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Contents vii
Historical Perspectives on Approaches to Diversity in U.S. Schools: Anglo-Conformity

and Assimilationist Ideology 42
Multiculturalism and Pluralist Ideology: The Civil Rights Movement
and the Schools 45
The Emergence of Global Education in the United States 47
Multicultural and Global Education: Differences and Similarities 50
Challenges to Multicultural and Global Education
in American Schools 51
Internationalization in Higher Education 55
Intercultural Education and the Preparation of Teachers
in Higher Education 56
The Impact of Global Perspectives on American Education 58
Summary 58
Chapter Review 58
Key Terms 59
Active Exercise 59
Reflective Questions 59
References 60
Chapter 3 Culture and the Culture-Learning

Process 63
Focus Questions 63
Exploring the Concept of Culture 64
Case Study: Beechland Heights: A Thought Experiment 65
Defining Culture 68
©Hill Street Studios/Blend Images LLC RF
Culture in Everyday Use 68
Commonalities in Definitions of Culture 70
Humans Construct Culture 70
Culture Is Shared 71
Culture Is Both Objective and Subjective 72
Culture Is Nurtured 73
Applying the Concept of Culture 75
Culture-Specific Versus Culture-General Frameworks 76
The Culture-Learning Process 77
What Is Learned: The Sources of Cultural Knowledge 77
How Culture Is Learned: The Socializing Agents 85
When Culture Is Learned: The Process of Socialization 86
Primary Socialization and Cultural Similarities 87
Secondary Socialization 88
Some Consequences of Socialization 89
Perception and Categorization 90
Some Limits on Socialization 92
viii Contents
Understanding Cultural Differences 93

Variations in Cultural Environments:
Returning to Beechland Heights 93
Variations in Cultural Attributes, Socializing Agents,
and Cultural Learners 96
Critical Incidents 98
Summary 100
Chapter Review 100
Key Terms 100
References 103
Chapter 4 Classrooms and Schools as Cultural

Crossroads 107
Focus Questions 107

Case Study: Melinda’s Induction Year Dilemma 108
Schools and Classrooms: Where Cultures Intersect 109
Student Culture 110
©Ingram Publishing RF
Teacher Culture 110
Parent Culture 111
School Culture 112
Teachers as Cultural Mediators 112
Cross-Cultural Adaptation 113
Acculturation and Identity 115
Themes From Cross-Cultural Psychology 117
A Model of Intercultural Interaction 119
Stage 1: Understanding Emotional Responses
in Intercultural Interaction 120
Stage 2: Understanding the Cultural Basis
of Unfamiliar Behavior 123
Stage 3: Making Adjustments and
Reshaping Cultural Identity 126
Applying the Culture-General Model 129
Identifying Commonalities Among Groups 132
Identifying Differences Within a Group 133
Critical Incidents at Wake Central High 133
Discussion of Critical Incidents 136
Summary 139
Chapter Review 140
Key Terms 140
References 141
Contents ix
Chapter 5 Intercultural Development: Considering

the Growth of Self and Others 145
Focus Questions 145

Intercultural Competence 146
Case Study: Dissent at Maplewood School 147
Developing Intercultural Sensitivity 150 ©KidStock/Getty Images RF
Ethnocentric Stages of the DMIS 152
Ethnorelative Stages of the DMIS 156
Where are You, and Most Teachers, on the Intercultural Continuum? 159
Critical Incidents at Maplewood 161
Summary 164
Chapter Review 165
Key Terms 165
References 166
2 Multicultural Teaching in Action 169
Chapter 6 Creating Classrooms That Address

Race and Ethnicity 171
Focus Questions 171

Case Study: The Chameleon 172
Lay Versus Scientific Understanding of Race and Ethnicity 175
©SolStock/Getty Images RF
Pedagogies: Old and New 175
Roles: Old and New 175
Place of Content Knowledge: Old and New 175
Assessment: Old and New 177
Understanding Prejudice and Racism 177
The Functions of Prejudice 178
Prejudice Formation: The Components of Prejudice 179
How Children Learn Prejudice 180
Extreme Cases of Prejudice 181
Strategies for Prejudice Reduction 183
Parent and Teacher Talk 183
Curriculum Transformation 184
1. Improving Social Contact and Intergroup Relations 185
Some Cautions in Applying the Contact Hypothesis 187
2. Increasing Cognitive Sophistication 188
x Contents
3. Improving Self-Confidence and Self-Acceptance 190

4. Increasing Empathy for and Understanding of Others 190
Comprehensive Programs That Improve Intergroup Relations 191
Antibias Education for Young Children 191
Cooperative Learning 191
A World of Difference 192
Facing History and Ourselves 192
Summary 197
Chapter Review 197
Key Terms 197
Classroom Activities 199
References 200
Chapter 7 The Classroom as a Global Community:

Nationality and Region 205
Focus Questions 205

Case Study: A Global Classroom 206
Education in a Global Society 211
What Is Globalization? 212
©Corbis/VCG/Getty Images RF
Characteristics of Globalization 214
Teaching With a Global Purpose 215
Education for a Global Perspective 216
How Do We Achieve the Cognitive Demands Required for a Global Mind-Set? 216
Is Technology Facilitating a Global Mind-Set? 218
Curriculum Transformation: The International Perspective 220
Perspective Consciousness 220
State of the Planet Awareness 221
Cross-Cultural Awareness 224
Knowledge of Global Dynamics or World Systems 225
Awareness of Human Choice 226
What, Specifically, Should Students Study? 227
Characteristics of a Global Classroom 228
Teaching the Global Perspective 230
Comprehensive International Education Frameworks 232
Programs for the K-12 Context 232
Contents xi
Programs for Teacher Education 234

Programs That Link Schools 234
Perspectives on a Globally Oriented Curriculum 236
Ethical Concerns 237
Critical Incident 238
Summary 238
Chapter Review 239
Key Terms 239
References 242
Chapter 8 Teaching in a Linquistically Diverse

Classroom: Understanding the Power
of Language 245
Focus Questions 245

Case Study: Emma Lansing Learns to Listen to Language 246
Case Analysis 248
Characteristics of a Linguistically Diverse Classroom 249
The Need for Effective Linguistically Diverse Classrooms 250 ©Paul Hawkett/Alamy Stock Photo RF

Perspectives on First Language Acquisition 252
Language and the Family 253
Institutional Aspects of Language in the Family 253
Perspectives on Language Variation 254
Verbal Communication 254
Nonverbal Communication 257
Perspectives on Second-Language Acquisition 257
Bilingualism and the Law: 1960–2015 257
The Current Debate on How to Teach English Learners (ELs) 258
Understanding Terminology 259
Stages in Second Language Acquisition 261
Understanding the Difference between Social and Academic
Language Acquisition 262
Other Important Concepts in Second Language Acquisition 262
Ethical Issues: Local and Global 263
Critical Incident 264
Summary 265
xii Contents
Chapter Review 265

Key Terms 265
Endnote 267
References 267
Chapter 9 Religious Pluralism in Secular

Classrooms 271
Focus Questions 271

Case Study: Religion in a Secular Classroom 272
Rationale for Attending to Religion in Public Schools 274
Definitions of Religion 274
©Mila Supinskaya Glashchenko/
Religious Pluralism in the United States 276 Shutterstock.com RF
European Influences on Religion in the United States 276
African Influences on Religion in the United States 277
Middle Eastern Influences on Religion in the United States 277
Characteristics of a Classroom That Attends to Religious Pluralism 279
Case Analysis 282
Perspectives on Religion and Schooling in the United States 283
Private Freedoms: Religion and Compulsory School Attendance 284
Private Freedoms: The Practice of Religious Beliefs in Classrooms 285
Public Freedoms: Public Funding for Religious Schools 287
Charter Schools, Home Schooling, and Voucher Programs 288
Public Freedoms: The Provision of Religious Instruction 289
Perspectives on Religious Identity 290
Religion as a Form of Personal Identity 290
Organized Religion and the Net Generation 292
The Current Status of Religious Practices in American Public Schools 293
Ethical Issues 295
Summary 297
Chapter Review 297
Key Terms 297
Endnote 299
References 300
Contents xiii
Chapter 10 Developing Gender Inclusive Schools

and Classrooms: The Emergence of
Gender and Sexual Diversity 303
Focus Questions 303

Case Study: I Never Expected Such a Firestorm! 304
Case Analysis 306
©mrtom-uk/Getty Images
Rationale for Gender-Inclusive Schools 307
Characteristics of a Gender Inclusive Classroom 308
New Perspectives on Gender Identity 313
Sex and Gender: Different but Related 313
Gender Expression and Gender Identity 314
The Millennials and Beyond 315
Gender in a Global Context 315
Gender Role Socialization in the
United States 317
Socialization to Gender Role in the
Middle Class 317
Socialization to Gender Role in Popular Culture,
Books, and Toys 318
Masculine and Feminine Behavior 319
Gender and the Law for Schools 320
Early Legislation 321
More Recent Legislation and Court Cases 321
Who Decides, Federal or State? 322
Major Debates at the Local Level 323
New Perspectives on Gender
and Schooling 323
Schools as Socializing Agents 323
Re-thinking Gender and Sexual Diversity 324
Changing the Culture of Schooling 324
The Importance of Alliances 325
Ethical Issues 326
Summary 327
Chapter Review 327
Key Terms 327
References 329
xiv Contents
Chapter 11 Creating Developmentally Appropriate

Classrooms: The Importance of Age and
Developmental Status 333
Focus Questions 333

Case Study: Age in Developmentally Appropriate Classrooms 334
Rationale for Developmentally Appropriate Educational Practice 337
©Caia Image/Glow Images RF
Economic Aims for Schooling 339
Early Childhood Education and Developmentally
Appropriate Practice 341
Constructivist Thought in Developmentally Appropriate Practice 342
Characteristics of a Developmentally Appropriate Classroom 343
Perspectives on Age and Development 350
Sensitive Periods and Developmental Crises 350
Socioemotional Implications of Body Size and Body Image 351
Individual Differences and Developmental Domains 352
The Importance of Developmental Knowledge 353
Summary 355
Chapter Review 356
Key Terms 356
Active Exercise 356
Endnotes 357
References 357
Chapter 12 Creating Inclusive Classrooms: The

Ability/Disability Continuum and the
Health Dimension 361
Focus Questions 361

Case Study: Schools That Include All Students 362
Rationale for Inclusive Classrooms 365
What Is Exceptionality? 367 ©Realistic Reflections RF
The Ability/Disability Continuum 368

Historical Perspectives on Special Education 368
New Perspectives: Being “Neuro-Atypical” and the Mental Health Continuum 371
The Health Dimension 373
Contents xv
Characteristics of an Inclusive Classroom 375

Inclusion and Human Diversity 376
Making Inclusive Teaching Work 381
The Importance of Collaboration 381
What Does Flexibility Involve 383
Ethical Issues in Inclusive Education 384
Summary 387
Chapter Review 388
Key Terms 388
Endnotes 389
References 390
Chapter 13 Improving Schools for All Children: The

Role of Social Stratification in Teaching
and Learning 393
Focus Questions 393

Case Study: Climate Change and Economic Distress in the Northeast
Kingdom 394
©Wavebreak Media ltd/Alamy Stock
Case Analysis 396 Photo RF
Perspectives on Stratification: Social Class and Social Status 401
Definitions of Social Class 401
Changes in the Definition of Social Class 402
The Precariat 403
Social Stratification in a Global Context 404
Social Status 405
Perspectives on Teaching and Evaluation in the Context of Social Class 406
The Importance of Teacher Expectations 406
The Culturally Responsive Teacher 407
The Debate on Multiple Forms of Assessment:
Demand vs. Support 408
Social Class and School Funding 409
xvi Contents
Hopes for the Every Student Succeeds Act (ESSA) 411

Ethical Issues 412
Summary 415
Chapter Review 415
Key Terms 415
Active Exercise 415
Endnotes 417
References 417
Glossary 423
Name Index 431
Subject Index 437
About the Authors
Kenneth H. Cushner is an Emeritus Professor of International and Intercultural
Teacher Education, served as Executive Director of International Affairs, and has
been Associate Dean at Kent State University (1987–2015). Prior to his university
appointment he taught in schools in Switzerland, Australia, and the United States,
and completed his doctoral studies at the University of Hawaii at Manoa while a
degree scholar at the East-West Center. Dr. Cushner is a Founding Fellow and Past-
President of the International Academy for Intercultural Research; has been a Ful-
bright Scholar to Sweden (2008) and Poland (2016); and has been a visiting profes-
sor at Shanghai International Studies University, the College of the Bahamas,
University of Newcastle (Australia), Stenden University (the Netherlands), and the
University of Nis (Serbia); has coordinated Semester at Sea’s Teachers at Sea pro-
gram (summers 2010 and 2011) and served as Intercultural Specialist for the Fall
2017 around the world voyage; and twice served as director of COST—the Consortium
for Overseas Student Teaching. In addition to this text, he is author or editor of
several books and articles in the field of intercultural education, including: Intercul-
tural Student Teaching: A Bridge to Global Competence, Beyond Tourism: A Practical
Guide to Meaningful Educational Travel, International Perspectives on Intercultural Edu-
cation, and Intercultural Interactions: A Practical Guide. He has traveled with young
people and teachers on all seven continents. Since retiring from Kent State Univer-
sity, Dr. Cushner has consulted with ECIS, a network of 400+ international schools
in 90 countries; with NAFSA: Association of Intercultural Educators; and has insti-
tuted a professional development program for teachers in a Massai community school
in northern Tanzania. In his spare time, Dr. Cushner enjoys playing music (guitar
and percussion), travel, and photography.
Averil McClelland is retired from her position as Associate Professor and Coordina-
tor of the Cultural Foundations of Education program in the College and Graduate
School at Kent State University, from which she received her Ph.D. Dr. McClelland
has had extensive experience in curriculum design and program evaluation, as well
as experience with addressing issues of gender and education and cultural diversity
in education. In addition to this text, she is the author of The Education of Women
in the United States: A Guide to Theory, Teaching, and Research (Garland, 1992), as
well as a number of articles in scholarly journals. She received the Distinguished
Teaching Award from Kent State University in 1996, and has a long-standing rela-
tionship with the National First Ladies Library, where she develops Web-based cur-
ricula based on the lives of the nation’s 44 First Ladies. Her special interests are
the history, sociology, and politics of education, the reconstruction of teacher edu-
cation, and internationalizing the college curriculum for preservice and practicing
teachers.
Philip Safford, Adjunct Professor of Psychology at Case Western Reserve University,

is Emeritus Professor and former chair of Special Education at Kent State University.
Prior to earning his Ph.D. through the Combined Program in Education and Psychology
at the University of Michigan, with specialization in special education and child
xvii
xviii About the Authors
development, he had been a teacher and administrator in residential treatment pro-

grams for children with emotional disorders. Dr. Safford has authored or edited six
books and numerous articles dealing with special education history, early intervention
for young children with disabilities, and related topics. He has directed or co-directed
a number of training, research, and demonstration projects in special education sup-
ported by federal and state grants.
Preface
It is difficult to fathom the myriad changes that have occurred and that influence the
content of this book in just three years since the previous edition. As this book goes
to press, we have witnessed many nations in Europe as well as the United States that
have made dramatic political shifts from open and liberal leanings to more populist,
nationalistic and conservative ideologies. These shifts have been accompanied by an
increase in xenophobia and stricter actions to reduce immigration, often accompa-
nied by a rise in anti-immigrant, anti-Semitic and Islamophobic sentiment. The con-
flicts and struggles in Afghanistan, Iraq and Syria continue, as tensions between the
United States and Russia fester. A questioning of Truth, with an onslaught of
“fake news,” has emerged, having a major influence on the 2016 U.S. presidential
election. And we expect numerous changes to occur under the new U.S. Secretary
of Education, Betsy DeVos.
And these challenges are in the political arena alone. Across the planet people
continue to feel the stresses of the seemingly endless changes and challenges they
confront on many fronts. Climate change continues to advance resulting in new
and unpredictable weather patterns despite a vocal minority that appears to deny
its existence. Although making gains, people continue to wrestle with questions
surrounding same-sex marriage and gay rights; the question of health care, the
accelerated identification of children with autism and other disabilities, as well as
our aging population span cultural differences and cut across geographic, political,
and social boundaries, continuing to impact us all at the local, national, and global
levels.
Some people are eager to embrace innovation and change while others struggle
through a variety of political and social means to retain older and more traditional
ways of doing things. Such challenges continue to enter and impact our increasingly
culturally diverse classrooms and communities. To effectively address and solve the
multitude of issues we face it is incumbent upon teachers to provide young people with
a foundation that will assist them to better understand the complex nature of the world
in which they will live while developing the skills that will enable them to be proactive
problem solvers in an interdependent, global society. This requires people who have
the knowledge, skills, and motivations to reach beyond their own cultural boundaries
and a willingness and ability to collaborate with others. If people are not willing and
able to do so, these, and other future problems, simply will not be solved. Developing
intercultural understanding and competence must be actively addressed throughout the
school curriculum.
This ninth edition of Human Diversity in Education: An Intercultural Approach, con-
tinues to focus on the preparation of teachers and other human-service providers who
can interact effectively with the wide diversity of people they are certain to encounter
and who are able to transmit this knowledge and skill to the individuals in their charge.
New to This Edition

This book continues to receive overwhelmingly positive feedback from users around
the world. Because of this we have maintained much of the familiar format. Regular
users, however, will notice some changes in this edition. The book continues to provide xix
xx Preface
a broad treatment of the various forms of diversity found in today’s schools, including
nationality, ethnicity, race, religion, gender, social class, language acquisition and use,
sexual orientation, health concerns, and disability. The book also maintain its research-
based approach, with an increased cross-cultural and intercultural emphasis. We
continue to stress that it is both at the level of the individual teacher as well as the
organizational structure of the school where significant change must occur with regard
to how diversity is understood and accommodated. Little institutional or systematic
change will occur until individuals fully understand the role that culture plays in deter-
mining peoples’ thoughts and actions, and how they can go about altering its powerful
influence. Culture learning of both teacher and student, along with intercultural inter-
action, remain central to this book. We also recognize that today’s generation of young
people continue to be exposed to greater diversity, both global and domestic, through
the influence of global media, the demographic changes that have occurred in many
local communities, as well as through the increased use of social media by individuals
as well as in schools.
This ninth edition includes greater attention to the international aspects of curricu-
lum. Chapter 2, for instance, has been expanded. In addition to addressing the his-
torical foundations of multicultural education, this edition addresses the development
of global education and explores some of the overlap between the two initiatives.
Similarly, Chapter 7 continues to feature recent initiatives taken by such organizations
as the Asia Society/EdSteps, the International Baccalaureate (IB) program PISA (the
Programme for International Student Assessment), and others to significantly explore
the inclusion of an international and intercultural dimension in teaching and learning.
Chapter 4 introduces a new model exploring the Intercultural Learning Arena as a
major means of illustrating some of the intercultural dynamics at play when teaching
and learning across cultures.
We have maintained the inclusion of the Active Exercises and Classroom Activities
at the end of each chapter. Case Studies and Critical Incidents continue to be integral
teaching devices used throughout the book. Each chapter continues to open with a
Case Study that introduces major concepts and sets the context for that chapter. A
number of related Critical Incidents can be found at the end of most of the chapters.
Each chapter also identifies an expanded number of updated references that students
can access for more information. A teacher’s guide and other online learning resources
are also available that provide directions for instructors as well as classroom activities
and test questions.
The general format of this edition remains similar to the previous one with a
few modifications. Part One provides background to the broad social, cultural, and
economic changes that confront society today (Chapter 1), with a historical over-
view of past multicultural and global education efforts (Chapter 2). We place par-
ticular emphasis on culture learning and intercultural interaction in Chapters 3 and
4. Chapter 5 explores the development of intercultural competence while providing
a model that teachers can use to gauge their own growth as well as that of their
students.
Part Two examines what teachers can do to make their classrooms and schools
more responsive to diversity and more effective learning environments. In other
words, how to structure classrooms that are collaborative, inclusive, developmen-
tally appropriate, globally oriented, and religiously pluralistic. Each of the chapters
in Part Two centers on a major aspect of diversity: race and ethnicity (Chapter 6),
global understanding (Chapter 7), linguistically diverse classrooms, first and
second language acquisition, and the power of language (Chapter 8), religious
Preface xxi
pluralism, with an updated statement on current law on religion and public schools
(Chapter 9), gender and sexual diversity and a new focus on non-binary, gender
non-conforming students (Chapter 10), age and development (Chapter 11), excep-
tionality and ability (Chapter 12), and social class and social status in relation to
assessment (Chapter 13).
We hope you continue to find benefit from this edition, and we would welcome
feedback from you.
Kenneth H. Cushner
Averil McClelland
Philip Safford
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The ninth edition of Human Diversity in Education, is now available online with Connect,
McGraw-Hill Education’s integrated assignment and assessment platform. Connect also
offers SmartBook for the new edition, which is the first adaptive reading experience proven
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Susannah," the two visitors were at once admitted to an
audience.
"To think—" exclaimed the amiable obesity, as she filled

up the whole space of a ponderous and well-seasoned and
doubly-strengthened easy-chair, large enough to
accommodate a pair of ordinary-sized mortals with comfort,
"To think," said she, as tears of gladness rolled down her
plump cheeks, "that I should ever be permitted to set eyes
on the only son of that dear little infant that I fed with pap,
yes I did, more than fifty years ago! And he is gone, the
poor dear! Ah, well, we must all go, my dear," she added,
addressing John; "some sooner, some later—"
"Like crowded forest trees we stand

And some are marked to fall."
"It is a blessed thing to be prepared, my dear."
It was a little while before the old lady could be made

fully to comprehend what was wanted of her. But as soon as
the matter was explained by the lawyer, she entered into it
with great heartiness. Even the terrors of having to take a
journey to London, and give evidence before the Lord
Chancellor or his Vice, were counterbalanced by the ardent
desire to see dear little Josiah's son righted. Meanwhile she
recognised, and was ready to swear before the Mayor of
Oxford to her signature on the certificate. And in
confirmation of truthfulness, in respect of that handwriting,
she produced her old pocket Bible and her Rippon's hymn-
book, in which her name was written in full. Manifestly the
writing tallied.
The reader will be mistaken, however, if he thinks that
the way was even yet clear for the ending of the Chancery
suit. Like a wounded snake, it dragged its slow length along
more than two years before it was finally settled.
And we must refer the curious inquirer to the law

reports of that time for further particulars. We also must
leave John Tincroft to his interrupted Oriental studies—if he
still pursued them—for a space of three months or
thereabouts, while we take up another of the threads of our
story.
CHAPTER X.
IN THE FILBERT ALLEY.
"AND this is all you have to say to me, Sarah?"
"It is all I mean to say about the miserable affair,

Walter. If you like to believe me, you can; and if you won't
believe me, you may leave it alone."
"And you won't make any confession or apology?"

"What have I got to confess, Walter? And what apology
do you expect me to make, I should like to know?"
"Didn't you encourage that college man to come to see

you? Didn't you have games with him here in this very
garden, and this very walk, and in that very summer-
house?" asked poor Walter Wilson, bitterly.
"If you think I did, sir," retorted his cousin, passionately,

"it is time we parted."
"Parted, Sarah?"
"Yes, parted for ever. If you choose to believe others

before me, it shows you haven't much love for me left."
"You don't mean what you say, I am sure, Sarah,"

exclaimed the bewildered lover.
"Yes, I do; and a good deal more, if I choose to say it.

And I will say it," passionately responded the young lady,
who, though equally agitated and troubled, was not going to
show it, as she afterwards declared. "Yes, I will say it; and I
say that you have used me very badly, Walter Wilson, to be
hearing all the ill-natured, spiteful, mean stories Elizabeth
has been all along stuffing you up with. Here you have been
days and days in this very place, and never coming near me
—"
"I have been at my father's house, my old home," put

in Walter.
"Yes, you have, I know; and you have been listening to

all their wicked inventions about me."
"I had a right to know what father and mother had got
to say, let alone Elizabeth and the rest," pleaded the young
man, thus put upon his defence.
"No, you hadn't when it was about me; you know you
hadn't. I was the first you ought to have come to, and
would have come to if you hadn't been tired of me, and
wanted to get rid of me. But I know what it is, that Mary
Burgess—"
Walter started from Sarah's side—they had been

walking in the old lovers' walk side by side, but not arm-in-
arm, or arm-encircled—and paced several steps rapidly
forward. Then he turned, but did not retrace his steps.
"Have you anything more to say?" he asked, hoarsely.
"Yes, I have, and I will say it. Wasn't it mean of you to

be making up to another, and all the while—" She almost
broke down here, for her voice faltered, but she presently
rallied again and went on, scarcely knowing what she said,
or how she said it, "And wasn't it mean of that Mary
Burgess—"
"Silence!" shouted Walter, as much beside himself, as

Sarah was beside herself. "If you knew as much of that—
that young person as I do, you would be sorry for ever
having had a hard thought of her. She is as much above
me, to say nothing of other things that you don't know of—"
"As I am below you, you mean. Well, I always did hear

it said of you that you would be sure to rise in the world,
Walter Wilson, so no wonder you are looking above you,"
cried Sarah, with an attempt at witticism which was a
lamentable failure, for she burst into a flood of hysterical
tears.
Walter walked further away, partly perhaps to avoid

seeing this sudden distress, and partly to recover himself.
When he presently returned to where the damsel was yet
standing, only the traces of tears remained.
"Let us talk over the matter coolly," he said, "and

understand one another."
"Yes, it is all very well for you to say 'talk it over coolly'
after going about taking away my character."
"Which I have not done," said Walter.
"You have, and you know it—writing to Mr. Rubric, and

all, to find out what he had got to say against me. You can't
deny that you did."
"I do not intend to deny it, Sarah. I told you just now
that I wrote to him two months ago."
"And wasn't that mean?"
I shall write down no more of this lovers' quarrel, which

began in this wise.
During the interval which has been occupied by several

of our preceding chapters, and while our friend Tincroft was
pursuing his investigations in Sussex, and afterwards
quietly settling himself down at Queen's, poor Walter was
fretting and fuming under the smart of wounded love, and
nursing his wrath against the unhappy damsel, who was as
yet unconscious that she had given such grievous offence to
her lover. This wrath increased in strength as week after
week passed without a reply from Mr. Rubric to the letter
which, as our readers are aware, that gentleman had not
received.
"I won't write to her again till these stories have been
properly contradicted and cleared up," said he to himself.
And the blank silence on his part was met by a

corresponding determination on that of his betrothed, who
said within herself, as weeks slipped by and no letter
reached High Beech Farm—for her at least, "So, my
gentleman is in the sulks, is he? I shall wait till he is out of
them, then; for I am not going to write to him again till he
has written to me."
Poor Sarah had, in fact, enough to think about and to

do without writing love-letters. The busy harvest-time gave
her abundant employment as a farmer's daughter; and the
culminating ruin which hung over her home occupied more
and more of her thoughts, as she more clearly saw that that
ruin could not be much longer staved off. While good
average crops, as we have seen, were being gathered in all
the country round, Mark Wilson's farm presented as
miserable a specimen of bad husbandry and neglect as
could have been met with in a day's march. Poor lean crops
overrun with weeds were the rule from one end of the
arable land to the other; and Sarah well knew—for who
could help knowing?—that the small amount of money the
corn would bring in, when thrashed, would not be a tithe
that was wanted to clear her father from his accumulated
and constantly accumulating difficulties.
And as to Mark, he was becoming more and more

infatuated in his vicious course; and it was openly talked
about now that at Christmas time the squire would distrain
for his rent, and that at Ladytide, when the lease was out,
Mark Wilson would have to turn out of High Beech,
beggared by his own folly and sin.
No wonder, then, that seeing all this before her, Sarah
had but little mind for thinking on anything besides.
Walter might have reflected on all this; but he did not.

He must have known how near his uncle's ruinous course
was drawing to an end; but his knowledge made but little
difference to his state of feeling at that time. There is a
form of arrogant egotism not unfrequently to be witnessed.
Do we not know that there are persons who, though in
some respects estimable, set themselves and their own
fancied demands upon others, as above all other
considerations, small or large?
"Oh yes," says one; "I knew your son was seriously ill,
and you feared he would not recover; but that was no
reason why I shouldn't have been attended to directly I
wrote to you."
"To be sure," says another, "I daresay you were

overwhelmed with family cares at that time, and didn't
know which way to turn to make the most of the little time
on your hands at that juncture; but I'll never forgive you, if
you don't write a humble apology for neglecting to walk
three miles out and home, and waste half a day, when I
invited you, and indeed made a point of requesting you to
come to my house."
I am afraid there was a little too much of this exacting

spirit in Walter Wilson at all times, and especially at the
time to which our history has brought us. It need scarcely
be added that in indulging such a disposition, a man
becomes his own worst enemy and tormentor.
"I won't write another line to her till she writes again to
me, or not till I have heard from Mr. Rubric," said Walter,
and he stuck to his determination.
Meanwhile, if Sarah and Mr. Rubric did not write, others
did. To be sure, there was nothing new to be told about
Sarah's "goings on;" but the old stories could be repeated.
And besides this, every letter from his home now teemed
with prognostications, ripened into certainties of "Uncle
Mark's" speedy downfall, as well as details of his "shameful,
disgraceful doings." And in the more recent ones, Walter
was informed that "father has pretty near as good as got
Squire Grigson's promise of High Beech Farm when uncle is
turned out."
"I can't bear this any longer," said Walter one day to his
two counsellors, as they sat together. "I shall go home and
see all about it."
"I should if I were you, Walter," responded Ralph. "Don't

you think so too, Mary?"
Mary was not quite sure. "You have not written to your
cousin since you received her last letter—the one you gave
us to read," she said.
"No, Miss Burgess, I haven't," replied Walter, bluntly.
"And that letter came nearly two months ago."
"Yes, I daresay it was as long ago as that. It seems to

me a good bit longer," quoth he.
"Don't you think you ought to have answered it?" she

asked, insinuatingly.
"I don't. What could I say, after reading that and

Elizabeth's? Besides, I have been waiting to hear from Mr.
Rubric; and he hasn't written."
"Which seems odd and suspicious, as if he had nothing
pleasant to tell you, and doesn't want to make further
mischief," added Ralph.
"I do not see that that follows," rejoined May. "He may
be away from home, or ill, or may have mislaid your letter,
or altogether forgotten it. I should rather think either of
these things than what Ralph says, if I were you, Walter.
And then as to what you could, or could not, write to your
cousin, would it not have been a good plan to have told her
what has been on your mind, and asked her to tell you
faithfully whether she wishes to break off the connection? I
am a poor, inexperienced hand in these affairs," added the
invalid, with a pleasant smile, which had no unhappiness or
regret in it; "but I fancy that in love, as in everything also,
open straightforwardness is the best plan to adopt."
"Just so, and as it is never too late to mend, that's the

plan I mean to adopt now. Not in writing—I don't meant
that, for letters may get twisted about any way and every
way, so as to read crooked. No, I'll go and see into it all
myself, offhand. We are not quite so busy now, you know,
Ralph, and I can be spared for a week or two, eh?"
"My dear fellow, you needn't ask that question. Go, by

all means; I'll work for us both till you come back," said
Ralph, heartily.
And so it was decided that Walter should start early in

the next week, which he did, the last words of his friend
Miss Burgess, as she bade him good-bye, being, "Speak
kindly to your cousin, Walter, and don't suffer yourself to be
set against her by anything you hear behind her back; but
go and see her at once, and get her explanation of all that
has happened; and be sure you think kindly of her, and be
kind to her. Remember she is a woman, and is young, and
is to be your wife some day."
And Walter, perhaps, meant to do and be all this; but

when he arrived at his home, late one evening—too late to
go up to High Beech then—he suffered to be poured into his
ears a great deal more than I should think proper to write.
And after this he was the more easily persuaded by his
sister to put off seeing Sarah till he had examined certain
witnesses whom she had taken care to subpœna, and had
heard what they had got to say. This took up two or three
days. And then he might as well go and see Mr. Rubric, who
by this time had returned from his foreign tour, and of
whose long absence from his parish Walter was now, for the
first time, made aware.
Now, Mr. Rubric was a good, kind-hearted sort of

gentleman, and the perusal of Walter's letter, which he had
received only a few days before, after its long wanderings,
had thrown him into grave perplexity, for he was as
conscientious as he was good-natured; and this unexpected
visit from the young man increased that feeling. He would
gladly have assured Walter that there was nothing in what
he had heard to give him any alarm, as Sarah's affianced;
but he felt it impossible to do this, for though he had seen
little, he had heard much that was calculated, as he
believed, to throw great doubts on that young woman's
propriety of conduct, to say the least of it; and he had seen
enough, as he thought, to confirm these reports.
We have seen how seriously he looked upon the visits of

John Tincroft to High Beech, and he could not help
concluding—that is to say, he did conclude—that if John had
not been encouraged, he would not have made such
frequent calls, nor stayed so long when he did call, at the
farm. In short, in good Mr. Rubric's opinion, Sarah was a
determined coquette and a flirt; and though he would not,
on any account, have placed an obstacle in the way of her
marriage with her cousin (for he looked upon such
engagements as almost indelibly sacred), he sincerely pitied
the man who should be tied for life to such a vain, feather-
brained piece of womanhood.
In all this, and arguing upon false premises, the good

rector was much too severe and sweeping in his private
judgment of the case, though he was desirous to shield, as
far as lay in his power, both the farmer's daughter and the
young man from Oxford from the grave charges brought
against them by Walter's sister and family in general.
Waller soon perceived Mr. Rubric's embarrassment, and

drew from it the very worst auguries.
"Don't say any more, sir," he said huskily. "I see what
you mean, sir, and I am much obliged to you for not
deceiving me."
"Nay, but my good Walter, do not think worse of the

matter than there is occasion for. I trust and believe that
your cousin is heart-whole; and I am sure she has been,
and I trust she is, strongly attached to you; and that if
there has been a little undue familiarity, and I don't say that
this has been the case, but if there should have been, and if
female vanity (she is but young, you know, your cousin, I
mean) has been somewhat excited and flattered, I do hope,
now the cause is removed, she will come round again all
right."
The excellent divine floundered through this long

sentence, which he had made all the more complicated by
not knowing how he should end it when he began. Presently
he went on—
"I am an elderly man, Mr. Wilson, and have some
notions I daresay at variance with the greater liberty
allowed to young people in the present day in matters of
this sort; and besides, my profession as a clergyman makes
it essential that I should give no countenance to things
which may be lawful but not expedient. I hope you
understand me, my dear young friend."
Walter was not at all sure that he did understand all

that his clerical friend and former religious instructor had
been giving words to, but he understood some parts of it
too well. There was nothing more to be made of it, at any
rate; and without stopping to mark, much less to inwardly
digest, an exhortation which followed regarding the exorcise
of charity, the chief of the three heavenly trances, the
impetuous young man thanked the rector and hastened
away, half determined to return to the far-off field of his
business labours, without even an interview with his cousin.
On second thoughts, however, he decided that this

course would be cowardly; and then some yearning towards
the old and happy days of early love prompted him to the
following course. He would go and see his cousin, would lay
before her very plainly her misdeeds, and would then, if she
seemed penitent, offer her his forgiveness (he intended to
be very magnanimous, you see) on condition that she made
full confession of all that she had been charged with, and
humbly sued for his mercy.
The visit to High Beech was accordingly paid, but not till
after the lapse of another day or two, which he required for
setting all his arguments and reproaches and reproofs in
due methodical order. Then he took the road he had so
often, under happier circumstances, and at other times,
taken. Almost as a matter of course, his uncle Mark was not
about home; and Walter so timed the visit that, almost as a
matter of course also (it being afternoon), his aunt was
having her diurnal "lay down."
The first greeting with his cousin was short and incisive
on both sides, for Sarah had her grounds of resentment in
the fact, which had come to her knowledge, that her lover
had been a week almost within sight of her home without
deigning to see her, or even to send a message.
"We had better go into the garden and say what we

have to say, Sarah; we shall be more out of hearing there,"
said Walter, and, without knowing what she did, the poor
girl obeyed the imperious and dictatorial invitation.
Then Walter commenced his attack. For a time Sarah

heard what he urged with a flushed cheek and a heaving
bosom, but in silence. At length she said—
"And that is what you have got to tell me; and that is
your love for me, is it, Walter?"
And then, having recovered her thoughts, she found

words for them, as volubly at least as Walter had found
words for his. A small part of the dialogue has already been
given at the commencement of this chapter, and the two
misguided and mistaken young persons were still in the
flushed and fevered excitement of their lovers' quarrel,
when, just as they emerged into the open garden, heavy,
stumbling footsteps approached, unnoticed by them,
however, till the thick and uncertain voice of Mark Wilson
fell upon their ears in some such words as these—
"Ho! Ho! Master Walter; so you are turned up, are you?
Now, let me tell you, you are come where you are not
wanted, not a bit of it. It'll be time enough for you to be
poking about these premises when your father has got the
farm; and the sooner you make yourself scarce now the
better. And you, girl, had better go indoors and see to your
mother, and your proper work."
"Father, father!" cried the agitated girl, very softly, for if

she felt angry with her lover, and reproachfully towards him,
her heart was not so untrue to him as he thought it to be.
"And you needn't think, Master Walter, that Sarah is

anything to you any more, or you to her," the insensate
man went on, without heeding his daughter's agonised look.
"We've a better match in store, and a better husband, too,
haven't we, girl? You've heard of Master Tincroft, I daresay,
nephew; and if you haven't, you may hear of him now. A
true gentleman, and none of your low-bred sort, like you;
and coming into a fortune, too, when he gets his rights.
There, what do you think of that?"
Until the sot came to this pause it was next to

impossible for either the daughter or nephew to say a word
to any effect. Now, however, the voice of Sarah rang
through the air, in a long wailing cry—
"Oh, father, father! What have you done? What have

you said?"
"Nothing but the truth, and I am obliged to him for

saying it, if for nothing else," said Walter, bitterly. "There is
no need for more words," he added, "except to say that I
won't trespass on forbidden grounds any longer. Good-bye,
Sarah. It is all over between us two now."
And the young man walked rapidly away.
"Stop him, stop him, father!" shrieked the unhappy girl.

"Oh, father, father! You don't know what you have done!
Walter—dear Walter!"
But Walter was gone.
The next day, when Sarah, unable to leave her bed,

after the fearful hysterical fit in which she had on the
previous evening been found by the sympathising servant-
of-all-work, was trying to recall the particulars of that last
meeting and parting, a packet was placed in her hands by
her attendant. Tremblingly she opened it. It was as she
thought. It contained all the little love-gifts she had in days
gone by made over to her cousin Walter, and all the letters
she had ever written to him. There was no other writing;
not a scrap from him to soften the terrible blow. Yes, it was
all over between the two.
"Darling, darling, don't take on so, don't 'ee then?"

sobbed Meg, the handmaiden, when Sarah once and again
gave way to paroxysms of grief. "Oh, deary, deary me;
what is to be done? And didn't I think how it would turn
out? But don't 'ee fret so, darling! It'll all come round again,
it will, if you only keep up a good heart."
But Sarah knew better than this.
That same day Walter left his home, and travelled, with
as hot speed as he could, to rejoin his friend Ralph.
CHAPTER XI.
SOMETHING TO THINK ABOUT.
LEAVING the stormy latitude of High Beech, we retrace

our steps to the classic shades of Oxford, where we find the
undergraduate Tincroft, some three months after our last
parting with him, again quietly ensconced in his rather
dingy rooms at Queen's. The time which had thus passed
away had not been altogether unprofitably spent by him. He
had, for one thing, put himself to school. It is said that a
man who is his own lawyer has a fool for a client; and I
have been told that when a doctor is seriously ill, he
generally consults a brother Galen—whether or not it is
because he has little faith in his own prescriptions, I have
no means of knowing.
On a parity of reasoning, and on the same principle, it

would seem that when a man sees occasion to put himself
to school, he should not be his own schoolmaster; and yet it
is not so. There is, of course, one Teacher of whom all ought
to learn, and the neglect of whose instructions is infinite
loss. But next to Divine instructions, it is almost important
that every man should school himself, listening to his own
reason and conscience. And this John Tincroft had done.
First, as to his faint hopes of ever succeeding to the

inheritance which he believed to be his, he was kindly
enough but faithfully recommended by his monitor to forget
them. He was reminded of the law's proverbial delays, and
especially of the wearying and wearing and disappointing
perplexities of a Chancery suit.
He was told in this new school (for it was new to him)
that even if he could and did obtain possession of the
Tincroft estate, to which he thought he had a right, and
which it now seemed possible would be his—say, if he
should live another fifty years—it would not be worth
having.
"Therefore," said the schoolmaster, "dismiss it from

your mind altogether; and if it must be still battled about,
let the lawyers do it."
And John said, "I will."
Next, "You have been shamefully neglecting your

preparations for India these many weeks," quoth the
schoolmaster; "you know you have."
John hung his head.
"Now this won't do. You know quite well, John, that you
are not over-bright. You have no genius; you are not a
genius."
"Not a bit of one," John readily acknowledged.
"You have not much talent, even."
John admitted this with a sorrowful shake of his head.
"But you have a little, perhaps, and you used what little
you had with a proper amount of industry for a time. But
now, what have you been doing since you came back from
that harum-scarum—"
"Please, don't. Yes, yes, I know. What have I been

doing? Nothing, nothing," John confessed, dolefully.
"For which you ought to be ashamed," said the
schoolmaster; "but if you will set to at once, and make up
for lost time, we shall get you through your examinations.
And you know, John, that you can do nothing better than
take that appointment. You won't get rich out there, I
daresay. You haven't the talent for that sort, of thing; but
then you will, at all events, be doing something for yourself;
and, in fact, it is the road plainly pointed out to you by
circumstances, and you ought to walk in it."
"True, true," responded John.
"And not falteringly or imperfectly. Whatsoever your

hand findeth to do, do it with all your might."
"I will, God helping me," John aspirated.
"The wisest thing I have heard you say yet, John,"

quoth the schoolmaster; "keep to that, and you will do. 'In
all thy ways acknowledge Him, and He shall direct your
paths.' And there's another matter in which you require that
help. You know what I mean."
John again hung his head and blushed deep red.
"That folly, and worse than folly, of yours, down in the

country."
"I was very foolish, very; but was there anything worse
than that in it?" John pondered.
"The thought of foolishness is sin," observed the

schoolmaster, severely.
"God forgive me!" prayed John, penitently.

"He will if you ask Him truly and sincerely. And He will
help you too; but you have something to do for yourself, in
which you must ask this help. You must put away from you
those vain thoughts, those captivating remembrances. You
have no business to be thinking admiringly of any daughter
of Eve just now; and of her (you know who I mean) least of
all."
"True, true," John confessed.
"Well, then, what a blockhead you must be to go about

dreaming and mooning as you have done since you got
back to Oxford. Why, the other evening, when you went for
that stroll round the Magdalen Water Walk, you looked so
distraught, and played such moon-struck antics, that a pair
of undergraduates burst out in a merry laugh when you
passed them."
"I heard them," John reflected.
"You must have done with this nonsense," the

schoolmaster went on. "You have done mischief enough
down there already, for anything we know: and the only
wise thing you did was when you ran away from the place.
Now you must abandon all that folly, and pray to be
forgiven the sin there was in it, whether more or less."
"God helping me, I will," said John again, and the best
thing he could do or say, it was.
These conferences and lectures went on from day to

day, and from the time they commenced John Tincroft
began to amend. I am not quite sure that his internal
schoolmaster did not—or rather, I am not quite of opinion
that he did—receive some assistance from no less a
personage than the good old stout Baptist lady at Jericho,
who, having been brought into personal acquaintance with

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Historical Perspectives on Approaches to Diversity in U.S. Schools: Anglo-Conformity

Chapter 3 Culture and the Culture-Learning

Understanding Cultural Differences 93

Chapter 4 Classrooms and Schools as Cultural

Focus Questions 107

Chapter 5 Intercultural Development: Considering

Focus Questions 145

2 Multicultural Teaching in Action 169

Chapter 6 Creating Classrooms That Address

Focus Questions 171

3. Improving Self-Confidence and Self-Acceptance 190

Chapter 7 The Classroom as a Global Community:

Focus Questions 205

Programs for Teacher Education 234

Chapter 8 Teaching in a Linquistically Diverse

Focus Questions 245

Pedagogies: Old and New 251

Chapter Review 265

Chapter 9 Religious Pluralism in Secular

Focus Questions 271

Chapter 10 Developing Gender Inclusive Schools

Focus Questions 303

Chapter 11 Creating Developmentally Appropriate

Focus Questions 333

Chapter 12 Creating Inclusive Classrooms: The

Focus Questions 361

The Ability/Disability Continuum 368

Characteristics of an Inclusive Classroom 375

Chapter 13 Improving Schools for All Children: The

Focus Questions 393

Hopes for the Every Student Succeeds Act (ESSA) 411

Philip Safford, Adjunct Professor of Psychology at Case Western Reserve University,

development, he had been a teacher and administrator in residential treatment pro-

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"To think—" exclaimed the amiable obesity, as she filled

"Like crowded forest trees we stand

"It is a blessed thing to be prepared, my dear."

It was a little while before the old lady could be made

And we must refer the curious inquirer to the law

"AND this is all you have to say to me, Sarah?"

"It is all I mean to say about the miserable affair,

"And you won't make any confession or apology?"

"Didn't you encourage that college man to come to see

"If you think I did, sir," retorted his cousin, passionately,

"Yes, parted for ever. If you choose to believe others

"You don't mean what you say, I am sure, Sarah,"

"Yes, I do; and a good deal more, if I choose to say it.

Chapter 3 Culture and the Culture-Learning

Chapter 4 Classrooms and Schools as Cultural

Chapter 5 Intercultural Development: Considering

Chapter 6 Creating Classrooms That Address

Chapter 7 The Classroom as a Global Community:

Chapter 8 Teaching in a Linquistically Diverse

Chapter 9 Religious Pluralism in Secular

Chapter 10 Developing Gender Inclusive Schools

Chapter 11 Creating Developmentally Appropriate

Chapter 12 Creating Inclusive Classrooms: The

Chapter 13 Improving Schools for All Children: The