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1. Learning disabilities differ from physical disabilities in childhood in that they are ____.
a. more pronounced
b. not as easy to detect
c. not diagnosed by professionals
d. fairly rare
ANSWER: b
DIFFICULTY: Easy
REFERENCES: Definitions and History
KEYWORDS: Bloom’s: Understand
2. ____ is/are connected to the later onset of learning disorders.

a. Parental age
b. Communication disorders
c. Head injuries
d. Developmental delay
ANSWER: b
DIFFICULTY: Easy
3. Which statement regarding the general intellect of children with learning disabilities is true?
a. Children with learning disabilities usually have mild intellectual disability.
b. Children with learning disabilities usually have below-average intelligence.
c. Children with learning disabilities usually have average intelligence.
d. Children with learning disabilities usually have average or above-average intelligence.
ANSWER: d
DIFFICULTY: Moderate
4. Which statement about learning disabilities is true?

a. Learning problems occurring as a result of intellectual disability may qualify as “learning disabilities.”
b. Learning problems occurring as a result of brain injury may qualify as “learning disabilities.”
c. Learning problems occurring as a result of either intellectual disability or brain injury may qualify as “learning
disabilities.”
d. Learning disabilities can affect daily routines, work, and family life.
ANSWER: d
DIFFICULTY: Easy
5. Which disorder is determined by achievement test results that are substantially below what is expected for the child’s
age, schooling, and intellectual ability?
a. communication disorder
b. phonological awareness
c. specific learning disorder
d. fluency disorder
ANSWER: c
DIFFICULTY: Easy
6. Dyslexia refers to ____.

a. problems with fine motor control
b. problems decoding and recognizing simple words
c. a specific kind of reading problem in which the child reverses letters
d. problems in writing
ANSWER: b
DIFFICULTY: Easy
REFERENCES: Specific Learning Disorder
7. A child diagnosed with a learning disorder would typically score ____.

a. better on IQ tests than on tests of academic achievement
b. lower on IQ tests than on tests of academic achievement
c. comparably high on both IQ tests and tests of academic achievement
d. comparably low on both IQ tests and tests of academic achievement
ANSWER: a
8. By the age of ____, a child’s auditory map for phonetic discrimination is complete.
a. 1 month
b. 6 months
c. 1 year
d. 5 years
ANSWER: c
DIFFICULTY: Easy
REFERENCES: Language Development
9. To strengthen a child’s neural circuits for verbal memory, a parent should ____.
a. teach the child to play baseball
b. put the child in piano class
c. teach the child to swim
d. use flashcards of math problems
ANSWER: b
REFERENCES: p.357
KEYWORDS: Bloom’s: Apply
10. ____ is one of the best predictors of school performance and overall intelligence.
a. Well-developed fine motor skill
b. Early infant stimulation
c. Early attainment of developmental milestones
d. The development of language
ANSWER: d
DIFFICULTY: Easy
11. Deficits in ____ are a chief reason that most children with communication and learning disorders have problems in
learning to read and spell.
a. phonology
b. comprehension
c. attention
d. adaptation
ANSWER: a
DIFFICULTY: Easy
12. Phonological awareness is a broad construct that includes ____.

a. recognition of the independence of sounds and letters
b. awareness that sounds cannot be manipulated within syllables in words
c. detection of rhyme and alliteration
d. reciting the alphabet
ANSWER: d
DIFFICULTY: Easy
13. ____ is highly related to expressive language development.

a. Semantic ability
b. Pragmatic awareness
c. Phonological awareness
d. Morphological ability
ANSWER: c
DIFFICULTY: Easy
14. To see if a child has phonological awareness, a teacher might ____.

a. ask the child to rhyme words
b. have the child try to complete a page of math problems
c. have the child sing out loud
d. ask the child to recite the alphabet
ANSWER: a
15. Julia’s father asked her to go to her bedroom to select a book that they could read together. Julia went upstairs to her
bedroom and chose her favorite book from her bookshelf. On her way back downstairs, Julia’s mother asked her what she
was doing. Julia’s response was “Book read.” Based on this description, Julia may meet the criteria for ____.
a. phonological disorder
b. expressive language disorder
c. speech sound disorder
d. stuttering
ANSWER: b
REFERENCES: Communication Disorders
16. Deficits in phonological awareness are diagnosed when a child ____.

a. cannot express his/her thoughts
b. cannot understand others
c. stutters
d. has trouble manipulating sounds
ANSWER: d
DIFFICULTY: Easy
17. Which sound is least likely to be misarticulated by children with phonological problems?
a. s
b. l
c. a
d. th
ANSWER: c
18. By the early school-age years, which communication disorder is most prevalent?
a. language disorder
b. speech sound disorder
c. childhood-onset fluency disorder
d. pragmatic communication disorder
ANSWER: a
19. By mid to late adolescence, most children with communication disorders ____.
a. stop speaking
b. have acquired normal language
c. show declines in the quality of speech
d. drop out of school
ANSWER: b
DIFFICULTY: Easy
20. Which statement regarding gender differences in rates of communication disorders is true?
a. Girls are more likely to be diagnosed with communication disorders, due to biological differences.
b. Girls are more likely to be diagnosed with communication disorders, due to referral bias.
c. Boys are more likely to be diagnosed with communication disorders, due to biological differences.
d. Boys are more likely to be diagnosed with communication disorders, due to acting out behaviors.
ANSWER: d
21. ____ education strategies are based on the premise that children with special needs will benefit from associating with
normally developing peers.
a. Segregation
b. Inclusion
c. Incorporation
d. Cooperation
ANSWER: b
DIFFICULTY: Easy
22. Studies comparing language-impaired children with and without a positive family history for a language-based
learning disability suggest that children with a positive family history may inherit ____.
a. co-morbid behavior problems
b. temporal processing deficits
c. structural abnormalities in the temporal lobe
d. brain lesions in a pinpointed region
ANSWER: b
DIFFICULTY: Easy
23. Language functions are housed primarily in the ____.

a. left temporal lobe
b. right temporal lobe
c. frontal lobe
d. occipital lobe
ANSWER: a
DIFFICULTY: Easy
24. For some children, recurrent ____ during the first year of life may be related to speech and language delays.
a. fevers
b. throat infections
c. ear infections
d. feeding problems
ANSWER: c
DIFFICULTY: Easy
25. Studies investigating the causes of communication disorders suggest that ____.
a. there is no genetic basis for language problems
b. left-handed people are more likely to develop language impairments
c. communication problems are often tied to poor parental efforts to stimulate language development
d. there is an interaction of genetic influences, slowness of brain maturation, and possible minor brain lesions
ANSWER: d
26. The age at which stuttering tends to recede is around ____.

a. 2 years
b. 5 years
c. 9 years
d. 10 years
ANSWER: b
27. Which statement about gender differences in rates of stuttering is true?

a. Boys and girls are equally affected by stuttering.
b. Girls are more likely to stutter than boys.
c. Boys are more likely to stutter than girls.
d. Boys are more likely to stutter than girls, except among children of low socioeconomic status.
ANSWER: c
DIFFICULTY: Easy
28. Which is an appropriate treatment for children who stutter?
a. teach parents how to discipline their children
b. aggressively encourage proper speech
c. contingency management procedures
d. make the child accountable for progress
ANSWER: c
DIFFICULTY: Easy
29. Almost ________ of children who stutter before the age of 5 will no longer stutter once they have been in school for
about a year.
a. 10%
b. 50%
c. 80%
d. 100%
ANSWER: c
DIFFICULTY: Easy
30. Which statement about the causes of stuttering is true?

a. Empirical studies have shown stuttering to be due to unresolved emotional problems or anxiety.
b. The communicative behavior of mothers significantly contributes to the development of stuttering.
c. Stuttering is probably related to abnormal development of the right hemisphere of the brain.
d. A combination of genetic and environmental factors seem to cause the abnormal development
ANSWER: d
31. Which of the following is a category of learning disorders?

a. social
b. mathematics
c. phonological
d. fluency
ANSWER: b
DIFFICULTY: Easy
32. The most common underlying feature associated with reading disorders is ____.
a. associating new words with those in memory
b. visually processing the shapes of letters
c. interpreting the meaning of words
d. distinguishing or separating sounds in spoken words
ANSWER: d
DIFFICULTY: Easy
33. Mary is reading out loud to her class. She reads “from,” when in fact the word is “form.” Mary has made a(n) ____
error.
a. omission
b. reversal
c. transposition
d. sight
ANSWER: c
34. Decoding can be described as ____.

a. interpreting the hidden meaning of words
b. recognizing concepts in sentences
c. breaking a word into parts rapidly enough to read the whole word
d. errors in sequence of words and spelling
ANSWER: c
DIFFICULTY: Easy
35. Evidence of mathematics disorder typically emerges ____.

a. well before entry into school
b. upon entry into school
c. several years after beginning school
d. in early adolescence
ANSWER: a
DIFFICULTY: Easy
36. A child with a mathematics disorder would most likely have difficulty with ____.
a. reading
b. visual-spatial ability
c. coordination
d. memory
ANSWER: b
DIFFICULTY: Easy
37. A child with a writing disorder has the most difficulty with ____.
a. spelling accuracy
b. visual-spatial ability
c. gross motor skills
d. memory
ANSWER: c
38. The most common learning disorder is in ____.

a. reading
b. mathematics
c. written language
d. memory
ANSWER: a
DIFFICULTY: Easy
39. Boys are more likely to be diagnosed with learning disorders because ____.
a. their parents are more likely to seek help
b. they are more likely to also have behavior problems
c. their problems are more severe
d. they actually do out number girls in epidemiological studies
ANSWER: b
DIFFICULTY: Easy
40. The course of SLD is associated with ____.

a. improvement in high school
b. better reading comprehension in adulthood
c. reduction in reading deficits, but not in mathematics
d. dropping out of school
ANSWER: d
DIFFICULTY: Easy
41. Children with learning disorders are least likely to show features of ____.
a. conduct problems
b. ADHD
c. depression
d. autism
ANSWER: d
42. Children with learning disorders are likely to also have ____.
a. low sports self-concept
b. difficulty with appearance self-concept
c. poor academic self-concept
d. trouble balancing an overactive social life with school
ANSWER: d
DIFFICULTY: Easy
43. As adults, men with learning disorders ____.

a. experience poor job satisfaction
b. engage in greater levels of antisocial behavior
c. experience greater levels of depression
d. perceive lower levels of social support
ANSWER: d
DIFFICULTY: Easy
44. In comparison to men with learning disorders, women tend to have ____.
a. have higher self-esteem
b. have better paying jobs
c. outgrow their difficulties
d. have more relationship problems
ANSWER: d
DIFFICULTY: Easy
45. Which factor is least likely to lead to increased resiliency and adaptation in children with learning disorders?
a. easy or positive temperament
b. positive sense of efficacy and self-esteem
c. competent and supportive caregivers
d. clear consequences for when mistakes are made
ANSWER: d
DIFFICULTY: Easy
46. The cause of most learning disorders is ____.

a. limited exposure to reading material in the home
b. genetically based neurological problems
c. perinatal injury and/or anoxia
d. poor instructional methods
ANSWER: b
DIFFICULTY: Easy
47. Heritability accounts for approximately ____ of the variance in reading disorders.
a. 10%
b. 25%
c. 60%
d. 95%
ANSWER: c
DIFFICULTY: Easy
48. The planum temporale in individuals with reading disorders is ____.

a. larger on the right side of the brain
b. larger on the left side of the brain
c. of equal size on both sides of the brain
d. scarred and malfunctioning
ANSWER: c
DIFFICULTY: Easy
49. Shaywitz and Shaywitz (2002) found that the brains of dyslexic children compared to nonimpaired children had ____.
a. higher activation primarily in the right hemisphere
b. lower activation primarily in the right hemisphere
c. higher activation primarily in the left hemisphere
d. lower activation primarily in the left hemisphere
ANSWER: d
DIFFICULTY: Easy
50. Eden et al. (1996) found that the brains of adults with reading disorders show no activation in an area that detects
____.
a. pressure
b. auditory stimuli
c. vestibular changes
d. visual motion
ANSWER: d
DIFFICULTY: Easy
51. With regard to reading and phonological processing, a specific defect in perception of ____ may interfere with many
different brain functions, and has been noted in children with autism and learning disorders.
a. visual motion
b. auditory stimuli
c. spatial orientation
d. written expression
ANSWER: a
DIFFICULTY: Easy
52. Nonverbal learning disabilities are deficits related to ____.

a. cellular abnormalities in the left hemisphere
b. functional abnormalities in the right hemisphere
c. abnormalities of the planum temporale
d. excesses of dopamine neurotransmitters
ANSWER: b
DIFFICULTY: Easy
53. Nonverbal learning disabilities are characteristic of children who perform worse at ____ than reading.
a. sports
b. singing
c. math
d. spelling
ANSWER: c
DIFFICULTY: Easy
54. The most likely relationship between learning disorders and behavior problems in young children is that ____.
a. behavior problems, such as inattentiveness, interfere with learning behaviors and may lead to later learning
disorders
b. learning disorders are frustrating for children and may lead them to act out
c. the two are distinct disorders that arise separately but increase the potency of either or both problems over time
d. behavior problems are ultimately the root cause of learning disorders
ANSWER: c
DIFFICULTY: Easy
55. ____ is based on the premise that the ability to decode and recognize words accurately and rapidly must be acquired
before reading comprehension can occur.
a. Recognition Learning
b. Direct Learning
c. Direct Instruction
d. Recognition Instruction
ANSWER: c
DIFFICULTY: Easy
56. Which intervention would be least likely to be used with a child with a learning disorder?
a. implementation of behavioral reinforcement
b. prescribing of medications that help learning
c. teaching the child to monitor their own thought processes
d. individual counseling to help the child to develop more positive feelings about their abilities
ANSWER: b
DIFFICULTY: Easy
57. Individuals with Disabilities Education Improvement Act (IDEA) mandate that children with special needs ____.
a. should have access to all educational services
b. should have special education classroom placement
c. should have regular education classroom placement
d. should be appropriately tested for educational level
ANSWER: a
58. According to your text, almost ____ % of school-age children in the United States receive some level of support
through special education.
a. 14
b. 16
c. 22
d. 26
ANSWER: a
DIFFICULTY: Easy
59. This Act, signed into U.S. law in 2002, allowed for more intensified efforts by each state to improve the academic
achievement of public school students considered at risk for school failure.
a. No Child Left Behind
b. No Child Left Out
c. All Children Included
d. All Children Moving Forward
ANSWER: a
DIFFICULTY: Easy
60. To prevent ____, it is important to provide early interventions that teach both phonologic and verbal abilities.
a. aphasia
b. stuttering
c. ataxia
d. dyslexia
ANSWER: d
DIFFICULTY: Easy
61. Differentiate between the terms learning disabilities, communication disorders, and specific learning disorder.
ANSWER: Learning disability is a lay term (not a diagnostic term) that refers to significant problems in mastering
one or more of the following skills: listening, speaking, reading, writing, reasoning, and mathematics.
Communication disorder is a diagnostic term that refers to deficits in language, speech, and
communication. Specific learning disorder is a diagnostic term that refers to specific problems in
learning and using academic skills. The DSM-5 integrates the frequently co-occurring problems in
reading, mathematics, and written expression into this one category, and uses specifiers to designate
impairments in one or more of these areas.
62. Straus and Werner (1943) pointed out that children learn in their own individual ways. List the three important
concepts developed from their idea that continues to influence the field to this day.
ANSWER: Children approach learning in different ways, so each child’s individual learning style and uniqueness
should be recognized and used to full advantage. 2. Educational methods should be tailored to an
individual child’s pattern of strengths and weaknesses; one method should not be imposed on everyone.
3.Children with learning problems might be helped by teaching methods that strengthen existing abilities
rather than emphasize weak areas.
KEYWORDS: Bloom’s: Analyze
63. What is meant by a “perceptual map” for language and how does it develop?
ANSWER: A perceptual map forms that represents similarities among sounds and helps the infant learn to
discriminate among different phonemes. These maps form quickly; 6-month-old children of English-
speaking parents already have auditory maps different from infants in non–English-speaking homes, as
measured by neuron activity in response to different sounds (Kuhl et al., 2006). By their first birthday,
the maps are complete, and infants are less able to discriminate sounds that are not important in their
own language.
64. Why is it common to have more than one specific learning disorder?
ANSWER: Writing, and arithmetic overlap and build on the same functions of the brain, it is not surprising that a
child or adult can have more than one form of SLD (Scanlon, 2013). Recall that phonological awareness
facilitates the ability to speak and, later on, to read and write. A single gap in the brain’s functioning can
disrupt many types of cognitive activity. These disruptions, in turn, can interfere with the development
of important fundamental skills and compound the learning difficulties in a short time.
65. What particular difficulties and errors might suggest that a child has a reading disorder?
ANSWER: A child with a SLD with impairment in reading lacks the critical language skills required for basic
reading: word reading accuracy, reading comprehension, and reading rate or fluency. Dyslexia is an
alternative term sometimes used to describe this pattern of reading difficulties. These core deficits stem
from problems in decoding—breaking a word into parts rapidly enough to read the whole word—
coupled with difficulty reading single small words (Vellutino et al., 2007). When a child cannot detect
the phonological structure of language and automatically recognize simple words, reading development
will very likely be impaired (Peterson & Pennington, 2010). The slow and labored decoding of single
words requires substantial effort and detracts from the child’s ability to retain the meaning of a sentence,
much less a paragraph or page.
66. What kind of deficits might a parent or teacher notice from a child who has a writing disorder?
ANSWER: Children with impairment in written expression often have problems with tasks that require eye–hand
coordination, despite their normal gross motor development. Teachers notice that, as compared with
children who have normal writing skills, children with impairments in writing produce shorter, less
interesting, and poorly organized essays and are less likely to review spelling, punctuation, and grammar
to increase clarity (Hooper et al., 2011, 2013). However, spelling errors or poor handwriting that do not
significantly interfere with daily activities or academic pursuits do not qualify a child for this diagnosis.
In addition, problems in written expression signal the possibility of other learning problems because of
shared metacognitive processes: planning, self-monitoring, self-evaluation, and self-modification (Heim
& Benasich, 2006).
67. You are a clinical psychologist and you have recently diagnosed Jeremy, an 8-year-old boy, with a learning disorder.
Jeremy’s parents are worried about what this will mean for Jeremy as he goes through school, as well as when he is an
adult. What would you tell Jeremy’s parents about the short- and long-term prognosis for children with specific learning
disorders?
ANSWER: Poor reading comprehension and poor spelling and written work. They may be able to read and
pronounce the first part of a word correctly but then guess the rest of the word. As they struggle with
these difficulties throughout elementary school, being fearful of or refusing to read aloud is common. By
adolescence through to adulthood, these patterns often shift from basic coding difficulties to marked
problems in reading comprehension and written expression, including poor spelling and poor
mathematical problem solving. Over time, teens and adults learn to manage these difficulties to the best
of their ability, but may avoid situations that require reading, writing, or numerical ability. Thus, over the
life span SLD is associated with many functional consequences, such as lower academic achievement,
higher school dropout rates, poor overall mental health and well-being, and lower employment and
income (APA, 2013).
68. It has been suggested that language-based learning disorders are related to neurological deficits in sensitivity. What is
the nature of this argument?
ANSWER: A specific defect in the perception of visual motion may interfere with many different brain functions,
and it has been noted among children with autism as well as those with learning disorders (Benassi et al.,
2010; Skottun & Skoyles, 2008). To detect differences between consonant sounds—such as b and t—we
must be able to distinguish between very rapid changes in sound frequency. A subtle neurological deficit
in sensitivity could prohibit this distinction, which would then show up clinically as problems in reading
and phonological processing (Raschle et al., 2011).
69. How do the biological causes of language-based learning disabilities and nonverbal learning disabilities differ?
ANSWER: SLD with impairment in written expression as well, are associated with brain deficits that differ from
those described for language-based learning disorders. These deficits are largely found in areas not
related to verbal ability, which has led to the term nonverbal learning disability. Nonverbal learning
disability (NLD) is associated with deficits related to right-hemisphere brain functioning, which are
characteristic of children who perform considerably worse at math than reading. These deficits involve
social/emotional skills, spatial orientation, problem solving, and the recognition of nonverbal cues such
as body language (Hulme & Snowling, 2009). In addition to math deficiencies, NLD may be
accompanied by neuropsychological problems such as poor coordination, poor judgment, and difficulties
adapting to novel and complex situations.
70. Discuss the two major findings that implicate specific biological underpinnings of reading disorders.
ANSWER: 1. Language difficulties for people with reading disorders are specifically associated with the
neurological processing of phonology and storage of such information into memory; and 2. behavioral
and physiological abnormalities are found in the processing of visual information. It is not surprising,
therefore, that phonological and visual processing problems often coexist among people with reading
disorders (Skottun & Skoyles, 2008).
71. Summarize the use of computer-assisted learning for specific learning disorders.
ANSWER: Computers have been used as simple instructional tools to deliver questions and answers since the 1970s.
Since discovering phonological awareness and timing problems in the brain, researchers are now testing
whether computers can remedy some basic auditory problems. Some children with communication and
learning disorders are unable to process information that flashes by too quickly, such as the consonant
sounds ba and da, and this deficit interferes with vital speech processes. Computer programs are able to
slow down these grammatical sounds, allowing young children to process them more slowly and
carefully
72. Eight-year-old Jessica has a mathematics disorder. You have been asked to make recommendations to Jessica’s
parents and teacher as to how they might help Jessica. From a behavioral and cognitive–behavioral standpoint, what
specific recommendations would you make?
ANSWER: Behavioral methods often are used in conjunction with a complete program of direct instruction, which
typically proceeds in a cumulative, highly structured manner (Wright & Jacobs, 2003), as shown in A
Closer Look 7.2. Because this method places a strong emphasis on the behavior of the teacher in terms
of explicit correction, reinforcement, and practice opportunities, it is sometimes referred to as “faultless
instruction”: Each concept should be so clearly presented that only one interpretation is possible. Each
lesson is structured according to field-tested scripts. Teachers work with one small group of students at a
time, and shoot questions at them at a rate as high as 10 to 12 per minute. This highly structured,
repetitive method is clearly effective. Like behavioral methods, these procedures actively involve
students in learning, particularly in monitoring their own thought processes. Considerable emphasis is
placed on self-control by using strategies such as self-monitoring, self-assessment, self-recording, self-
management of reinforcement, and so on (Alwell & Cobb, 2009; Cobb et al., 2006). Essentially, children
are taught to ask themselves several questions as they progress, to make themselves more aware of the
material.
73. List the steps involved in Direct Behavioral Instruction.

ANSWER: 1. Review the child’s existing abilities. 2. Develop a short statement of goals at the beginning of each
lesson. 3. Present new concepts and material in small steps, each followed by student practice. 4. Provide
clear and detailed instructions and explanations. 5. Provide considerable practice for all students. 6.
Check student understanding of concepts continually, in response to teacher questions. 7. Provide
explicit guidance for each student during initial practice. 8. Provide systematic feedback and corrections.
9. Provide explicit instruction and practice for exercises completed by students at their desks.
74. Discuss the importance of placing children with different needs in classrooms with typically developing peers. How
can this improve communication skills, academic performance, and social skills?
ANSWER: Integrating children with special needs into the regular classroom began as the inclusion movement
during the 1950s, based on studies showing that segregated classes for students with disabilities were
ineffective and possibly harmful (Baldwin, 1958). Resource rooms and specially trained teachers
replaced the special classes that had been in vogue, a change that had the further advantage of removing
the need to label and categorize children.
75. Discuss why children with learning disorders might display more acting out behaviors at school and the behavioral
strategies used.
ANSWER: Many problems that children with communication and learning disorders have stem from the fact that the
material is simply presented too fast for them (Tallal & Benasich, 2002). Thus, a strategy to provide
children with a set of verbal rules that can be written out and reapplied may be more beneficial than one
that relies on memory or on grasping the concept all at once. Tried-and-true behavioral principles of
learning are well suited to this task of teaching systematically. Behavioral methods often are used in
conjunction with a complete program of direct instruction, which typically proceeds in a cumulative,
highly structured manner (Wright & Jacobs, 2003), as shown in A Closer Look 7.2. Because this method
places a strong emphasis on the behavior of the teacher in terms of explicit correction, reinforcement,
and practice opportunities, it is sometimes referred to as “faultless instruction”: Each concept should be
so clearly presented that only one interpretation is possible. Each lesson is structured according to field-
tested scripts. Teachers work with one small group of students at a time, and shoot questions at them at a
rate as high as 10 to 12 per minute.
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Pittsburg, where we halted next night, on the Ohio, is certainly,
with the exception of Birmingham, the most intensely sooty, busy,
squalid, foul-housed, and vile-suburbed city I have ever seen. Under
its perpetual canopy of smoke, pierced by a forest of blackened
chimneys, the ill-paved streets, swarm with a streaky population
whose white faces are smutched with soot streaks—the noise of
vans and drays which shake the houses as they pass, the turbulent
life in the thoroughfares, the wretched brick tenements,—built in
waste places on squalid mounds, surrounded by heaps of slag and
broken brick—all these gave the stranger the idea of some vast
manufacturing city of the Inferno; and yet a few miles beyond, the
country is studded with beautiful villas, and the great river, bearing
innumerable barges and steamers on its broad bosom, rolls its turbid
waters between banks rich with cultivated crops.
The policeman at Pittsburg station—a burly Englishman—told me
that the war had been of the greatest service to the city. He spoke
not only from a policeman’s point of view, when he said that all the
rowdies, Irish, Germans, and others had gone off to the war, but from
the manufacturing stand-point, as he added that wages were high,
and that the orders from contractors were keeping all the
manufacturers going. “It is wonderful,” said he, “what a number of
the citizens come back from the South, by rail, in these new metallic
coffins.”
A long, long day, traversing the State of Indiana by the Fort Wayne
route, followed by a longer night, just sufficed to carry us to Chicago.
The railway passes through a most uninteresting country, which in
part is scarcely rescued from a state of nature by the hand of man;
but it is wonderful to see so much done, when one hears that the
Miami Indians and other tribes were driven out, or, as the phrase is,
“removed,” only twenty years ago—“conveyed, the wise called it”—to
the reserves.
From Chicago, where we descended at a hotel which fairly
deserves to be styled magnificent, for comfort and completeness, Mr.
Lamy and myself proceeded to Racine, on the shores of Lake
Michigan, and thence took the rail for Freeport, where I remained for
some days, going out in the surrounding prairie to shoot in the
morning, and returning at nightfall. The prairie chickens were rather
wild. The delight of these days, notwithstanding bad sport, cannot be
described, nor was it the least ingredient in it to mix with the fresh
and vigorous race who are raising up cities on these fertile wastes.
Fortunately for the patience of my readers, perhaps, I did not fill my
diary with the records of each day’s events, or of the contents of our
bags; and the note-book in which I jotted down some little matters
which struck me to be of interest has been mislaid; but in my letters
to England I gave a description of the general aspect of the country,
and of the feelings of the people, and arrived at the conclusion that
the tax-gatherer will have little chance of returning with full note-
books from his tour in these districts. The dogs which were lent to us
were generally abominable; but every evening we returned in
company with great leather-greaved and jerkined-men, hung round
with belts and hooks, from which were suspended strings of defunct
prairie chickens. The farmers were hospitable, but were suffering
from a morbid longing for a failure of crops in Europe, in order to give
some value to their corn and wheat, which literally cumbered the
earth.
Freeport! Who ever heard of it? And yet it has its newspapers,
more than I dare mention, and its big hotel lighted with gas, its
billiard-rooms and saloons, magazines, railway stations, and all the
proper paraphernalia of local self-government, with all their fierce
intrigues and giddy factions.
From Freeport our party returned to Chicago, taking leave of our
excellent friend and companion Mr. George Thompson, of Racine.
The authorities of the Central Illinois Railway, to whose courtesy and
consideration I was infinitely indebted, placed at our disposal a
magnificent sleeping carriage; and on the morning after our arrival,
having laid in a good stock of supplies, and engaged an excellent
sporting guide and dogs, we started, attached to the regular train
from Chicago, until the train stopped at a shunting place near the
station of Dwight, in the very centre of the prairie. We reached our
halting-place, were detached, and were shot up a siding in the
solitude, with no habitation in view, except the wood shanty, in which
lived the family of the Irish overseer of this portion of the road—a
man happy in the possession of a piece of gold which he received
from the Prince of Wales, and for which, he declared, he would not
take the amount of the National Debt.
The sleeping carriage proved most comfortable quarters. After
breakfast in the morning, Mr. Lamy, Col. Foster, Mr. ——, of the
Central Illinois rail, the keeper, and myself, descending the steps of
our moveable house, walked in a few strides to the shooting
grounds, which abounded with quail, but were not so well peopled by
the chickens. The quail were weak on the wing, owing to the
lateness of the season, and my companions grumbled at their hard
luck, though I was well content with fresh air, my small share of
birds, and a few American hares. Night and morning the train rushed
by, and when darkness settled down upon the prairie, our lamps
were lighted, dinner was served in the carriage, set forth with
inimitable potatoes cooked by the old Irishwoman. From the dinner-
table it was but a step to go to bed. When storm or rain rushed over
the sea-like plain, I remained in the carriage writing, and after a long
spell of work, it was inexpressibly pleasant to take a ramble through
the flowering grass and the sweet-scented broom, and to go beating
through the stunted under-cover, careless of rattlesnakes, whose tiny
prattling music I heard often enough without a sight of the tails that
made it.
One rainy morning, the 29th September, I think, as the sun began
to break through drifting rain clouds, I saw my companions preparing
their guns, the sporting chaperon Walker filling the shot flasks, and
making all the usual arrangements for a day’s shooting. “You don’t
mean to say you are going out shooting on a Sunday!” I said. “What,
on the prairies!” exclaimed Colonel Foster. “Why, of course we are;
there’s nothing wrong in it here. What nobler temple can we find to
worship in than lies around us? It is the custom of the people
hereabouts to shoot on Sundays, and it is a work of necessity with
us; for our larder is very low.”
And so, after breakfast, we set out, but the rain came down so
densely that we were driven to the house of a farmer, and finally we
returned to our sleeping carriage for the day. I never fired a shot nor
put a gun to my shoulder, nor am I sure that any of my companions
killed a bird.
The rain fell with violence all day, and at night the gusts of wind
shook the carriage like a ship at sea. We were sitting at table after
dinner, when the door at the end of the carriage opened, and a man,
in a mackintosh dripping wet, advanced with unsteady steps along
the centre of the carriage, between the beds, and taking off his hat,
in the top of which he searched diligently, stood staring with lack-
lustre eyes from one to the other of the party, till Colonel Foster
exclaimed, “Well, sir, what do you want?”
“What do I want,” he replied, with a slight thickness of speech,
“which of you is the Honourable Lord William Russell, correspondent
of the London Times? That’s what I want.”
I certified to my identity; whereupon, drawing a piece of paper out
of his hat, he continued, “Then I arrest you, Honourable Lord William
Russell, in the name of the people of the Commonwealth of Illinois,”
and thereupon handed me a document, declaring that one, Morgan,
of Dwight, having come before him that day and sworn that I, with a
company of men and dogs, had unlawfully assembled, and by firing
shots, and by barking and noise, had disturbed the peace of the
State of Illinois, he, the subscriber or justice of the peace, as named
and described, commanded the constable Podgers, or whatever his
name was, to bring my body before him to answer to the charge.
Now this town of Dwight was a good many miles away, the road
was declared by those who knew it to be very bad, the night was
pitch dark, the rain falling in torrents, and as the constable, drawing
out of his hat paper after paper with the names of impossible
persons upon them, served subpœnas on all the rest of the party to
appear next morning, the anger of Colonel Foster could scarcely be
restrained, by kicks under the table and nods and becks and
wreathed smiles from the rest of the party. “This is infamous! It is a
political persecution!” he exclaimed, whilst the keeper joined in
chorus, declaring he never heard of such a proceeding before in all
his long experience of the prairie, and never knew there was such an
act in existence. The Irishmen in the hut added that the informer
himself generally went out shooting every Sunday. However, I could
not but regret I had given the fellow an opportunity of striking at me,
and though I was the only one of the party who raised an objection to
our going out at all, I was deservedly suffering for the impropriety—to
call it here by no harsher name.
The constable, a man of a liquid eye and a cheerful countenance,
paid particular attention meantime to a large bottle upon the table,
and as I professed my readiness to go the moment he had some
refreshment that very wet night, the stern severity becoming a
minister of justice, which marked his first utterances, was sensibly
mollified; and when Mr. —— proposed that he should drive back with
him and see the prosecutor, he was good enough to accept my
written acknowledgment of the service of the writ, and promise to
appear the following morning, as an adequate discharge of his duty
—combined with the absorption of some Bourbon whisky—and so
retired.
Mr. —— returned late at night, and very angry. It appears that the
prosecutor—who is not a man of very good reputation, and whom his
neighbours were as much astonished to find the champion of
religious observances as they would have been if he was to come
forward to insist on the respect due to the seventh commandment—
with the insatiable passion for notoriety, which is one of the worst
results of American institutions, thought he would gain himself some
little reputation by causing annoyance to a man so unpopular as
myself. He and a companion having come from Dwight for the
purpose, and hiding in the neighbourhood, had, therefore, devoted
their day to lying in wait and watching our party; and as they were
aware in the railway carriage I was with Colonel Foster, they had no
difficulty in finding out the names of the rest of the party. The
magistrate being his relative, granted the warrant at once; and the
prosecutor, who was in waiting for the constable, was exceedingly
disappointed when he found that I had not been dragged through the
rain.
Next morning, a special engine which had been ordered up by
telegraph appeared alongside the car; and a short run through a
beautiful country brought us to the prairie town of Dwight. The
citizens were astir—it was a great day—and as I walked with Colonel
Forster, all the good people seemed to be enjoying an unexampled
treat in gazing at the stupendous criminal. The court-house, or
magistrate’s office, was suitable to the republican simplicity of the
people of Dwight; for the chamber of justice was on the first floor of a
house over a store, and access was obtained to it by a ladder from
the street to a platform, at the top of which I was ushered into the
presence of the court—a plain white-washed room. I am not sure
there was even an engraving of George Washington on the walls.
The magistrate in a full suit of black, with his hat on, was seated at a
small table; behind him a few books, on plain deal shelves, provided
his fund of legal learning. The constable, with a severer visage than
that of last night, stood upon the right hand; three sides of the room
were surrounded by a wall of stout honest Dwightians, among whom
I produced a profound sensation, by the simple ceremony of taking
off my hat, which they no doubt considered a token of the degraded
nature of the Britisher, but which moved the magistrate to take off his
head-covering; whereupon some of the nearest removed theirs,
some putting them on again, and some remaining uncovered; and
then the informations were read, and on being asked what I had to
say, I merely bowed, and said I had no remarks to offer. But my
friend, Colonel Foster, who had been churning up his wrath and
forensic lore for some time, putting one hand under his coat tail, and
elevating the other in the air, with modulated cadences, poured out a
fine oratorical flow which completely astonished me, and whipped
the audience morally off their legs completely. In touching terms he
described the mission of an illustrious stranger, who had wandered
over thousands of miles of land and sea to gaze upon the beauties
of those prairies which the Great Maker of the Universe had
expanded as the banqueting tables for the famishing millions of
pauperised and despotic Europe. As the representative of an
influence which the people of the great State of Illinois should wish to
see developed, instead of contracted, honoured instead of being
insulted, he had come among them to admire the grandeur of nature,
and to behold with wonder the magnificent progress of human
happiness and free institutions. (Some thumping of sticks, and cries
of “Bravo, that’s so,” which warmed the Colonel into still higher
flights). I began to feel if he was as great in invective as he was in
eulogy, it was well he had not lived to throw a smooth pebble from
his sling at Warren Hastings. As great indeed! Why, when the
Colonel had drawn a beautiful picture of me examining coal deposits
—investigating strata—breathing autumnal airs, and culling flowers
in unsuspecting innocence, and then suddenly denounced the
serpent who had dogged my steps, in order to strike me down with a
justice’s warrant, I protest it is doubtful, if he did not reach to the
most elevated stage of vituperative oratory, the progression of which
was marked by increasing thumps of sticks, and louder murmurs of
applause, to the discomfiture of the wretched prosecutor. But the
magistrate was not a man of imagination; he felt he was but elective
after all; and so, with his eye fixed upon his book, he pronounced his
decision, which was that I be amerced in something more than half
the maximum fine fixed by the statute, some five-and-twenty shillings
or so, the greater part to be spent in the education of the people, by
transfer to the school fund of the State.
As I was handing the notes to the magistrate, several respectable
men coming forward exclaimed, “Pray oblige us, Mr. Russell, by
letting us pay the amount for you; this is a shameful proceeding.” But
thanking them heartily for their proffered kindness, I completed the
little pecuniary transaction and wished the magistrate good morning,
with the remark that I hoped the people of the State of Illinois would
always find such worthy defenders of the statutes as the prosecutor,
and never have offenders against their peace and morals more
culpable than myself. Having undergone a severe scolding from an
old woman at the top of the ladder, I walked to the train, followed by
a number of the audience, who repeatedly expressed their extreme
regret at the little persecution to which I had been subjected. The
prosecutor had already made arrangements to send the news over
the whole breadth of the Union, which was his only reward; as I must
do the American papers the justice to say that, with a few natural
exceptions, those which noticed the occurrence unequivocally
condemned his conduct.
That evening, as we were planning an extension of our sporting
tour, the mail rattling by deposited our letters and papers, and we
saw at the top of many columns the startling words, “Grand Advance
Of The Union Army.” “M‘Clellan Marching On Richmond.” “Capture
Of Munson’s Hill.” “Retreat of the Enemy—30,000 men Seize Their
Fortifications.” Not a moment was to be lost; if I was too late, I never
would forgive myself. Our carriage was hooked on to the return train,
and at 8 o’clock p.m. I started on my return to Washington, by way of
Cleveland.
At half-past 3 on the 1st October the train reached Pittsburg, just
too late to catch the train for Baltimore; but I continued my journey at
night, arriving at Baltimore after noon, and reaching Washington at 6
p.m. on the 2nd of October.
October 3rd.—In Washington once more—all the world laughing at
the pump and the wooden guns at Munson’s Hill, but angry withal
because M‘Clellan should be so befooled as they considered it, by
the Confederates. The fact is M‘Clellan was not prepared to move,
and therefore not disposed to hazard a general engagement, which
he might have brought on had the enemy been in force; perhaps he
knew they were not, but found it convenient nevertheless to act as
though he believed they had established themselves strongly in his
front, as half the world will give him credit for knowing more than the
civilian strategists who have already got into disgrace for urging
M‘Dowell on to Richmond. The federal armies are not handled easily.
They are luxurious in the matter of baggage, and canteens, and
private stores; and this is just the sort of war in which the general
who moves lightly and rapidly, striking blows unexpectedly and
deranging communications, will obtain great results.
Although Beauregard’s name is constantly mentioned, I fancy that,
crafty and reticent as he is, the operations in front of us have been
directed by an officer of larger capacity. As yet M‘Clellan has
certainly done nothing in the field to show he is like Napoleon. The
value of his labours in camp has yet to be tested. I dined at the
Legation, and afterwards there was a meeting at my rooms, where I
heard of all that had passed during my absence.
October 4th.—The new expedition, of which I have been hearing
for some time past, is about to sail to Port Royal, under the
command of General Burnside, in order to reduce the works erected
at the entrance of the Sound, to secure a base of operations against
Charleston, and to cut in upon the communication between that
place and Savannah. Alas, for poor Trescot! his plantations, his
secluded home! What will the good lady think of the Yankee
invasion, which surely must succeed, as the naval force will be
overwhelming? I visited the division of General Egbert Viele,
encamped near the Navy-yard, which is bound to Annapolis, as a
part of General Burnside’s expedition. When first I saw him, the
general was an emeritus captain, attached to the 7th New York
Militia; now he is a Brigadier-General, if not something more,
commanding a corps of nearly 5000 men, with pay and allowances
to match. His good lady wife, who accompanied him in the Mexican
campaign,—whereof came a book, lively and light, as a lady’s should
be,—was about to accompany her husband in his assault on the
Carolinians, and prepared for action, by opening a small broadside
on my unhappy self, whom she regarded as an enemy of our
glorious Union; and therefore an ally of the Evil Powers on both
sides of the grave. The women, North and South, are equally pitiless
to their enemies; and it was but the other day, a man with whom I am
on very good terms in Washington, made an apology for not asking
me to his house, because his wife was a strong Union woman.
A gentleman who had been dining with Mr. Seward to-night told
me the Minister had complained that I had not been near him for
nearly two months; the fact was, however, that I had called twice
immediately after the appearance in America of my letter dated July
22nd, and had met Mr. Seward afterwards, when his manner was, or
appeared to me to be, cold and distant, and I had therefore
abstained from intruding myself upon his notice; nor did his answer
to the Philadelphian petition—in which Mr. Seward appeared to
admit the allegations made against me were true, and to consider I
had violated the hospitality accorded me—induce me to think that he
did not entertain the opinion which these journals which set
themselves up to be his organs had so repeatedly expressed.
CHAPTER XXI.
Another Crimean acquaintance—Summary dismissal of a newspaper

correspondent—Dinner at Lord Lyons’—Review of artillery—“Habeas
Corpus”—The President’s duties—M‘Clellan’s policy—The Union Army—
Soldiers and the patrol—Public men in America—Mr. Seward and Lord
Lyons—A Judge placed under arrest—Death and funeral of Senator
Baker—Disorderly troops and officers—Official fibs—Duck-shooting at
Baltimore.
October 5th.—A day of heat extreme. Tumbled in upon me an old

familiar face and voice, once Forster of a hospitable Crimean hut
behind Mother Seacole’s, commanding a battalion of Land Transport
Corps, to which he had descended or sublimated from his position
as ex-Austrian dragoon and beau sabreur under old Radetzsky in
Italian wars; now a colonel of distant volunteers, and a member of
the Parliament of British Columbia. He was on his way home to
Europe, and had travelled thus far out of his way to see his friend.
After him came in a gentleman, heated, wild-eyed, and excited,
who had been in the South, where he was acting as correspondent
to a London newspaper, and on his return to Washington had
obtained a pass from General Scott. According to his own story, he
had been indulging in a habit which free-born Englishmen may
occasionally find to be inconvenient in foreign countries in times of
high excitement, and had been expressing his opinion pretty freely in
favour of the Southern cause in the bar-rooms of Pennsylvania
Avenue. Imagine a Frenchman going about the taverns of Dublin
during an Irish rebellion, expressing his sympathy with the rebels,
and you may suppose he would meet with treatment at least as
peremptory as that which the Federal authorities gave Mr. D——. In
fine, that morning early, he had been waited upon by an officer, who
requested his attendance at the Provost Marshal’s office; arrived
there, a functionary, after a few queries, asked him to give up
General Scott’s pass, and when Mr. D—— refused to do so,
proceeded to execute a terrible sort of proces verbal on a large
sheet of foolscap, the initiatory flourishes and prolegomena of which
so intimidated Mr. D——, that he gave up his pass and was
permitted to depart, in order that he might start for England by the
next steamer.
A wonderful Frenchman, who lives up a back street, prepared a
curious banquet, at which Mr. Irvine, Mr. Warre, Mr. Anderson, Mr.
Lamy, and Colonel Foster assisted; and in the evening Mr. Lincoln’s
private secretary, a witty, shrewd, and pleasant young fellow, who
looks little more than eighteen years of age, came in with a friend,
whose name I forget; and by degrees the circle expanded, till the
walls seemed to have become elastic, so great was the concourse of
guests.
October 6th.—A day of wandering around, and visiting, and
listening to rumours all unfounded. I have applied for permission to
accompany the Burnside expedition, but I am advised not to leave
Washington, as M‘Clellan will certainly advance as soon as the
diversion has been made down South.
October 7th.—The heat to-day was literally intolerable, and wound
up at last in a tremendous thunderstorm with violent gusts of rain. At
the Legation, where Lord Lyons entertained the English visitors at
dinner, the rooms were shaken by thunder claps, and the blinding
lightning seemed at times to turn the well-illuminated rooms into
caves of darkness.
October 8th.—A review of the artillery at this side of the river took
place to-day, which has been described in very inflated language by
the American papers, the writers on which—never having seen a
decently-equipped force of the kind—pronounce the sight to have
been of unequalled splendour; whereas the appearance of horses
and men was very far from respectable in all matters relating to
grooming, cleanliness, and neatness. General Barry has done
wonders in simplifying the force and reducing the number of calibres,
which varied according to the fancy of each State, or men of each
officer who raised a battery; but there are still field-guns of three
inches and of three inches and a-half, Napoleon guns, rifled 10 lb.
Parrots, ordinary 9-pounders, a variety of howitzers, 20-lb. Parrot
rifled guns, and a variety of different projectiles in the caissons. As
the men rode past, the eye was distressed by discrepancies in
dress. Many wore red or white worsted comforters round their necks,
few had straps to their trousers; some had new coats, others old;
some wore boots, others shoes; not one had clean spurs, bits, curb-
chains, or buttons. The officers cannot get the men to do what the
latter regard as works of supererogation.
There were 72 guns in all; and if the horses were not so light,
there would be quite enough to do for the Confederates to reduce
their fire, as the pieces are easily handled, and the men like artillery
and take to it naturally, being in that respect something like the
natives of India.
Whilst I was standing in the crowd, I heard a woman say, “I doubt
if that Russell is riding about here. I should just like to see him to
give him a piece of my mind. They say he’s honest, but I call him a
poor pre-jewdiced Britisher. This sight’ll give him fits.” I was quite
delighted at my incognito. If the caricatures were at all like me, I
should have what the Americans call a bad time of it.
On the return of the batteries a shell exploded in a caisson just in
front of the President’s house, and, miraculous to state, did not fire
the other projectiles. Had it done so, the destruction of life in the
crowded street—blocked up with artillery, men, and horses, and
crowds of men, women, and children—would have been truly
frightful. Such accidents are not uncommon—a waggon blew up the
other day “out West,” and killed and wounded several people; and
though the accidents in camp from firearms are not so numerous as
they were, there are still enough to present a heavy casualty list.
Whilst the artillery were delighting the citizens, a much more
important matter was taking place in an obscure little court house—
much more destructive to their freedom, happiness, and greatness
than all the Confederate guns which can ever be ranged against
them. A brave, upright, and honest judge, as in duty bound, issued a
writ of habeas corpus, sued out by the friends of a minor, who,
contrary to the laws of the United States, had been enlisted by an
American general, and was detained by him in the ranks of his
regiment. The officer refused to obey the writ, whereupon the judge
issued an attachment against him, and the Federal brigadier came
into court and pleaded that he took that course by order of the
President. The court adjourned, to consider the steps it should take.
I have just seen a paragraph in the local paper, copied from a west
country journal, headed “Good for Russell,” which may explain the
unusually favourable impression expressed by the women this
morning. It is an account of the interview I had with the officer who
came “to trade” for my horse, written by the latter to a Green Bay
newspaper, in which, having duly censured my “John Bullism” in not
receiving with the utmost courtesy a stranger, who walked into his
room before breakfast on business unknown, he relates as a proof of
honesty (in such a rare field as trading in horseflesh) that, though my
groom had sought to put ten dollars in my pocket by a mild
exaggeration of the amount paid for the animal, which was the price I
said I would take, I would not have it.
October 9th.—A cold, gloomy day. I am laid up with the fever and
ague, which visit the banks of the Potomac in autumn. It annoyed me
the more because General M‘Clellan is making a reconnaissance to-
day towards Lewinsville, with 10,000 men. A gentleman from the
War Department visited me to-day, and gave me scanty hopes of
procuring any assistance from the authorities in taking the field.
Civility costs nothing, and certainly if it did United States officials
would require high salaries, but they often content themselves with
fair words.
There are some things about our neighbours which we may never
hope to understand. To-day, for instance, a respectable person, high
in office, having been good enough to invite me to his house, added,
“You shall see Mrs. A., sir. She is a very pretty and agreeable young
lady, and will prove nice society for you,” meaning his wife.
Mr. N. P. Willis was good enough to call on me, and in the course
of conversation said, “I hear M‘Clellan tells you everything. When
you went away West I was very near going after you, as I suspected
you heard something.” Mr. Willis could have had no grounds for this
remark, for very certainly it has no foundation in fact. Truth to tell,
General M‘Clellan seemed, the last time I saw him, a little alarmed
by a paragraph in a New York paper, from the Washington
correspondent, in which it was invidiously stated, “General M‘Clellan,
attended by Mr. Russell, correspondent of the London Times, visited
the camps to-day. All passes to civilians and others were revoked.”
There was not the smallest ground for the statement on the day in
question, but I am resolved not to contradict anything which is said
about me, but the General could not well do so; and one of the
favourite devices of the Washington correspondent to fill up his
columns, is to write something about me, to state I have been
refused passes, or have got them, or whatever else he likes to say.
Calling on the General the other night at his usual time of return, I
was told by the orderly, who was closing the door, “The General’s
gone to bed tired, and can see no one. He sent the same message
to the President, who came inquiring after him ten minutes ago.”
This poor President! He is to be pitied; surrounded by such
scenes, and trying with all his might to understand strategy, naval
warfare, big guns, the movements of troops, military maps,
reconnaissances, occupations, interior and exterior lines, and all the
technical details of the art of slaying. He runs from one house to
another, armed with plans, papers, reports, recommendations,
sometimes good humoured, never angry, occasionally dejected, and
always a little fussy. The other night, as I was sitting in the parlour at
head-quarters, with an English friend who had come to see his old
acquaintance the General, walked in a tall man with a navvy’s cap,
and an ill-made shooting suit, from the pockets of which protruded
paper and bundles. “Well,” said he to Brigadier Van Vliet, who rose to
receive him, “is George in?”
“Yes, sir. He’s come back, but is lying down, very much fatigued.
I’ll send up, sir, and inform him you wish to see him.”
“Oh, no; I can wait. I think I’ll take supper with him. Well, and what
are you now,—I forget your name—are you a major, or a colonel, or
a general?” “Whatever you like to make me, sir.”
Seeing that General M‘Clellan would be occupied, I walked out
with my friend, who asked me when I got into the street why I stood
up when that tall fellow came into the room. “Because it was the
President.” “The President of what?” “Of the United States.” “Oh!
come, now you’re humbugging me. Let me have another look at
him.” He came back more incredulous than ever, but when I assured
him I was quite serious, he exclaimed, “I give up the United States
after this.”
But for all that, there have been many more courtly presidents
who, in a similar crisis, would have displayed less capacity, honesty,
and plain dealing than Abraham Lincoln.
October 10th.—I got hold of M‘Clellan’s report on the Crimean war,
and made a few candid remarks on the performance, which does not
evince any capacity beyond the reports of our itinerant artillery
officers who are sent from Woolwich abroad for their country’s good.
I like the man, but I do not think he is equal to his occasion or his
place. There is one little piece of policy which shows he is looking
ahead—either to gain the good will of the army, or for some larger
object. All his present purpose is to make himself known to the men
personally, to familiarize them with his appearance, to gain the
acquaintance of the officers; and with this object he spends nearly
every day in the camps riding out at nine o’clock, and not returning
till long after nightfall, examining the various regiments as he goes
along, and having incessant inspections and reviews. He is the first
Republican general who could attempt to do all this without incurring
censure and suspicion. Unfortunate M‘Dowell could not inspect his
small army without receiving a hint that he must not assume such
airs, as they were more becoming a military despot than a simple
lieutenant of the great democracy.
October 11th.—Mr. Mure, who has arrived here in wretched health
from New Orleans, after a protracted and very unpleasant journey
through country swarming with troops mixed with guerillas, tells me
that I am more detested in New Orleans than I am in New York. This
is ever the fate of the neutral, if the belligerents can get him between
them. The Girondins and men of the juste milieu are ever fated to be
ground to powder. The charges against me were disposed of by Mr.
Mure, who says that what I wrote of in New Orleans was true, and
has shown it to be so in his correspondence with the Governor, but,
over and beyond that, I am disliked, because I do not praise the
peculiar institution. He amused me by adding that the mayor of
Jackson, with whom I sojourned, had published “a card,” denying
point blank that he had ever breathed a word to indicate that the
good citizens around him were not famous for the love of law, order,
and life, and a scrupulous regard to personal liberty. I can easily
fancy Jackson is not a place where a mayor suspected by the
citizens would be exempted from difficulties now and then; and if this
disclaimer does my friend any good, he is very heartily welcome to it
and more. I have received several letters lately from the parents of
minors, asking me to assist them in getting back their sons, who
have enlisted illegally in the Federal army. My writ does not run any
further than a Federal judge’s.
October 12th.—The good people of New York and of the other
Northern cities, excited by the constant reports in the papers of
magnificent reviews and unsurpassed military spectacles, begin to
flock towards Washington in hundreds, where formerly they came in
tens. The woman-kind are particularly anxious to feast their eyes on
our glorious Union army. It is natural enough that Americans should
feel pride and take pleasure in the spectacle; but the love of
economy, the hatred of military despotism, and the frugal virtues of
republican government, long since placed aside by the exigencies of
the Administration, promise to vanish for ever.
The feeling is well expressed in the remark of a gentleman to
whom I was lamenting the civil war: “Well, for my part, I am glad of it.
Why should you in Europe have all the fighting to yourself? Why
should we not have our bloody battles, and our big generals, and all
the rest of it? This will stir up the spirits of our people, do us all a
power of good, and end by proving to all of you in Europe, that we
are just as good and first-rate in fighting as we are in ships,
manufactures, and commerce.”
But the wealthy classes are beginning to feel rather anxious about
the disposal of their money: they are paying a large insurance on the
Union, and they do not see that anything has been done to stop the
leak or to prevent it foundering. Mr. Duncan has arrived; to-day I
drove with him to Alexandria, and I think he has been made happy
by what he saw, and has no doubt “the Union is all right.” Nothing
looks so irresistible as your bayonet till another is seen opposed to it.
October 13th.—Mr. Duncan, attended by myself and other
Britishers, made an extensive excursion through the camps on
horseback, and I led him from Arlington to Upton’s House, up by
Munson’s Hill, to General Wadsworth’s quarters, where we lunched
on camp fare and, from the observatory erected at the rear of the
house in which he lives, had a fine view this bright, cold, clear
autumn day, of the wonderful expanse of undulating forest lands,
streaked by rows of tents, which at last concentrated into vast white
patches in the distance, towards Alexandria. The country is desolate,
but the camps are flourishing, and that is enough to satisfy most
patriots bent upon the subjugation of their enemies.
October 14th.—I was somewhat distraught, like a small Hercules
twixt Vice and Virtue, or Garrick between Comedy and Tragedy, by
my desire to tell Duncan the truth, and at the same time respect the
feelings of a friend. There was a rabbledom of drunken men in
uniforms under our windows, who resisted the patrol clearing the
streets, and one fellow drew his bayonet, and, with the support of
some of the citizens, said that he would not allow any regular to put
a finger on him. D—— said he had witnessed scenes just as bad,
and talked of lanes in garrison towns in England, and street rows
between soldiers and civilians; and I did not venture to tell him the
scene we witnessed was the sign of a radical vice in the system of
the American army, which is, I believe, incurable in these large
masses. Few soldiers would venture to draw their bayonets on a
patrol. If they did, their punishment would be tolerably sure and swift,
but for all I knew this man would be permitted to go on his way
rejoicing. There is news of two Federal reverses to-day. A descent
was made on Santa Rosa Island, and Mr. Billy Wilson’s Zouaves
were driven under the guns of Pickens, losing in the scurry of the
night attack—as prisoner only I am glad to say—poor Major Vogdes,
of inquiring memory. Rosecrans, who utterly ignores the advantages
of Shaksperian spelling, has been defeated in the West; but D—— is
quite happy, and goes off to New York contented.
October 15th.—Sir James Ferguson and Mr. R. Bourke, who have
been travelling in the South and have seen something of the
Confederate government and armies, visited us this evening after
dinner. They do not seem at all desirous of testing by comparison the
relative efficiency of the two armies, which Sir James, at all events,
is competent to do. They are impressed by the energy and animosity
of the South, which no doubt will have their effect on England also;
but it will be difficult to popularize a Slave Republic as a new allied
power in England. Two of General M‘Clellan’s aides dropped in, and
the meeting abstained from general politics.
October 16th.—Day follows day and resembles its predecessor.
M‘Clellan is still reviewing, and the North are still waiting for victories
and paying money, and the orators are still wrangling over the best
way of cooking the hares which they have not yet caught. I visited
General M‘Dowell to-day at his tent in Arlington, and found him in a
state of divine calm with his wife and parvus Iulus. A public man in
the United States is very much like a great firework—he commences
with some small scintillations which attract the eye of the public, and
then he blazes up and flares out in blue, purple, and orange fires, to
the intense admiration of the multitude, and dying out suddenly is
thought of no more, his place being taken by a fresh roman candle or
catherine wheel which is thought to be far finer than those which
have just dazzled the eyes of the fickle spectators. Human nature is
thus severely taxed. The Cabinet of State is like the museum of
some cruel naturalist, who seizes his specimens whilst they are
alive, bottles them up, forbids them to make as much as a contortion,
labelling them “My last President,” “My latest Commander-in-chief,”
or “My defeated General,” regarding the smallest signs of life very
much as did the French petit maître who rebuked the contortions and
screams of the poor wretch who was broken on the wheel, as
contrary to bienséance. I am glad that Sir James Ferguson and Mr.
Bourke did not leave without making a tour of inspection through the
Federal camp, which they did to-day.
October 17th.—Dies non.
October 18th.—To-day Lord Lyons drove out with Mr. Seward to
inspect the Federal camps, which are now in such order as to be
worthy of a visit. It is reported in all the papers that I am going to
England, but I have not the smallest intention of giving my enemies
here such a treat at present. As Monsieur de Beaumont of the
French Legation said, “I presume you are going to remain in
Washington for the rest of your life, because I see it stated in the
New York journals that you are leaving us in a day or two.”
October 19th.—Lord Lyons and Mr. Seward were driving and
dining together yesterday en ami. To-day, Mr. Seward is engaged
demolishing Lord Lyons, or at all events the British Government, in a
despatch, wherein he vindicates the proceedings of the United
States Government in certain arrests of British subjects which had
been complained of, and repudiates the doctrine that the United
States Government can be bound by the opinion of the law officers
of the Crown respecting the spirit and letter of the American
constitution. This is published as a set-off to Mr. Seward’s circular on
the seacoast defences which created so much depression and alarm
in the Northern States, where it was at the time considered as a
warning that a foreign war was imminent, and which has since been
generally condemned as feeble and injudicious.
October 20th.—I saw General M‘Clellan to-day, who gave me to
understand that some small movement might take place on the right.
I rode up to the Chain Bridge and across it for some miles into
Virginia, but all was quiet. The sergeant at the post on the south side
of the bridge had some doubts of the genuineness of my pass, or
rather of its bearer.
“I heard you were gone back to London, where I am coming to see
you some fine day with the boys here.”
“No, sergeant, I am not gone yet, but when will your visit take
place?”
“Oh, as soon as we have finished with the gentlemen across
there.”
“Have you any notion when that will be?”
“Just as soon as they tell us to go on and prevent the blackguard
Germans running away.”
“But the Germans did not run away at Bull Bun?”
“Faith, because they did not get a chance—sure they put them in
the rear, away out of the fighting.”
“And why do you not go on now?”
“Well, that’s the question we are asking every day.”
“And can any-one answer it?”
“Not one of us can tell; but my belief is if we had one of the old
50th among us at the head of affairs we would soon be at them. I
belonged to the old regiment once, but I got off and took up with
shoe-making again, and faith if I sted in it I might have been
sergeant-major by this time, only they hated the poor Roman
Catholics.”
“And do you think, sergeant, you would get many of your
countrymen who had served in the old army to fight the old familiar
red jackets?” “Well, sir, I tell you I hope my arm would rot before I
would pull a trigger against the old 50th; but we would wear the red
jacket too—we have as good a right to it as the others, and then it
would be man against man, you know; but if I saw any of them
cursed Germans interfering I’d soon let daylight into them.” The hazy
dreams of this poor man’s mind would form an excellent article for a
New York newspaper, which on matters relating to England are
rarely so lucid and logical. Next day was devoted to writing and
heavy rain, through both of which, notwithstanding, I was assailed by
many visitors and some scurrilous letters, and in the evening there
was a Washington gathering of Englishry, Irishry, Scotchry, Yankees,
and Canadians.
October 22nd.—Rain falling in torrents. As I write, in come reports
of a battle last night, some forty miles up the river, which by signs

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2. ____ is/are connected to the later onset of learning disorders.

4. Which statement about learning disabilities is true?

6. Dyslexia refers to ____.

7. A child diagnosed with a learning disorder would typically score ____.

12. Phonological awareness is a broad construct that includes ____.

13. ____ is highly related to expressive language development.

14. To see if a child has phonological awareness, a teacher might ____.

16. Deficits in phonological awareness are diagnosed when a child ____.

23. Language functions are housed primarily in the ____.

26. The age at which stuttering tends to recede is around ____.

27. Which statement about gender differences in rates of stuttering is true?

30. Which statement about the causes of stuttering is true?

31. Which of the following is a category of learning disorders?

34. Decoding can be described as ____.

35. Evidence of mathematics disorder typically emerges ____.

38. The most common learning disorder is in ____.

40. The course of SLD is associated with ____.

43. As adults, men with learning disorders ____.

46. The cause of most learning disorders is ____.

48. The planum temporale in individuals with reading disorders is ____.

52. Nonverbal learning disabilities are deficits related to ____.

73. List the steps involved in Direct Behavioral Instruction.

Another Crimean acquaintance—Summary dismissal of a newspaper

October 5th.—A day of heat extreme. Tumbled in upon me an old

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