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CHAPTER 7
Language, Problem-Solving, and Intelligence

LECTURE GUIDELINES

This chapter has a great deal of material that can be readily brought to light by involving students in hands-on
activities. There is also the potential to involve non-traditional students in discussions of adult learners. As with
the previous chapter on cognition, it is advisable for the instructor to be as concrete as possible in presenting the
material used in studies of intelligence by having them answer and discuss practice questions from the instruments
used in these studies. Furthermore, there are many figures presented in this chapter, and it would be worthwhile
for the instructor to go through these figures in detail so that students can learn as much as possible from the data
they present.

It is also possible to have some fun with this chapter in the section on problem-solving in a high-tech world. Ask
your students to name instructions that they have struggled with lately and then ask them to imagine how a
middle-aged or older adult who is not technologically inclined would deal with these same problems.

Another area that has great potential for expansion is the section on the Communication Predicament and
"elderspeak." The infantilizing speech directed toward older adults is a phenomenon that can be observed in
many service settings. Students involved in service learning can be involved in seeking out their own examples of
this type of situation. Such experiences can touch off discussions of why infantilization occurs and what effects it
may have on older adults. If instructors wish to devote more time to this topic, there is an infantilization exercise
described in a Teaching of Psychology article written by me and one of my former graduate teaching assistants,
Erin Cassidy (see reference in the Introduction). We found this to be a powerful teaching tool that really drove the
point home. If your students are in service-oriented majors, such as nursing or human services, it might very well
be worth the time and effort it takes to show them the dangers of infantilizing speech.
VIDEOS AND FILMS
Once again, the PBS documentary series "Stealing Time" provides an excellent resource for this class. There is a
five-minute segment with K. Warner Schaie and Sherry Willis in which they describe their research based on the
Seattle Longitudinal Study. This is very vivid way to begin the section on intelligence because it brings to life the
many statistics that will be presented in the data from their study.

Look also for any recent news stories on video games and older adults; this is now becoming a popular topic.

On the lighter side, in the section on wisdom, it is possible to show one of many popular movies in which an older
person provide wise advice to a younger person. One particularly poignant choice is "The Wedding Singer" (which
also depicts intimate relationships in later life very positively as well). The scene to show is the one in which the
grandmother gives advice on sexuality to the Adam Sandler character as he is giving her a voice lesson at the
piano. The scene ends with the grandmother feeding him meatballs. Students love this movie and particularly this
scene. However, there are many other examples throughout a wide range of movies that will get across the same
point.
DISCUSSION QUESTIONS
EXECUTIVE FUNCTIONING AND ITS MEASUREMENT
What are the best ways to preserve an older adult’s executive functioning?
Do measures of executive functioning seem relevant to everyday activities?
Have videogames affected your ability to monitor your responses?

IM-7 |1
LANGUAGE
How is language important in your everyday life?
What does language signify about a person's cognitive abilities?
How might memory changes affect a person's ability to use language?
Why might experience enrich a person's language abilities?
Have you noticed the tendency for older persons to talk about their past experiences? How does talking about
past experiences with your friends make you feel?
When have you seen older people spoken to with elderspeak? How do you think this makes them feel?
EVERYDAY PROBLEM SOLVING
What problems have you had to solve in the last 24 hours? What types of processes did you use?
Do you think that life has gotten more complex with advances in technology? How might such changes particularly
affect older adults?
What factors make it hard or easy for you to solve problems?
How do you feel when you have successfully solved a problem?
Can you think of an example you were affected by the “attraction effect”?
What factors make it more likely that you will take your time to solve a problem rather than rush to a solution?
How the does faster problem solving of older adults fit in with the slower reaction times that they show in other
tasks?
Can you think of a case when you used post-formal operations in dealing with a problem?
Why might adults be more likely to engage in post-formal than formal operations? What features of adult life lend
themselves to post-formal operations?
What leads adults to use dialectical thinking? What might the advantages be compared to the seeking of a "right
answer"?
How might personality relate to the ability to use dialectical reasoning?
INTELLIGENCE
Do you feel that you are an "intelligent" person? Why or why not?
What is the practical value of being able to define and measure intelligence?
Why is it of interest to study intelligence developmentally?
Are definitions of intelligence overly narrow in focusing on academic skills?
Why were these five abilities chosen to by Thurstone to represent all of intelligence?
What might these tests fail to measure?
How do fluid and crystallized intelligence relate to each other?
Is fluid intelligence really "culture fair" as was originally intended by Cattell?
Why do you think that alternative theories of intelligence were proposed? Do they provide a more realistic
approach to intelligence than those based on more traditional intelligence theories?
Do you think that the findings from the SLS are encouraging or discouraging with regard to age changes in
intelligence?
Why would people who are more flexible in their personality have higher intelligence test scores in later
adulthood?
How do the findings from the SLS relate to the concept of dialectical thinking and post-formal operations?
Do the findings of intervention studies support or refute fluid-crystallized theory in that it was possible to train
fluid abilities in older adults?
What are the implications of training studies for the findings of studies more generally on intelligence and aging?
Do you agree with the definition of wisdom provided by Baltes? How does it fit with the definition provided by
Sternberg in the balance theory of wisdom?
How does the Baltes approach illustrate plasticity in adult intelligence?

MULTIPLE CHOICE QUESTIONS

AGING TODAY

IM-7 |2
 1. MALE VS. FEMALE ON MULTIPLE INTELLIGENCES

Difficulty: Easy
Correct choice: B
When rating their own and the other gender’s intellectual abilities, men rated themselves as higher in:
A. interpersonal
B. naturalistic
C. verbal
D. musical

EXECUTIVE FUNCTIONING AND ITS MEASUREMENT

2. EXECUTIVE FUNCTIONING- CHOICE

Difficulty: Moderate
Correct choice: A
The abilities to plan, use working memory, allocate mental resources to incoming tasks, and inhibit information are
included in the cognitive skill known in psychology as:
A. executive functioning.
B. organizational aptitude.
C. everyday problem-solving.
D. crystallized intelligence.

3. EXECUTIVE FUNCTIONING AND DRIVING

Difficulty: Moderate
Correct choice: D
Which executive functioning do you rely most heavily upon while driving?
A. Listening to warnings.
B. Observing road signs.
C. Turning the wheel.
D. Planning your route.

4. WAIS-IV SCALE OF PERCEPTUAL REASONING

Difficulty: Hard
Correct choice: B
A WAIS-IV test that measures the ability called Perceptual Reasoning is:
A. Symbol Search.
B. Block Design.
C. Digit Span.
D. Comprehension.

5. WAIS-IV SCALE OF DIGIT SPAN

Difficulty: Hard

IM-7 |3
Correct choice: C
The Digit Span scale on the WAIS-IV measures which intellectual ability?
A. Processing Speed
B. Perceptual Reasoning
C. Working Memory
D. Number Manipulation

6. BEHAVIORS TO NOTE WHEN ADMINISTERING THE WAIS -IV

Difficulty: Moderate
Correct choice: D
As noted in the text, when administering the WAIS-IV to an older adult, the examiner is instructed to note such
factors as:
A. room temperature.
B. gender differences.
C. sense of humor.
D. vision problems.

7. PMAT VS. WAIS-IV

Difficulty: Moderate
Correct choice: A
Unlike the WAIS-IV, the PMAT also assesses an individual’s:
A. word fluency.
B. processing speed.
C. memory.
D. personality.

8. TRAIL-MAKING TEST

Difficulty: Moderate
Correct choice: B
The Trail Making Test is used in a neuropsychological assessment to evaluate the older adult’s:
A. naturalistic intelligence.
B. frontal lobe functioning.
C. frustration tolerance.
D. visual memory.

9. NEUROPSYCHOLOGICAL ASSESSMENT

Difficulty: Moderate
Correct choice: C
A trained neuropsychologist assessing older adults is likely to use which type of procedures?
A. Administering the same 10 tests to all clients.
B. Giving most tests in a group format before assessing individuals.
C. Tailoring the assessment to the client’s age and symptoms.

IM-7 |4
 D. Asking the individual’s family to assist in testing.

10. TASK-SWITCHING AS MEASURE OF EXECUTIVE FUNCTIONING

Difficulty: Moderate
Correct choice: B
In neuropsychological tests called ___________________, the examiner changes the nature of the
judgments that the older adult must produce.
A. verbal fluency
B. task-switching
C. digit symbol
D. trailmaking

11. PERSEVERATION

Difficulty: Moderate
Correct choice: C
Due to the tendency to engage in _______________, many older adults repeat the same words on tests of verbal
fluency when they are asked to produce words that all begin with the same letter.
A. task-switching
B. assimilation
C. perserveration
D. inhibition

12. TRANSFER

Difficulty: Moderate
Correct choice: D
Through videogame training, researchers hope one day to demonstrate that the improvements in skills acquired in
these platforms will help older adults improve in their everyday lives, a process known as:
A. perseveration
B. comprehension
C. induction
D. transfer

LANGUAGE

13. LANGUAGE AND WORKING MEMORY

Difficulty: Hard
Correct choice: C
Changes in which cognitive function may affect the ability of older adults to put words together, while speaking,
into a sentence?
A. semantic memory
B. visualization

IM-7 |5
 C. working memory
D. task-switching

14. NEUROPLASTICITY IN LANGUAGE (HAROLD MODEL)

Difficulty: Hard
Correct choice: A
Consistent with the ____________ model of aging and neuroplasticity, older adults are able to compensate by
using the right hemisphere in processing language instead of the left.
A. HAROLD
B. WAIS
C. PMAT
D. PASA

15. CONTEXT AND LANGUAGE

Difficulty: Moderate
Correct choice: C
By using ___________ to guide them, older adults can compensate for age-related changes in memory and speed
when comprehending language.
A. spelling
B. retrieval
C. context
D. reminiscence

16. PARALINGUISTIC ELEMENTS AND COMPENSATION

Difficulty: Moderate
Correct choice: A
By interpreting the paralinguistic elements of speech, such as _________________, older adults can compensate
for not hearing every word spoken to them in a conversation.
A. gestures
B. grammar
C. semantics
D. punctuation

17. ELDERSPEAK EXAMPLE- STEM

Difficulty: Hard
Correct choice: A
Al Nino is a man in his 70s who is receiving rehabilitation following his recent hip surgery. Luckily his physical
therapist avoids elderspeak because she refers to him as:
A. Mr. Nino
B. Honey
C. Al
D. Dear

IM-7 |6
 18. ELDERSPEAK EXAMPLE- CHOICE

Difficulty: Moderate
Correct choice: C
While checking in on an older adult patient whose husband is visiting her in the hospital, a nurse’s aide finds them
holding hands and kissing. The aide immediately laughs and says “That’s so cute!” What is the aide’s behavior
referred to in the psychology of aging?
A. Geriaphobia
B. Oldism
C. Elderspeak
D. Dialectism

19. COMMUNICATION PREDICATMENT MODEL AND ELDERSPEAK

Difficulty: Easy
Correct choice: A
The communication predicament model is associated with which type of language directed toward older adults?
A. elderspeak
B. gerontophication.
C. dialecticism.
D. formal operationism.

20. COMMUNICATION PREDICAMENT MODEL

Difficulty: Hard
Correct choice: B
According to the Communication _______________ Model, older adults become less cognitively capable when
they are spoken to in a condescending manner.
A. Problem
B. Predicament
C. Practice
D. Preference

21. MENTAL CLUTTER

Difficulty: Moderate
Correct choice: C
The tendency to ramble may be especially likely to occur in the speech of older adults who experience “mental
clutter,” or an inability to:
A. speak in an adult-like manner.
B. focus on the gist of a story.
C. inhibit irrelevant information.
D. repeat the same word over and over.

22. INFANTILIZATION

IM-7 |7
Difficulty: Moderate
Correct choice: C
Older adults subjected to the process called _____________ are likely to view themselves as unable to carry out
activities for themselves.
A. dialectics
B. testing the limits
C. infantilization
D. pragmatization

23. BILINGUALISM AND AGING ON TASK-SWITCHING

Difficulty: Moderate
Correct choice: D
Bilingual adults benefit because the task-switching required by monitoring two languages strengthens their:
A. everyday problem-solving
B. crystallized intelligence
C. working memory
D. executive functioning

24. BILINGUALISM AND AGING ON STROOP

Difficulty: Hard
Correct choice: C
Older bilingual speakers show performance deficits on which measure of executive functioning?
A. task-switching
B. Wisconsin card-sorting
C. Stroop task
D. spatial reasoning

EVERYDAY PROBLEM-SOLVING

25. STAGES IN PROBLEM-SOLVING

Difficulty: Moderate
Correct choice: B
A technical repairperson is trying to determine the cause of a recent outage. The first step in the problem-solving is
needed to repair the damage is for the repairperson to:
A. use trial-and-error to check for causes.
B. assess the situation by evaluating all relevant factors.
C. determine the efficacy of each solution used.
D. try out different approaches until one fixes the problem.

26. TYPES OF PROBLEMS

Difficulty: Easy
Correct choice: A

IM-7 |8
Problems in everyday life that are the easiest to solve for older adults are those that:
A. involve definite, well-stated goals.
B. are stated in vague or ambiguous terms.
C. require using an unusual or novel strategy.
D. place heavy demands on vocabulary skills.

27. PROBLEMS WITH INSTRUCTIONS

Difficulty: Moderate
Correct choice: C
Instruction manuals that use terms that are ________ are particularly challenging for older adults.
A. specific
B. concrete
C. vague
D. well-defined

28. EVERYDAY PROBLEMS

Difficulty: Hard
Correct choice: D
In solving everyday problems, older adults typically show which pattern of performance compared to younger
adults?
A. Faster response times on problems requiring math.
B. Superior ability to analyze problems involving logic.
C. Better ability to handle problems described in writing.
D. Higher scores on problems of an interpersonal nature.

29. ATTRACTION EFFECT- STEM

Difficulty: Moderate
Correct choice: C
In research on the attraction effect in problem solving, the findings suggest that older adult consumers are less
likely to be influenced by:
A. advertising
B. personal taste
C. extraneous factors
D. product price

30. PROBLEM-SOLVING CHANGES IN OLDER ADULTS

Difficulty: Moderate
Correct choice: C
In research on the attraction effect in problem solving, the findings suggest that older adult consumers are less
likely to be influenced by:
A. advertising

IM-7 |9
 B. personal taste
C. extraneous factors
D. price

31. PREVIOUS EXPERIENCE AND PROBLEM -SOLVING

Difficulty: Hard
Correct choice: D
As shown in research on decision-making, one advantage that older problem-solvers seems to possess involves
their greater ability to make the most out of:
A. timed performance.
B. finding alternative solutions.
C. advice from other people.
D. information from prior experience.

32. FORMAL OPERATIONS

Difficulty: Hard
Correct choice: B
The thinking involved in Piaget’s stage of formal operations involves which type of ability?
A. Solving problems with new techniques.
B. Using abstract symbols and logic.
C. Finding new, undefined problems.
D. Understanding interpersonal relations.

33. DIALECTICAL THINKING AND POST-FORMAL OPERATIONS

Difficulty: Hard
Correct choice: C
The term dialectical thinking applies most closely to which concept based on Piaget’s theory?
A. Formal operations
B. Logical thought
C. Post-formal operations
D. Fluid intelligence

34. ADULT LEARNERS

Difficulty:
Correct choice: C
The majority of adults ages 60 and older in the U.S. reportedly take adult education courses because they seek:
A. career advancement.
B. second or third degrees.
C. personal interest.
D. interactions with the young.

IM-7 |10
INTELLIGENCE

35. CLASSIC AGING PATTERN

Difficulty: Hard
Correct choice: A
The idea that intelligence tests such as the WAIS-IV show a peak in overall IQ in early adulthood is called the
____________ pattern.
A. classic aging
B. general factor
C. reserve capacity
D. Berlin wisdom

36. CHC MODEL OF VISUAL PROCESSING

Difficulty: Moderate
Correct choice: C
In the CHC model of intelligence, length estimation would be considered a measure of:
A. processing speed.
B. quantitative knowledge.
C. visual processing.
D. reaction and decision speed.

37. CRYSTALLIZED INCREASE EXAMPLE

Difficulty: Moderate
Correct choice: D
While playing “Words with Friends” with her 72-year-old grandmother, Frieda Lay is shocked to find that she is
losing badly because her grandmother just seems to know so many more words. Frieda’s grandmother is
illustrating the fact that:
A. older adults are superior to younger adults in inductive reasoning.
B. later life is associated with much faster response speed.
C. secondary abilities improve but primary abilities decline in later life.
D. crystallized intelligence rises throughout adulthood into the 70s.

38. CHC MODEL THIRD LEVEL

Difficulty: Moderate
Correct choice: C
In the CHC model of intelligence, the third level is considered to be:
A. specific skills.
B. pragmatic wisdom.
C. general ability.
D. visualization.

39. SLS MEASURES

IM-7 |11
Difficulty: Moderate
Correct choice: D
The measure of intelligence on which the SLS findings are based is the:
A. WAIS-IV.
B. CHC.
C. Gf-Gc.
D. PMAT.

40. COHORT EFFECTS IN SLS

Difficulty: Moderate
Correct choice: C
An analysis of cohort effects in the SLS by Gerstorf and colleagues showed that later-born cohorts had higher
scores than earlier-born cohorts on almost all measures, suggesting the effect of:
A. years of education.
B. cardiovascular disease rates.
C. exposure to technology.
D. global climate change.

41. WHITEHALL II FINDINGS

Difficulty: Hard
Correct choice: D
The findings on executive function and lifestyle factors from Whitehall II showed that people whose abilities
declined the most also tended to:
A. drink moderate amounts of alcohol.
B. live very close to their children.
C. exercise a moderate amount.
D. consume large amounts of fruits and vegetables.

42. GENDER DIFFERENCES IN INTELLIGENCE

Difficulty: Moderate
Correct choice: A
Women show greater decreases across adulthood than men except on the _____________ scale of the WAIS-IV.
A. Digit Symbol
B. Similarities
C. Block Design
D. Matrix Reasoning

43. TEACHERS AND INTELLIGENCE

Difficulty: Moderate
Correct choice: B

IM-7 |12
Higher scores on verbal fluency and working memory were found among a sample of people employed as
__________ in a study carried out in the Netherlands.
A. physicians
B. teachers
C. nurses
D. architects

44. PERSONALITY AND INTELLIGENCE

Difficulty: Hard
Correct choice: B
The SLS showed that people least likely to retain their intellectual abilities in later adulthood were low on the
personality factor of:
A. reserve capacity
B. life complexity.
C. dialectical thinking.
D. formal operations.

45. RESERVE CAPACITY

Difficulty: Moderate
Correct choice: C
The idea of reserve capacity in research on aging and intelligence is very similar to the concept of ____________ in
the nervous system.
A. fallout
B. preservation
C. plasticity
D. complexity

46. TESTING THE LIMITS

Difficulty: Moderate
Correct choice: A
In the procedure known as testing the limits, researchers studying the aging process try to:
A. provide cognitive training until they show no more improvements.
B. challenge older adults to push themselves physically.
C. ask older adults to complete a large number of ability measures.
D. encourage older adults to work slowly and carefully.

47. BERLIN WISDOM PARADIGM

Difficulty: Hard
Correct choice: C
The Berlin Wisdom Paradigm emphasizes which quality of intelligence?
A. mechanics
B. multidimensional

IM-7 |13
 C. pragmatics
D. crystallized

48. PRAGMATICS OF INTELLIGENCE

Difficulty: Moderate
Correct choice: B
The pragmatics of intelligence, in the Berlin Wisdom Paradigm, emphasizes which type of abilities?
A. Understanding the role of culture
B. Solving real-life problems
C. Being able to respond quickly
D. Having a strong working memory

49. MECHANICS OF INTELLIGENCE

Difficulty: Moderate
Correct choice: A
In the Berlin Wisdom Paradigm, working memory would be considered to represent the __________ of
intelligence.
A. mechanics
B. contextualization
C. pragmatics
D. relativism

50. WISDOM AND FLUID INTELLIGENCE

Difficulty: Hard
Correct choice: A
In research on the Berlin Wisdom Paradigm by Grossman and colleagues, the older adults who were seen by others
as wise had lower scores on a measure of:
A. fluid intelligence.
B. vocabulary knowledge.
C. general information.
D. life complexity.

SHORT ANSWER QUESTIONS

EXECUTIVE FUNCTIONING AND ITS MEASUREMENT
1. What are the major neuropsychological assessment measures?
2. Which measures of intelligence are the least biased by cultural factors? Which are the most?
3. What changes have taken place in the WAIS leading up to the present WAIS-IV?

LANGUAGE
1. What are the five major changes in cognitive ability that affect language in older adults?
2. How do older adults compensate in their use of language for changes in cognitive ability?

IM-7 |14
3. Define and describe the communication predicament model. How does it relate to the concept of
elderspeak?

EVERYDAY PROBLEM SOLVING

1. What are five of the tests used in the Everyday Problems Test? What are these tests attempting to
measure?
2. Describe two advantages and two disadvantages that older problem solvers have based on their greater
experience.
3. Discuss three implications of age differences in problem solving and thinking for those who teach adult
learners.
4. What are three characteristics of post-formal thinkers?

INTELLIGENCE
1. Outline the major developments in the measurement of intelligence.
2. Define and contrast fluid and crystallized intelligence. Provide two examples of each type of ability.
3. List and define the five scales on the PMA used in the Seattle Longitudinal Study.
4. Summarize the main findings of the SLS in terms of the scales of the PMA.
5. Provide two examples of cohort effects as found in the SLS.
6. Define the five aspects of intelligence and plasticity investigated by Baltes.

ESSAY QUESTIONS
1. How do the concepts of problem-finding and post-formal operations relate to alternative views of
intelligence in adulthood?
2. What are the practical implications of findings on intelligence for understanding the performance of older
workers on the job?
3. How might training studies on intelligence incorporate the concept of wisdom?
4. Which do you think is more important for competent functioning in adulthood: the pragmatics or the
mechanics of intelligence? Justify your answer.
5. How might age changes in intelligence relate to identity processes? What advice or counseling would you
provide to older adults who are concerned about loss of their intellectual skills?

IM-7 |15
Another random document with
no related content on Scribd:
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antaa sinulle varjotkin takaisin, että olisit — ihminen! —

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KUOLEMAN KUVASTIN.

Seitsemän kertaa oli Mohamed ratsastanut pyhän Qa'ban temppelin

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Mutta hetken ratsastettuaan tunsi hän mehiläisen piston

otsallansa, otsa paisui, ja profeetta kaipasi pientä kuvastintaan. Se ei
ollut matkassa, ja hänen vihansa oli suuri. Mutta otsa paisui yhä
enemmän, ja Mohamed pelkäsi verenvihoja. —

Ja hän rukoili tuskassaan. Niin tapahtui, että kameelin jalka painui

hiekkaan nilkkaa myöten, ja kuopasta kumpusi suloinen lähde.
Mohamed laskeusi kameelinsa seljästä ja kumartui yli lähteen
reunan, otsaansa katsellakseen, mutta kauhukseen huomasi hän
ensi kerran elämässään, että hän oli — — vanha. Kurttuisella otsalla
oli verinen paise.

Hän nosti kädellään vettä lähteestä ja valeli sillä kipeätä otsaansa.

Kirkkaina helminä valui vesi hänen sormiensa lomitse, mutta hän
huomasi, että ne olivat vanhan sormet. Mutta paisuma otsalla laski,
ja kulkue jatkoi matkaansa.
 Profeetan vierellä ratsastava Abu Bekr sanoi hiljaa:

— Allâh kutsui profeettaansa! Mutta Mohamed vaikeni.

He saapuivat Safâ- ja Merwa-vuorten väliseen Minâ-laaksoon,

jossa
Abraham oli seitsemällä kivellä taistellut pahaahenkeä vastaan, ja
Mohamed heitti nuo tavanmukaiset seitsemän kiveä mustaa
kallionseinää
vasten, mutta seitsemäs kivi kimmahti takaisin ja löi Mohamedia
otsaan.
Syntyi taaskin painuma, ja Mohamed pelkäsi verenvihoja.

Niin tulivat he paluumatkalla lähteelle, joka oli syntynyt kameelin

jalan astumalle, ja Mohamed polvistui lähteenreunan yli, mutta
kauhukseen näki hän, että hän oli vanha ja raihnas, otsassa suuri
paisuma.

Hän aikoi juuri nostaa kädellänsä vettä lähteestä, kun seitsemän

mehiläistä tuli lentäen, ja jaloissaan niillä oli se pieni kivi, joka
profeetan otsaan oli ponnahtanut, ne pudottivat kiven lähteeseen,
vesi roiskahti profeetan otsalle, ja paisuma aleni, mutta ympärillä
seisovat sanoivat:

— Mohamed, joku kutsui sinua — — —

Mohamed lepäsi uupuneena vuoteellaan, ja hänen lempivaimonsa

'Ajischa istui hänen vieressään silitellen otsaa, jossa oli kaksi pientä
verinaarmua.

— Mohamed —, sanoi hän, — sinun kasvosi ovat kurttuiset ja

vanhat, sinä olet jo vanha —
 Mutta Mohamed nousi kiivaasti vuoteellansa ja tahtoi
kuvastintaan. 'Ajischa antoi hänelle pienen teräväsärmäisen kirkkaan
metallipalan. Hän katseli kuihtuneita kasvojansa siinä, mutta
kuvastin ei ollut sileä, se valehteli, hän ei ollut vanha. Ja Mohamed
iloitsi siitä, ettei hän ollut vanha.

— Se lähde oli kuoleman kuvastin, sillä se valehteli, tämä on

elämän kuvastin, sillä se puhuu totta —, sanoi hän.

Mutta 'Ajischa sanoi:

— Kaunis on elämän kuvastin, sillä se on valhe, synkkä on

kuoleman kuvastin, sillä se on totuus! — Ja sillä hetkellä oli 'Ajischa
herraansa viisaampi.

Mutta Mohamed katsahti vielä kerran kuvastimeen, joka sanoi ettei

hän ollut vanha; ja tämä ilo oli niin suuri, että vanha Mohamed, kuoli
ilosta, ettei ollut vanha — —

V.
PYHÄ GANGES.

Rauhaisana virtaa suuri idän virta, vienot vuolteet hiljaa kulkevat. —

Rauhaisana istuu vanha Ganges, vienot hymyn vuolteet

kasvoillansa kulkevat. —

Rauhaisana kuiskii illan tuuli, lempi sydämessä ihmiset kulkevat.

—

*****

Mutta iltaa seurasi yö, ja yöstä valkeni aamu. Vanha Ganges istui
majansa ovella, ja valmisteli vapisevin käsin viimeisiä saviastioita.
Ahdassuisia ne olivat, sitä viimeistä — suurta retkeä varten.

Hän oli jo saanut tarvittavan luvun valmiiksi ja asetteli niitä päivän

paisteeseen: kuivamaan.

— Paista helteisesti, päivä, viimeisen kerran, lujaksi koveta savi,

sillä sydämeni on jo niin pehmeä —, puhui hän.

Mutta mustat pilvet nousivat taivaalle, päivä pimeni, ja

ukkosensade kasteli maan, ja saviastiat painuivat kokoon. Se päivä
oli vanhan Ganges'in ensimmäinen suuren koetuksen päivä.
 — En ole valmis vielä kuolemaan, sydämeni on siis vielä kova —,
puhui hän itseksensä ja itki.

Mutta seuraavana aamuna paistoi päivä pilvettömällä taivaalla, ja

vanha
Ganges laittoi saviruukkujaan.

— Paista tulisesti, päivä, ja kuivuta ne koviksi, että minun

sydämeni pehmiäisi —, puhui hän asetellessaan niitä kuivamaan.

Ja päivä paistoi helteisesti niinkuin ei koskaan ennen, mutta

saviastiat halkeilivat ja putoilivat rikki. Se päivä oli vanhan Ganges'in
toinen suuren koetuksen päivä.

— En ole valmis vielä kuolemaan, sydämeni siis on vielä kova —,

puhui hän itseksensä ja itki.

Seuraavan päivän aamu oli viileä ja kuulakas, päivä paistoi hellästi

ja lämpimästi. Vanha Ganges valmisteli saviruukkujaan ja laittoi niitä
kuivamaan.

— Paista hellästi, oi päivä, ja kuivaa ruukut, että minun sydämeni

pehmiäisi —, puhui hän itsekseen.

Ja päivä paistoi hellien, sopivasti kuivuivat ruukut, ei koviksi kuin

kivi, vaan sitkeiksi ja kestäviksi.

— Joudu, ilta, olen valmis, sydämeni on otollinen —, puhui hän.

Tuli ilta. Palmupuiden suuret lehdet lopettivat huojuntansa,

metsien laulut kuolivat, ja virran vuolteet keinuttivat lootoskukkia.
 Valkoisia kiviportaita astui vanha Ganges kädessänsä
saviruukkuja, ne olivat viimeiset ruukkujen koko luvusta. Huojuen
nousi hän portaita ja taittoi notkean köynnöskasvin suuren palmun
vyötäriltä. Hän punoi köynnöksen ruukkujen korvien läpi ja sitoi ne
yhteen. Sitten kiinnitti hän ne hartioillensa ja laskeutui pitkään
laulaen pyhään virtaan.

Tyhjät ruukut kannattivat häntä veden pinnalla ja vain hitaasti

imivät vettä pienistä suistansa. Virran vuolteet veivät vanhusta
mukanaan.

Tuli pimeys. Mustat joutsenet lähtivät kätköistänsä ja liittyivät

vanhuksen seuraan, verkalleen jolui virtaa kuoleman jono.

Lootoskukka syttyi tuleen ja kuiskasi vanhukselle.

— Taita matkaasi elämän ilo! — Mutta vanhus vaikeni. Syttyi

toinen kukka ja puhui:

— Taita matkaasi elämän rakkaus! — Ja vanhus vaikeni. Syttyi

kolmas ja lausui:

— Taita matkaasi elämän tuska! — Mutta yhä vaikeni vanhus. Niin

syttyivät sadat lootokset virran pinnalla ja tarjosivat hänelle kaikkea
mitä elämällä on, ja se yö oli vanhan Ganges'in kolmas suuren
koettelemuksen hetki; mutta hän vaikeni, ja hiljaa lauloi mustien
joutsenten jono Intian yössä. Vaan ruukut liukenivat ja täyttyivät, ja
syvemmälle painui vanhus. —

— Sydämeni ei enää ole kova —, sanoi hän kääntyen joutsenia

päin.
 Ja virran vauhti hiljeni, ja sen pinta avartui, sillä laaja meri avautui
virran vuolteille. Punerva päivä nousi merestä ja valaisi kuolevan
kasvoja. Ja vanhus kuiskasi:

— Totuutta ei elämä lahjoittanut, minä vaivun loistavimman

lootoksen kultaiseen syliin, sillä elämällä ei ole totuutta! —

Ja nouseva aurinko punasi vilpoisen virran pinnalla kuolevia

vesikuplia. Mutta mustat joutsenet sousivat ylös hiljaista virtaa ja
lauloivat:

— Pyhä, oi pyhä on Ganges, sillä sen pinnalla uinuu elämän ilo! —

— Pyhä, oi pyhä on Ganges, sillä sen rinnalla hehkuu elämän

rakkaus. —

— Pyhä, oi pyhä on Ganges, sillä sen kuvastimessa näkyy elämän

tuska. —

— Pyhä, oi pyhä on Ganges, sillä sen helmassa nukkuu — —

totuus! Pyhä on kuoleman virta — —
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