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Human Development
T EN TH ED ITI ON

Thomas L. Crandell and

Corinne Haines Crandell

James W. Vander Zanden

TM
viii Contents

Physical Changes and Health 411

12 Adolescence: Emotional and Social Physical Performance 411
Development 368 Physical Health 411
Development of Identity 370 ❖ IMPLICA CTICE: Family Nurse
Hall’s Portrayal of “Storm and Stress” 370 Practitioner, Ronald Dingwell 412
Sullivan’ 370 Socioeconomic Status, Race-Ethnicity, and Gender 418
Erikson: The Crisis of Adolescence 372 Drug and Alcohol Use 419
Cultural Aspects of Identity Formation 373 Mental Health 420
❖ MORE INFORMATION YOU CAN USE: Coping with
Peers and Family 378
Stress 425
The Adolescent Peer Group 378
Sexuality 426
❖ FURTHER DEVELOPMENTS: Text Messaging
and Teens: whr R U now? 381 Cognitive Development 428
Adolescents and Their Families 381 Post–Formal Operations 428
Thought and Information Processing 429
Sexuality, Courtship, and Love 384
Differing Romantic Behavioral Patterns 384 Moral Reasoning 431
Courtship 384 Kohlberg and Postconventional Reasoning 431
Love 385 Moral Relativism and the Millennials 433
Sexual Expression and Behavior 386 Summary 434
Teenage Pregnancy 387
Sexual Orientation 389 Key Terms 435
Following Up on the Internet 435
Career Development and Vocational Choice 390
Preparing for the World of Work 391
Changing Employment Trends in the United States 391
Balancing Work and School 392 14 Early Adulthood: Emotional and Social
Graduation Rates and Dropout Rates 392 Development 436
Risky Behaviors 393 Theories of Emotional-Social Development 438
Social Drinking and Drug Abuse 394 Psychosocial Stages 438
❖ MORE INFORMATION YOU CAN USE: Emerging Adulthood 439
Whether Someone Y Stages in a Young Man’s Life 440
Problem 395 Stages in a Young Woman’s Life 442
T 396 Establishing Intimacy in Relationships 443
397 Friendship 443
Summary 399 Love 444
Diversity in Lifestyle 445
Key Terms 400
Leaving Home 446
Following Up on the Internet 400 Living at Home 446
Staying Single 447
Cohabiting 447
450
PART SEVEN Same-Sex Partners 450
EARLY ADULTHOOD 401 Getting Married 452
Family Transitions 455
13 Early Adulthood: Physical and ❖ FURTHER DEVELOPMENTS: The Decline
Cognitive Development 402 456
Developmental Perspectives 404 Transition to Parenthood 458
Demographics of Early Adulthood 404 Same-Sex Parenthood 460
Generation X 404 Separation and Divorce 461
The Millennial Generation 405 Single-Parent Mothers 462
Conceptions of Age Periods 406 Single-Parent Fathers 464
Age Norms and the Social Clock 407
Age-Grade Systems 408 Work 464
Life Events 409 ❖ MORE INFORMATION YOU CAN USE:
❖ FURTHER DEVELOPMENTS: The Long-T of Fathers Today 465
of Childhood Sexual Abuse 410 The Significance of Work for Women and Men 466
The Search for Periods in Adult Development 411 Differing Work Experiences for Women and Men 470
 Contents ix

Interactionist Models 511

Gender and Personality at Midlife 512
Key Terms 472
Personality Continuity and Discontinuity 517
Following Up on the Internet 472
The Social Milieu 518
Familial Relations 518
PART EIGHT ❖ MORE INFORMATION YOU CAN USE: Adaptation in
525
MIDDLE ADULTHOOD 473 Friendship 528
The Workplace 529
15 Middle Adulthood: Physical and ❖ FURTHER DEVELOPMENTS: Baby Boomers and Social
Cognitive Development 474 Networking 530
Redefining Middle Age 476 Job Satisfaction 531
Midlife Career Change 532
Sensory and Physical Changes 476 Unemployment, Underemployment, and Early
Vision 476 Retirement 533
❖ IMPLICA Occupational/Physical Choosing Retirement 534
477
Hearing 478 Summary 535
Taste and Smell 478 Key Terms 535
Appearance 479
Body Composition 480 Following Up on the Internet 536
Changes in the Skeletal System 483
Female Midlife Change 484
Male Midlife Change 485 PART NINE
Health and Lifestyle 486 LATE ADULTHOOD 537
Sleep 487
Cardiovascular Fitness 487
❖ MORE INFORMATION YOU CAN USE: A Schedule of
17 Late Adulthood: Physical and Cognitive
Checkups for Midlife Adults 488 Development 538
Cancer 492 Aging: Myth and Reality 540
The Brain 492 Older Adults: Who Are They? 540
❖ FURTHER DEVELOPMENTS: Myths 543
493 ❖ FURTHER DEVELOPMENTS: Generational Tensions:
Stress and Depression 495 544
Sexual Functioning 495 Women Live Longer Than Men 548
Midlife Men and Women at Risk for HIV/AIDS 497
Health 548
Cognitive Functioning 498 Exercise and Longevity 549
Research Findings: A Methodological Problem 499 Nutrition and Health Risks 550
The Varied Courses of Cognitive Abilities 499 Biological Aging 553
Maximizing Cognitive Abilities 500 Biological Theories of Aging 557
Cognition and Dialectical Thinking 501
Cognitive Functioning 558
Moral Commitments 502 The Varied Courses of Different Cognitive
Abilities 559
Overestimating the Effects of Aging 560
Key Terms 505 Memory and Aging 561
Learning and Aging 563
Following Up on the Internet 505
Decline in Cognitive Functioning 563
Moral Development 566
16 Middle Adulthood: Emotional and James Fowler’s Theory of Faith Development 566
Social Development 506 ❖ MORE INFORMATION YOU CAN USE:
Faith and Well-Being in Later Life 567
Theories of the Self in Transition 508
Maturity and Self-Concept 508 Summary 569
Stage Models 509
Key Terms 570
Trait Models 510
Situational Models 511 Following Up on the Internet 570
x Contents

18 Late Adulthood: Emotional PART TEN

and Social Development 571 THE END OF LIFE 603
Social Responses to Aging 573
False Stereotypes 573 19 Dying and Death 604
Positive and Negative Attitudes 573 The Quest for “Healthy Dying” 606
Self-Concept and Personality Development 574 Thanatology: The Study of Death and Dying 608
Psychosocial Theories 575 ❖ MORE INFORMATION YOU CAN USE: An Example of a
❖ MORE INFORMATION YOU CAN USE: Living Will 609
Reminiscence: Conducting a Life Review 576 The Right-to-Die Movement 609
A Trait Theory of Aging 578 The Hospice Movement 614
Other Theories of Aging 578 The Dying Process 617
Selective Optimization with Compensation 580 Defining Death 617
A Life-Span Model of Developmental Regulation 582 Confronting One’s Own Death 618
The Impact of Personal Control and Choice 582
❖ FURTHER DEVELOPMENTS: End of Life: Who
Familial Roles: Continuity and Discontinuity 583 Decides? 619
Love and Marriage 584 Dying 621
Singles 586 Causes of Death 623
❖ FURTHER DEVELOPMENTS: Older Adults and Grief, Bereavement, and Mourning 625
Their Online Romantic Relationships 587 Adjusting to the Death of a Loved One 625
Lesbian, Gay, Bisexual, and Transgender Widows and Widowers 628
Elderly 588 The Death of a Child 629
Children or Childlessness 588
Grandparenting and Great-Grandparenting 589 Toward an Understanding of the Afterlife 630
Siblings 590 Near-Death Experiences 630
Religious Beliefs 633
Social and Cultural Support 590 Final Thoughts About Life and Death 634
Friendships 590
Retirement/Employment 591 Summary 634
A Change in Living Arrangements 593 Key Terms 635
Elder Abuse 596
Policy Issues and Advocacy in an Aging Society 598 Following Up on the Internet 635
❖ IMPLICA CTICE: Professor and
Gerontologist, William C. Lane, PhD 599 Glossary 636
References 649
Summary 600 Credits 719
Key Terms 601 Name Index 722
Subject Index 727
Following Up on the Internet 601
PREFACE
T
O PROVIDE YOU WITH THE MOST
recent research findings in human development
over the past three years, we have done an exhaus-
tive search of the research literature across many disci-
plines to provide the most up-to-date, organized, and
easy-to-read account of the overall organization and
sequence of development across the life span. As with the
past nine editions, we strive to continue our legacy as
McGraw-Hill’s premier multidisciplinary human devel-
opment textbook by offering our readers a wide array of
contexts in which to make sense of the complex nature
of the human condition. Changing demographics, new
biosocial technologies, increased plasticity within and
between stages of development, the implications of fertil-
ity decline in Western societies, the lengthening of the life
span, and the globalization of cultures require today’s
students to understand human development through an
increasingly multicultural and multidisciplinary lens. In
addition, the recent serious challenges posed by global
economic decline, geopolitical unrest, and massive natu-
ral disasters in various countries contribute to our under-
standing of the resilience of the human condition.
While remaining committed to covering the subject
matter comprehensively, we have shortened this revision
by an equivalent of 20 pages. The text was written to hold
students’ interest and attention, and it can be used in a
typical semester (14 to 15 weeks) for traditional classroom
instruction, blended-instruction classes (some traditional
and some online), and courses offered solely online.
Also, unlike many competing textbooks, the tenth
edition of Human Development is not cluttered with
visual features that undermine the reader’s ability to dis-
tinguish the most important information, and the key
relationships among ideas, from everything else on the
page. Too often textbook pages are filled with large, dis-
tracting figures, multiple colors, and numerous photos
that overwhelm the reader’s short-term memory and cre-
ate cognitive overload. Although they may look appeal-
ing in marketing brochures, such graphic devices as large
photos, boxed inserts, multiple highlighting techniques,
several competing colors, many key terms defined in the
margins, and other misplaced pedagogical devices con-
fuse the reader and make it difficult to focus on the
information to be learned—the content of the text itself.
Each page of the Crandell, Crandell, & Vander Zanden
tenth edition is organized using in-text learning aids
based on sound principles of human learning, informa-
tion usability, and cognitive psychology.
You, the student, in reading this text, will soon come
to realize that human development is emerging as a truly
vibrant and relevant field for the twenty-first century—
on the professional backgrounds and life experiences of the
authors. So, before you read about human development
over the next several months, you may well ask, “What are
the unique backgrounds of the authors of this text?”
Tom Crandell, an educational psychologist and psy-
, continue to build on the foundation of
James Vander Zanden’s work. We teach developmental psy-
chology classes, conduct research, write about human devel-
opment, and actively reflect upon the stages of life across
the life span. We bring to this text a wealth of knowledge
blended with personal experience about the issues facing
families with children with special needs, Millennial cohab-
, families
supporting aging relatives, and families coping with the
recent loss of a beloved parent and grandparent.
Our third child, Becky, our daughter/stepdaughter
with Down syndrome, has particularly enriched our
lives, and she and her friends and coworkers have made
us more conscious of the complexity of human develop-
ment. We are pleased to note that since (in the seventh
edition of our text) we began providing information
about the development of all individuals (including those
differently abled), some other authors of books about
life-span development have followed our lead. In our
view, this only makes sense! Many of the clients and
patients served in the psychology, education, health care,
therapeutic, human services, and social services fields are
“atypical” individuals who need professional guidance to
achieve their full potential. Thus we continue, in this
tenth edition, to include some information about the
development of differently abled persons. Our other
three adult children have been equally successful and are
xi
xii Preface
pursuing careers and/or raising our four grandchildren,
who are a joy. At the same time, our mothers are in late
adulthood and have needed increasing assistance. One of
our mothers recently became seriously ill and passed
away very quickly, after living a full, healthy life of nearly
97 years. We are left with countless memories and a deep
appreciation for her lifetime of caring and love. The rich-
ness of life experience is truly coming full circle for us.
James Vander Zanden, sociologist and professor
emeritus at Ohio State University and the author of this
text for 20 years, wrote this book from the perspective of
a man who endured abuse from an early age and subse-
quently had a troubled childhood and adolescence. He
became intrigued by the study of human behavior,
decided to make it his career, and dedicated himself to
betterment of the human condition. Prior to writing the
first edition of this text, James Vander Zanden lost his
wife to illness, and he was left with the awesome respon-
sibility of raising two young sons as a single parent.
Leaving the academic environment for a few years, he
began researching and writing Human Development and
assumed the role of full-time parent to his children. His
work in the area of human development over the life
span helped him immensely in raising his sons. Both
young men have earned Ph.D. degrees and are living
happy, productive, and rewarding lives.
In U.S. contemporary life, about 5 percent of men in
the United States are single parents, balancing the respon-
sibilities of working and raising children. In a poignant
revelation, James Vander Zanden admits difficulties
“moving ahead” in his professional career during those
child-raising years; his challenges were not unlike the
obstacles faced by many employed women who, as either
single or married mothers, are also devoted to parenting
their children. Yet looking back, James Vander Zanden
believes the rewards and satisfaction of parenthood were
far greater than those found in academia.
Just as the birth of a new child in a family changes
the entire family, so too does newer research about
human development add to the expanding collection of
classic theories about what is “normal” or what can be
dents reading this text will learn that the study of human
development has generated a diverse body of knowledge
that incorporates a variety of views and theoretical
approaches. Some theories address a single aspect of
development, whereas others cover changes over the
entire life span. Developmental psychologists are reach-
ing out to other disciplines and embracing a multidisci-
plinary, collaborative approach that draws on concepts
and contributions from anthropology, biology, sociol-
ogy, social psychology, gender studies, medicine, social
history, demography, criminology, and many other fields.
Our cross-cultural knowledge base is expanding, and
the Internet offers nearly instant access to published
empirical findings from research conducted around the
world. The result is that the field has much to offer
humans in their global efforts to cope with serious social
problems such as poverty, disease, and an ever-growing
aging and ethnically diverse population.
Although developmentalists recognize individual var-
iation due to genetic influences, they also study the en-
vironmental (social and ecological) context in which
behavior occurs. Developmentalists are especially con-
cerned with the far-reaching environmental effects of
poverty on human development. To investigate contem-
porary concerns, they are placing greater reliance on
time-extended research designs and are enlarging the
breadth of their research objectives.
We hope that students who read this textbook will
find answers to their questions about their own lives,
much as we have done in our research and writing of this
book. It is our earnest desire that courses in human
development and developmental psychology help stu-
dents move toward Abraham Maslow’s ideal of becom-
ing self-actualized men and women. They should acquire
a new vision of the human experience, which can help
them lead fuller, richer, and more productive lives. For
readers who are or will be parents, another of our goals is
to help you increase your understanding of the needs of
growing children and improve your parenting skills.
We share the belief of many people that education is
not the sum of 8, 12, 16, or more years of schooling.
Instead, it is a lifelong habit, a striving for growth and
wise living. Education is something we retain after we
have put away our texts, recycled our lecture notes, and
forgotten the minutiae we learned for an exam. There-
fore, textbooks must present controversy and unan-
swered questions. Otherwise, students may come to
believe that facts are the stuff of education, and they will
derive a false sense of security from cramming their heads
full of information rather than expanding their minds
with thoughtful analysis. The essence of human develop-
ment is real people living in a real world, and many of the
special features in this tenth edition of Human Develop-
ment offer students an opportunity to think critically
about various developmental issues and how these issues
are related to their personal lives—and to the lives of
those they hope to assist in their professional careers.
To The Instructor
the experience of only the “average” person. And it is not
research. Our text enables students to gain a good under-
standing of the issues surrounding the diverse population in
the United States and other societies today so that they can
formulate questions and pursue further learning that will
rst

. Thus, the past few editions have been used not
only in U.S. colleges and universities but also in England,
Canada, and (in translation) China.
Throughout this text, we look at populations at risk
and consider how they experience development and why
their experience is different. We explain how poverty,
race-ethnicity, gender, age, and ability shape develop-
ment and decision making. These are overarching issues
elds of psychology,
education, health care, therapy, and human services need
to understand if they are to provide effective interven-
tions and support. We have also taken care to give your
students a variety of examples of how developmental
theory can be translated into applications useful in both
their personal and their professional lives.
ORGANIZATION AND FOCUS
OF THE TENTH EDITION
emotional, and social growth as blending in an unending,
the life span, Human Development emphasizes develop-
ment in context. This approach focuses on the development
of people within families and the larger ecological-societal
contexts implied by this theme. By examining the ground-
Stanley Hall, Alfred Binet, Lewis Terman, Jean Piaget, Erik
Erikson, Urie Bronfenbrenner, Lev Vygotsky, Alfred
Adler, Diana Baumrind, Dr. Benjamin Spock, Dr. T
Brazelton, Andrew Meltzoff, K. Warner Schaie, Daniel
Elisabeth Kübler
the complex network of developmental tasks that shape us
as we move through the life span.
Much like the course of human life, this edition
reflects both continuity and change. Like previous edi-
tions, the tenth edition of Human Development features
a chronological approach to studying the life span and
consists of 19 chapters. The first two chapters orient the
student to the central research methods and the wide vari-
ety of theories applied in the study of human develop-
ment. Chapter 3 examines beginnings: reproduction,
heredity and genetics, and the prenatal period. Chapter 4
presents birth and the first two years of infant growth.
Chapters 5 and 6 address the cognitive, language,
emotional, and social development of the infant. From
Chapter 7, “Early Childhood,” to Chapter 18, “Late
Adulthood,” each stage of the life span is organized into
two chapters: Physical, cognitive, and moral development
are examined in the first of these two, and emotional and
social development follow in the second chapter of each
pair. Chapter 19 deals with end-of-life preparations,
dying, death, and coping with grief and loss.
Preface xiii
PEDAGOGY AND DESIGN
OF THIS TEX T
We have provided readers with carefully prepared learn-
ing aids to help them identify, understand, and remember
the most important information presented (both for
evaluation on tests of the material and for application in
the real world). These learning aids include chapter pre-
views, critical thinking questions, within-text review
questions, highlighting of key terms, end-of-chapter
summaries of key concepts, and a glossary of terms at
the end of the book. The design of the text has been
updated for clarity of presentation to enhance student
learning.
The chapter preview serves as an advance orga-
nizer—a cognitive bridge between the concepts learned
in the previous chapter and the new concepts to be intro-
duced in the current chapter. The critical thinking ques-
tions were devised to encourage students to challenge
their own beliefs about critical issues of human develop-
ment related to that chapter. The in-text review ques-
tions
and give students an opportunity to assess and review
what they have just read.
Updated photo elements and graphics were care-
fully selected and strategically placed to pique and main-
tain the interest of learners. The section titled Segue at
the end of each chapter helps readers review what they
have just learned and relate it to the new information to
follow in the next chapter. Topical summary statements
provide an organizational framework to help students
remember and integrate what they have learned. These
summary statements can also be used by students who
are “top-down” learners and prefer to look at an over-
view of the material before reading the specific content of
the chapter. The key terms listing provide a concise
review of the basic vocabulary to be learned in each chap-
ter. The lists of relevant Web sites were carefully selected
to enable the reader to follow up on issues of interest,
discussion, or further research. The chapter summaries
and the end-of-text glossary list key concepts and defini-
tions for easy referral and serve as excellent review
sources for students who are required to take compre-
hensive finals or state certification exams.
PRACTICAL AND INFORMATIVE
BOXED MATERIAL
In an effort to highlight the most current issues in a com-
prehensive and accessible manner, three different kinds
of boxes are carefully woven into the text narrative. The
More Information You Can Use boxes offer practical
information that can help students make better-informed
xiv Preface
decisions as they encounter real-life situations. Further
Developments boxes take an in-depth look at specific
issues across the life span. Implications for Practice
boxes provide readers who are exploring careers in
human development with helpful information furnished
by professionals working in key occupations.
NEW TO THE TENTH EDITION
This edition has been significantly streamlined to make it
easier to use as a learning tool for both classroom and
ing outdated or repetitive information, and new research
has been judiciously selected to ensure that students have
the most current information on important developmen-
tal topics—without unnecessary statistical density.
We had several main objectives in revising the tenth
edition:
1. To improve the readability of our textbook by stream-
lining all chapters. This edition has been reduced by
an equivalent of 20 pages. We accomplished this with-
out altering the warm and caring tone or the helpful
themes for which our textbook is recognized.
2. To reduce statistical density, in order to promote
ease of learning and comprehension of key concepts
and facts.
3. To provide additional research on how gender, race-
ethnicity, and social-economic circumstances affect
development. For example, more studies on gay,
lesbian, bisexual, and transgender issues across the
life span are included.
4. To present students with the most up-to-date re-
search in many domains of study across the human
life span. Overall, this edition contains about 1,000
new references, including important research that
examines development from both a multicultural
and a multidisciplinary perspective.
5. To add new boxed topics that highlight important
and interesting developmental issues. In addition,
several Implications for Practice boxes provide
information for students interested in pursuing
some careers related to human development:
genetic counselor, licensed certified social
worker, speech-language pathologist, special
education teacher, family nurse practitioner,
occupational/physical therapist, and professor
and gerontologist.
6. To introduce students to new information and strat-
egies for managing many experiences and challenges
that they will face across the life span—in their per-
sonal lives as well as in their professional roles.
THINKING CRITICALLY
As we have said, a course on human development should
do more than lay out for students a body of scientific
findings. Rote memorization of definitions and facts
does not do justice to the dynamic nature of this subject
matter. We must encourage students to think critically
and creatively about their own development and how it
is shaped by the world around them. This text will pro-
vide students with a deeper understanding of the human
experience and the variety of factors that directly or indi-
rectly mold their life course.
The challenging, real-life topics we discuss include
research on the complex effects of immigration (Chapter 1);
the emergence of the “young-old” and the “oldest-old”
(Chapter 2); the newest assisted reproductive technolo-
gies, updated research on the Human Genome Project,
and stem-cell research and human cloning (Chapter 3);
the effects of poverty on preterm births and infancy by
race-ethnicity, as well as various practices in labor and
delivery (Chapter 4); differing theories of language acqui-
sition, bilingualism, and effects of infant media viewing
on cognitive and language outcomes (Chapter 5); current
research on gay and lesbian parenting, child care across
cultures, rising rates of autism, the effects of child mal-
treatment, and parenting practices that promote child
well-being (Chapter 6); demographic trends and implica-
tions for children’s health, (Chapter 7); health beliefs and
practices across cultures; Muslim American cultural
expectations; the infl , brain, and hor-
mones on gender behaviors; and parenting practices
(Chapter 8); the latest statistics on child obesity and its
implications, current research on ADHD and learning
disabilities, and why Asian children strive for excellence
(Chapter 9); children of “choice mothers” (Chapter 10);
adolescent health-risk behaviors, including risk for HIV/
AIDS; an assessment of how U.S. students compare aca-
demically with other students around the globe; and new
research on the effects of father absence from the home
(Chapter 11); the racial-ethnic socialization of teens, and
statistics and outcomes of higher teen school dropout
rates (Chapter 12); traits of the Millennial Generation,
sexual health issues, and emerging adulthood as a new
years of marriage; how divorce affects successive genera-
tions; and young-adult lifestyle arrangements in Western
cultures, including rising rates of cohabitation and de-
cline of marriage (Chapter 14); the benefits and risks of
popular diet programs in middle age, and the challenge of
maintaining physical and cognitive health into old age
(Chapter 15); factors promoting lifelong marriage, and
stepfamily adaptations (Chapter 16); longer life expec-
tancy across cultures, faith and well-being in late life,
emergence of the oldest cohort as a political and social
force in America, rising rates of Alzheimer’s disease and

latest research, and the debate between generations on
Social Security and health care (Chapter 17); research find-
ings on lesbian and gay elderly
to providing for a rapidly increasing number of elders,
policy issues in an aging society, faith and adjustment
to aging, and grandparenting and great-grandparenting
(Chapter 18); the right-to-die and hospice movements, the
impact of religious beliefs, rituals that surround dying and
(Chapter 19).
COMMITMENT TO DIVERSIT Y
Past editions of Human Development have been lauded
for their sensitivity and coverage of issues of race-ethnic-
ity, class, gender, aging, and ability. The tenth edition
continues this legacy by updating and integrating infor-
mation on cross-cultural, minority, gender, and individ-
ual differences wherever possible. The tenth edition of
Human Development reflects our attitude toward human
diversity—this exciting aspect of U.S. culture is inte-
grated into discussions in every chapter of the text, rather
than separated out as boxed material. This edition con-
siders the light that recent developmental research has
shed on important issues for growing immigrant popula-
tions, including Hispanic Americans, Asian Americans,
and Muslim Americans. Because more women than ever
in Western cultures are bearing children in middle age
and using fertility procedures to do so, the known risks
are greater for pregnancies with multiple fetuses. Thus,
with developmental differences are presented. This edi-
tion continues to address the development of lesbian,
gay, bisexual, and transgender individuals from adoles-
cence into late adulthood. And it explores the fact that
nearly all societies of the world are creating policies to
address the rapidly increasing elderly population.
Calling attention to emerging issues in human devel-
opment is a crucial component of our task as teachers
and authors. Specific examples of this approach include
research on the complex effects of immigration in the
United States (Chapter 1); the range of developmental
theories across various domains of the life course (Chap-
ter 2); the Human Genome Project and the trend of
childbirth in midlife (Chapter 3); childbirth in America
(Chapter 4); boosting babies’ brain power (Chapter 5);
the rising incidence of autism (Chapter 6); health beliefs
and practices across cultures, including the use of video
games with health benefits (Chapter 7); preparing chil-
dren from widely diverse backgrounds for kindergarten
(Chapter 8); educating students with differing abilities
and cultural backgrounds, genius and giftedness, and
for children of veterans (Chapter 10); the rise in cos-
Preface xv
metic surgery for teens, the continuing decline in teen
pregnancy rates, and the increase in moral relativism
among teens (Chapter 11); cultural aspects of adolescent
identity formation; racial and ethnic socialization; sexual
minority teens and transition to early adulthood; text
messaging, “sext” messaging, and teens; and changing
employment trends for teens (Chapter 12); emerging
adulthood as a new stage of development, and coping
with the long-term effects of child sexual abuse (Chap-
ter 13); the increase in cohabitation and decline of mar-
riage in Western cultures, the continuing rise in single
parenthood across Western societies, same-sex relation-
ships, lesbian and gay parenthood, and the diversity
among the roles that fathers play and among the family
structures found in U.S. households (Chapter 14); the
impact of the large Baby Boom generation, the risks and
benefits of hormone replacement therapy, the latest
estern
countries, and the impact of the Patient Protection and
Affordable Care Act for retirees (Chapter 15); the diver-
sity of family households in middle age, unemployment
and early retirement in middle age, the increasing num-
bers of elderly who continue working, and the increase
of social networking in middle age (Chapter 16); the
increasing use of telemedicine and telehealth among
seniors, the challenges that women in particular face
when they survive their spouse, the increasing rates of
Alzheimer’s disease, and the presence of ever more cen-
tenarians and supercentenarians (Chapter 17); the
increasing numbers of minority elderly in the U.S. pop-
ulation; increasing rates of volunteerism among the
elderly; older adults and online relationships; the social
well-being of lesbian, gay, bisexual, and transgender
elderly; the increasing numbers of grandparents raising
grandchildren; and how faith contributes to well-being
in late adulthood (Chapter 18); expansion of the hospice
movement, the “end-of-life choice” (or “right-to-die”)
movement, who makes end-of-life decisions, and cross-
cultural views of an afterlife (Chapter 19).
Expanded Coverage on Crucial Issues
In addition to including coverage of such topics as early
intervention services for children born at risk (Chapter 7)
and the latest research on results of longitudinal studies
of the effects of divorce on future generations (Chap-
ter 14), the tenth edition of Human Development is unri-
valed in its detailed coverage of numerous critical issues.
This unique quality is an outgrowth of our commitment
to students’ learning and overall breadth of knowledge.
We begin by addressing the changing conception of
age and aging, including a focus on how “old age” has
been redefined in the Western world (Chapter 1). Student
concerns about relevancy are addressed in a box about
how to put developmental theory to use in one’s own life
xvi Preface
(Chapter 2). Information on the Human Genome Project
has been updated. Breakthroughs in infertility treatments
and information on stem-cell research and human clon-
ing are covered (Chapter 3). We have added information
about how the effects of poverty on preterm births and
infancy interact with the variable of race-ethnicity. Tradi-
tional cultural beliefs and practices in labor and delivery
among various ethnic groups are discussed, as is the sig-
nificance of early caregiver bonding within diverse fam-
ily structures (Chapter 4). We describe the effects of
video viewing on babies’ cognitive and language devel-
opment (Chapter 5). There is expanded coverage of rais-
ing a child with a pervasive developmental disorder such
as autism or attention-deficit disorder, as well as under-
standing the needs of an intellectually gifted or talented
child (Chapters 8 and 9).
The more recent research we have discussed in this
edition of Human Development addresses such topics as
emotional health and its relationship to cognitive growth
and later job and life satisfaction (Chapters 6, 8, 16, and
18); gay and lesbian parenting (Chapter 5); early educa-
tion practices in different cultures and the range of exten-
sive services needed to educate an increasing number
of children from diverse racial and ethnic backgrounds
(Chapters 6, 7, and 9); and child-care practices across
cultures and cross-cultural expectations for emotional-
social development in early childhood. Information on
the Individuals with Disabilities Education Act (IDEA)
is updated with recent regulations for educating children
with a learning disability or attention-deficit hyperactiv-
ity disorder (Chapter 9). The family continues to be a
special focus, as we consider the influence of mothers
and fathers, single parents, same-sex parents, and step-
parents on children’s emotional-social development
(Chapter 10); adolescent substance abuse, sexual orien-
tation and sexual behaviors, and increasing rates of teen-
age obesity.
Also discussed are the expanding social influence of
teen networking sites, such as Facebook (Chapters 11 and
12); emerging adulthood as a new stage of development
(Chapter 13); demographic differences among the pres-
ent four generations of adults, lesbian and gay parent-
hood, and differing work experiences for men and
women (Chapter 13). Americans’ redefinition of middle
age by maximizing physical abilities and staying healthy
in midlife, reproduction after menopause, factors pro-
moting lifelong marriage, and the increasing cohabitation
rate among older adults are described (Chapters 15, 16,
and 17). We also address the oldest American cohort as a
political force and the longer lives that millions live, cre-
ating generational tensions (including the Social Security
and health-care debates); the greater role played by faith
and well-being in later life; the role of the elderly across
cultures; and the trend of more grandparents raising their
grandchildren (Chapters 17 and 18). In Chapter 17 the
extension of life by many years (transhumanism) is intro-
duced; personal choice, the right-to-die debate, and the
hospice movement are discussed; and cross-cultural and
religious views on coping with dying and death are
summarized.
Positive Approach to Adulthood and Aging
The text features an extensive, candid discussion of the
aging process, from young adulthood through late adult-
hood. Topics examined include the latest research and
theories on biological aging, the longevity of a growing
number of centenarians, methods of life extension, mem-
middle-aged and older adults, the special needs of lesbian
and gay elderly, theories of adjustment to physical decline
and loss of social relationships, sexuality in late adult-
hood, adult day care and various institutional arrange-
ments, psychosocial changes and aging (including the use
of online social networking), the role of faith for many
who are aging, the psychosocial needs of widows and
widowers, and planning for one’s own end-of-life care
and needs. Many of these issues on aging are presented
from cross-cultural perspectives. At the suggestion of
reviewers, we added a new section on various views of
near-death experiences and an afterlife.
New Photo Program
In looking through this tenth edition, you will undoubt-
edly note the beauty and creativity of our updated photo
program (which is more than 50 percent revised). The
photos and illustrations in Human Development dis-
play our commitment to making concepts as clear as
possible and to representing humanity in all its diversity.
Sensitivity to race-ethnicity, gender, age, and ability (or
disability) is significant, and this is reflected in the pho-
tos we have chosen for this edition.
New References
The tenth edition of Human Development is both a
useful teaching tool and a resource of considerable
depth for students and instructors. In each chapter, the
citations to source material have been streamlined to
allow for easier reading of the text. The more than
1,000 new references that have been added to this edi-
tion are strategically integrated throughout the text.
Additionally, at the conclusion of each chapter, the
reader is invited to explore up-to-date research find-
ings and relevant professional organizations by visiting
a number of Web sites on the Internet. These Web sites
can be hot-linked through the McGraw-Hill Higher
Education Online Learning Center at www.mhhe.com/
crandell10.

SUPPLEMENTS
The supplements listed here may accompany the tenth
edition of Human Development. Please contact your
local McGraw-Hill representative for details concerning
policies, prices, and availability, because some restric-
tions may apply. You can find your local representative
by using the “Rep Locator” option at www.mhhe.com.
For Instructors
Prepared by Craig Vivian
Monmouth College
This collection of resources includes tools to benefit any
classroom, such as learning objectives, chapter summa-
ries, lecture topics, classroom activities, student projects,
updated and expanded video suggestions, and a list of
s Manual can be found in
the Instructor’s Edition section of this text’s Online
Learning Center, and instructors can gain access by
a simple registration process by contacting your local
McGraw-Hill representative.
Online Learning Center
.mhhe.com/crandell10)
The Instructor’s Edition of this text’s companion Web
site includes the Instructor’s Manual, the Test Bank, a full
set of PowerPoint presentations, suggested web links to
Internet resources from this text, and an Image Gallery
of selected images and tables from the book. Access to
the Instructor’s Edition is password protected.
McGra abase (VAD)
for Life-Span Development
Jasna Jovanovic
University of Illinois—Urbana-Champaign
McGraw-Hill’s Visual Assets Database is a password-
protected online database of hundreds of multimedia re-
sources for use in classroom presentations, including
original video clips, audio clips, photographs, and illustra-
tions—all designed to bring concepts in human develop-
ment to life. For information about this unique resource,
contact your McGraw-Hill representative.
McGraw-Hill Contempor Learning Series
T versial
Issues in Life-Span Development
In this debate-style reader, current controversial issues
are presented in a format designed to stimulate student
interest and develop critical thinking skills. Each issue
is thoughtfully framed with an issue summary, an issue
introduction, and a postscript. An instructor’s manual
with testing material is available for each volume. “Taking
Preface xvii
Sides in the Classroom” is also an excellent instructor
resource with practical suggestions for incorporating
this effective approach in the classroom. Each Taking
Sides reader features an annotated listing of selected
Web sites and is supported by our student Web site,
www.mhcls.com.
Annual Editions: Human Development
This annually updated collection of articles covers topics
related to the latest research and thinking in human
development. These editions contain useful features,
including a topic guide, an annotated table of contents,
s guide,
containing testing materials, is also available.
Notable Sources in Human Development
This resource is a collection of articles, book excerpts, and
research studies that have shaped the study of human
The selections are organized around major areas of study
within human development. Each selection is preceded by
a headnote that establishes the relevance of the article or
.
For Students
Online Learning Center
.mhhe.com/crandell10)
The companion Web site for Human Development,
Tenth Edition, offers an array of resources for students,
including chapter outlines, learning objectives, links to
Internet resources, and multiple-choice practice ques-
tions. Web access is easy and it is free for student use.
Text A
Students who need to rely on an oral/auditory version of
this text can find the text as a digital file that can be
downloaded through Learning Ally (formerly Record-
ing for Blind & Dyslexic) website for a minimal fee at
www.learningally.org. “Learning Ally offers Individual
Membership for eligible people with visual impairments
or dyslexia who experience difficulty in reading print
material.” Their audiobooks are also accessible for Apple
Iphone, Ipad, and Ipod Touch. Our text is one of only a
few covering life span development that are available in
this important alternative format.
or Child Dev
or Adult Development
Charlotte J. Patterson
University of Virginia
These interactive CD-ROMs include video footage of
classic and contemporary experiments, detailed viewing
guides, challenging previews, follow-up quizzes and
interactive feedback, graphics, graduated developmental
xviii Preface
charts, a variety of hands-on projects, related Web sites,
and navigation aids. The CD-ROMs are programmed in
a modular format. Their content focuses on integrating
digital media to better explain physical, cognitive, social,
and emotional development throughout childhood, ado-
lescence, and adulthood. They are compatible with both
Macintosh and Windows computers.
ACKNOWLEDGMENTS
In truth, authors play but one part in the production of
textbooks. Consider the thousands of researchers who
have dedicated themselves to the scholarly investigation
of human behavior and life-span development. Consider
the labors of countless journal editors and reviewers who
assist them in framing clear and accurately formatted
reports of their empirical findings. And consider the
enormous effort expended by the personnel of research-
grant agencies and reviewers who seek to allocate scarce
resources to the most promising studies. Indeed, a vast
number of scholars across the generations have contrib-
uted to our contemporary reservoir of knowledge about
human development.
Textbook authors simply seek to extract, from that
reservoir, the knowledge most critical for student learners
and to present it in a coherent and meaningful manner. A
number of reviewers helped us shape the manuscript into
its final form. They assessed its clarity of expression,
technical accuracy, and thoroughness of coverage. Their
help was invaluable, and we are deeply indebted to them.
For the Tenth Edition, we extend thanks to
Kathryn Markell, Anoka-Ramsey Community College
Patricia Perez, Harold Washington College
William Price, North Country Community College
Julie Ramisch, Michigan State University
Jane Russell, Kentucky Community and Technical
College, Hopkinsville
Kenneth Tercyakk, Georgetown University
Joan Thomas-Spiegel, Long Beach City College
Meeshay Williams-Wheeler, North Carolina A&T
University
In addition, we have continued to build on the foun-
dation provided by reviewers of the three previous edi-
tions. They are
Jerry J. Bigner, Colorado State University
Whitney Ann Brosi, Michigan State University
Stephen Burgess, Southwestern Oklahoma State
University
Deborah Campbell, College of the Sequoias
Robin Campbell, Brevard Community College
Deborah M. Cox, Madisonville Community College
Rhoda Cummings, University of Nevada, Reno
Dana H. Davidson, University of Hawaii
Lilli Downes, Polk Community College
Scott R. Freeman, Valencia Community College
Karen L. Freiberg, University of Maryland-
Baltimore County
William Fuller, Angelo State University
Jean Gerard, Bowling Green State University
Deborah T. Gold, Duke University Medical Center
Robert J. Griffore, Michigan State University
Patricia E. Guth, Westmoreland County Community
College
Harry W. Hoemann, Bowling Green State University
Jean Hunt, Cumberland College
Russell A. Isabella, University of Utah
Jada D. Kearns, Valencia Community College
Michael S. Kelly, Henderson State University
Joyce Splann Krothe, Indiana University
Kathleen LaVoy, Seattle University
Patsy Lawson, Volunteer State University
Robert B. Lee, Fort Valley State University
Timothy Lehmann, Valencia Community College
Elizabeth A. Lemense, Western Kentucky University
Pamela A. Meinert, Kent State University
Linda W. Morse, Mississippi State University
Joyce Munsch, Texas Tech University
Ana Maria Myers, Polk Community College
Gail Overbey, Southeast Missouri State University
Lisa Pescara-Kovach, University of Toledo
James D. Rodgers, Hawkeye Community College
Robert F
College
George Scollin, Rivier College
Elliot M. Sharpe, Maryville University
Jack P. Shilkret, Anne Arundel Community College
Laurence Simon, Kingsborough Community College
Lynda Szymanski, College of St. Catherine
Joan Thomas-Spiegel, Los Angeles Harbor College
Robert S. Weisskirch, California State University
Fullerton
Peggy Williams-Petersen, Germanna Community
College

A very special thanks to researchers, authors, and
professors of literature and creative writing at Broome
Community College, Ellen Brandt, PhD., Mary Seel,
PhD, and Christopher Origer, PhD. They contributed
their expertise to many of these chapters. We particu-
larly appreciate the up-to-date and relevant information
in the fields of sociology, women’s studies, and psychol-
ogy that they brought to this edition. We also give credit
to our colleague and friend, George Bieger, PhD, and
professor of Educational Studies at Indiana University
of Pennsylvania, who helped to update our sections on
Research Methods. We are especially grateful for the
contributions of a conscientious doctoral student in
neuropsychology, Joshua Peck, Queens College, who
helped us gather and organize information on prenatal
development, brain development, and cognitive func-
tioning across the life span. Ben Andrus, our dedicated
research assistant and information resource specialist,
was invaluable in providing us current empirical re-
search findings on topics across the entire life span. His
persistent efforts helped us secure the most current
research articles available through the nation’s interli-
brary loan system. We are also grateful to Gilda Votra
for her dedicated administrative assistance and keen
attention to detail in updating the glossary and reorga-
nizing the book’s extensive list of nearly 3,000 refer-
ences. JoAnn Barton, an extremely competent secretary
in our Liberal Arts Division, is dependable and always
came through with a smile. Our college’s Copy Center
professionals, Gary Hitchcock, Howard Nickerson,
and Sandi Springstead, contributed to our ability to meet
many deadlines and reminded us that laughter is still the
best medicine.
We are indebted to everyone at McGraw-Hill who
helped to produce this book and want to express special
thanks to the following professionals in the domain of
publishing: to Mike Sugarman, executive editor of Psy-
chology, for supporting our work and our vision to make
the tenth edition a human development text that will
benefit learners in both their academic and their personal
lives; to developmental editor Janice Wiggins-Clarke
Preface xix
who provided guidance through the initial revision; to
Aaron Downey, production manager at Matrix Produc-
tions, who kept the copyediting project on schedule and
coordinated various aspects of production; to Holly
Irish, project manager, for overseeing the project through
the production process and keeping us on schedule;
to Connie Day, a highly professional copyeditor who
improved the quality of our manuscript; to photo
researcher David Tietz who helped us manage an exten-
sive photo revision in this edition; and to permissions
editor Marty Moga, for securing the necessary permis-
sions from a wide variety of authors and sources. This
project has been a total team undertaking at all times. We
sincerely appreciate the encouragement and enthusiasm
each person brought to this undertaking and the profes-
sional competence each one exhibited in bringing the
tenth edition of Human Development to completion.
Finally, we wish to acknowledge the many contribu-
tions of our parents. They raised us, provided us with a
healthy upbringing, and encouraged and supported us—
but three have now passed on to their heavenly reward.
They had common sense, worked hard, and gave us the
foundation to be healthy parents and grandparents to our
own four children and four grandchildren. They also
taught us, by guidance and example, how to cope with
the developmental changes of our own journey through
life with faith, humor, and a positive outlook. We lovingly
dedicate this book to them.
Thomas L. Crandell, PhD
Corinne H. Crandell, MS
ABOUT THE AUTHORS
We bring an extensive blend
of academic, professional,
and personal experiences to
this text on your behalf. We
have been teaching students
from the middle school, high
school, community college,
and graduate levels in a vari-
ety of professional capacities
for more than 40 years.
During this time, we have
seen our student population
become more diverse, com-
posed of a blend of tradi-
tional and nontraditional
learners from rural, urban,
suburban, and distant cul-
tures. As our student population began to include more
adult learners and students with learning disabilities,
we prepared ourselves to understand the individual
learning needs of our students and improved our
instruction.
Thomas L. Crandell After earning a BA from King’s
College in Wilkes-Barre and an MA in counseling psy-
chology from Scranton University, Tom taught a variety
of undergraduate psychology courses at Broome Com-
munity College and worked in college admissions and
then as a college counselor for several years. At age 34, he
continued his formal education at Cornell University in
pursuit of a PhD in psychology and education. While at
Cornell, Tom received a research assistantship sponsored
by the Office of Naval Research, and he subsequently
helped to initiate and develop one of the most productive
reading research programs in the country. His experimen-
tal findings on learning styles and instructional design
have been adopted by researchers and practitioners
worldwide. He first won international recognition when
his doctoral dissertation was selected as one of the top five
Tom’s focus as a college professor and educational
psychologist has been on individual differences in learning
and atypical development in children and adults. He takes
great pride in a course on human exceptionalities that he
developed and has taught to
over 2,000 undergraduates.
His students have become
special education teachers,
nurses, psychologists, sociolo-
gists, social workers, physical
therapists, speech therapists,
occupational therapists, recre-
ation therapists, members of
the clergy, managers of non-
profit agencies, and informed
parents. Students often return
to tell him that his course
changed their entire career
plan and how much they
enjoy working with indi-
viduals in a wide array of
jobs that necessitate a broad understanding of human
development.
In addition to being a professor, Tom has been a con-
sultant in educational, business, and legal settings for the
past 40 years and has authored numerous articles on the
design of online educational materials for ease of learning
and ease of use. Many of these design strategies have been
incorporated into the tenth edition of this text. In 1996 he
earned the “Distinguished Article of the Year” award in the
Frank R. Smith Competition held by the Journal for the
echnical Communications. In 2010, Tom was
awarded the first Outstanding Educator Award from his
alma mater, King’s College in Wilkes-Barre, Pennsylvania.
Tom has also coached youth basketball and soccer. He con-
tinues to teach adult religious education and volunteers in a
. He has maintained a healthy lifestyle,
with a passion for basketball and golf, throughout his years
of professional growth and development. He especially
Corinne Haines Crandell In addition to earning a BS
from the University at Albany and an MS in counseling
and psychology from the State University of New York
at Oneonta, Corinne has completed graduate studies in
reading, special education, and learning disabilities. She
has had a variety of instructional experiences at the com-
munity college level, teaching psychology classes for
xxi
xxii About the Authors
more than 20 years, and has also been a college counselor.
She also co-authored developmental psychology study
guides, instructor’s manuals, and computerized study
guides for more than 10 years. And in 1997 she devel-
oped the first distance-learning course in developmental
psychology, which continues to be offered through the
State University of New York (SUNY) Learning Net-
Broome Community College’s human services program
at nearly 40 social service agencies. For five years she
taught in a middle school and worked with children with
learning disabilities in grades 4 through 8. Additionally,
she was coordinator of the gifted and talented program
for a private school district comprising 12 schools.
Corinne coached and judged in the regional Odyssey of
the Mind program for several years, and for five years she
was a board member at a local Association for Retarded
Citizens, now called ACHIEVE. She continues to be a
lector and teaches confirmation classes to high school
students, and she especially enjoys being a grandmother.
PA R T
THE STUDY OF HUMAN
1 DEVELOPMENT

R
CHAPTER

1 Introduction
 Critical Thinking Questions Outline
1.

2.

3.

4.

D
4 Part One The Study of Human Development
THE MAJOR CONCERNS
OF SCIENCE
I believe that the extraordinary should be pursued. But
extraordinary claims require extraordinary evidence.
—Dr. Carl Sagan, American astronomer, astrophysicist,
This renowned scientist’s thought captures the sense of
wonder and inquisitiveness about nature that lies behind
development. Human development consists of oppos-
ing processes of becoming someone different—while
remaining in some respects the same person over an
extended period of time.
Research is essential to understanding human devel-
opment, and there are diverse methods for obtaining
analyzable evidence. Expanding the field of study glob-
ally and disseminating valid research findings help to
improve the quality of life over an ever-increasing human
life span. As we strive to live with the highs and lows
and the gains and losses that inevitably occur over a life-
time, we hope that, as we accumulate both knowledge
and experience, we will be able to lead a more optimal life
(Scheibe, Freund, & Baltes, 2007).
Continuity and Change in Development
To live is to change. Indeed, life is never static but always
in flux. Nature has no fixed entities, only transition
and transformation. According to modern physics—
particularly quantum mechanics—the objects we nor-
mally see and feel consist of nothing more than patterns
of energy that are forever moving and changing. From
electrons to galaxies, from amoebas to humans, from
families to societies, every phenomenon exists in a state
of continual “becoming.” The fertilized egg you devel-
oped from was smaller than the period at the end of this
sentence. All of us undergo dramatic changes as we pass
from the embryonic and fetal stages through infancy,
childhood, adolescence, adulthood, and old age. We start
small, grow up, and grow old, just as countless genera-
tions of our forebears have done.
Change occurs across many dimensions—biological,
psychological, and emotional-social (Caspi & Shiner,
2006). Life-span perspectives on human development
focus on long-term sequences and patterns of change in
human behavior. Each perspective is unique in tracing
the ways people develop and change across the life span
(Scheibe et al., 2007).
Contradictory as it may seem, life also entails con-
tinuity. At age 70 we are in many ways the same per-
sons we were at 5 or 25. Many aspects of our biological
organism, our gender roles, and our thought processes
carry across different life periods. Features of life that
are relatively lasting and uninterrupted give us a sense
of identity and stability over time. As a consequence of
such continuities, most of us experience ourselves not
as just so many disjointed bits and pieces but rather as
wholes—larger, independent entities that possess a basic
oneness—and much of the change in our lives is not
accidental or haphazard.
The Study of Human Development
Scientists refer to the elements of change and constancy
over the life span as development. Development is
defined as the orderly and sequential changes that occur
with the passage of time as an organism moves from con-
ception to death. Development occurs through processes
that are biologically programmed within the organism
and processes of interaction with the environment that
transform the organism.
Human development over the life span is a process
of becoming something different, while remaining in
some respects the same. Perhaps what is uniquely human
is that we remain in an unending state of development.
Life is always an unfinished business, and death is its
only cessation.
Traditionally, life-span development has primarily
been the province of psychologists. Most commonly
the field is called developmental psychology or, if
focused primarily on children, child development or
child psychology. Psychology itself is often defined as
the scientific study of behavior and mental processes.
Developmental psychology is the branch of psychol-
ogy that deals with how individuals change with time,
while remaining in some respects the same. The field of
life-span development has expanded to include not only
infant, child, adolescent, and adult psychology but also
biology, genetics, women’s studies, medicine, sociology,
gerontology, anthropology, and cross-cultural psychol-
ogy. A multidisciplinary approach stimulates fresh per-
spectives and advances in knowledge.
The Goals of Developmental Psychologists
People actively shape and give direction to their own
development (Riediger, Freund, & Baltes, 2005). Within
the context of developmental theory across the life span,
scientists focus on four major goals related to a contin-
uum of optimization of functioning in the early years and
compensation for losses with advancing years (Ebner,
Freund, & Baltes, 2006):
1. T
life span. Social scientists describe the paths that
young adults (ages 18 to 29) take as they move
from parental homes. What percent go to work,
Another random document with
no related content on Scribd:
and wishing of a “Merry Christmas”; a few were still in the drawing-
room sorting out musical property.
Catherine felt a heavy hand on her shoulder. She turned ...
Verreker!...
In the half-light he looked almost demoniacally ugly. A great fur
overcoat hung ponderously to within a few inches of the ground, and
his hands were encased in huge fur gloves. Under his arm he carried
a rather incongruous cloth cap.
“Excuse me,” he began gruffly, “I’ve got a word to say to you.”
She pursed her lips scornfully.
“Be quick, then,” she said. “I haven’t much time to spare.” She
was being deliberately rude.
“I suppose you noticed I went out while you were playing?” he
went on.
“Did you?” As much as to say: “How should I know? Do you
imagine I keep careful watch upon all your movements?”
“The fact is, I went out because I remember your saying that you
never played well if I were present....”
“Did I say that?” (She was in a deliberately, irritatingly
obstructionist mood.)
“... So I thought I’d oblige.... Afterwards it occurred to me it would
be misunderstood.... That’s all.... It wasn’t anything else. Of course
you’re not obliged to believe me.”
“Why shouldn’t I believe you?” she said, with no discoverable
motive.
“I know of no reason at all,” he replied coldly.
Pause.
“And, as it happened, you did play rather well. Distinctly better
than usual.”
“Did I? ... How do you know?”
 “I listened behind the door.”
“Did you?”
She tapped her foot petulantly on the floor.... Pause.... Then ...
“All the same, I really don’t see quite what you mean.” She was
merely trying to annoy him. He had come to her humbly, and he was
going to be spurned. Yet from the look in his eyes she knew that this
last remark had been a mistake. He was not the kind of man who
waits to be spurned....
“Oh, well,” he said brusquely, “I’m glad I don’t need to
apologize.... Good-night!”
She called “Good-night!” so faintly that she was sure he never
heard it.
He was gone....

§9
Along the Bockley High Street she remarked thoughtfully to
George: “I didn’t know Verreker patronized your musical evenings.”
George replied: “Oh, it wasn’t that he came for. It was Helen. She
persuaded him to play.”
Catherine was surprised.
“Helen? Does Helen know him?”
“Oh, rather. She translates his books into French.” Again
Catherine was surprised. “Books? I didn’t know he wrote books! On
music, I suppose?”
“No, not on music.”
“On what, then?”
“Economic history.”
Once again Catherine was surprised....
 “He’s a curious chap,” George went on. “Economist and musician
combined. Queer compound. Helen likes him. She says his music’s
all the better for having the brains of an economist put into it, also his
economics don’t lose anything from being infused with a dash of
temperament. Can’t say I understand it myself, anyway.”

§ 10
And at the corner of Gifford Road he suddenly said: “I suppose
our engagement needn’t be a particularly long one, need it?”
She said: “Why? Do you want to break it off?”
He laughed, not altogether uproariously.
“No, no.... I mean—you know what I mean. Look here, why
shouldn’t we get married in the New Year?”
“Married?” she echoed vaguely. She looked at him as if the very
last thing an engaged girl thinks of is of getting married.
“Why not?” he said, point blank.
“I know of no reason at all,” she replied coldly, and was conscious
that she was echoing something she had heard before. The
stateliness of the phrase fascinated her.
“Then——” he began, and kissed her passionately. But the
passion did not thrill her. It was weak and watery compared with the
stuff in “Jeau d’Eaux.” Besides, she had grown blasé of his kisses.
Every night, week after week....
He kissed her again. He fondled her hair. He got hold of heaps of
it and crushed it voluptuously in his hand. This was a new
experience, and not devoid of interest to her. But even this became
stale in a very short time. He kissed her once more.
“Please!” she said, after some minutes of this sort of thing. “I
must go.... Really I must.”
So, with a long, lingering, sentimental caress he left her. And as
she climbed the stairs to the attic bedroom that night her one thought
was: “Fancy me marrying George Trant! Me!”
The idea at firsy seemed fantastic.
But after a while she accepted it as a more or less logical
sequence. And he was undoubtedly in love with her. And she with
him? Oh yes. At least.... “Why not?” she asked herself, and echo
within her answered solemnly, “I know of no reason at all....”
 CHAPTER XII
DISCONTENT
§1
HER first periodic “supervision” by Razounov took place early in the
New Year, and once again coincided with an engagement of
Razounov to play Chopin at the Bockley Hippodrome.
He puffed serenely at a cigarette while she played the Kreutzer
Sonata. At the end he said:
“Nicely, oh yais, quite nicely.... And thees ees—let me see—thees
ees Mees—Mees—”
“Weston,” put in Verreker.
“Ah, yais, ... plays quite nicely, eh? ... A leetle more technique,
and—more—more—what ees the word?—characterization, eh?”
Verreker nodded.
But Catherine was disappointed. For it was perfectly evident not
only that Razounov had failed to recognize her, but that her name
when told him had recalled nothing in his mind.

§2
At her next lesson with Verreker she said: “Razounov didn’t
remember me, apparently——”
Verreker replied quite casually: “Oh no, why should he?”
She coloured slightly.
 “Well,” she said, with some acerbity, “considering he took the
trouble to send for me after hearing me play at that club concert, I
think he might at least——”
Verreker faced her suddenly.
“What’s that?” he said.
“What’s what?”
“What you’ve just been talking about. I don’t understand in the
least.... You say he heard you at a concert?”
“Well, I presume so, anyway. What remarkably short memories
you musical people have! Razounov apparently heard me at the
concert, and sent me a message to come and see him the next day.
You ought to remember that: it was you yourself who brought it. You
tracked me down to the Forest Hotel.”
“Yes, yes. I remember that.... But the concert?”
She was becoming more and more sarcastic as his mystification
increased.
“Oh yes, the concert. I played Liszt’s Concert Etude in A flat (the
one you don’t like). As I remarked before, presumably Razounov
heard me, or else why should he send for me to——”
“I am afraid you have presumed falsely,” he interrupted. (She
shivered at the stateliness of the phrasing: it reminded her of “I know
of no reason at all.”) “Razounov could not possibly have heard you
play. He never attends local concerts. Besides, he must have been
on at the Hippo——”
“Then why did he send for me?” she cried shrilly.
He scratched his chin reflectively. She hated him for that gesture.
“I believe—I think he did tell me once.... I fancy it was something
rather unusual. Somebody—I can’t tell you who, because I believe
I’m pledged to secrecy—wrote to Razounov offering to pay for a
course of lessons for you. His name was to be kept out of it. I mean,
the name of the person.”
 He frowned irritably at the slip of his tongue, and still more at the
rash correction which had given prominence to it.
“A man?” she ejaculated.
“I can’t tell you that.”
“I know it was. Because you said ‘his.’”
“Then why did you ask me?”
She swung round on the stool and clasped her hands below her
knees. Her eyes were fiercely bright.
“What are Razounov’s fees?” she said quietly.
“Three guineas a lesson.”
“And yours?”
“For purposes of musical instruction I am Razounov. He only
supervises. It is a fortunate arrangement, because I am a much
better teacher than he.”
She looked at him a little amazed. For the first time she caught
herself admiring him. She admired the calm, straightforward,
unqualified way he had said that he was a much better teacher than
Razounov. It was not conceit. She was glad he knew how to
appraise himself. She admired him for not being afraid to do so. In
her eyes was the message: “So you too have found out that
overmodesty is not a virtue? So have I.”
But it was impossible to remark upon it. She plunged into the
financial side of the question.
“So somebody has been paying three guineas a week for me?”
(And she thought: “Whoever is it?”)
“Certainly. You don’t imagine Razounov would give lessons for
nothing, do you?”
“That is to say, you wouldn’t give lessons for nothing, isn’t it?”
“Certainly. I am not a philanthropist. I have other interests
besides music. Music is only my way of getting a living. I never even
reduce my fees except—except—well——”
“Yes?—except when?”
He turned away his head as he replied: “Except in cases where
the pupil has no money yet supreme musical genius.”
She flared up passionately.
“Look here,” she said, “why d’you keep on rubbing it in? How do
you know I shan’t be a great pianist? I say, how do you know? I tell
you, I don’t believe you. You wait; you’ll see me at the top before
long. And then you’ll have to eat your words. You’re got a good
opinion of yourself, haven’t you? Well, so have I. See? ... And I tell
you I will get to the top! I’ll show you you’re wrong! See?”
“I hope you will,” he said quietly. And added: “I’m glad my
criticism doesn’t discourage you. It isn’t meant to.”
To which she was on the point of replying: “But it has discouraged
me. There have been times when——” She did not say that. There
came a pause. Then she reverted to the financial side of the
business.
“So somebody’s already paid nearly a hundred pounds for me.”
“Sixty, I believe. The last quarter has not been paid yet.”
(And then the idea came to her immediately—George Trant!)
“Aren’t your fees payable in advance?” she asked sharply.
“As a general rule, yes.”
“Then why did you make an exception in my case?”
“Because I know the person fairly well, and am confident of being
paid soon. That’s all.”
“Is it?”
“Certainly,” he replied brusquely. “If your anonymous benefactor
doesn’t pay up within the next couple of months the arrangement
between you and me will terminate on the first of March. As I said
before, I am not a philanthropist.”
 “Obviously not.”
“I hope it is obvious. I have often been mistaken for one.”
“Curious! I can scarcely believe it.... Have you the address of my
anonymous benefactor?”
“I dare say I have it somewhere about. Why?”
“Because I want you to write and tell him something.”
“Indeed? And what am I to tell him?”
“Tell him he needn’t trouble to pay the last quarter’s fees. I will
pay them myself.”
“I hope you can easily spare the money——”
“Of course I can. I shouldn’t offer to pay if I couldn’t. I’m not a
philanthropist.”
“Very well, then. I will write and tell him what you say.”
Pause. He was beginning to look rather annoyed.
“And there’s just one other thing,” she said, putting on her hat
ready for departure.
“What’s that?”
“Our arrangement will not terminate on the first of March. I shall
continue and pay myself.”
“As you wish....” He shrugged his shoulders.
And she thought as she went out: “That was a neat stroke for me.
But it’s going to be confoundedly expensive....”

§3
Henceforward Catherine assumed that George was her
anonymous benefactor. His inability to pay the last quarter’s fees
synchronized with his encounter with the Bishop’s Stortford
magistrates, resulting in a bill, including costs and all expenses, of
nearly twenty-five pounds. Undoubtedly it was George who was
financing her. And the question arose: Why? And the only possible
answer was that this quixotic and expensive undertaking was done
out of love for her. Catherine did not particularly like it. She was not
even vaguely grateful. She almost thought: He had no right to do it
without asking me. And if he had asked me I shouldn’t have let him.
Anyway, it was done behind my back. Treating me like a little child
that doesn’t know what is best for itself....
At times she became violently angry with him for his absolute
silence. Does he intend to carry the secret with him to the grave?
she asked herself. The absurd ease with which he parried any
attempts to entangle him in a confession intensely annoyed her. “I
don’t believe he intends ever to tell me,” she thought. “And if I’m ever
a well-known pianist he’ll congratulate himself in secret by thinking: ‘I
started her. I gave her her first chance. She’d have been nothing but
for me. And she doesn’t know it!’” The thought of George’s romantic
self-satisfaction at such a juncture oppressed her strangely.
There was also the subtle disappointment of discovering that
Razounov had not “found” her as great pianists are supposed to
“find” promising talent. But she was becoming accustomed to the
shattering of her idealist creations. Besides, she was at this time
deriving a good deal of hard satisfaction from her rapid and steady
advancement, and no amount of retrospective disillusionment could
cast a shadow across the future. Only she was annoyed at the
quixotism of George Trant.
One evening she asked him point-blank:
“Did you pay for my first quarter’s lessons with Razounov?”
She expected the blow by its very suddenness would tell. He
started very slightly.
“Me?” he said, in a tone of bewilderment which, if not genuine,
was at least consummate acting. “Me?—I don’t understand. What do
you——”
“Well, somebody did,” she replied curtly, annoyed that her blow
had been parried. “And I thought it might be you.”
 “Good heavens, no!” he said, and at that moment she did not
know whether to believe him or not.

§4
He had been clever up to then. Afterwards he became too clever.
One of those periodic spasms of brilliance overwhelmed him.
The next morning she received a letter, typewritten, plain paper
and envelope, with the non-committal postmark: London, W. It ran:
The person who has undertaken the expenses of Miss Weston’s
musical training wishes it to be understood that he desires to remain
anonymous. Should he be questioned on the point by anyone he will
feel himself justified in adopting any attitude, even one involving
departures from the truth, which seems to him best calculated to
preserve the anonymity he so earnestly desires. Hence it is obvious
that enquiry, however persistent, can elicit no reliable information.
When Catherine read this she laughed outright. The absurdity,
the sublime ridiculousness of the thing tickled her. She knew now
beyond all doubt that it was George Trant. For this note had “George
Trant” written all over it. Only he could have devised something so
inanely clever and at the same time so incredibly stupid.
The fact of its being posted only three hours after their interview
of the evening before was enough to convince her. He must have
gone home direct, written it (he had a typewriter at home, she knew),
and gone up to London, W., immediately to catch the eleven o’clock
post. She pondered on his choice of London, W. Probably he thought
a London postmark would be least likely to give a clue. E.C., the
most common, would suggest Leadenhall Street, so he chose W.
That, probably, was his line of argument.
It was not a bad joke, she agreed. Yet if he acted upon it she
could conceive herself getting angry....

§5
 Her opinion of George went up somewhat after the receipt of this
letter. She was immensely struck by its absurdity, yet she had to
admit that in addition to being a joke it was quite a clever joke. For
several weeks she did not mention the affair, and he too avoided all
reference to it. Then she began again to be annoyed at his silence.
Besides, she was immensely curious to know what his attitude would
be. The full flavour of the joke had yet to be tasted.
An incident—trivial in itself—lowered her opinion of him
incalculably.
She had gone for her usual weekly lesson from Verreker. It was
springtime, and “Claremont” was being painted, both inside and out.
The music-room in which she took her lessons was crowded with
furniture from other rooms, and for the first time she saw the
evidences of Verreker’s labours apart from the world of music. Large
book-cases had been dumped anyhow against the walls, and tables
littered with papers filled up the usually spacious centre of the room.
The piano had been pulled into a corner. She had several minutes to
wait, and spent the time perusing the titles on his bookshelves.
There was a fairly large collection of modern novels, including most
of the works of Wells, Bennett, Conrad, Hardy, Chesterton and
others; complete sets of the works of Shaw and Ibsen, most of the
plays of Galsworthy, Granville Barker and Henry Arthur Jones; and
some hundreds of miscellaneous French novels. A complete
bookcase was occupied by works on economics and economic
history—she read the names of Cunningham, Ashley, Maitland,
Vinogradoff, Seebohm and Money. Then there was a shelf entirely
devoted to Government Blue-Book publications, Reports of
Commissions, quarterly and monthly reviews, loose-leaf binders full
to bursting with documents, and such like. It was a very impressive
array. She was conscious of her own extreme ignorance. Scarcely
anything that was here had she read. She was not particularly fond
of reading....
On the table near his desk she saw a yellow-backed copy of
Ibsen’s Ghosts....
 One result of their frequent bickering was that their conversation
had acquired a good deal of familiarity....
“Rather a muddle,” he commented, as she was preparing to go
after the lesson. He waved a hand comprehensively round the room.
“You’ve a lot of books,” she said.
“Yes; and I read them.” (As much as to say: “If you had a lot of
books you wouldn’t read them.” In other words, a purely gratuitous
insult. But she ignored it.)
“Reading Ghosts?” she remarked, taking up the yellow-backed
book from the table.
“Re-reading it,” he corrected.
Something erratic and perfectly incomprehensible prompted her
next utterance.
“Absolute biological nightmare,” she said casually. (It was
something she had once heard George say.)
He looked at her queerly.
“Have you read it?”
“No,” she said, and blushed. She knew his next question would
be, “Then how do you know?” so she added: “I once heard
somebody say that about it.” She plunged further in sheer
desperation. “Don’t you think it’s rather a biological nightmare?” she
persisted, with passionate eagerness, as much as to say: “Please
don’t make a fool of me. Please let the matter pass this once.”
“I confess,” he replied coldly, “it never appeared to me in that,
light.... But, of course ...”
(Truly he was a master of stately phrasing!)
Naturally she regarded it as George’s fault primarily. It was clear
she had overestimated George’s critical faculties....

§6
 She was so annoyed with George on the way home that she
arrived at the astonishing decision: I will not marry him....
That evening, under the trees of the Bockley High Road, she
produced the typewritten anonymous letter and asked him point-
blank: “Did you write this?”
“No,” he said immediately.
“Did you type it, then?” (It showed her mean opinion of him that
she judged him capable of such a quibble.)
“No.”
“Do you know its contents?”
“How should I?”
“Then please read it.” She handed it to him.
“If you like,” he said, and read it. “Well?” he remarked, after doing
so.
“How am I to know if you are telling the truth?”
“You have only my word.”
“But, according to the letter, you may be telling me a lie.”
“That is presuming that I wrote it.”
“And you didn’t?”
“No.”
Pause. Then suddenly she stopped and faced him defiantly.
“I don’t believe you!” she snapped.
“Well——”
“Look here. You did write this thing. Tell the truth. Own up to it. It’s
very clever and all that, but it shouldn’t be kept up seriously like this.
I’m certain you wrote that letter.”
“You don’t take my word for it?”
“Not in this case.”
 “In other words, I’m a liar. Eh?”
“I suppose it comes to that.”
“Well, you’re very polite, I must say. Perhaps you’ve a few more
things you’d like to say about me?”
“Don’t try to be sarcastic. But there is one thing if you really want
to know.”
“What’s that?”
She paused, and then hurled it at him with terrible effect.
“I don’t love you a bit.... Not a tiny bit....”
She saw him whiten. It was thrilling to see how he kept his
emotion under control. She almost admired him in that moment.
“Is that so?” he said heavily.
“Yes.”
He bit his lip fiercely.
“Then our engagement, I presume, is—is dissolved?”
“Presumably.... Here’s your ring.”
Here occurred a touch of bathos. She tried to get the ring off her
finger, but it would not pass the first joint.
“Let me try,” he said humbly, and the episode became almost
farcical. It came off after a little coaxing. But the dramatic possibilities
of the incident had been ruined.
“Well,” he said stiffly, “I suppose that’s all. It’s your doing, not
mine. You’re breaking up our prospects without the least shadow of
reason.”
It did seem to her an incredibly wanton thing that she was doing.
And at this particular moment, if he had uttered her name slowly and
passionately she would have burst into tears and been reconciled to
him. But he missed the opportunity.
“I shall return your letters,” he continued coldly. (There were not
many of them, she reflected.)
 “Good-bye,” she said.
They shook hands. And she thought: “Fancy having been kissed
every night for months and months and suddenly turning to a
handshake!” That, more than anything, perhaps, indicated to her the
full significance of what had happened. That and the peculiar
sensation of chilliness round her finger where the ring had been.
As she turned into Gifford Road she asked herself seriously the
question: “What has come over me? Am I mad? ...”

§7
More than once during the next few weeks she wished for a
reconciliation with George. It was not so much a desire for him as a
sense of despair at being once more wholly alone and adrift. Now
she was back again where she was when she first came to Gifford
Road. With redoubled energy she laboured at her music, and soon
the idea of a recital in a London concert hall began to dance
attractively in her vision. She extended her reputation by playing in
other suburbs; she thought even of setting up as a private teacher of
the pianoforte. With the surplus earnings of a few months she bought
an upright piano of decent tone and installed it in the basement
sitting-room at Gifford Road.
George wrote to her once, a long letter of mingled pleading and
expostulation. He mentioned that he had not yet told his parents
what had happened, so that if she desired to change her mind it
would be easy to do so. He laid stress on the difficulty he should find
in giving Helen and his father and mother an adequate explanation
of their separation.
After the receipt of this letter Catherine ceased her vague
misgivings. She replied immediately in a letter, short by comparison
with his, whose every sentence was the result of careful
excogitation:
It is no good thinking of our ever becoming engaged again,
because if we did we should soon quarrel. We simply aren’t made for
one another, and however kind and sympathetic we try to be there’ll
always be something lacking that sooner or later we shan’t be able
to do without....
I am bound to confess that the idea of marriage with you always
struck me as fantastic and improbable. I never, I believe, considered
it seriously. I knew something would happen to put an end to our
plans....
... Of course I am in the wrong. You have been very kind to me
and from the ordinary point of view you would doubtless have made
a very good husband. You are quite entitled to consider yourself
shabbily treated. I am wholly in the wrong. But I am not going to
make myself everlastingly unhappy just to put myself in the right.
And whether you would have made me a good husband or not, I
should certainly have made you a bad wife. I am a peculiar person,
and I would never marry a man just because he would make a good
husband.... Surely you don’t imagine I am going to marry you just to
let you out of the difficulty of explaining things at home? ... A thing
like that proves at once the complete misunderstanding that exists
between us two.... You must tell your parents and Helen exactly what
has happened, viz. that I have jilted you. If you were a woman you
could claim a few hundred pounds damages for breach of promise....
Tell them I have jilted you because I could not bear the thought of
marrying you. Blame me entirely: I am heartless and a flirt, cruel,
treacherous and anything else you like. Only I am not such a fool as
to marry somebody I don’t want to marry....
Don’t imagine I am in love with somebody else. At present I am
not in love with anybody. At one time I thought I was in love with you,
but I am doubtful if it ever was so really. I think it was just that you
hypnotized me by being in love with me yourself. I mean, I was so
interested in your experience....
I don’t ask you to forgive me. Because forgiving won’t make any
difference. I may have done right or I may have done wrong, but I
have done what I would do over again if I had to. There is no
repentance in me. It is idle to pretend I am sorry. I am extraordinarily
glad to have got out of a difficult position....
 This letter, by the way, is the first sincere letter I have ever written
to you. I do not mean that the others were all insincere: I mean that,
compared with this one for truth and sincerity, the others were simply
—nothing....
As to my present attitude towards you I will be offensively
straightforward. I do not like you. That ought to convince you finally
of the uselessness of answering this letter....

§8
A cold May day, so chilly that a fire seemed the most welcome
thing on earth. Seven in the evening, and it was the last lesson of the
quarter. When she reached “Claremont,” Verreker was not there. He
had been up to the City, and a slight accident outside Liverpool
Street Station had delayed the trains. The maid showed her into the
music-room and left her alone. She sat in one of the big chairs by the
fire and felt astonishingly miserable. The room had regained its
normal condition; the surplus furniture, the books, papers, writing-
desk, etc., had been taken away: but a grandfather clock that had
not originally been there now occupied a permanent position in the
corner. The embers were burning low, and shadows were darkening
all around: the black and white vista of piano keys straggled
obscurely in the background; the clock was ticking sleepily away. Far
into the dim distance of the ceiling loomed the polished splendour of
the raised sound-board....
Why did she feel miserable?
It was something in her soul.
She got up and sat down at the piano.
With no discoverable motive she commenced to play the piece
that she now knew was Chopin’s Black Note Etude (in G flat). It was
the one she had heard years ago when she stood in the scented
dusk of the Ridgeway in front of the house with the corner bay-
window. Since then she had learned it thoroughly and played it many
times on concert platforms. But as she played it now it sounded new,
or rather, it sounded as if she had heard it only once before, and that
was many years ago in the summer twilight. All between was a gap,
a void which only the Chopin Etude could bridge....
(In her strange mood she was playing it most abominably, by the
way.)
She paused in the middle. Her eyes were like dark gems amidst
the red glory of her hair.
“I’m not in love with any person,” she told herself with incredible
calmness. “I’m not in love with anybody in the world. But I’m in love
with Something. Some Thing! Very deeply, very passionately, I am.
And I don’t know what it is.... I keep finding it and losing it again. But
it’s in this”—she started the first few bars of the Chopin piece—“it’s
all everywhere in that. I knew it was there when I stood and listened
to it years ago. Oh, it’s there. And I’ve heard and seen it in other
places, too. But as yet it’s been only a thing.... But some day, maybe,
I’ll tack it on to somebody living, and then ... God help me! ...”
Her fingers flew over the keys, and the great octaves began to
sing out in the left hand.
“I’ll have to be careful,” she went on in thought—“careful, or else
some day I’ll go mad.... But it’s there, whatever it is.... Something
that’s in that and that’s in me as well, and they’re nearly tearing me
to shreds to get closer to one another. That’s how it feels.... And I
told him I wasn’t in love with anybody ... But if I should catch a
glimpse of this something in any living being! Nothing should ever
keep us apart! Nothing could! Neither life nor death—nor miles—nor
anything.”
She let her hands fall down the keyboard in a great culminating
Niagara of octaves. Two chords like the blare of trumpets, and ...
The door opened and Verreker entered.
She paused with her hands poised on the keys.
“Well,” he began cheerily, “it’s the last lesson of the quarter, isn’t
it?”
“Yes,” she said quietly.
 He was warming his hands in front of the fire.
“Confoundedly cold for May,” he remarked parenthetically.
“You’ve been taking lessons of me for a year now, haven’t you?”
“Just over a year.”
He stood with his back to the fire.
“Well,” he continued, “you’ve not done badly. In fact, you’ve—
you’ve improved—er—quite—er—beyond my expectations. I admit
that.”
It was the biggest compliment he had ever paid her. Pleasure
surged in her blood. She flushed.
“And,” he went on, “I don’t want to go on taking your money when
you’re no longer likely to benefit much. As a matter of fact, you’ve
come to a point at which my lessons are no longer worth three
guineas each to you. You can teach yourself as well as I can teach
you. I’ve led you out to the open sea, and now the time’s come for—
for dropping the pilot. See?”
She nodded.
“So I don’t recommend you to have another quarter with me. I
think it would be money wasted.”
She nodded.
“Of course I shall be glad to help you in any way I can if you need
it.”
She nodded.
“And if you ever wish me to give you advice on any point of
theory or technique I shall be pleased to do so.”
She nodded.
Pause.
“... I’ve just been up to town to get some new music in manuscript
from a new author. It’s quite good stuff and very modern. I’ll run it
over if you’d care to hear it.”