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c6

Student: ___________________________________________________________________________

1. Secondary education refers to:

A. second grade.
B. middle school, junior high school, and high school.
C. college.
D. graduate school.

2. Which of the following statements about secondary schools is not true?

A. Around the world, rates of enrollment in secondary schools are vastly different for males and females.
B. Around the world, rates of enrollment in secondary schools are comparable for males and females.
C. Rates of enrollment in secondary schools vary considerably around the world.
D. Even in the poorest parts of the world, 40 to 50% of 15- to 19-year-olds are enrolled in school.

3. According to Jacquelynne Eccles, a thorough understanding of school and its impact on adolescent
development requires an examination of:
A. what goes on beyond the classroom.
B. what goes on in the classroom.
C. the influence that parents have on their children's education.
D. educational contexts outside of the United States.

4. In America today, what percentage of individuals between the ages of 14 and 17 are in school?
A. 25
B. 50
C. 75
D. virtually all individuals

5. The practice of moving students from one grade to the next regardless of their academic performance is
known as what?
A. affirmative promotion
B. social promotion
C. standardized promotion
D. equality promotion
6. The average American school year is _____ days long.
A. 100
B. 150
C. 180
D. 220

7. What two dominant characteristics distinguish the development of postsecondary education in contemporary
America from that in other parts of the world?
A. diversity and accommodation
B. diversity and accessibility
C. diplomacy and accessibility
D. democracy and accommodation

8. Compared with their counterparts from previous decades, today's American adolescents:
A. spend more days per year in school.
B. spend fewer days per year in school.
C. are absent from school more often.
D. are less likely to continue their schooling beyond the 12th grade.

9. Today, the typical student attends nearly ____ of his/her classes throughout the year.
A. 50%
B. 75%
C. 90%
D. 100%

10. Not only are schools the chief educational arena for adolescents, but they also play an extremely important
role in:
A. defining the young person's social world and social network.
B. shaping psychosocial development.
C. the development of motivations, aspirations, and expectations.
D. All of the above.

11. Changes in the structure of secondary schools have been linked to broader societal revolutions. All of the
following factors have contributed to these changes, except:
A. industrialization.
B. urbanization.
C. immigration.
D. intellectualization.
12. Which of the following is not a factor that moved children out of the workplace?
A. discrimination against young workers
B. a need for workers who are more skilled and more reliable than children
C. the strength needed to perform unskilled labor
D. child labor laws

13. Amy, a social reformer in the early twentieth century, would have likely considered all of the following to
be good reasons to push for secondary education, except:
A. it is viewed as a way to improve life circumstances for the poor and working classes.
B. it is a way to reduce crime by keeping youngsters off the streets.
C. it is a way to help immigrants assimilate into the American culture.
D. it is effective in increasing the economic development of the United States.

14. In addition to the school year being longer than it was in the past:
A. adolescents remain in school for more years.
B. adolescents remain in school for fewer years.
C. adolescents have more absences (both excused and unexcused).
D. a smaller percent of adolescents actually complete compulsory education.

15. Prior to the early twentieth century, high schools were designed:
A. to keep delinquent children out of trouble.
B. for elite youngsters.
C. to offer vocational instruction.
D. to provide general education.

16. During the 1920s, the _____ was designed to meet the needs of a diverse and growing population of young
people.
A. comprehensive high school
B. middle school
C. vocational school
D. parochial school

17. As discussed in the textbook, during the 1950s, how did the United States respond when politicians felt the
United States had lost its scientific edge to the former Soviet Union?
A. increased attention was paid to religious and moral education
B. requirements for classes in European history were intensified
C. students were obligated to take more foreign language courses
D. increased emphasis was placed on math and science education
18. According to the textbook, which of the following resulted from standards-based reform?
A. Educators could not agree on the body of knowledge and skills that comprised what high school graduates
should know and be able to do.
B. Large numbers of students did, in fact, acquire the knowledge and capabilities assessed on standardized
graduation examinations.
C. Minority adolescents were nine times more likely to fail standardized examinations.
D. Female adolescents were four times more likely to fail standardized examinations.

19. Mr. Edwards is the principal at a public school and has just read a research study that discussed ways to
maximize student's success. The main message of the research study was that what takes place within a school
is probably more important than the nature of its funding and oversight. Based on what you learned from the
textbook, what do you think the researchers argued that schools should focus on?
A. the ways in which schools train, certify, place, and compensate teachers
B. successfully tracking students
C. trying to become a private school
D. allowing students to choose more of their coursework

20. No Child Left Behind (NCLB) was a policy designed to ensure that all students, regardless of racial, ethnic,
and socioeconomic background, receive a high-quality public education. Which of the following statements is
false?
A. Most reasonable people would not disagree with the basic idea of NCLB.
B. One of the most important factors of NCLB is that students learn how to engage in critical thinking.
C. To prevent losing millions of dollars, some schools actually helped students cheat on standardized tests.
D. NCLB is one example of the movement toward performance-based accountability, which has been the most
important change in the world of American education in the past 20 years.

21. Some critics of the No Child Left Behind act argued that it was having the unintended consequence of:
A. increasing the standards of education in America.
B. ensuring that all students, regardless of their economic circumstances, achieve academic proficiency.
C. schools testing and reporting the results of students' performance to the public.
D. providing incentives for schools to push low-achieving students out of school.

22. Which of the following was not an effect of No Child Left Behind (NCLB)?
A. Schools were "gaming the system."
B. Teachers were "teaching to the test."
C. School districts were reporting school averages without revealing the huge gaps between the low-achieving
and the high-achieving students.
D. All of these are unintended consequences of NCLB.
23. President Obama's education secretary suggested what to address the problem of the state-dependent
standards in the No Child Left Behind act?
A. the need to have higher standards for higher-achieving students
B. the need to have a set of common standards across all 50 states
C. the need for some students to be granted extended periods of time to complete standardized assessments
D. the need for two sets of standards for each state (one for higher achievers and one for lower achievers)

24. President George W. Bush's 2002 mandate that all children, regardless of economic circumstance, achieve
academic proficiency is called the:
A. All Children Learn Together Act.
B. Stay In Public School Act.
C. No Child Left Behind Act.
D. Teach The Test Act.

25. Experts are likely to express all of the following reasons for the failure of school reform, except:
A. concentration of poverty in many inner-city communities has produced a population of students with an
array of personal and situational problems.
B. many urban school districts are burdened by the huge administrative bureaucracies that often impede reform
and hinder educational innovation.
C. students in urban school report less of a sense of "belonging" to their school.
D. the explosion of job opportunities in inner-city communities has left many students leaving school to pursue
careers.

26. What is a policy that focuses on policies designed to improve achievement by holding schools and students
to a predetermined set of standards measured by achievement tests?
A. tracking
B. standards-based reform
C. zero tolerance
D. school vouchers

27. What is a realistic concern with regard to requiring all high school seniors to pass a graduation test in order
to earn a diploma?
A. It is likely that virtually all students would be qualified to pass such an exam.
B. The financial costs associated with failing students would create a huge incentive for states to develop exams
with very low requirements for passing.
C. The economic, social, and political costs of holding back such large numbers of students because they could
not pass the "exit exams" would be worth the risk of graduating students who did not deserve a diploma.
D. All of these statements are false.
28. Which of the following statements about classroom environment is true?
A. Moderate, rather than strict, control in the classroom promotes positive student behavior.
B. Classroom climate has little effect on achievement.
C. Teachers who focus on discipline promote the most positive climate.
D. Classrooms that are very task oriented tend to make students feel more comfortable and secure.

29. Annie is an adolescent enrolled in Mr. Love's science class. Annie will most likely do best in class when
Mr. Love:
A. spends a high proportion of time setting up fancy equipment.
B. spends a high proportion of time teaching lessons.
C. spends a high proportion of time confronting and dealing with disciplinary actions.
D. restricts praise to times when students perform exceptionally well.

30. Mrs. Denny wants to provide the best educational opportunities for all of the students in her high school. As
school principal, she should:
A. make sure that no class has more than 25 students.
B. keep remedial classes small, but not worry if other classes have as many as 40 students.
C. keep class size between 35 and 40 students.
D. merge with the neighboring high school so together they offer students more resources.

31. Which of the following research findings does not provide evidence to support the achievement gap
between White and non-White youngsters?
A. Twelve percent of the high schools in the United States produce half of the country's dropouts, and nearly
half the nation's Black and Latino students attend one of these schools.
B. In the District of Columbia, which serves a predominately Black population, only 8 percent of all eighth
graders are judged proficient in math, and only 12 percent in reading.
C. In California, eighth-grade White students who are proficient in math outnumber Latino students by a ratio
of 4 to 1.
D. The Harlem Children's zone demonstrated positive effects.

32. Which of the following statements is true?

A. As class size increases, academic achievement decreases.
B. As class size increases, academic achievement increases.
C. As school size increases, academic achievement increases.
D. As school size increases, academic achievement decreases.
33. Inner-city schools in American continue to have tremendous problems. Approximately _____ of the high
schools in the United States produce _____ of the country's dropouts.
A. 50%; 12%
B. 12%; 50%
C. 10%; 90%
D. 90%; 10%

34. The gaps in achievement between Black and Hispanic students, on the one hand, and White and Asian
students, on the other hand, _____.
A. has decreased and is almost nonexistent
B. remains very wide
C. is all based on stereotypes
D. exists in math but not in reading proficiency

35. Which has a greater effect on students' scholastic achievement: school size or class size?
A. school size
B. class size
C. both school size and class size are extremely important
D. neither school size nor class size has an impact on students' achievement

36. Comparisons of large and small schools reveal that:

A. small schools actually offer more varied curricula.
B. students in large schools are more likely to participate in school activities.
C. small schools have more material resources.
D. students in small schools are more likely to participate in school activities.

37. Which of the following statements about being a student in a larger school is false?
A. Students in larger schools are more likely to experience student victimization.
B. Students in large schools are more likely to participate in school activities.
C. Students in larger schools are more likely to have access to a more varied curriculum.
D. Students in larger schools have access to more extracurricular activities.

38. Research suggests that creating "schools within schools" in larger high schools is associated with all except
which of the following?
A. the development of a more positive social environment
B. inadvertently creating "schools" within the school that differ in their educational quality
C. maintaining a more intimate emotional climate for students
D. improving students' mental and physical health outcomes
39. According to evidence cited in the textbook, the ideal size of a school for adolescents is between:
A. 100 and 500 students.
B. 200 and 600 students.
C. 600 and 900 students.
D. 2,000 and 4,000 students.

40. Achievement is lower when:

A. schools are overcrowded.
B. teachers have low expectations for their students' abilities.
C. students experience transitions.
D. All of these statements are true.

41. Which of the following is not a benefit that small schools offer?
A. more participation in extracurricular activities by all students
B. more students can take leadership positions and responsibility
C. more varied instruction
D. students feel more connected

42. Mitch attends a high school where 95 percent of the students are involved in extracurricular activities. This
probably also will mean that at Mitch's school:
A. teachers track their students.
B. academic standards are low.
C. student enrollment is low.
D. there is more variation in instruction.

43. Marnia attends a school with seventh and eighth graders as well as adolescents who are 1 or 2 years
younger. This type of educational institution is called a:
A. junior high school.
B. parochial school.
C. comprehensive high school.
D. middle school.

44. Jillian's family is moving to another town. Her parents are concerned that Jillian will have a difficult time
adjusting to the new school. In which of the following areas should they anticipate disruptions for Jillian?
A. academic performance
B. behavior
C. self-image
D. All of the above.
45. Debbie is moving from elementary school into middle school. We would expect her to experience declines
in all of the following, except her:
A. standardized test scores.
B. academic performance.
C. motivation.
D. self-image.

46. Jacquelynne Eccles describes all of the following changes in school environment when moving from
elementary school to middle school or junior high school, except that:
A. middle and junior high schools are larger and more impersonal.
B. teachers in middle and junior high schools feel more confident in their teaching abilities.
C. teachers in middle and junior high schools are less likely to trust their students.
D. teachers in middle and junior high schools are more likely to believe that students' abilities are not easily
modified through instruction.

47. Jacquelynne Eccles believes that ________ a negative effect on junior high school teachers, which then
affects the teachers' interactions with their students.
A. the organization and anonymity of junior high schools have
B. positive stereotypes teachers hold about adolescents have
C. the overemphasis placed on academic achievement has
D. concerns about our valueless society have

48. Some educational psychologists, including Jacquelynne Eccles, argue that the difficulty adolescents
experience in the transition to junior high school is a result of the:
A. increased pressure from parents to succeed.
B. teachers' beliefs about junior high students.
C. change in curriculum and choice of extracurricular activities.
D. increased class size.

49. One study described in the textbook indicated that, among Black and Latino students, transitioning to a
school where the proportion of students from the same ethnic background is lower than it had been at their
previous school is associated with all of the following except:
A. greater disengagement from school.
B. greater engagement in school.
C. lower grades.
D. more frequent absences.
50. What is one research finding that supports the belief that the particular grade configuration of a school is
less important than the school's educational climate?
A. In one study, sixth-grade girls attending elementary school, where they were the oldest students, reported
more fighting and more suicidal thoughts than their counterparts who were in middle school.
B. In one study that was conducted in small, rural communities, there was more bullying in K-8 and K-12
schools than in districts that had separate elementary and secondary schools.
C. Neither of these statements supports the belief that the particular grade configuration of a school is less
important than the school's educational climate.
D. Both of these statements support the belief that the particular grade configuration of a school is less
important than the school's educational climate.

51. ________ involvement has been found to enhance the adjustment of low-income students in their transition
to middle school.
A. Parental
B. Community
C. Neighborhood
D. Personal

52. Decisions about whether to implement tracking in non-tracked schools, or whether to "de-track" schools that
use ability grouping, are typically quite controversial; not surprisingly, parents of students in the higher tracks
_____, whereas parents in the lower tracks _____.
A. favor the practice; oppose it
B. oppose it; favor the practice
C. favor the practice; are indifferent
D. are indifferent; favor the practice

53. The process of separating students into different levels of classes within the same school is called:
A. mainstreaming.
B. desegregation.
C. acceleration.
D. tracking.

54. Even though Scott has some difficulty in English, his school places him in the highest track. Scott's school
follows which type of tracking system?
A. exclusive
B. comprehensive
C. meritocratic
D. inclusive
55. Placing students in tracks that match their abilities is called:
A. exclusive.
B. comprehensive.
C. meritocratic.
D. inclusive.

56. Which of the following statements about tracking is false?

A. Teaching quality is more or less the same in different tracks.
B. Students who are tracked tend to socialize mainly with peers from the same academic group.
C. Tracking can cause hostility between students in different tracks.
D. Tracking procedures often discriminate against minority and poor students.

57. Of these students who were initially placed in a low track, ________ is most likely to be moved to a higher
track.
A. Selena, a Latina adolescent,
B. Clay, a Black adolescent,
C. Sarah, a White adolescent,
D. Rebecca, a Native American adolescent,

58. Which groups are most likely to disengage from school during early adolescence?
A. girls and affluent adolescents
B. girls and students from poor families
C. boys and affluent adolescents
D. boys and students from poor families

59. Taisha was discouraged from taking math classes throughout her high school years. Although she is
intelligent, a likely long-term implication of this biased tracking is that Taisha will:
A. not pursue a college education.
B. miss the opportunity to pursue certain careers for which she may be well qualified.
C. attempt to take these classes on her own.
D. bring a lawsuit against her school for discrimination.

60. Sarah was placed in an advanced track at school. Which of the following is Sarah not likely to experience?
A. more challenging instruction
B. better teaching
C. classroom activities that emphasize critical thinking
D. classroom activities that emphasize rote memorization
61. According to the textbook, being placed in a more advanced track has which of the following effects?
A. negative influence on school achievement
B. positive influence on subsequent course selection
C. negative influence on ultimate educational attainment
D. positive effect on retaining a strong interest in school

62. According to a recent analysis of national data discussed in the textbook, Black students were especially
likely to be enrolled in:
A. average-track math and science classes but lower-track English classes.
B. lower-track English classes, even after taking into account students' socioeconomic status.
C. lower-track math classes in schools in which Blacks are in the minority, even after taking into account
students' qualifications.
D. lower-track math classes in schools in which students are required to take placement exams.

63. Which of the following is a mechanism by which higher-socioeconomic parents help their children become
enrolled in higher-track classes?
A. Adolescents from more well off families more frequently consult with their parents about what courses to
take
B. Higher-socioeconomic parents frequently succeed in lobbying their child's school for a changed track
placement.
C. Both A and B.
D. None of the above.

64. Michelle has been placed in a school program for gifted children. She was probably selected because she:
A. has a high IQ.
B. is a creative thinker.
C. developed language skills early.
D. earns good grades.

65. A learning disability:

A. is related to emotional problems such as divorce.
B. may be caused by a neurological problem.
C. is usually related to hearing impairments.
D. can be corrected with special tutoring.
66. Although Chris is significantly delayed developmentally he goes to a regular grade school; takes classes in
social studies, music, and physical education with the non-handicapped students; and goes to special classes to
learn about reading and arithmetic. This situation is an example of:
A. mainstreaming.
B. functional education.
C. higher-order learning.
D. education compensation.

67. Under current federal law, children with learning disabilities must be:
A. mainstreamed whenever possible.
B. educated by tutors at home.
C. enrolled in special schools.
D. placed in after-school "catch-up" programs.

68. Which adolescent would be expected to have the most positive academic self-concept?
A. Anne Marie, a gifted student who takes special classes for gifted students
B. Claudia Jean, a gifted student who is integrated into the regular classroom
C. Patricia, a student with a learning disability who is integrated into the regular classroom
D. Cassie, a student with a learning disability who takes special education classes with other learning disabled
students

69. Susannah's school psychologist has recently determined that Susannah has a learning disability. Her parents
are concerned about the effects this will have. Which effect should the psychologist warn her parents about?
A. Susannah may have trouble making friends.
B. She is more likely to drop out of school.
C. She will have more trouble coping with school.
D. All of the above.

70. Specific learning disabilities are _____ and examples are _____ (impaired ability in reading or spelling),
_____ (impaired ability in handwriting), and _____ (impaired ability in arithmetic).
A. common; dyslexia; dysgraphia; dyscalculia
B. common; dysgraphia; dyslexia; dyscalculia
C. rare; dyslexia; dysgraphia; dyscalculia
D. rare; dysgraphia; dyslexia; dyscalculia
71. Experts recommend that adolescents with specific learning disabilities receive:
A. no special treatment.
B. exclusive mainstreaming treatment.
C. school vouchers to attend private schools.
D. extra instruction in study skills, time management, organization skills, note-taking, and proofreading.

72. Adolescents who have academic difficulties that can be traced to persistent and impairing symptoms of
inattention, impulsivity, and hyperactivity may have:
A. dyscalculia.
B. dysgraphia.
C. dyslexia.
D. attention deficit/hyperactivity disorder.

73. Adolescents who have ADHD are at risk for:

A. delinquency.
B. substance abuse.
C. anxiety and depression.
D. adolescents who have ADHD are at risk for all of these problems.

74. Common treatments for ADHD include:

A. stimulant medication.
B. antidepressants.
C. psychological therapies.
D. All of these are treatment options.

75. By the 1960s, after Brown v. Board of Education of Topeka, schools were called on to:
A. offer more courses in math and science.
B. implement desegregation programs.
C. provide opportunities for work-study programs.
D. become more academically demanding.

76. Samantha attends a public school that has a great deal of freedom to set its own curriculum. This type of
school is referred to as what in your textbook?
A. public school
B. private school
C. parochial school
D. charter school
77. As a follow-up to the Supreme Court rulings in Brown v. Board of Education of Topeka (1954, 1955), in
which the Court found that it was unconstitutional to maintain separate schools for children on the basis of race,
the Supreme Court rule in 2007 that school districts may no longer:
A. use race as a factor in deciding how to assign students to schools.
B. renew employment contracts with teachers who are written up for racial biasness in the classroom.
C. be fully funded if one ethnicity comprises more than 65 percent of the entire student body.
D. draw students from different neighborhoods (bus students to school).

78. Beth attends a multiethnic school. Compared to schools that are less well balanced, Beth is most likely to
feel:
A. safer.
B. less lonely.
C. less harassed.
D. Beth is likely to feel all of the above.

79. Kelly's parents are disappointed with the education she is receiving in her public high school, so they have
been investigating alternative options. Assuming Kelly's parents are financially strapped but want to send her to
a private school, which of the following should they do?
A. obtain government-subsidized school vouchers to use for private school tuition
B. send her to a less expensive inner-city public school
C. refuse to send her to school at all
D. tell her to make do with her current school situation

80. According to the textbook, why do private school students academically outperform students at public
schools?
A. Private school teachers are better trained and are generally better teachers than public school teachers.
B. Teachers at private schools are more committed to the students than the teachers at private schools.
C. Because of the characteristics of the students who attend private schools.
D. Private schools have more rigorous lesson plans and are in school more days a year than public schools.

81. Which of the following classroom climates is not related to increased student achievement?
A. classroom climates that promote competition between students
B. classroom climates that promote cooperation between students
C. classrooms that are more orderly and disciplined
D. classrooms that combine a moderate degree of structure with high student involvement
82. The recent, get-tough approach to dealing with violence in schools that has been hotly debated among
researchers is known as:
A. the total intolerance approach.
B. the complete prevention approach.
C. the zero-tolerance approach.
D. the absolute zero approach.

83. As discussed in your textbook, the major characteristics of good schools include all but which of the
following?
A. being integrated into the community (e.g., with local colleges or businesses)
B. an emphasis on intellectual activities
C. emphasizing rote memorization and passive listening in classrooms
D. employing committed teachers and giving them the freedom to plan their curricula

84. According to the textbook, which of the following explanations support why some researchers believe the
availability of private schools in urban areas has contributed to racial segregation?
A. many White students who would otherwise attend their neighborhood public school attend private school
instead
B. many White teachers choose to work at private schools
C. There are no regulations prohibiting private schools from using ethnicity in admission decisions.
D. Black families have negative stereotypes about private schools.

85. All of the following are factors associated with higher performance of students as a result of the social
capital in Catholic schools relative to other schools, except:
A. close links between the schools and the students' families.
B. more discipline.
C. more homework.
D. better use of academic tracking.

86. Which of the following is most important in influencing adolescents' learning and psychosocial
development?
A. school climate
B. size of the school
C. amount of money spent on extracurricular activities
D. racial composition of the school
87. Which aspect of the school climate is the least important in influencing psychosocial development during
adolescence?
A. class size
B. teacher-student interactions
C. use of classroom time
D. standards and expectations

88. Ms. Willingham sets high standards for her students but is very responsive to their needs. What type of
teaching style is this characteristic of?
A. autocratic
B. authoritarian
C. authoritative
D. permissive

89. What kind of family environment most closely resembles the optimal classroom environment?
A. authoritarian
B. authoritative
C. indifferent
D. autocratic

90. Which of the following has the least effect on student achievement?
A. families
B. peer groups
C. the classroom
D. neighborhoods

91. According to a national survey, how many students in American public schools have been victims of
violence?
A. 1 out of 4
B. 2 out of 4
C. 1 out of 40
D. 2 out of 40
92. With respect to violence in schools:
A. the number of school shootings has been steadily increasing since the 1990s.
B. although school shootings that garner public attention generally involve White youth, a disproportionate
number of homicides in schools involve non-White youth.
C. homicide in schools involves primarily White students.
D. school officials are becoming more skilled at identifying which students are most likely to be involved in
school shootings.

93. Which boy is most likely to commit an act of lethal violence?

A. Mitchell, who has mental health problems
B. Miguel, who has easy access to guns
C. Martin, who has recently dropped out of school
D. Researchers have not identified a reliable mechanism for identifying which students will commit a lethal
crime.

94. Research has shown that teachers tend to favor high-achieving students by providing extra cues for answers
and more positive nonverbal behaviors than for lower-achieving students. Such evidence provides support for
the notion that teachers' expectations may contribute to:
A. superior performance of lower-achieving students.
B. better performance of all students.
C. lower performance of all students.
D. the self-fulfilling prophecy.

95. One potential explanation for the finding that gifted students who are integrated into regular classrooms
have more positive academic self-conceptions than those in special classes is:
A. the standing-on-the-shoulders-of-giants effect.
B. the big-fish-little-pond effect.
C. the upward-social-comparison effect.
D. the bird-in-the-hand effect.

96. Kerry and Kristie's teacher accidentally got their test scores mixed up and mistakenly thought that Kerry
was the more intelligent of the two girls. At the end of the year, her records demonstrated that, indeed, Kerry
had gained more and performed at a higher level than Kristie. This is best thought of as an example of:
A. goodness-of-fit.
B. the self-fulfilling prophecy.
C. mainstreaming.
D. higher-order thinking.
97. The extent to which students are psychologically committed to learning and mastering the material rather
than simply completing the assigned work is called:
A. self-fulfilling prophecy.
B. student engagement.
C. tracking.
D. desegregation.

98. Generalizing from the textbook, who would benefit most from summer school?
A. Ron, an adolescent living in a low-SES neighborhood
B. Bill, an adolescent living in a high-SES neighborhood
C. both Ron and Bill
D. neither Ron nor Bill

99. Today, _____ of high school graduates enroll in college immediately after graduation.
A. more than three-fourth
B. approximately one-third
C. approximately one-half
D. more than two-thirds

100. Based on the textbook, which of the following statements is not an accurate description of most other
industrialized nations?
A. postsecondary education is likely to be monopolized by monolithic public universities
B. individuals are often separated into college- and non-college-bound tracks early in adolescence
C. postsecondary education systems are composed of a wide variety of public and private two- and four-year
institutions, some emphasizing a liberal arts education and others focusing more on technical, vocational, and
pre-professional training
D. all high school students are not housed in a comprehensive high school

101. Of the students who enter college, what percent complete their degrees within six years?
A. a little more than 20%
B. fewer than 40%
C. fewer than 60%
D. just about 75%

102. What is the paradox of dropping out of school?

A. Students who drop out are often more successful than students who graduate.
B. Students who drop out are typically the ones who are most harmed by doing so.
C. There is little correlation between later success in the workplace and finishing high school.
D. Students who drop out develop a better sense of what life is all about.
103. During the school year, the rate of academic progress was equal between students with
higher-socioeconomic status and disadvantaged students. During the summer months:
A. higher-socioeconomic students' scores declined.
B. disadvantaged students' scores declined.
C. Both high- and low-income students' scores declined.
D. Both high- and low-income students' scores remained the same.

104. What would Stephanie, a high school student, say is the best part about going to school?
A. learning new information
B. being with friends
C. interacting with the teachers
D. participating in extracurricular activities

105. Tracking is an important and controversial issue in today's classrooms. Define this issue and illustrate three
reasons why this can be problematic.

106. One of your friends has a daughter who will be entering seventh grade next year at a new middle school.
Your friend has heard that in general, students' academic motivation, self-image, and school grades all decrease
as they leave elementary school and enter middle school. He wants to know why this might happen, and seeks
your advice on what to expect and how to help his daughter through this transition. What do you tell him?

107. When it comes to school size, is bigger better? Discuss what you know about research on school size and
extracurricular activity participation among high school students.
Another random document with
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 XIII

God made the Highlander—then rested.

His finest work was never bested.

I S there any waking up in this world to be compared with the

waking up in Scotland after a night spent in the train?
Is there any air so thin and clear as the air one breathes on
stepping out to the station platform? Would a man be anywhere else
on God’s earth? No, not if he be a sportsman and something of a
Scotsman. It is not necessary to be more than that to make one
eager to claim kinship with every one as one stands for the first time
after many months on Scottish ground. Marcus bethought himself of
the portrait of an ancestress of his wearing a tartan sash and
blessed her for having worn it and for having passed on to him
something of her love for the Highlands that had lain in her heart
beneath the tartan band.
As Marcus stood on the platform he pointed out to Diana its many
beauties. God had willed that there should be no mist that morning—
and no veil hung between them and the moor—purpling with promise
of deeper things to come. Diana said that, and Marcus enthused in
his turn over the convolvulus that scrambled over the white wooden
paling as it scrambles nowhere else: nowhere else, perhaps, is it so
worth while scrambling to get over the paling.
“It’s good to be alive!” he exclaimed.
“Delicious!” said Diana, sniffing; “isn’t it good? How much longer
shall we be before we get there?”
Marcus said some hours, but Diana didn’t mind how many. The
people at the stations interested her; the barefooted, sandy-haired,
freckled boys, the barefooted, shy, proud little girls; fisherwomen, old
and young, pretty and pretty once upon a time—long ago. She loved
the shivering pointers and setters—shivering with excitement only—
she knew that—waiting while their masters and men disinterred
deeply buried luggage. Stalwart keepers meeting parties interested
her and she knew she witnessed the meeting of old friends. She
loved the keepers and wondered if Marcus and she would have a
nice one of their own? What a thing it is to own for even two months
a Scotch keeper! Marcus assured her all keepers in Scotland were
nice. They were a race apart—a race of fine gentlemen.
“Darlings,” said Diana; “it’s a heavenly place.” Then she wondered
what Glenbossie would be like? And Marcus knew exactly. It would
be a smallish house—stucco, whitewashed; it might have a
tropæolum growing over the porch. The woodwork of the house
would be painted a clarety brown; there might be strings of
convolvulus up the walls, and there would be pegs on which to lay
the fishing-rods under the sloping roof.
“It will be a lodge,” said Diana with some anxiety; “not a proper
house?”
“A lodge, of course; certainly not a proper house.”
“It would be horrible if it were a proper house.”
“Uncanny, positively,” agreed Marcus.
“You will love being uncomfortable, won’t you?” asked Diana.
Marcus looked anxious, but smiled as he said, “Yes, of course”; for
he knew his Oven and his Pillar.
Pillar came along the train at most stations to tell Mr. Maitland it
looked like fine weather and that the luggage was in at the front.
Mrs. Oven never moved. Her heart was sick for her London
kitchen and all it contained—its electrical contrivances. She didn’t
look forward except with dismay to a lodge that was not a proper
house. But going to Scotland was an act of madness committed by
the best families and it was very expensive. She knew, of course,
that people who live in Scotland, whose homes are there, live in the
greatest comfort, that the best cooks come from Scotland; it is only
of those people who go from England for two months and live in
places they would never think of living in in England, and paying
enormous sums to do so, she was thinking.
The scullery-maid refused to look out of the window. She preferred
to read. She knew what the country looked like. She had been to
Epping Forest twice. Books for her, please! The kitchen-maid was
from Skye. She hung out of the window drinking it all in. The
housemaid tried to sleep. She was a bad traveller. She had nothing
to say against Skye, but as they weren’t going there there was no
need to think about it. It was beds she was thinking of. The
mattresses wouldn’t be “box,” she was despondingly certain of that.
“Not even spring, I should say,” Mrs. Oven said. At one of the
stations—a small private station—the train stopped to take up a
party of fishermen—a man, a girl, and a boy. The gillies got into the
next compartment with the rods and landing-nets. Marcus glanced
quickly at Diana. She looked perfectly fresh, tidy, and delightful. Her
eyes sparkled. She was hoping Uncle Marcus would speak. She
remembered a horrible story he was wont to tell of two men who had
lived for twenty years in the same house in Jermyn Street, who had
never spoken to each other, although they met constantly on the
stairs. He had seemed proud of the story as illustrating something
rather fine in the English character, but now, throwing all Jermyn
Street restraint to the winds, he spoke. He asked them what luck
they had had. The boy started off to tell him. He took ten minutes to
tell how he had lost a fish. The girl, in one, told how she had seen
one. The man had got two. Moreover, he prophesied that by tea-time
Diana would have got one—if not more—to her own rod. “You are for
Glenbossie?” he said to Marcus. And Marcus said he was and that
Diana was his niece.
“Nice people,” said Diana when they had gone, and Marcus
beamed. Where was Aunt Elsie now? Scotland was the place to
bring a girl to, of course. What was the good of picnics and dances?
English picnics! English dances!
At last they arrived at the station that for two months was to be
their own. Marcus had never seemed to care for a station before—
had never before patted one on the back, as it were. Diana was
amused to see him greet the station-master as his best friend in the
world. He looked as though he were longing to tell him how glad he
was he had elected to be a station-master. It was delightful to Diana.
She had never seen Marcus purring to this extent. She had known
him very polite, but this was something far pleasanter, and much
funnier. The station-master was his long-lost brother, that was all. So
was the keeper: Macpherson by name: and more of a brother than
any—an elder brother—was John. John with a wrinkled face and a
twinkle in his eyes. Nature is a wonderful needle-woman when she
takes the time and trouble to “gather” an old face. She had made
thousands of “gathers” on John’s face without in any way spoiling the
material, and Diana loved every wrinkle. Most of them stood for
smiles and many of them for sunshine. “I shall love John,” she
confided to Marcus.
“Dear old man,” said Marcus, and Diana was further amused. If
Scotland could do this for one man—then Scotland forever, for all
men. There was a lorry for the luggage—a car for Marcus and Diana,
and for the household a kind of a char-à-banc, Pillar presiding over
all and preventing Marcus from interfering. He showed no
excitement. He knew his Scotland; if not one part, then another.
They were all the same. In one, less grouse than in another—seldom
more: in another, more fishing: scenery more or less the same in all
parts. Mountains higher in one part than another—nothing much to
choose between them—and midges everywhere. He himself had a
weakness for sea-fishing, but would quite understand if Mr. Maitland
had forgotten to remember it. In the back of his head he had a
shrewd suspicion that they had come to Scotland for a set purpose—
that Scotland was to be the means of marrying Miss Diana—and of
defeating Miss Carston. It was always easy to get the right kind of
gentlemen to come to Scotland, not that there had been any great
difficulty in London, but gentlemen would recklessly face a
recognized danger for the chance of a “royal”—whereas for a dinner
—well, in London they were cautious. Pillar had an idea,
unexpressed, that Miss Diana would prove highly dangerous in
Scotland. He had faith—the utmost faith—in her tweeds and boots.
She would make no sartorial mistakes—moreover, the more like a
boy she looked the better she looked. They arrived at Glenbossie. It
was exactly as Marcus had described it: a low, white house set on a
hillside; surrounded by moor. On one side was a birch wood; a short
distance below the lodge ran the river, getting, of course, lower and
lower every minute as rivers will. Where were the rods? Marcus
asked, all eagerness to begin fishing. The rods had arrived! Pillar
said it with such emphasis that Marcus asked what had not arrived?
“The stores, sir.” A happy gloom here expressed itself on every
feature of Pillar’s face.
“The stores? Oh, that doesn’t matter.”
“Very good, sir,” said Pillar.
“What sort of stores?” asked Marcus, this resignation, beautiful in
its selflessness, on the part of Pillar looked bad.
“Oh, just ordinary stores, sir, tea and coffee and sugar, jam,
marmalade, bacon, vermicelli, rice, oil, vinegar, sultanas, raisins,
every kind of cereal, tapioca—macaroni—pickles.”
Now many of these things Marcus hated, but he wanted them all
the same. He didn’t see why the railway company should have them.
There was Mrs. Oven to keep happy, but it would take more than
stores, it appeared, to make Mrs. Oven happy. The fire wouldn’t
burn.
“Dog, dog won’t bite,” quoted Diana, and Marcus told her not to be
irrelevant.
The oven wouldn’t heat itself, let alone water.
“Piggy won’t get over the stile—don’t worry,” said Diana; “it’s all too
delicious. The station-master is still your brother, and Macpherson
your keeper—”
Macpherson! Good idea! What about Mrs. Macpherson? Pillar
would enquire. He enquired and came back to say she was a most
respectable woman and had flour and tea and washing soda—
“If she would be so kind—” Marcus was beginning when Pillar
respectfully broke in to say she would be kinder than that—
moreover, she understood the stove. It could heat water and it could
bake—the oven could. “It was just the puir gals from London who
didna understand the ways of it.”
Pillar prided himself on his Scotch. He spoke it as well as many
actors on the London stage speak it and with less effort.
When dinner-time came, into her own came Mrs. Oven. Whatever
disappointment she had expressed, annoyance she had shown, she
now proved that her cunning had not left her. There was a dinner
and an excellent dinner. Women are wonderful creatures, and with
the help of cows and hens there is no limit to what they can do if they
set their minds to it.
Before Marcus and Diana went to bed that first night, when their
fates as regarded beds and mattresses were still hid from them,
Marcus called to Diana to come out. They stood in front of the lodge,
Diana like a wraith in the moonlight—an exquisite visitant from
another world.
“Listen!” said Marcus, and they heard the call of the cock grouse
on the hillside, the weird cry of the plover, the soft rushing of the
river, and it was all very, very good. And it would have been better
still if that haunting question had not come back to torment the poor
uncle. “Is she in love?” Did Elsie know of whom Diana was thinking
as she stood there looking so horribly, so bound to be, in love?
“What are you thinking of?” he asked.
The moment was fraught with possibilities. At such a moment as
this she might say what was in her heart, and if she did, and he
found she was thinking of a suitable young man, he might say
something of what he meant to do for her when she married. It was
dangerous, he knew, to commit one’s self, but still—
“Would you mind frightfully if I wore a kilt, because I think I must—
darling, you don’t mind—”
“Is that what you were thinking of?”
“No—darling—shall I tell you? I am a little shy about it. I—”
“Don’t be shy.”
 “Well—you look most awfully—what shall I say?—handsome is not
the word, is it?—alluring—no, not that—distractingly elusive—yes,
that’s it—at the same time you look as if you might be—are you—in
love? Tell me—don’t be shy—is it—Elsie?”

Marcus was far from being in love with Elsie, but she was always
at his elbow as it were. Whenever Diana seemed particularly happy,
he thought of Elsie and wondered what she would do to get Diana
back? What attractions she would dare to offer? There was nothing
he wouldn’t do to show Diana how infinitely to be preferred was
Scotland above any other country, how much nicer than aunts were
uncles. And Diana responded by walking like a gazelle and climbing
like a goat; that was as far as Marcus could go in describing her
particular grace and amazing activity. The first salmon he hooked he
handed to Diana to play. She played and lost it, and he swore he
would have done likewise—and the gillie agreed with him. But he
had seen “wurrrse fishermen cert’nly,” he would no be denying it.
“Mister Maitland was a fair fisherman, but not so good a fisherman
as he thought himself to be.” When Marcus realized how Sandy
ached for the feel of the rod, he let him feel it now and then, and he
went up by leaps and bounds, as a fisherman and a God-fearing
man in the eyes of Sandy.
Marcus was at his best when Diana was with him: he shot better
and fished better under the spur of her generous admiration and
encouragement; and of Elsie and her picnics and her croquet
parties, and even her dances, he could think with a pity that was
almost tender. He had plenty of opportunities in which to win Diana’s
confidence, and he imagined she gave it to him with a fine honesty
that he found particularly gratifying. Mr. Watkins he dismissed with a
gesture—it was impossible Diana could think seriously for one
moment of a minor poet. Mr. Pease? Another gesture and he was as
nothing—he no longer existed. He was not for Diana. The young
man in London troubled him. St. Jermyn was his name. He had
nothing against him except that he had shown symptoms of
possessing that power of attracting the whole attention and
sympathy of a woman that Eustace Carston had shown. Had Diana
the same power of devotion her mother had? The thought was
disquieting. Diana would not say anything about the man except that
he had danced better than any other—that was all. She vowed that
Uncle Marcus alone held her heart: could hold her heart among the
heather and the burns and the lochs: that he fitted in with the
surroundings as no other man could. No man could be so
interesting, no man so Scotch! If only he would wear a kilt! She
would so love it!
Although Diana wanted no one but Uncle Marcus, a great many
men found their way to Glenbossie. Men from up the river and down
the river came with offerings of beats and butts. Men from the
neighbouring moors brought offerings in the way of days—a day’s
driving later on; a day’s stalking. Marcus had these things of his own,
but he found he would have to share them and sharing them would
mean sharing Diana.
“I wish,” said Marcus one evening, “that I could see some of these
men you talk about, so that I might judge of them for myself. I should
like to guide you in your choice.”
“Do, darling,” said Diana.
“But I can’t without seeing them.”
“Well, ask them here.”
But that was more than he could do. There was nothing Diana
couldn’t do when she tried. In the village (village?—Mrs. Oven
couldn’t see where the village came in, but for all that it existed)
there was an inn, a kirk, a general merchant, and that, with a few old
people, and a few young men and women, and a few barelegged
children, constituted Loch Bossie. The inn stood at the side of the
road, and with the inn went fishing—bad fishing, perhaps, but fishing:
and the people who had taken it this season could not come
because their children had developed scarlet fever, which
dispensation of Providence Mrs. MacFie—innkeeper—accepted as
one to be borne with unwavering faith, and thankfulness that it was
not worse. It meant for her the rent in her pocket and something
more in the shape of compensation, and no one to feed or to fash
about. So she was well content, though sorry for the poor things, of
course. But it was a sorrow she could very well bear and she was
bearing it very well, when into the inn walked an apparition. Mrs.
MacFie didn’t call Diana by that name, although Mr. Watkins might
have done so; and so might Mrs. MacFie if she had thought of it.
The apparition wore a tweed that went with her eyes, and the
whole of Scotland went with her hair: and there was that in her voice
that softened the heart of Mrs. MacFie, and in ten minutes Mrs.
MacFie had promised the rooms, and the fishing at a moderate cost;
and as many scones, dropped and griddled, as they could eat, to two
young men who had been since the days they were born the solaces
of their respective mothers.
According to Diana they neither drank nor did they eat to any
appreciable extent. They liked whatever was set before them; and
they were prepared to love Mrs. MacFie. That Diana implied rather
than said: and she walked away, swinging as she walked as lightly
as a silver birch dances blown by the breeze. Mrs. MacFie watched
her, and that was how it struck her, and she went back into the
house glad that the tenant at Glenbossie liked Scotland so well. It
showed good sense and a good heart and the young leddy was no
doubt in love with one of the young gentlemen, perhaps with both,
and would be having them up so that she might choose between
them; which was not exactly as matters stood, but near enough.
Diana wrote to Mr. Pease and to Mr. Watkins and they wrote back
to say they would come. Mr. Watkins had never fished, but was
willing to try, and Mr. Pease had fished all his life, but had caught
little. The prospect of good fishing filled him with delight. There was
no sport in the world like it. Had Miss Diana ever considered how full
the New Testament was of fishing? It was very encouraging—
particularly to all bishops and curates.
Diana walked softly the day she got the letters. It was not only that
Uncle Marcus should know him that she had asked Mr. Pease to
come; not only that he should know Mr. Watkins that she had asked
Mr. Watkins to come, but that they should enjoy themselves and that
Mr. Pease should catch much fish.
She was of so delightful a nature that what she enjoyed she
wanted others to enjoy. The thought of Mr. Pease riding up and down
Bestways hills on his bicycle, ministering to the souls and bodies of
old men and women, seemed, viewed from the moors of Scotland,
where souls had such a chance, rather a sad lot. Uncle Marcus
could well afford to give both Mr. Pease and Mr. Watkins a holiday.
They would never question the smallness of the rent asked for the
fishing, so Marcus could hide his light under a bushel and could
easily escape the thanks he dreaded.
 XIV

A man may know his own boots when he

sees them, and yet not recognise his own joke.

D IANA did everything that was asked of her as tenant of

Glenbossie and more. She loved the Minister’s wife, her soft
voice and gentle manner, and when she asked Diana to come to the
Sale, to be held in the schools, Diana said, of course she would
come, and on the appointed day she went down to the schools with
her pockets full of Uncle Marcus’s money, and on her way she
passed old women whom she loved for the mutches they wore, and
for the smiles within them. Every one had a soft word for her and a
smile. When she got to the schools she did not stop to wonder why
so many people were gathered together outside the door. They
made way for her, and she went in and she bought all the shirts and
all the socks: praised the making of them—and wondered at their
strength and their softness—the softness of the socks and strength
of the shirts. She bought other things, less useful, and perhaps not
strictly beautiful, but she paid for them all right royally.
As she was the only person there she bought everything she could
lay hands on, remembering the soft voice and the gentle manner of
the Minister’s wife. One or two stall-holders, she remembered
afterwards, did protest faintly: but she thought they were only afraid
she was being too generous.
Having bought most things she rested from her labours, and
walking to the window looked out, and saw sailing down upon the
schoolhouse a party consisting of a very small, but very important-
looking mother, and a charming-looking daughter and several other
people, and she knew them to be the Scott party. Very important
people were the Scotts—very important was their party. It was
trimmed with white heather. The men wore kilts and the women the
next best things. They all wore tartan stockings and some—some
men, bonnets.
Diana’s heart began to fail. The Minister was at the door to meet
the Scott party and he welcomed Mrs. Scott and them all with great
ceremony, and Mrs. Scott smiled upon him and said how delighted
she was to open the bazaar.
The Minister consulted his watch in answer to her question, “Was
she late?” and it was found she was not late.
“Not late, perhaps,” thought Diana, “but everything was sold!”
After the opening of the Sale with prayer, Mrs. Scott proclaimed it
ready for buyers and she hoped that people would buy as many
things as they could, and spend as much money as they—had—no,
not that; but as much as they could spare! The crowd that had
gathered outside now filled the hall.
The first shirt Mrs. Scott lost her heart to was sold, and the next.
And the socks? Yes, sold!
Then Diana went round to all the stall-holders and assured them
she had bought nothing—they might keep the money, but the things
must be sold again. “Let me have afterwards what Mrs. Scott doesn’t
want,” she said. Mrs. Scott thanked Diana for coming, said she
remembered her so well, at the—whose ball, was it? She told her
Ralph St. Jermyn was coming to stay with them. “But I must do my
duty. Have you found anything to buy? It is so kind of you. There will
be lots for us all.” And she went on her way buying all the things
Diana had already bought. It was a very good way of selling from the
stall-holders’ point of view, and they had never made so much before
at any sale in Loch Bossie, and in Scotland they make more by
bazaars than in any other country in the world.
Diana made her escape so soon as she could, greatly to the
disappointment of some of the Scott party, and she vowed to Uncle
Marcus she would never go to another sale so long as she lived. He
asked her at what time she had gone, and she said at three o’clock
—why?
 He said he had only wondered because the Sale was to be
opened at half-past three by Mrs. Scott.
“She must never know,” said Diana.
“Never!” agreed Uncle Marcus, and he put out his hand for the
change (there are very few men who don’t ask for change) and he
did not express that pleasure he ought to have experienced when he
realized how greatly the Sale had benefitted by the officiousness of
his niece.
When the parcel came from the bazaar for Diana there were within
it neither the socks she had promised Pillar, nor the shirts longed for
by John and Sandy, but only those things Mrs. Scott and others had
not been requiring.
Two egg-cosies in tartan cloth.
One piano-key-cover in dark brown serge, worked in yellow silks.
One tea-cosy crocheted in string, lined with red sateen.
One shoe-bag in brown holland and bound with green braid.
One crazy patchwork cushion cover.
One bib.
One turkey twill bedspread—
“I should like to see the things you bought,” said Uncle Marcus.
“You shall see them all this evening,” said Diana softly.
“I hope you didn’t buy any rubbish. I hate money wasted.
Stockings and shirts are always useful.”
Then Diana persuaded Pillar to lay out all Mr. Maitland’s clothes
on the bed, chairs, and tables in one of the spare bedrooms after
dinner, and Pillar, because Miss Diana asked him to do it—did it.
“Particularly his boots, miss, you want, his shooting-clothes, and
his shirts? Yes, miss.”
“How many pairs of boots are there?” she asked.
 Pillar pondered, and when he gave the number of pairs
—“approximately, miss”—Diana said six of them would do.
And at half-past nine that night Diana told Uncle Marcus the things
were all ready, laid out, in the spare room. She put out her hand
inviting him to come, and he followed her upstairs and came into the
room and saw spread upon the tables, bed, and chairs, things he
must least have expected to see.
“Boots?” he asked, “these boots?” He took one up; looked at it,
and put it down again. From that to another pair—from the boots he
went to tweed coats, knickerbockers, trousers. “Was this as one
would meet old friends?” thought Diana—“without one smile?”
From the blue shirt to the pink striped one, went Marcus; from the
mauve silk one to the black-and-white striped one. From shirts to
pyjamas; he had never thought he had so many, or such good ones.
Back to the boots. He was perfectly serious and Diana wondered of
what he was thinking? “You look very serious,” she said.
“It is very serious,” he answered. “You got a lot for your money,
that’s all I can say—the rest of the matter I must put into the hands of
the police.”
“Police?” asked Diana.
“My dear child, it’s clearly a case of stealing. Some one has sold
my clothes, and although the money may be given to the poor it
won’t do.” And he went—bound, Diana was sure, for the Police
Station.
She was so distressed that it was more than the respectfully
tender heart of Pillar could stand, and he told her, begging her
pardon, that Mr. Maitland had been “in the know,” as it were. “You
told him?” she asked, surprised and indignant.
“Well, miss, I couldn’t have done it without his leave.”
But the joke was spoilt! Not entirely, said Pillar, there was no
reason he should know she knew. There was generally the other
side to a joke.
 “You mean,” said Diana, “that I must let Mr. Maitland think that I
am very much distressed—that I believe about the policeman?”
“Let things go their own way, miss. It’s safest with jokes—certainly
where single gentlemen—of a certain age—are concerned.”
And she let things go their own way, and this is the way they
naturally went. Uncle Marcus went downstairs looking very serious,
and Diana followed him a few minutes later, looking very distressed.
He sat down at his table to write to the police.
“Don’t!” she said, and laid a restraining hand on his shoulder.
“My dear child, I must. It cannot be left as it is.”
“What do you suspect—who do you suspect?” she asked.
“I suspect that my things have been sold by some one to some
one—else, and by some means or other they found their way to the
bazaar, and by some strange chance you bought them.”
Diana said, being the niece of her uncle, it was only natural that
she should know good boots when she saw them.
This appeared to soften Uncle Marcus towards Diana, but in no
other way was he to be moved.
“You don’t suspect—Pillar?” she said softly. She was anxious to
find out the way the joke was going—she thought it had got lost.
Marcus paused—it was a serious thing to say, even in fun—“I
have reason to doubt him,” he admitted.
Then up spake Diana: her eyes shining, her cheeks ablaze. She
recounted—Marcus couldn’t have done it better himself—in fact she
had got it all from him—the many and varied perfections of Pillar. His
most excellent qualities—she had them all at her finger’s ends. As
she talked Marcus’s heart warmed afresh towards the man he would
as soon have suspected as himself of stealing—but Diana? Was she
going to allow him to send for the policeman? Would she carry her
joke to that extremity? He knew the note would go no further than
Pillar: but she did not know that.
 “Unless you can throw some light on the matter, this letter must
go.” And he wrote the letter, pausing between the words, blackening
the down strokes, rounding the e’s; still Diana said nothing, and
Uncle Marcus gave his letter to Pillar to send at once. Whereupon
Diana burst into tears and left the room.
Outside the door there were no tears to be wiped away, but there
was much to be done. She had to find a policeman; not so difficult
that as it sounded. It only meant going so far as the next lodge and
borrowing the first young man she could find; and off she went,
having told a housemaid to lock her bedroom door on the outside,
and take the key away.
“Then if Uncle Marcus comes to comfort me,” she thought, “he will
find the door locked.”
Uncle Marcus sat and waited. He made up his mind to wait five
minutes. He could not let any woman cry for longer. They were
fearfully long minutes. But they passed and he went upstairs. He
knocked at the door. There was no answer, for by that time Diana
was halfway to the next lodge.
“Diana?” Still no answer.
He waited. He heard her sob—was sure of it—confound the joke
—“Diana!” No answer.
By this time Diana was at the next lodge; and was in the very act
of coaching a young man—only too ready to be coached in anything
by Diana, whom he had worshipped from afar the whole of one
morning; from the other side of the river, to be exact—and he was
perfectly willing to be a policeman if it made her happy.
“Can you talk Scotch?” she asked.
“Do you mean Gaelic?”
“Yes; if you can do that, it’s better still, because Uncle Marcus ‘has
not’ Gaelic.” He could talk Gaelic, and he understood English. He
laughed: in his present mood this seemed a good joke, and Diana
laughed, too, which showed she was kind: then she asked, “How did
Scotch policemen dress?” The young man was sure—in blue. Diana
decided he must wear a mackintosh. Uncle Marcus would be much
too agitated to see anything: the mere sight of a policeman would be
paralyzing to one of his temperament. The young man asked if Mr.
Maitland would be likely to see the joke.
“Jokes are difficult things to deal with,” admitted Diana. “There are
better jokes than those we don’t see: and there are none so good as
those we see. It gives Uncle Marcus a way out.”
Down the road walked Diana with the policeman to be, while Uncle
Marcus pleaded, through a locked door, with a Diana not there. Then
he grew stuffy and offended as he always did in time, being of so
affectionate and sensitive a nature, and he went downstairs to the
smoking-room, muttering to himself that if she didn’t want to, he
didn’t, and so on. He took up his “Scotsman.” How often had he
found a refuge behind its generous pages, and he had only just
taken up his position of offended dignity when the door opened and
Pillar announced the arrival of the policeman.
“Idiot!” said Mr. Maitland, meaning Pillar, of course, and in walked
the policeman.
“Just one moment,” said Marcus, jumping up; “I must ask some
one something before we go any further.” And he went upstairs, two
steps at a time, to Diana’s room, and found her door still locked. He
tried it again and again, which took time: and while he was upstairs
the real policeman happened to call for a subscription to a most
deserving charity (the news of the generosity of the Glenbossie
tenant had spread abroad like wild fire) and the pseudo-policeman
retired in favour of the real thing, in the cause of charity.
When Mr. Maitland came down he did not notice the change—a
policeman is a policeman to the law-abiding citizen, whether in a
mackintosh or not.
“I am afraid there has been some mistake,” he began, careful to
seat himself back to the light: that much he had learned from much
reading—in his youth—of detective stories. The policeman politely
remarked that we were all liable—as human creatures—to make
mistakes. Which axiom, pronounced in broad Scotch—of all accents
the most comforting—sounded the kindest and most cheerful, as
well as the most Christian, thing Marcus had heard for many a long
day. Of course the policeman spoke generally, knowing nothing of
any particular mistake. Mr. Maitland hastened to say he was sorry he
had troubled him, and the policeman very naturally said the trouble
was to be Mr. Maitland’s. Marcus felt that acutely: there was no need
to remind him of it.
“Now about the note—” began Marcus. And the genial policeman
said: One would do, although he would not be refusing more, if Mr.
Maitland should be feeling so disposed—and he put out his
capacious hand.
Then Mr. Maitland grasped the fact that the honest policeman was
open to a bribe, and he pressed into his hand a larger number of
notes than the honest policeman had ever hoped to hold—in the
cause of charity. It was a good charity and deserving—whatever!
And the policeman left the presence of Mr. Maitland a happy man;
and the other policeman left the presence of Diana a most unhappy
man—deeply and, he believed, hopelessly in love.
When Marcus, making a final attempt, knocked at Diana’s door, he
found it unlocked and a smothered voice told him to come in.
He went in. Diana was hidden under the bedclothes; she emerged
at his urgent request. “Diana, my child, I am so sorry.”
He looked at her: she was one of those happy women, he thought,
who can cry without its leaving any disfiguring trace.
“It was only my joke writing to the policeman,” he said, smiling as
though asking pity for his simplicity.
“And it was only mine in sending for him.”
“You sent for him?”
Diana nodded.
“But think of what Pillar must have thought!”
“Pillar knew—” said Diana; then, seeing Uncle Marcus’s look of
astonishment, explained. “Pillar would no more think of sending for a
policeman without asking me than he would think of spreading out
your clothes without asking you—he is wonderful!—Pillar!”
Uncle Marcus looked at Diana—if her hair had been done in one
pigtail instead of two, and her eyes had not been so innocent and
truthful in their appeal, he would have been very, very angry. As it
was he looked so kind that she ventured: “Mine wasn’t a real—
policeman.”
“Not a real policeman? Then who was he?”
“Just a man staying at the Lodge up the river.”
“And I gave him ten pounds!”
“No, darling; that was to the real policeman who happened to
come for a subscription. We changed policemen while you were
upstairs asking my advice. You were upstairs with me while I was
downstairs with two policemen: it all sounds rather muddling, but it’s
really quite simple.”
“What an ass he must have thought me!” said Marcus, thinking of
the real policeman.
“Oh, no; he just thought you were the English tenant of
Glenbossie, that’s all.”
Marcus got up and, walking about the room, came to a standstill
before a pile of things on the top of a chest of drawers. “What are
these abominations?” he asked.
“The things I bought at the bazaar,” said Diana, disappearing
under the bedclothes.
When Mrs. Scott met Marcus she said: “It was so good of him to
subscribe so largely to their cottage hospital.” And Marcus said: “Not
at all!”
 XV

Before ever men were Christians they were fishermen.

Let men now be first Christians, then fishermen, so
shall they not forget the gillie who stands and waits.

O NE evening in August there went out from Euston, bound for

Scotland, two men, each with his heart full of Diana. There went
also yet another and his heart, too, was full of Diana. Her address he
had learnt was Glenbossie, and to Glenbossie he was going,
although he had no invitation. Nevertheless he did not despair. God
is ever on the side of youth, and—if youth had not been asked to the
Lodge he was going to the station, and where a Loch Bossie station
is there is bound to be a Glenbossie Lodge. Wandering along the
platform at Euston, seeing again all the things—familiar things—of
which abroad he had dreamed every August and onwards—men and
dogs, gun cases and fishing-rod cases—he came upon a
prodigiously long fishing-rod case. It must belong, he thought, to a
renowned fisherman, or to one who had fished little. Guarding the
rod case, almost jealously, he saw what he guessed to be a parson,
with a light in his eyes, not of this world.
No one knew better than Miles Hastings what starting for Scotland
meant, but he had learnt to keep his face in order, whatever liberties
his heart might take. Approaching the owner of the long rod case he
read the label attached—“Watkins, Loch Bossie.”
Now Miles Hastings was a lucky young man, but this was more
than even he could have expected. Here was one who could tell him
all he wanted to know, so he set about to make friends with Watkins,
of Loch Bossie; but he found it was with one Pease he made friends,
who but guarded the treasure of Watkins.