmannerly cub, because he would not stop to talk. “A
composing draught!” thus soliloquized the patient; “a composing
draught! a composing fiddlestick! What does the fellow mean by
keeping me thus in bed and sending me in his villanous compounds.
Why, I think I am almost able to walk to Smatterton. I won’t take his
composing draught; I’ll leave it here for the next coach passenger
that may be overturned at the foot of this hill. I dare to say it will not
spoil with keeping.”
The word “coach-passenger” brought to Mr Primrose’s recollection
the melancholy look and sorrowful tone of the poor woman who
mentioned the young lady who seemed almost dying of a broken
heart. His curiosity was roused, his nerves were agitated. He kept
thinking of his poor Penelope. He recollected with an almost painful
vividness the features and voice of the pretty little innocent he had
left behind him when he quitted England. He recollected and painted
with imagination’s strongest lines and most glowing colours that
distracting and heart-rending scene, when after listening with tearful
silence to the kind admonitions of his brother-in-law, he snatched up
in his arms his dear little laughing Penelope, and he saw again as
pungently as in reality, the little arms that clasped him with an
eagerness of joy, and he recollected how his poor dear child in the
simplicity of her heart mistook the agitations and tremblings of grief
for the frolicsome wantonness of joy, and he saw again that
indescribably exquisite expression with which she first caught sight
of his tears; and then there came over his mind the impression
produced by the artless manner in which the poor thing said, “Good
night, papa, perhaps you won’t cry to-morrow.”
Now he thought of that Penelope as grown up to woman’s estate,
and he felt that he should be proud of his daughter: but oh what
fears and misgivings came upon him, and he kept muttering to
himself the words of the woman who had talked of the young lady
almost dying of a broken heart. It was well for the patient that the
doctor soon fulfilled his word and sent a composing draught. But the
very moment that his attentive nurse gently tapped at the door of his
room, he called out:
 “Come in, come in, I am not asleep. Oh, what you have brought
me a composing draught! Nonsense, nonsense, keep it for the next
coach-passenger that is overturned, and give it to him with my
compliments. Well, but I say, good woman, you were telling me
something about a poor young lady who was almost dying with a
broken heart. Who is she? Where is she? What is her name? Where
is she gone to? Where did she come from? Who broke her heart?
Was she married, or was she single? Now tell me all about her.”
“Oh dear, sir, I am sure you had better take this physic what the
doctor has sent you, that will do you more good than a mallancolly
story. Indeed you’d better, sir; shall I pour it out into a cup?”
“Ay, ay, pour it out. But I say, good woman, tell me where did this
poor young lady come from?”
“Lord, sir, I never saw such a curious gentleman in my life. Why,
then if you must know, she came from a long way off, from a village
of the name of Smatterton, a little village where my Lord Smatterton
has a fine castle.”
While the good woman was speaking she kept her eyes fixed
upon the cup into which she was slowly pouring the medicine, and
therefore she did not perceive the effect produced upon the patient
by the mention of Smatterton; for, as soon as he heard the name he
started, turned pale, and was breathless and speechless for a
moment; and then recovering the use of his speech, he exclaimed,
“Smatterton! Smatterton! Good woman, are you in your senses?
What do you mean?”
Now it was very well for Mr Primrose and his composing draught
that the wife of the gate-keeper was not nervous; for had she been
nervous, that sudden and almost ridiculous exclamation, uttered as it
was, in a very high key, and with a very loud voice, would certainly
have upset the cup together with its contents. If ever a composing
draught was necessary, it clearly was so on this occasion. The good
woman however did not let the cup fall, but with the utmost
composure looked at the patient and said:
 “Lawk-a-mercy, sir, don’t be in such a taking. I durst to say the
poor cretter wasn’t nobody as you know. She was a kind of a poor
young lady like. There now, sir, pray do take your physic, ’cause
you’ll never get well if you don’t.”
Mr Primrose was still in great agitation, and that more from
imagination than apprehension. His nervous sensibility had been
excited, and everything that at all touched his feelings did most
deeply move him. He therefore answered the poor woman in a
hurried manner:
“Come, come, good woman, I will swallow the medicine, if you will
have the goodness to tell me all you know about this poor young
lady.”
Now, as it was very little that the good woman did know, she
thought it might be for the patient’s advantage if he would take the
medicine even upon those terms. For she had so much respect for
the skill of the doctor, that it was her firm opinion that the draught
would have more power in composing, than her slender narrative in
disturbing, the gentleman’s mind. She very calmly then handed the
cup and said: “Well, sir, then if you will but take the physic, I will tell
you all I know about the matter.”
Mr Primrose complied with the condition, and took the medicine
with so much eagerness, that he seemed as if he were about to
swallow cup and all.
“There, sir,” said the good woman, mightily pleased at her own
management; “now I hope you will soon get better.”
“Well, now I have taken my medicine; so tell me all you know
about this young lady.”
“Why, sir, ’tisn’t much as I know: only, about two months ago, that
coach what you came by was going up to town, and it stopped, as it
always does, at our gate, and the coachman says to my husband,
says he, ‘Here’s a poor young lady in the coach so ill that she cannot
travel any farther; can you take her in for a day or two?’ And so I
went and handed the poor thing out of the coach, and I put her to
bed; and sure enough, poor thing, she was very ill. Then, sir, I sent
for the doctor; but, dear me, he could do her no good: and so then I
used to go and talk to the poor cretter, and all she would say to me
was, ‘Pray, let me die.’ But in a few days she grew a little better, and
began to talk about continuing her journey, and I found out, sir, that
the poor dear lady was broken-hearted.”
Here the narrator paused. But hitherto no definite information had
been conveyed to Mr Primrose, and he almost repented that he had
taken the trouble to swallow the medicine for such a meagre
narrative.
“And is that all you know, good woman? Did not you learn her
name?”
“Yes,” replied the informant: “her name was Fitzpatrick: and after
she was gone, I asked the coachman who brought her, and he told
me that that wicked young nobleman, Lord Spoonbill, had taken the
poor thing away from her friends, and had promised to make a fine
lady of her, but afterwards deserted her and sent her about her
business. And all because my lord was mighty sweet upon another
young lady what lives at Smatterton.”
Now came the truth into Mr Primrose’s mind, and he readily knew
that this other young lady was his Penelope. This corroborated the
letter which Mr Darnley had written to him on the decease of Dr
Greendale. Happy was it for the father of Penelope that he had no
suspicion of unworthy intentions towards his daughter on the part of
Lord Spoonbill; and well was it for the traveller that he had
swallowed the composing draught. He received the information with
tolerable calmness, and thanking the poor woman for indulging his
curiosity, he very quietly dismissed her. And as soon as she was
gone he muttered to himself:
“My child shall never marry a villain, though he may be a
nobleman.”
 CHAPTER XVI.
Whether it was that the medicine which Mr Primrose had taken
possessed extraordinary composing powers, or whether his mind
had been quieted by its own outrageous agitations, we cannot say;
but to whatever cause it might be owing, it is a fact that, on the
following morning he was much more composed, and the medical
attendant pronounced that he might without any danger proceed on
his journey.
He was not slow in availing himself of this permission, and he also
followed the suggestion of his medical attendant in not travelling by
the stage-coach. After astonishing the gate-keeper and his wife, and
also the doctor, by his liberality for their attention to him, he started in
a post-chaise for Smatterton. No accident or interruption impeded his
progress, and at a late hour he arrived at Neverden, intending to pay
his first visit to Mr Darnley, and designing through him to
communicate to Penelope the knowledge of his arrival, and prepare
her for the meeting.
It was necessary for Mr Primrose to introduce himself to Mr
Darnley. The stately rector of Neverden was in his study. He was not
much of a reading man, he never had been; but still it was necessary
that he should keep up appearances, and therefore he occasionally
shut himself up in that room which he called his study; and there he
would read for an hour or two some papers of the Spectator, or some
old numbers of the Gentleman’s Magazine, or Blackstone’s
Commentaries, or any other book of equal reputation for sound
principles. There is a great advantage in reading those books that
everybody talks about and nobody reads. It was also very proper
that, if any of the parishioners called on the rector, it might be
necessary to send for him “out of the study.” Sometimes also Mr
Darnley gave audiences in his study, and then the unlearned
agriculturists thought him a most wonderful man to have so many
books, and so many large books too; some of them looking as big as