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ISBN-13: 978-1-319-26902-9 (ePub)

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8
About the Authors

ROBERT SIEGLER is the Schiff Foundations Professor of Psychology

and Education at Teachers College, Columbia University. His research
focuses on how children learn mathematics. He is author of the cognitive
development textbook Children’s Thinking and has written or edited
several additional books on child development. His books have been
translated into Japanese, Chinese, Korean, German, Spanish, French,
Greek, Hebrew, and Portuguese. He has presented keynote addresses at
the conventions of the Cognitive Development Society, the Japanese

9
Psychological Association, the German Psychological Association, the
American Psychological Society, and the Conference on Human
Development. He also has served as Associate Editor of the journal
Developmental Psychology, co-edited the cognitive development volume
of the 1998 and 2006 editions of the Handbook of Child Psychology, and
served on the National Mathematics Advisory Panel from 2006 to 2008.
Dr. Siegler received the American Psychological Association’s
Distinguished Scientific Contribution Award in 2005, was elected to the
National Academy of Education in 2010, was named Director of the
Siegler Center for Innovative Learning at Beijing Normal University in
2012 and was elected to the Society of Experimental Psychologists in
2016.

10
JENNY R. SAFFRAN is the Vilas Distinguished Achievement Professor
and College of Letters & Science Distinguished Professor of Psychology
at the University of Wisconsin–Madison, and is an investigator at the
Waisman Center. Her research is focused on learning in infancy and early
childhood, with a particular emphasis on language. Dr. Saffran’s research
has been continually funded by the Eunice Kennedy Shriver National
Institute of Child Health and Human Development for over 20 years. She
has received numerous awards for her research and teaching, including
the Boyd McCandless Award from the American Psychological
Association for early career contributions to developmental psychology
and the Presidential Early Career Award for Scientists and Engineers
from the National Science Foundation. In 2015, she was elected to the
American Academy of Arts and Sciences.

11
ELIZABETH T. GERSHOFF is the Amy Johnson McLaughlin
Centennial Professor of Human Development and Family Sciences and
Associate Director of the Population Research Center, both at the
University of Texas at Austin. Her research focuses on how parental and
school discipline affect child and youth development and on how parent
education and early childhood education programs, such as the federal

12
Head Start program, can improve the lives of at-risk children. Dr.
Gershoff has been awarded numerous federal grants from the Centers for
Disease Control and Prevention, the National Institute for Child Health
and Human Development, the National Institute for Mental Health, and
the National Science Foundation to support her research. She was lead
author of the volume Societal Contexts of Child Development, which won
the 2014 Society for Research on Adolescence Social Policy Award for
Best Edited Book, and of a new book, Ending the Physical Punishment of
Children: A Guide for Clinicians and Practitioners. She was an Associate
Editor at the journal Developmental Psychology and is President-Elect of
the Society for Child and Family Policy and Practice, which is Division
37 of the American Psychological Association. She is an internationally
recognized expert on the effects of physical punishment on children, and
her research on the topic has been recognized with a Lifetime Legacy
Achievement Award from the Center for the Human Rights of Children at
Loyola University Chicago and the Nicholas Hobbs Award from Division
37 of the American Psychological Association.

NANCY EISENBERG is Regents’ Professor of Psychology at Arizona

State University. Her research interests include social, emotional, and
moral development, as well as socialization influences, especially in the
areas of self-regulation and adjustment. She has published numerous
empirical studies, as well as books and chapters on these topics. She has
also been editor of Psychological Bulletin and the Handbook of Child
Psychology and was the founding editor of the Society for Research in
Child Development journal Child Development Perspectives. Dr.
Eisenberg has been a recipient of Research Scientist Development
Awards and a Research Scientist Award from the National Institutes of
Health (NICHD and NIMH). She has served as President of the Western
Psychological Association and of Division 7 of the American

13
Psychological Association and is president-elect of the Association for
Psychological Science. She is the 2007 recipient of the Ernest R. Hilgard
Award for a Career Contribution to General Psychology, Division 1,
American Psychological Association; the 2008 recipient of the
International Society for the Study of Behavioral Development
Distinguished Scientific Contribution Award; the 2009 recipient of the G.
Stanley Hall Award for Distinguished Contribution to Developmental
Psychology, Division 7, American Psychological Association; and the
2011 recipient of the William James Fellow Award for Career
Contributions in the Basic Science of Psychology from the Association
for Psychological Science.

14
Brief Contents
Preface
1 An Introduction to Child Development
2 Prenatal Development and the Newborn Period
3 Biology and Behavior
4 Theories of Cognitive Development
5 Perception, Action, and Learning in Infancy
6 Development of Language and Symbol Use
7 Conceptual Development
8 Intelligence and Academic Achievement
9 Theories of Social Development
10 Emotional Development
11 Attachment to Others and Development of the Self
12 The Family
13 Peer Relationships
14 Moral Development
15 Gender Development
16 Conclusions

Glossary
References
Name Index

15
Subject Index

16
Contents
Preface

CHAPTER 1 An Introduction to Child Development

Reasons to Learn About Child Development

17
 Raising Children
Choosing Social Policies
BOX 1.1 A Closer Look: The Romanian Adoption
Study
Understanding Human Nature
Historical Foundations of the Study of Child
Development
Early Philosophers’ Views of Children’s Development
Social Reform Movements
Darwin’s Theory of Evolution
Enduring Themes in Child Development
1. Nature and Nurture: How Do Nature and Nurture
Together Shape Development?
2. The Active Child: How Do Children Shape Their
Own Development?
3. Continuity/Discontinuity: In What Ways Is
Development Continuous, and in What Ways Is It
Discontinuous?
4. Mechanisms of Change: How Does Change Occur?
5. The Sociocultural Context: How Does the
Sociocultural Context Influence Development?
6. Individual Differences: How Do Children Become
So Different from One Another?
7. Research and Children’s Welfare: How Can
Research Promote Children’s Well-Being?

18
 BOX 1.2 Individual Differences: Can Children Learn
to Be More Intelligent?
Methods for Studying Child Development
The Scientific Method
Contexts for Gathering Data About Children
Correlation and Causation
Research Designs for Examining Children’s
Development
Ethical Issues in Child-Development Research
CHAPTER SUMMARY

CHAPTER 2 Prenatal Development and the Newborn

Period

19
Prenatal Development
BOX 2.1 A Closer Look: Beng Beginnings
Conception
BOX 2.2 Individual Differences: Do Girls
Outnumber Boys?
Developmental Processes
Early Development
An Illustrated Summary of Prenatal Development
Fetal Experience and Behavior
Fetal Learning
Hazards to Prenatal Development
Teratogens
BOX 2.3 Applications: Sudden Infant Death
Syndrome
Maternal Factors
The Birth Experience
Diversity of Childbirth Practices
The Newborn Infant
State of Arousal
Negative Outcomes at Birth
CHAPTER SUMMARY

20
CHAPTER 3 Biology and Behavior
Nature and Nurture
Genetic and Environmental Forces
BOX 3.1 Applications: Genetic Testing
Behavior Genetics
Quantitative Genetics Research Designs
Heritability
Molecular Genetics Research Designs
BOX 3.2 Individual Differences: Genetically
Transmitted Developmental Disorders
Environmental Effects

21
Brain Development
The Neuron
The Cortex
Developmental Processes
BOX 3.3 A Closer Look: Mapping the Mind
The Importance of Experience
The Body: Physical Growth and Development
Growth and Maturation
Nutritional Behavior
Vaccines
BOX 3.4 A Closer Look: Poverty and Health
Disparities
CHAPTER SUMMARY

22
CHAPTER 4 Theories of Cognitive Development
Piaget’s Theory
View of Children’s Nature
Central Developmental Issues
BOX 4.1 Applications: Educational Applications of
Piaget’s Theory
Piaget’s Legacy
Information-Processing Theories

23
 View of Children’s Nature
Central Developmental Issues
The Development of Problem Solving
BOX 4.2 Applications: Educational Applications of
Information-Processing Theories
Core-Knowledge Theories
View of Children’s Nature
Central Developmental Issue: Nativism Versus
Constructivism
BOX 4.3 Applications: Educational Applications of
Core-Knowledge Theories
Sociocultural Theories
View of Children’s Nature: Vygotsky’s Theory
Central Developmental Issues
BOX 4.4 Applications: Educational Applications of
Sociocultural Theories
Dynamic-Systems Theories
View of Children’s Nature
Central Developmental Issues
BOX 4.5 Applications: Educational Applications of
Dynamic-Systems Theories
CHAPTER SUMMARY

24
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Masterpieces of
the masters of fiction
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: Masterpieces of the masters of fiction

Author: William Dudley Foulke

Release date: February 1, 2024 [eBook #72848]

Language: English

Original publication: New York: The Cosmopolitan press, 1912

Credits: Andrés V. Galia and the Online Distributed Proofreading

Team at https://www.pgdp.net (This file was produced
from images generously made available by The
Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK

MASTERPIECES OF THE MASTERS OF FICTION ***
 TRANSCRIBER'S NOTES:
In the unformated text version Italic text is
denoted by _underscores_ and Small Caps are
represented by UPPERCASE words.

A number of words in this book have both

hyphenated and non-hyphenated variants. For the
words with both variants present the one more
used has been kept.

Obvious punctuation and other printing errors

have been corrected.

The original art cover has been modified and is

granted to the public domain.
MASTERPIECES OF THE
MASTERS OF FICTION
 OTHER BOOKS
BY

WILLIAM DUDLEY
FOULKE

SLAV OR SAXON

LIFE OF OLIVER P. MORTON

MAYA (A Romance in Prose)

PROTEAN PAPERS

ANNOTATED TRANSLATION OF
HISTORY OF THE LANGOBARDS
BY PAUL THE DEACON

MAYA (A Dramatic Poem)

DOROTHY DAY
MASTERPIECES OF THE
MASTERS OF FICTION

BY

WILLIAM DUDLEY FOULKE

NEW YORK
THE COSMOPOLITAN PRESS
1912
 Copyright, 1912, by
William Dudley Foulke
MASTERPIECES OF THE
MASTERS OF FICTION
 PREFACE

A short time ago I determined that instead of taking up any new

works of fiction I would go over the masterpieces which I had read
long since and see what changes time had made in my impressions
of them. To do this I chose some forty of the most distinguished
authors and decided to select one story from each,—the best one, if
I could make up my mind which that was—at all events, one which
stood in the first rank of his productions. I determined to read these
in succession, one after another, in the shortest time possible, and
thus get a comprehensive notion of the whole. Of course under such
conditions exhaustive criticism would be out of the question, but I
thought that the general perspective and the comparative merits and
faults of each work would appear more vividly in this manner than in
any other way.

The productions of living authors were discarded, as well as all

fiction in verse.

Arranged chronologically, the selections I made were as follows:

1535 Rabelais “Gargantua”

1605-
Cervantes “Don Quixote”
1615
1715-
Le Sage “Gil Blas”
1735
1719 Defoe “Robinson Crusoe”
1726 Swift “Gulliver’s Travels”
1733 Prévost “Manon Lescaut”
1749 Fielding “Tom Jones”
1759 Johnson “Rasselas”
1759 Voltaire “Candide”
1759-
Sterne “Tristram Shandy”
1767
“The Vicar of
1766 Goldsmith
Wakefield”
“The Sorrows of
1774 Goethe
Young Werther”
1787 Saint Pierre “Paul and Virginia”
1807 Chateaubriand “Atala”
“Pride and
1813 Austen
Prejudice”
1813 Fouqué “Undine”
1814 Chamisso “Peter Schlemihl”
“The Legend of
1820 Irving
Sleepy Hollow”
1820 Scott “Ivanhoe”
1827 Manzoni “The Betrothed”
1835 Balzac “Eugenie Grandet”
1841 Gogol “Dead Souls”
“The Three
1845 Dumas
Guardsmen”
1847 Brontë “Jane Eyre”
1847 Merimée “Carmen”
 1850 Dickens “David Copperfield”
1850 Hawthorne “The Scarlet Letter”
1852 Thackeray “Henry Esmond”
1852 Stowe “Uncle Tom’s Cabin”
1853 Gaskell “Cranford”
1856 Auerbach “Barfüssele”
1857 Von Scheffel “Ekkehard”
“The Romance of a
1857 Feuillet
Poor Young Man”
1857 Flaubert “Madame Bovary”
“The Ordeal of
1859 Meredith
Richard Feverel”
“The Cloister and the
1861 Reade
Hearth”
1862 Hugo “Les Misérables”
1863 Eliot “Romola”
“Crime and
1866 Dostoyevsky
Punishment”
1868 Turgenieff “Smoke”
1869 Blackmore “Lorna Doone”
1878 Tolstoi “Anna Karenina”
1883 Stevenson “Treasure Island”

I think I see many picking out here and there a name, and hear them
saying, “What a bad selection! Wilkie Collins ought to be in the list
rather than Charles Reade; ‘Vanity Fair’ ought to be in the place of
‘Henry Esmond,’ ‘Waverly’ in the place of ‘Ivanhoe’,” etc., etc. But if
we except two or three names like Manzoni and Gogol, who are not
yet estimated at their full value by English and American readers, I
think common opinion will justify, in a general way, my catalogue of
authors, and I feel sure that the works chosen, if not the
masterpieces, are at least fairly typical of each.
 CONTENTS

PAGE

Preface 5
Rabelais “Gargantua” 11
Cervantes “Don Quixote” 16
Le Sage “Gil Blas” 25
Defoe “Robinson Crusoe” 36
Swift “Gulliver’s Travels” 39
Prévost “Manon Lescaut” 43
Fielding “Tom Jones” 45
Johnson “Rasselas” 49
Voltaire “Candide” 55
Sterne “Tristram Shandy” 60
“The Vicar of
Goldsmith 64
Wakefield”
“The Sorrows of
Goethe 72
Young Werther”
Saint Pierre “Paul and Virginia” 76
Chateaubriand “Atala” 79
Austen “Pride and Prejudice” 82
Fouqué “Undine” 93
Chamisso “Peter Schlemihl” 95
Irving “The Legend of 99
 Sleepy Hollow”
Scott “Ivanhoe” 101
Manzoni “The Betrothed” 107
Balzac “Eugenie Grandet” 125
Gogol “Dead Souls” 130
“The Three
Dumas 132
Guardsmen”
Brontë “Jane Eyre” 134
Merimée “Carmen” 138
Dickens “David Copperfield” 141
Hawthorne “The Scarlet Letter” 150
Thackeray “Henry Esmond” 158
Stowe “Uncle Tom’s Cabin” 176
Gaskell “Cranford” 180
Auerbach “Barfüssele” 183
Von Scheffel “Ekkehard” 189
“The Romance of a
Feuillet 192
Poor Young Man”
Flaubert “Madame Bovary” 194
“The Ordeal of
Meredith 196
Richard Feverel”
“The Cloister and the
Reade 200
Hearth”
Hugo “Les Misérables” 209
Eliot “Romola” 215
“Crime and
Dostoyevsky 228
Punishment”
Turgenieff “Smoke” 231
Blackmore “Lorna Doone” 237
Tolstoi “Anna Karenina” 240
Stevenson “Treasure Island” 267
 GARGANTUA
FRANÇOIS RABELAIS

Coleridge classed Rabelais among the greatest creative minds of the

world, with Shakespeare, Dante, Cervantes, etc. Not many will be
found to-day who will agree with such an estimate. Rabelais himself
would perhaps laugh at it as heartily as he laughed at the vices and
foibles of his time.

“Gargantua,” a burlesque romance, is the biography of a good-

natured giant of that name, the son of King Grangousier, who is born
in a remarkable manner out of the left ear of Gargamelle, his mother.
The author expresses a doubt whether his readers will thoroughly
believe the truth of this strange nativity, but says that it is not
impossible with God, and that there is nothing in the Bible against it.
He cites the examples of other prodigies and declares that he is not
so impudent a liar as Pliny was in treating of strange births. Then
follow many absurd and farcical descriptions of the conduct and
apparel of the infant giant, his colors and liveries, his wooden
horses, and the silly instruction given to him by foolish sophisters. In
Paris he steals the bells of Notre Dame to adorn the neck of the
hideous great mare upon whose back he has travelled thither, and
Master Janotus is sent to him to pronounce a great oration, imploring
the return of the bells. This nonsensical speech is a laughable
potpourri of French, Latin, and gibberish. The bells are returned, and
now Gargantua submits himself to the government of his new tutor,
Ponocrates, who establishes a novel system of instruction for his big
pupil.

The book gives a detailed description of the ingenious division of

time made by this wise preceptor, so that every moment of the day
might be devoted to the acquisition of some useful branch of
knowledge.

A strife arises between the shepherds of the country and some cake-
bakers of the neighboring kingdom of Lerne. The cake-bakers, being
worsted, complain to Picrochole, their king, who collects an army
and invades the country of Grangousier, pillaging and ravaging
everywhere. But when the invaders come to steal the grapes of the
convent of Seville, the stout Friar John with his “staff of the cross”
lays about him energetically dealing death and destruction on every
side. Picrochole storms the rock and castle of Clermond, and news
is brought to Grangousier of the invasion. The good old king at first
tries to conciliate his neighbor, and sends him a great abundance of
cakes and other gifts, but the choleric Picrochole will not retire,
though he keeps everything that is sent to him. The Duke of
Smalltrash, the Earl of Swashbuckler, and Captain Durtaille
persuade him that he is about to conquer the world, and there is a
long burlesque catalogue of all the countries they are to subdue,
after which they will return, sit down, rest and be merry. But the wise
Echephron, another of the king’s counsellors, tells him that it will be
more prudent to take their rest and enjoyment at once and not wait
till they have conquered the world. Meanwhile Gargantua is sent
forth against Picrochole. The enemy’s artillery has so little power
against him that he combs the cannonballs out of his hair. Among
other episodes, he unwittingly eats up six pilgrims in a salad, but one
of them strikes the nerve of a hollow tooth in his mouth, upon which
he takes them all out again. They escape, and then one of them
shows the others how their adventure had been foretold by the
Prophet David in the Psalms.

There is much droll conversation at a feast given by Gargantua to

Friar John. The stout friar has many adventures, and plays an
important part in the attack upon Picrochole’s army, when the poor
choleric king flees in disguise and at last becomes a porter at Lyons.
Here he is as testy and pettish as ever, and hopes for the fulfillment
of a prophecy that he should be restored to his kingdom “at the
coming of the Cocklicranes,” who it seems could never come at all.

Gargantua proclaims amnesty to the vanquished, the spoil is divided

and Friar John rewarded by the establishment of the Abbey of
Theleme, which is filled with all beautiful things and inhabited by fair
knights and ladies who keep no hours nor vigils, take no vows, but
enjoy the delights of liberty under the rule, “Do what thou wilt,”
spurred by their own instincts to virtuous actions and with no
temptation to transgress the laws.

In a very attractive prologue to this strange medley, the author sets

our curiosity agog with the simile of a philosophical dog and a
marrow bone, telling his readers to break the bone and suck out the
allegorical sense “or the things proposed to be signified by these
Pythagorical symbols.” So the world has been trying very hard ever
since to guess whether Gargantua was Francis I of France or Henry
d’Albret of Navarre; whether Friar John was Cardinal Chatillon or
Martin Luther, or both together; whether Picrochole was Charles V or
someone else; whether the cake-bakers were Popish priests or
anyone in particular; and so on to the end of a very long chapter.
Certainly the personages described in this burlesque had to be
obscurely drawn in order to protect the author from the dungeon or
the stake. In one place Rabelais intimates that he did not mean
anything at all by his absurdities. “When I did dictate them I thought
thereon no more than you who possibly were drinking the whilst I
was. For in the composing of this very lordly book I never lost nor
bestowed any more nor any other time than what was appointed to
serve me for taking my bodily refection, that is, whilst I was eating
and drinking.” And indeed “Gargantua” is a work that, like the verses
of Ennius to which he alludes, smells much more of the wine than
the oil; for, with all its drollery, and occasional wisdom, there are
chapters which seem little less than the products of inebriety.
Moreover, the work is defaced, especially the earlier part of it, by a