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CONTENTS
Features xii Genotypes, Phenotypes, and Patterns of Genetic

To the Student xiv Inheritance 32
To the Instructor xvi
Development from Conception to Birth 35
Acknowledgments xxii
The Stages of Prenatal Development 35
Sex Differences in Prenatal Development 40
PART 1 INTRODUCTION Prenatal Behavior 41
CHAPTER 1 Basic Issues in the Study of Development 1 Problems in Prenatal Development 42
Issues in the Study of Development 2 Genetic Disorders 42
Two Key Questions 2 Developmental Science in the Real World
Influences on Development 4 Fetal Assessment and Treatment 44
The Ecological Perspective and the Cultural Context of Chromosomal Errors 45
Development 7 Teratogens: Maternal Diseases 45
Vulnerability and Resilience 8
Three Kinds of Change 9 Technology and the developing child
High-Tech Monitoring for High-Risk Pregnancies 48
Technology and the developing child
Teratogens: Drugs 48
Cohort Effects of Health Information on the Internet 11
Other Teratogens and Maternal Factors 50
Theories of Development 11
Think Critically 53
Psychoanalytic Theories 11
Cognitive Theories 13 Conduct Your Own Research 53
Learning Theories 15 Summary 54
Developmental Science in the Real World Key Terms 55
Helping Children Who Are Afraid to Go to School 16
Comparing Theories 17 CHAPTER 3 Birth and Early Infancy 56
Finding the Answers: Research Designs and Methods 19 Birth 57
The Goals of Developmental Science 20 Birth Choices 57
Studying Age-Related Changes 20 The Process of Birth 59
Descriptive Methods 22 Low Birth Weight 62
Experimental Methods 23 Behavior in Early Infancy 64
Thinking About Research Responding to Media Reflexes and Behavioral States 64
Reports of Research 24 Thinking About Research Variations in
Cross-Cultural Research 24 Infants’ Cries 68
Research Ethics 26 Motor, Sensory, and Perceptual Abilities 68
Think Critically 26 Learning 69
Conduct Your Own Research 27 Technology and the developing child
Summary 27 Helping Preterm Infants Learn to Suck 70
Key Terms 28 Temperament and Social Skills 71
Health and Wellness in Early Infancy 73
PART 2 THE BEGINNINGS OF LIFE Nutrition, Health Care, and Immunizations 73
CHAPTER 2 Prenatal Development 29 Developmental Science in the Real World

Breast or Bottle? 74
Conception and Genetics 30
Illnesses 75
The Process of Conception 30
Infant Mortality 76
Thinking About Research Assisted Reproductive
Technology 31
vi
Think Critically 79 CHAPTER 5 Perceptual Development 115
Conduct Your Own Research 79 Thinking about Perceptual Development 116
Summary 79 Ways of Studying Early Perceptual Skills 116
Key Terms 80 Explanations of Perceptual Development 117
Sensory Skills 118
Seeing 119
PART 3 THE PHYSICAL CHILD Hearing and Other Senses 119
CHAPTER 4 Physical Development 81 Perceptual Skills 121
The Brain and Nervous System 82 Looking 121
Growth Spurts 82 Listening 123
Synaptic Development 84 Thinking About Research Langlois’s Studies of
Myelination 85 Babies’ Preferences for Attractive Faces 124
Lateralization 86
Size, Shape, and Skills 88
Cochlear Implants and Speech Development 125
Growth 88
Bones, Muscles, and Fat 89 Combining Information from Several Senses 126
Using the Body 90 Ignoring Perceptual Information 126
The Endocrine and Reproductive Systems 91 The Object Concept 127
Hormones 92 Object Perception 127
Sequence of Changes in Girls and Boys 93 Object Permanence 129
The Timing of Puberty 95 Perception of Social Signals 130
Sexual Behavior in Adolescence 96 Early Discrimination of Emotional Expressions 130
Prevalence and Predictors of Sexual Behavior 96 Developmental Science in the Real World
Sexually Transmitted Diseases 98 Infant Responses to Maternal Depression 130
Teenage Pregnancy 99 Cross-Cultural Commonalities and Variations 131
Sexual Minority Youth 100
Think Critically 132
Health and Wellness 102
Conduct Your Own Research 132
Health in Childhood 102
Summary 132
Developmental Science in the Real World
A Good Night’s Sleep for Kids (and Parents, Too!) 102 Key Terms 133
Thinking About Research Causes and
Consequences of Child Abuse and Neglect 104 PART 4 THE THINKING CHILD
Excessive Weight Gain 104 CHAPTER 6 Cognitive Development I: Structure and
Technology and the developing child Process 134
Repetitive Strain Injury (RSI) of the Hand in Children Piaget’s Basic Ideas 136
and Teens 106 Schemes 136
Poverty and Children’s Health 107 Adaptation 137
Risky Behavior in Adolescence 108 Causes of Cognitive Development 138
Mortality 111 Infancy 139
Think Critically 111 Piaget’s View of the Sensorimotor Period 139
Conduct Your Own Research 111 Challenges to Piaget’s View of Infancy 140
Summary 112 Technology and the developing child
What Infants Learn from Television 141
Key Terms 114
CONTE NTS vii

The Preschool Years 142 Cross-Cultural Differences 182
Piaget’s View of the Preoperational Stage 142 Sex Differences 183
Challenges to Piaget’s View of Early Childhood 143 Alternative Views of Intelligence 185
Theories of Mind 145 Information-Processing Theory 185
False Belief and Theory of Mind Across Sternberg’s Triarchic Theory of Intelligence 186
Cultures 146 Gardner’s Multiple Intelligences 187
Alternative Theories of Early Childhood Creativity 188
Thinking 147
The School-Aged Child 149
Piaget’s View of Concrete Operations 149
Different Approaches to Concrete Operational Summary 189
Thought 151 Key Terms 190
Adolescence 152
Piaget’s View of Formal Operations 152 CHAPTER 8 The Development of Language 191
Post-Piagetian Work on Adolescent Thought 155
Before the First Word: The Prelinguistic Phase 192
Thinking About Research Elkind’s Adolescent Early Sounds and Gestures 192
Egocentrism 156 Receptive Language 193
Developmental Science in the Real World Thinking About Research Sign Language and
Leading Questions and Children’s Memory 157 Gestures in Children Who Are Deaf 194
Development of Information-Processing Skills 157 Learning Words and Word Meanings 194
Changes in Processing Capacity and Efficiency 157 The First Words 194
Memory Strategies 158 Later Word Learning 196
Metamemory and Metacognition 161 Constraints on Word Learning 197
Expertise 162 Learning the Rules: The Development of Grammar and
Think Critically 163 Pragmatics 198
Conduct Your Own Research 163 Holophrases and First Sentences 198
Summary 163 The Grammar Explosion 199
Later Grammar Learning 200
Key Terms 165 Pragmatics 201
Explaining Language Development 202
CHAPTER 7 Cognitive Development II: Individual Differences Environmental Theories 202
in Cognitive Abilities 166 Nativist Theories 204
Measuring Intellectual Power 167 Constructivist Theories 204
The First IQ Tests 167 Individual and Group Differences in Language
Thinking About Research The Flynn Effect 169 Development 206
Differences in Rate 206
Modern IQ Tests 169 Cross-Cultural Universals and Differences in Language
Stability of Test Scores 172 Development 207
What IQ Scores Predict 173
Learning to Read and Write 209
Explaining Individual Differences in IQ Scores 174 The Early Foundation: Phonological Awareness 209
Twin and Adoption Studies 174 Becoming Literate in School 210
Family Characteristics and IQ Scores 175 Learning a Second Language 211
Early Interventions and IQ Scores 177
Interactions of Heredity and Environment 179 Technology and the developing child
Handwriting and Brain Development 211
Explaining Group Differences in IQ or Achievement Test
Scores 179 Developmental Science in the Real World
Ethnic Differences 180 One Language or Two? 213
Technology and the developing child Think Critically 214
The Digital Divide and Cognitive Test Scores 180 Conduct Your Own Research 214
Developmental Science in the Real World Summary 214
Stereotype Threat 181 Key Terms 216
viii CONTE NTS

PART 5 THE SOCIAL CHILD Thinking About Research Gender Differences in
Temperament: Real or Imagined? 256
CHAPTER 9 Personality Development: Alternative
Views 217 Sex-Role Concepts and Stereotypes 257
Explaining Sex-Role Development 259
Defining Personality 218 Biological Approaches 262
Temperament 218
Developmental Science in the Real World Conduct Your Own Research 263
Temperamental Surgency in the Toddler Classroom 219
Summary 263
The Big Five 220
Key Terms 264
Facebook and the Big Five 222
Genetic and Biological Explanations of Personality 223 CHAPTER 11 The Development of Social Relationships 265
The Biological Argument 223 Relationships with Parents 266
Critique of Biological Theories 226 Attachment Theory 266
Learning Explanations of Personality 227 The Parent’s Bond to the Child 267
The Learning Argument 227 The Child’s Attachment to the Parent 269
Critique of Learning Models 228 Parent-Child Relationships in Adolescence 271
Thinking About Research Locus of Control and Variations in the Quality of Attachments 273
Adolescent Health 230 Secure and Insecure Attachments 273
Temperament and Attachment 275
Psychoanalytic Explanations of Personality 231
Stability and Long-Term Consequences of Attachment
The Psychoanalytic Argument 231
Quality 276
Freud’s Psychosexual Stages 232
Erikson’s Psychosocial Stages 233 Relationships with Peers 278
Evidence and Applications 235 Peer Relationships in Infancy and the Preschool
Critique of Psychoanalytic Theories 236 Years 278
Peer Relationships at School Age 279
A Possible Synthesis 237
Social Status 280
Think Critically 238 Peer Relationships in Adolescence 281
Conduct Your Own Research 239 Sibling Relationships 285
Summary 239 Thinking About Research The Resource Dilution
Key Terms 240 Hypothesis 286
CHAPTER 10 Concepts of Self, Gender, and Sex Roles 241 Behavior with Peers 286
Prosocial Behavior 287
The Concept of Self 242
The Subjective Self 242 Developmental Science in the Real World
The Objective Self 243 Rearing Helpful and Altruistic Children 287
The Emotional Self 244 Aggression 288
Self-Concept at School Age 245 Trait Aggression 289
Self-Concept and Identity in Adolescence 247 Technology and the developing child
Evidence for Erikson and Marcia’s Theories 248 Cyberbullying 290
Technology and the developing child Think Critically 291
Identity Play in Virtual Environments 249
Ethnic Identity in Adolescence 250
Summary 291
Adolescent Rites of Passage 251 Key Terms 293
Self-Esteem 252
The Development of Self-Esteem 252 CHAPTER 12 Thinking about Relationships: Social-Cognitive
Consistency of Self-Esteem over Time 254 and Moral Development 294
The Development of the Concepts of Gender and Sex The Development of Social Cognition 295
Roles 254 Some General Principles and Issues 295
Developmental Patterns 255 Describing Other People 296
CONTE NTS ix
Developmental Science in the Real World Think Critically 337
Learning and Unlearning Prejudice 297 Conduct Your Own Research 337
Reading Others’ Feelings 298 Summary 337
Thinking About Research Preventing Violence by Key Terms 338
Increasing Children’s Emotional Competence 299
CHAPTER 14 Beyond the Family: The Impact of the
Cinema Therapy for Children 301 Broader Culture 339
Describing Friendships 301 Nonparental Care 340
Understanding Rules and Intentions 303 Difficulties in Studying Nonparental Care 340
Effects of Early Nonparental Care on Development 341
Moral Development 304
Dimensions of Moral Development 304 Developmental Science in the Real World
Kohlberg’s Levels and Stages of Moral Development 306 Choosing a Child Care Center 343
Causes and Consequences of Moral Development 310 Before- and After-School Care 344
Alternative Views 312 The Impact of Schools 345
Think Critically 314 Early Childhood Education 345
Conduct Your Own Research 314 Technology and the developing child
Summary 314 Computers in the Preschool Classroom 346
Key Terms 315 Elementary School 348
The Transition to Secondary School 350
Engagement in and Disengagement from Secondary
PART 6 THE WHOLE CHILD School 352
CHAPTER 13 The Ecology of Development: The Child within Thinking About Research The Effects of Teenaged
the Family System 316 Employment 353
Understanding the Family System 317 Homeschooling 355
Family Systems Theory 317 The Impact of Entertainment Media 357
Bronfenbrenner’s Bioecological Approach 318 Television and Video Games 357
Technology and the developing child Computers and Electronic Multitasking 359
Expanding the Microsystem with Digital Macrosystem Effects: The Impact of the Larger Culture 360
Communications 319 Socioeconomic Status and Development 360
Dimensions of Family Interaction 320 Race and Ethnicity 364
Individuals in the Family System 320 The Culture as a Whole 368
Warmth and Responsiveness 322 Think Critically 369
Methods of Control and Communication Patterns 323 Conduct Your Own Research 369
Thinking About Research To Spank or Not to Summary 369
Spank? 324 Key Terms 371
Parenting Styles 325
Types of Parenting Styles 325 CHAPTER 15 Atypical Development 372
Parenting Styles and Development 326 Understanding Atypical Development 373
Culture, Ethnicity, Socioeconomic Status and Parenting Types of Problems 373
Styles 327
Family Structure, Divorce, and Parental Employment 329
Knowing When to Seek Professional Help 374
Family Structure 329
Divorce 333 Theoretical Perspectives on Atypical Development 375
Developmental Psychopathology 376
When Divorce Is Unavoidable 335 Attention Problems and Externalizing Problems 377
Attention Deficit Hyperactivity Disorder 377
Parental Employment 335 Oppositional Defiant Disorder 381
Social Support for Parents 336 Conduct Disorder 381
x CONTE NTS
Internalizing Problems 383 The Preschool Years 404
Eating Disorders 383 Central Processes 406
Depression 385 Influences on the Basic Processes 407
Thinking About Research Pediatric Bipolar The Elementary School Years 407
Disorder 386 The Transition between 5 and 7 407
Adolescent Suicide 387 Central Processes 408
Influences on the Basic Processes: The Role of
Technology and the developing child Culture 409
Suicide and Social Networking 388
Adolescence 410
Atypical Intellectual and Social Development 389 Early and Late Adolescence 410
Mental Retardation 389 Central Processes and Their Connections 412
Learning Disabilities 391 Influences on the Basic Processes 413
Giftedness 392 A Return to Some Basic Questions 413
Pervasive Developmental Disorders 393 What Are the Major Influences on Development? 413
Schooling for Atypical Children 395 Does Timing Matter? 415
Think Critically 397 What Is the Significance of Individual Differences? 418
Conduct Your Own Research 397 A Final Point: The Joy of Development 419
Summary 398 Self-Test 421
Key Terms 399 Glossary 477
EPILOGUE Putting It All Together: The Developing Child 400 References 485
Transitions, Consolidations, and Systems 400 Credits 546
From Birth to 24 Months 401 Name Index 549
Central Processes 402 Subject Index 563
Influences on the Basic Processes 404
CONTE NTS xi
FEATURES
DEVELOPMENTAL SCIENCE IN THE REAL WORLD

Helping Children Who Are Afraid to Go to School 16 Temperamental Surgency in the Toddler Classroom 219
Fetal Assessment and Treatment 44 Adolescent Rites of Passage 251
Breast or Bottle? 74 Rearing Helpful and Altruistic Children 287
A Good Night’s Sleep for Kids (and Parents, Too!) 102 Learning and Unlearning Prejudice 297
Infant Responses to Maternal Depression 130 When Divorce Is Unavoidable 335
Leading Questions and Children’s Memory 157 Choosing a Child Care Center 343
Stereotype Threat 181 Knowing When to Seek Professional Help 374
One Language or Two? 213
THINKING ABOUT RESEARCH

Responding to Media Reports of Research 24 Locus of Control and Adolescent Health 230
Assisted Reproductive Technology 31 Gender Differences in Temperament: Real or Imagined? 256
Variations in Infants’ Cries 68 The Resource Dilution Hypothesis 286
Causes and Consequences of Child Abuse and Neglect 104 Preventing Violence by Increasing Children’s Emotional
Langlois’s Studies of Babies’ Preferences for Attractive Faces 124 Competence 299
Elkind’s Adolescent Egocentrism 156 To Spank or Not to Spank? 324
The Flynn Effect 169 The Effects of Teenaged Employment 353
Sign Language and Gestures in Children Who Are Deaf 194 Pediatric Bipolar Disorder 386
TECHNOLOGY AND THE DEVELOPING CHILD

Cohort Effects of Health Information on the Internet 11 Facebook and the Big Five 222
High-Tech Monitoring for High-Risk Pregnancies 48 Identity Play in Virtual Environments 249
Helping Preterm Infants Learn to Suck 70 Cyberbullying 290
Repetitive Strain Injury (RSI) of the Hand in Children and Teens 106 Cinema Therapy for Children 301
Cochlear Implants and Speech Development 125 Expanding the Microsystem with Digital
What Infants Learn From Television 141 Communications 319
The Digital Divide and Cognitive Test Scores 180 Computers in the Preschool Classroom 346
Handwriting and Brain Development 211 Suicide and Social Networking 388
INTEGRATED SOCIAL AND CULTURAL TOPICS

Chapter 1 Cultural differences in how parents respond to the erratic sleep
Individualism versus collectivism schedules of infants
Importance of cross-cultural research Cultural practices and motor development of infants
Cross-cultural research methods Cross-cultural research on infants’ patterns of crying in the early
Example of a cross-cultural study weeks of life
The role of culture in Bronfenbrenner’s and Erikson’s theories Cross-cultural consistencies and differences in the techniques
The effect of culture on the social clock parents use to soothe crying babies
Chapter 2 Infant mortality across U.S. racial and ethnic groups
Links between race or ethnicity and genetic disorders Chapter 4
Culture and the HIV/Aids epidemic Poverty and children’s health
Chapter 3 Cross-cultural consistency in variables associated with early sexual
activity among teens
Cultural differences in beliefs about where infants should sleep
xii
Culture and teenage pregnancy Cross-cultural studies of sex-role stereotypes
Culture and childhood obesity Cultural variables in social-learning explanations of gender role
Childhood mortality rates in developed and less developed countries development
Chapter 5 Chapter 11
Cross-cultural studies on perceptual development Sex differences in parenting across cultures
Cross-cultural variations in object permanence Cross-cultural studies of stranger and separation anxiety
Cross-cultural consistencies and differences in children’s learning Effects on attachment of shared infant caretaking in African cultures
about emotions Cross-cultural research on attachment quality
Universals in the interpretation of facial expressions Cross-cultural research about personality and peer popularity
Race and babies’ preference for attractive faces Cross-cultural studies of friendship
Chapter 6 Cross-cultural studies of heterosexual romantic relationships in
The role of socially acquired knowledge in cognitive development adolescence
Cross-cultural research on theory of mind and false belief Homosexual teens and variations across ethnic groups
Vygotsky’s sociocultural theory Cultural universality of gender segregation in middle childhood
The link between culture and formal operational thinking Cross-cultural studies on bullies and victims
Cross-cultural research examining changes in information-processing Cross-cultural research on aggression
efficiency in middle childhood
Chapter 12
Chapter 7 Racial prejudice in childhood
Cultural variables associated with historical IQ score gains Cross-cultural studies of moral reasoning
Cultural beliefs about birth order The influence of culturally based gender roles on moral reasoning
The influence of stereotype threat on minority children’s IQ scores Cross-cultural research examining prosocial reasoning
Cross-cultural research and the Flynn Effect
Cultural factors in test score differences across racial and ethnic groups Chapter 13
Cultural bias in IQ tests and schools Bronfenbrenner’s ecological theory
Technology and group differences on cognitive test scores Links between parenting style and race or ethnicity in U.S. culture
Cross-cultural differences in IQ and achievement test scores Interactions among race or ethnicity, socioeconomic status, and
Environmental explanations for sex differences in math achievement parenting style
Family structure and ethnicity
Chapter 8
Technology and expanding the microsystems of immigrant families
Infant-directed speech across cultures
Cross-cultural universals and variations in children’s first words and Chapter 14
in the sequence of stages in language development Variations in child-care arrangements among U.S. racial and ethnic
Cross-cultural research examining phonological awareness in early groups
reading Cross-cultural studies on school experience and emergence of
The developmental advantages and disadvantages of bilingualism advanced cognitive skills
Second-language learners in U.S. schools Associations among race or ethnicity, school achievement, and
Chapter 9 school engagement
Cross-cultural research on the Big Five personality traits Racial and ethnic group differences in the effects of employment on
Cross-cultural consistencies and variations in infant temperament adolescent development
Cross-cultural differences in parents’ interactions with infants Rates of homeschooling across cultures and ethnic groups
Effects of child poverty on development
Chapter 10
Explanation of the difference between race and ethnicity
Culture and self descriptions Characteristics of African American, Hispanic American, and Asian
Cross-cultural validity of the identity crisis concept American families
Racial and ethnic identity development Cultural beliefs and child development
Culture and the search for ethnic identity
Rites of passage programs for African American children and youth Chapter 15
The influence of individualism and collectivism on adolescent identity Cross-cultural and ethnic differences in the incidence of various
development psychological disorders
The relevance of culture to sex differences in self-esteem Cultural factors influencing the development of eating disorders
Cultural basis of gender roles Teen suicide rates across ethnic groups
FE ATURE S xiii
TO THE STUDENT
H
ello, and welcome to the study of a fascinating subject—children and their development.
Welcome, too, to the adventure of science. From the very first edition of this book, one of
Helen Bee’s goals has been to convey a sense of excitement about scientific inquiry. We hope
that each of you gains some feeling for the way psychologists think, the kinds of questions they
ask, and the ways they go about trying to answer those questions. We also want you to gain some
sense of the theoretical and intellectual ferment that is part of any science. Think of psychology
as a kind of detective story: Psychologists discover clues after hard, often painstaking work; they
make guesses or hypotheses; and then they search for new clues to check on those hypotheses.
Of course, we also want you to come away from reading this book with a firm foundation
of knowledge in the field. Although there is much that developmental psychologists do not
yet know or understand, a great many facts and observations have accumulated. These facts
and observations will be of help to you professionally if you are planning (or are already in) a
career that involves working with children, such as teaching, nursing, social work, medicine,
or psychology; the information will also be useful to you as a parent, now or in the future. We
hope you enjoy the reading as much as we have enjoyed the writing.
How to Work with This Textbook

To get the most out of any textbook, you should think of yourself as working with it
so that you can understand and remember the information in it, rather than reading it
1
as you would a magazine, a newspaper article, or a novel. To work with your textbook
Basic Issues in the Study most effectively, take advantage of its structural and pedagogical features.
of Development
LEARNING OBJECTIVES Before you read each chapter, read over the Learning Ob-
jectives at its beginning. Each of these Learning Objectives is paired with one of the
subsections of the chapter, or with a chapter feature box, so these questions provide an
outline for the material you should know by the end of the chapter. More information
will stick in your mind if you have an idea of what to expect.
VIGNETTES The story at the beginning of each chapter will engage your interest in the
LEARNING OBJECTIVES major topics and themes.
Issues in the Study of Development Theories of Development Finding the Answers: Research Designs
1.1 What answers have been proposed 1.6 What are the main ideas of the psycho- and Methods
to the nature-nurture and continuity-
discontinuity questions?
1.2 What are the internal and external vari-
analytic theories?
1.7 What
guide
old walking down
developmental
aretothe
solving problems.
main ideas of cognitive-
1.10 What are the goals of developmental science?
In effect, he tells
1.11 himself
a flight of stairs might say to sectional,
and information-
Whathow
himself “Be
to do
are the prosthings.
careful.” and
longitudinal,
Forofexample,
and cons
Suchsequential
cross- a 3-year-
a statement would
HEADINGS AND SUBHEADINGS Think of the headings and their
ables that influence development?
1.3 How does the ecological perspective
improve scientists’ understanding of child
be the result
processing
development?
hisdo
of his internalization of statementsresearch
theories?
1.8 How environment.
learning theorists explain
made todesigns?
him by more mature individuals in
1.12 What descriptive methods are used by
Piaget also recognized the existence and importance
developmental of egocentric
scientists? speech. However, he
subheadings as a way of dividing the information that follows them
development? 1.8a Howthat
believed do psychologists help chil-
egocentric speech 1.13 asWhat
disappeared the child
is the approached the end
primary advantage of the
of the ex- preop-
1.4 In what ways do the concepts of vulner-
1.9 What
ability and resilience help us better un-
drenstage.
erational overcome
are the criteria
ternalized
school refusal?
In contrast,
at age 6that
Vygotsky claimed that
or developmental
7, when children enter the
egocentric
perimental
1.13a
speech becomes completely in-
method?
How does
final period critical thinking
of cognitive help
development, the
into categories. The information in each major section and subsec-
derstand child development? scientists
ingrowth use to compare
stage. Thus, hetheories?
suggested that the logical thinking you evaluate media reports
Piaget ascribed of children
to older
1.5 How do the three kinds of age-related
change differ?
1.5a How is the availability of health
resulted from their internalization of speech routines they
and adults in the social world rather than1.14 from Why
research?
had acquired from older children
is cross-cultural
schemes research important
they had constructed for themselves
tion is linked to the heading and subheading under which it is found.
through interaction with the physical world. to the study of human development?
information on the Internet likely to
affect today’s cohort of children?
At present, there is insufficient evidence1.15to support
What areorthecontradict
(Miller, 2002). However, some of his ideas have velopmental
been supported
ethical standards
researchers
most of that
must follow?
by research.
de-
Vygotsky’s ideas
For instance, re-
searchers have found that private speech helps children solve problems (Villegas, Castellanos, &
Each of the Learning Objectives listed at the beginning of the chapter
Gutiérrez, 2009). In addition, some intriguing research on children’s construction of theory
children and teens as well
lendsasweight
the parents, teachers,
majorand oth- is repeated next to its corresponding subheading, to help you keep
W
of mind ideas during
hen it comes to child and adolescent development, social interactions to Vygotsky’s propositions. It
seems that
you have a great deal of personal experience. ersinwho
children
For pairsare
andresponsible for children’s
groups do produce upbringing.theory
more sophisticated Information
of mind ideas
than individual children
one thing, you had a childhood and an adolescence
of your own, and you have had many opportunitiesVygotsky’s
to observe theory
media such who work
as thehave
ternet
on problems
as books,
basisprovided
movies,
for recommending
alone. For this shows,
television reason, educators
that schoolinsights
you with additional childreninto
and the haveIn- used
do assignments
work on projects in groups rather than individually (Norton & D’Ambrosio, 2008). However,
the trials and in mind the big picture. Thinking of the material in this way creates
the sophistication of a group’s ideas appears to depend on the presence of at least one1 fairly ad-
vanced individual child in the group (Tan-Niam, Wood, & O’Malley, 1998). Thus, Vygotsky’s
theory may ignore the important contributions of individual thought to group interaction.
a kind of information network in your mind that will make it easier
The School-Aged Child to recall the material when you are tested. Structuring your notes to
Like their younger counterparts, school-aged children develop figurative schemes at an
impressive pace, especially when formal schooling introduces them to a breadth of ideas and
basic facts about the world that take them beyond everyday experience. What is different about
correspond to these headings and Learning Objectives will help even
this stage, though, is that children’s operative schemes begin to take shape and to provide them
with a network of rules that provide logical frameworks for their figurative schemes. Conse-
quently, the child develops a set of immensely powerful, abstract, general rules or strategies for
more. To have the best chance of creating the information network,
examining and interacting with the world. Piaget called these new rules concrete operations.
Piaget’s View of Concrete Operations Learning Objective 6.11

stop reading between major sections, reflect back on what you have
Piaget defined concrete operations as a set of powerful, abstract schemes that are critical build-
ing blocks of logical thinking, providing internal rules about objects and their relationships.
What are concrete operations, and
how do they represent an advance
over earlier forms of thought?
read, and review your written notes.
REVERSIBILITY Piaget thought that the most critical of all the concrete operations was
reversibility—the understanding that both physical actions and mental operations can be re-
versed. The clay sausage in a conservation experiment can be made back into a ball; the water
can be poured back into the shorter, fatter glass. This understanding of the basic reversibility
of actions lies behind many of the gains made during this period.
MARGIN GLOSSARY Key terms are defined in the margins. As you
For example, if you understand reversibility, then knowing that A is larger than B also
tells you that B is smaller than A. The ability to understand hierarchies of classes, such as
“Fido,” “spaniel,” “dog,” and “animal,” also rests on this ability to go backward as well as for- reversibility One of the most critical of
come to each boldfaced term in the text, stop and read its definition
ward in thinking about relationships. Both Piaget’s original observations and more recent
research have demonstrated that at about age 7 or 8 the child first grasps the principle of
class inclusion, the idea that subordinate classes are included in larger, superordinate classes.
the operations Piaget identified as part
of the concrete operations period: the
understanding that actions and mental
in the margin. Then go back and reread the sentence that introduced
Bananas are included in the class “fruit,” fruits are included in the class “food,” and so forth. operations can be reversed.
Preschool children understand that bananas are also fruit, but they do not yet fully under-
stand the relationship between the classes—that the class “fruit” is superordinate, including all
class inclusion The principle that
subordinate classes of objects are included
the key term. Reading over the key terms in the margins just before
bananas as well as all other types of fruit, such as oranges and apples. in superordinate classes.
CHA P TER 6 • Cognitive Development I: Structure and Process 149

you take an exam can also be a helpful review strategy if you have
thoroughly studied the material in which the terms are introduced.
xiv
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THINK CRITICALLY QUESTIONS Think Critically questions encour-
age you to relate material in the book to your own experiences. They can Table
9.4
INFLUENCE OF CHILD’S TEMPERAMENT
also help you remember the text because linking new information to AND MOTHER’S SOCIAL SUPPORT ON
THE CHILD’S SECURE OR INSECURE ATTACHMENT
Child Mother’s Social Securely Attached Insecurely Attached

things you already know is a highly effective memory strategy. Irritability
High
Support
Low
Children
2
Children
9
High High 12 1
CONDUCT YOUR OWN RESEARCH Each chapter ends with a feature Low
Low
Low
High
7
13
2
2
Source: From S. B. Crockenberg, Table 5, 862, “Infant Irritability, Mother Responsiveness, and Social Support
that encourages you to replicate the findings of a developmental study in Influences on the Security of Infant-Mother Attachment,” Child Development, 52, 1981, p. 857–865.
an informal way or find out more about a specific topic. tachment to the mother when the child was 12 months old. We might expect that irritable babies
would be more likely to be insecurely attached, merely because they are more difficult to care for.
In fact, Crockenberg found a small effect of this kind (see Table 9.4). But Crockenberg didn’t stop
SUMMARY Looking over the chapter summary can also help you there. She also measured the level of the mother’s social support—the degree of help she received
from family and friends in dealing with the strains of having a new child or other life changes she
might be experiencing. The results of the study show that insecure attachment in the child was
assess how much information you remember. The summaries are most likely when the mother had an irritable infant and low levels of support. If the baby was ir-
ritable, but the mother had good support, the child nearly always developed secure attachment.
Only when two difficult conditions occurred together did a poor outcome result for the child.
In a later study, Crockenberg (1987) found that a higher level of anger and noncompliant
organized by the same Learning Objective questions presented at the behavior (perhaps reflections of what is called neuroticism in the Big Five) was common in
toddlers who had been irritable as infants and whose mothers were angry and punitive toward
them. Furthermore, such angry and punitive behavior by the mother was more likely if the
beginning of the chapter. mother had experienced rejection in her own childhood and if she experienced little support
from her partner. Clearly, Crockenberg’s work reveals a system of effects.
Returning to Figure 9.4, you’ll see that arrow 8 emphasizes the transactional elements of
the system. Once the child’s unique pattern of behaviors and attitudes (personality) is formed,
KEY TERMS Key terms are listed alphabetically at the end of each this pattern affects the environment she will encounter, the experiences she will choose, and
the responses of the people around her, which in turn affect her behavior (Feinberg, Reiss,
Niederhiser, & Hetherington, 2005).
No doubt even this fairly complex system underestimates the intricacy of the process of
chapter in addition to being defined in the margins. When you finish personality development in the child. Most research does not yet encompass all the pieces of
the puzzle. But the very fact that developmental psychologists are turning toward such complex
models is a very good thing. Development is complex, and developmentalists will not be able to
a chapter, try to recall the definition of each term. A page number is describe it or explain it until they begin to examine and try to measure all these separate forces.
THINK CRITICALLY
listed for each term, so you can easily look back if you can’t remember • Suppose that parents received an “owners’ manual” for their children at birth, and that one
of the features of the owners manual was a complete description of the child’s tempera-
a definition. ment. In what way would having such information so early in a child’s life affect parents’
responses to children? How might parental access to such information facilitate or impede
the development of children’s personalities?
• As you learned in the chapter, children with difficult temperaments are punished more of-
ten than those who are more easy-going. How would you explain this finding using the
SELF-TESTS A 25-question multiple choice test for each chapter is at 238 •

PART 5 The Social Child
1.9 Whatmodel
interactive are theincriteria
Figurethat
compare theories?
9.4 developmental
on page 237. scientists use to
Psychologists don’t think of theories as “true” or “false.” In-

They can be done quickly and yield information that is
more generalizable than information from case studies or
naturalistic observation.
the end of the book. Use these chapter tests to assess your knowledge stead, they compare theories on the bases of assumptions
and usefulness. 1.13 What is the primary advantage of the experimental method?
To test causal hypotheses, it is necessary to use experimen-
and prepare for quizzes and exams. Finding the Answers: Research Designs and Methods
1.10 What are the goals of developmental science?
tal designs in which participants are assigned randomly to
experimental or control groups. An experimenter manipu-
lates an independent variable in order to observe its effects
The goals of developmental psychology are to describe, to on a dependent variable.
At this point, the task of understanding and remembering the information in a explain, to predict, and to influence age-related change.
Developmental psychologists use various methods to meet 1.13a How does critical thinking help you evaluate media reports of
these goals. research?
developmental psychology textbook may seem overwhelming. However, when you fin- 1.11 What are the pros and cons of cross-sectional, longitudinal,
and sequential research designs?
Critical thinkers display independent thinking, suspension
of judgment, and willingness to modify or abandon prior
judgments. These strategies help them resist the tendency
ish reading this book, you will have a better understanding of both yourself and other Cross-sectional studies, in which separate age groups are
each tested once, provide quick answers to questions about
age differences but do not allow for observation of devel-
to accept media reports of research on the basis of the
authoritativeness of the sources (i.e., scientists, scientific
journals). They investigate the methods used in the stud-
people. So, the benefit you will derive from all your hard work will be well worth it. opmental processes. Longitudinal studies, which test the
same individuals repeatedly over time, enable researchers
to observe developmental processes at work, but research-
ies on which media reports are based and evaluate whether
reporters’ claims about them are supported.
ers cannot determine whether the changes they observe 1.14 Why is cross-cultural research important to the study of
can be generalized to individuals other than those who human development?
Denise Boyd
participate in the study. Sequential designs balance the Cross-cultural research helps developmentalists iden-
pros and cons of cross-sectional and longitudinal studies tify universal patterns and cultural variables that affect
by combining both approaches. development.
1.12 What descriptive methods are used by developmental 1.15 What are the ethical standards that developmental
scientists? researchers must follow?
Case studies and naturalistic observation provide a lot of Ethical principles that guide psychological research in-
important information, but it usually is not generalizable. clude protection from harm, informed consent, confidenti-
Correlational studies measure relations between variables. ality, knowledge of results, and protection from deception.
KEY TERMS
behavior genetics (p. 5) developmental science (p. 2) learning theories (p. 15) operant conditioning (p. 15)
behaviorism (p. 3) developmental theories (p. 11) libido (p. 11) positive reinforcement (p. 15)
case studies (p. 22) eclecticism (p. 19) longitudinal design (p. 20) psychoanalytic theories (p. 11)
classical conditioning (p. 15) ego (p. 12) maturation (p. 4) psychosexual stages (p. 12)
cognitive-developmental experiment (p. 23) naturalistic observation (p. 22) psychosocial stages (p. 12)
theories (p. 13) experimental group (p. 23) negative reinforcement (p. 16) punishment (p. 16)
cohort (p. 10) hypothesis (p. 20) nonnormative changes scaffolding (p. 13)
control group (p. 23) id (p. 12) (individual differences) (p. 10) sensitive period (p. 5)
correlation (p. 22) independent variable (p. 23) normative age-graded changes sequential design (p. 20)
critical period (p. 5) information-processing theories (p. 10) superego (p. 12)
cross-cultural research (p. 24) (p. 14) normative history-graded zone of proximal development
cross-sectional design (p. 20) internal models of experience changes (p. 10) (p. 13)
dependent variable (p. 23) (p. 6) norms (p. 3)
28 PART 1 • Introduction
T O T H E STUDE NT xv
TO THE INSTRUCTOR
O
ne of the greatest challenges in updating a text is being open to new theories and
concepts and willing to rethink and reorganize whole chapters, rather than stick-
ing reflexively (or defensively) to old rubrics. In addition, revising sometimes in-
cludes eliminating favorite examples that are out of date and searching for new metaphors
that will speak to current students. Perhaps hardest of all, one must cut as well as add ma-
terial. Over many editions, the changes accumulate; if you were to compare this edition
to the first edition, published in 1975, you would find almost no common sentences, let
alone common paragraphs. Still, my goal was to retain most of the threads running from
the first through the eleventh editions that made Helen Bee’s approach to development
unique. In particular, four central goals have guided the writing of The Developing Child:
• To actively engage the student in as many ways as possible.
• To find that difficult but essential balance among theory, research, and practical application.
• To present the most current thinking and research.
• To maintain a strong emphasis on culture.
New to the Thirteenth Edition
Following are some chapter highlights of the new edition.
Chapter 1
• A new chapter-opening vignette on commonly held beliefs about development that intro-
duces the idea of child development as a science
• A new Technology and the Developing Child topic, “Cohort Effects of Health Information
on the Internet”
Chapter 2
• A new chapter-opening vignette on culturally-specific birth preparations introduces the
recent medical and technological advances that have made childbirth and infancy safer
around the world
• Updated discussion on early studies that suggested that maternal cocaine use led to devel-
opmental problems in children
• Coverage of the HIV/AIDs epidemic and pregnancy in Africa
• A new Technology and the Developing Child topic, “High-Tech Monitoring for High-Risk
Pregnancies”
Chapter 3
• New topics include cross-cultural research on the incidence of cesarean sections, cul-
tural differences in responding to infant sleep patterns, and cultural practices and motor
development
• New figure detailing the Back to Sleep Campaign
• A new Technology and the Developing Child topic, “Helping Preterm Infants Learn to Suck”
Chapter 4
• Topics on which coverage has been expanded and updated include left-handedness, a dis-
cussion of precocious puberty, rates of sexual activity for U.S. high school students, the
variation of sexual experience across ethnic groups, cross-cultural perspectives on sexual
activity in the teen years, and updates on accidents and accidental death among adolescents
xvi
• New figure summarizing teen sexual activity across cultures
• A new Technology and the Developing Child topic, “Repetitive Strain Injury (RSI) of the
Hand in Children and Teens”
Chapter 5
• A new Technology and the Developing Child topic, “Cochlear Implants and Speech
Development”
Chapter 6
• New discussion of egocentrism as a lifelong theme of cognitive development.
• A new Technology and The Developing Child topic, “What Infants Learn from Television”
Chapter 7
• New chapter opening vignette about a highly gifted child who was thought to have autistic
disorder in early childhood
• New topics covered include the relationship between ethnic groups and IQ scores
• A new Technology and the Developing Child topic, “The Digital Divide and Cognitive Test
Scores”
Chapter 8
• Updated topics include new studies on infant-directed speech as a tool that infants use in
language development
• A new Technology and the Developing Child topic, “Handwriting and Brain
Development”
Chapter 9
• New chapter opening vignette about an infant who displays behavior that is associated with
the development of an inhibited temperament in early childhood
• A new Technology and the Developing Child topic, “Facebook and the Big 5”
Chapter 10
• A new Technology and the Developing Child topic, “Identity Play in Virtual Environments”
• New discussion of culture and self descriptions
Chapter 11
• New coverage of attachment and adoption
• New discussion of sex differences in parenting across cultures
• New discussion of culture, personality, and social status
• Updated discussion of aggression within cliques
• New discussion of heterosexual and homosexual relationships across cultures
• New coverage of bullies and victims
• New Thinking About Research topic, “The Resource Dilution Hypothesis”
• New Technology and the Developing Child topic, “Cyberbullying”
Chapter 12
• Updated vignette about Thomas Lickona᾽s approach to character education
• New Technology and the Developing Child topic, “Cinema Therapy for Children”
T O T H E IN STRUCTOR xvii
Chapter 13
• Updated discussion of parental employment.
• New Technology and the Developing Child topic, “Expanding the Microsystem with Digital
Communication.
• New figure on two-parent families around the world
Chapter 14
• Revised and updated sections include those on nonparental care, television, and video games
• New Technology and the Developing Child topic “Computers in the Preschool Classroom”
• New figure on homeschooling
• New figure on poverty and age
Chapter 15
• A new chapter-opening vignette examines non-normative developmental paths and how
they combine with expected developmental changes, including the resulting frustrations
and challenges
• A new Technology and the Developing Child topic, “Suicide and Social Networking”
• Updated discussion of culture, age, gender, and ethnicity
• Revised and updated section on eating disorders
Chapter Self-Tests
• 15 New Chapter Tests
Pedagogy
The Thirteenth Edition of The Developing Child includes several important pedagogical features.
Learning Objectives Learning Objectives, each paired with one of the subsections of the
chapter, are introduced on the first page of the chapter. The Learning Objectives reappear
in the margin next to the corresponding chapter subsection and again in the end-of-chapter
summary. New feature box learning objectives appear next to the corresponding feature, and
are also covered in the chapter summary. The Learning Objectives help students organize
and retain the material as they read the textbook by informing them of the key information
they are expected to take away from that section of the chapter, and the feature-specific learn-
ing objectives encourage them to apply chapter themes and concepts to boxed content. The
Learning Objectives help you, the instructor, assess student learning outcomes because they
are tied to the test items in the accompanying Test Bank.
Vignettes Each chapter begins with a compelling vignette which engages readers, interest
in the chapter topic.
Margin Glossary All boldfaced terms in the text are defined in the margin as well as in a
glossary at the end of the book.
Think Critically Questions The critical thinking questions at the end of the chapter
encourage students to relate information in the text to their personal experiences.
Conduct Your Own Research Each chapter ends with a feature that gives readers instruc-
tions for either informally replicating a developmental study’s findings or for finding out more
about a specific topic.
xviii TO THE I N S T RU C T O R
Summary Summaries are organized by major chapter headings and include bulleted entries
summarizing the information that follows each subheading.
Developmental Science in the Real World Every chapter includes a boxed discussion of
the application of scientific knowledge to a practical question. The intent of these discussions
is to show students not only that it is possible to study applied questions with scientific meth-
ods but also that all the theory and research they are reading about has some relevance to their
own lives. To facilitate this goal, each Developmental Science in the Real World box begins
with a brief vignette about a parenting issue and ends with questions for reflection designed to
encourage readers to apply ideas to issues.
Thinking about Research Every chapter includes a boxed discussion of a particularly

important study or series of studies. Each Thinking about Research box ends with two questions
for critical analysis that encourage readers to critically evaluate the findings presented in the box.
Technology and the Developing Child Today’s developing child is growing up in a tech-
nologically infused world that is remarkably different from that of earlier generations. With an
emphasis on emerging research, the new Technology and the Developing Child boxes examine
the effect of this new environment on child development. Topics include the effects of well-
established technologies such as television, as well as issues surrounding more recent develop-
ments like social networking. The discussion ends with two questions that encourage readers
to use their Internet research skills to think more deeply about the topic.
Chapter Self-Tests Practice tests for each chapter appear at the end of the book. Each offers
25 multiple-choice practice test questions and their answers to help students evaluate their
knowledge and prepare for exams and quizzes.
Teaching and Learning Package

Test Bank Amy Malkus of East Tennessee State University has provided an extensively up-
dated Test Bank containing over 1,800 thoroughly reviewed questions, including multiple
choice, completion (fill in the blank), and critical essays. Test items have also been written to
assess student comprehension of select videos, simulations, and other multimedia features
within MyDevelopmentLab, for instructors who wish to make MyDevelopmentLab a central
component of their course. Every test item is correlated with the Learning Objectives intro-
duced in the textbook. All questions are accompanied by the correct answer, a page refer-
ence, a difficulty ranking, and a question-type designation. The Test Bank is also available in
Pearson MyTest, a powerful assessment generation program that helps instructors easily
create and print quizzes and exams. Questions and tests can be authored on-line, allowing
instructors ultimate flexibility and the ability to efficiently manage assessments anytime, any-
where. For more information, go to www.PearsonMyTest.com.
Instructor’s Manual The Instructor’s Manual, prepared by Arthur McGovern of Nichols

College, is a wonderful tool for classroom preparation and management. The easy-to-find
format includes detailed cross-references to features in the Instructor’s Manual, as well as to
other print and media supplements and outside teaching resources. The Instructor’s Manual is
both comprehensive and extensive. Each chapter includes the following resources:
• An At-a-Glance Grid, with detailed pedagogical information, references to both print and
media supplements for each concept, and a chapter overview.
• An Integrated Teaching Outline, with summaries of key concepts.
• List of key terms.
• Lecture material, including outlines and suggested discussion topics, with references to per-
tinent activities in the Instructor’s Manual and videos from the Pearson video library.
• Updated classroom activities, demonstrations suggested readings, and out of class projects
T O T H E IN STRUCTOR xix
Exploring the Variety of Random
Documents with Different Content
and marching thence from city to city, the chosen Lord of the Netherlands,
more puissant than any King.
IV
On the last day of July, Gilles de Crohin had his forces ready, equipped,
armed, provisioned, at La Fère, where Marguerite de Navarre came herself
in order to wish him and the expedition God speed.
But Monsieur—who had promised, nay sworn, he would come too, in

order to take command in person at the last, when victory was assured—
Monsieur had not arrived.
For two sennights the devoted sister and the faithful friend waited for
him; but he did not come. Marguerite sent courier upon courier after him to
Paris, but he evaded them all, and at one time nobody knew where he had
hidden himself. To his other vices and failings, this descendant of a once
noble race had added the supreme act of a coward. What that final weary
waiting meant for Gilles, not even a veracious chronicler can describe. With
Cambray almost in sight, with the Spanish armies not two leagues away,
with his Jacqueline enduring every horror and every misery which the
aching heart of an absent lover can conjure up before his tortured mind, he
was forced to remain in idleness, eating out his heart in regret, remorse and
longing, doubtful as to what the future might bring, tortured even with the
fear that, mayhap, in Cambray only a flower-covered mound of earth would
mark the spot where his Jacqueline slept the last sleep of eternal rest.
Then at last, upon the fourteenth day of August, a letter came by runner
from Monsieur, for the Queen of Navarre. It had been written in Paris more
than a week ago, and obviously had been purposely delayed. It began with
many protestations of good-will, of love for his sister and of confidence in
his friend. Then the letter went on in a kind of peevish strain:
'I am quite convinced, My dear sister, that I am altogether unfit
for the kind of attack which the present Situation demands. Now
Gilles has a great deal more Energy than I have, and a great deal
more Knowledge. As you know, I never had any longing for
military Glory, and feel absolutely no desire to make a State Entry
into Cambray with a swarm of starved or diseased Flemings
hanging to my stirrup-leathers. Let Gilles to all that. He seems to
have had a liking for that unsavoury Crowd. Then, by and by, if the
Spaniards, in the meanwhile, do not frustrate his Designs by giving
him a beating, I shall be ready to take up once more the negotiations
for my proposed Sovereignty of the Netherlands. But understand,
My dear Sister, that this happy Event must come to pass without the
co-operation of a Flemish bride. Frankly, I have no liking for the
Race, and would be jeopardising My whole Future, by selling
Myself to the first Dutch wench that an untoward Fate would throw
in My way. Entre nous, Elizabeth of England has not been so
haughty with Me of late. Get Me that Kingdom of the Netherlands
by all means, My dear. I verily believe that this accrued Dignity
would ensure the favourable Acceptance of My suit by the English
Queen.'
Marguerite had never made any secret before Gilles of her brother's
perfidy. Even this infamous letter she placed loyally before him now. When
he had finished reading it and she saw the look of measureless contempt
which flashed through his eyes, she could have cried with shame and
misery.
'What to do, Messire?' she exclaimed piteously. 'Oh, my God! what to

do?'
'Relieve Cambray first and foremost, Madame,' he replied firmly. 'After

that, we shall see.'
'But the Flemish lords!' she rejoined. 'Their anger! Their contempt! I
could not bear it, Messire! The shame of it all will kill me!'
'It has got to be borne, Madame! Cambray has suffered enough. It is our
turn now.'
Nor would he discuss the matter any further, even with her. The
expedition had been entrusted to his hands, and nothing would delay him
now. Cambray was waiting and starving, every hour might mean her final
surrender. The Spanish commander—apprised of Monsieur le Duc
d'Anjou's arrival with a strong force—had already offered battle. Gilles was
only too eager to accept the issue.
On the fifteenth day of August, 1581, that battle was fought on the plains
outside Cambray. The issue was never in doubt for one moment. Le
Carpentier asserts that the Duke of Parma, after six hours' stubborn fighting,
surrendered his position and all his forts and retired in great haste in the
direction of Valenciennes.
CHAPTER XXVII
AND THIS IS THE END OF MY STORY
And into the silent desolation of Cambray's deserted streets, there

penetrated once again the sounds of that life which was teeming outside her
walls. From the north and the south, from the east and the west, rumour,
like a wily sprite, flew over the crumbling walls and murmured into ears
that scarcely heard, that the promise given long ago was being redeemed at
last. Anxiety, sorrow and suffering were coming to an end, so the elf
averred. The hero who fought and conquered once, had returned to conquer
again.
Whereupon, those who had enough strength left in them to drag
themselves along, found their way to the ramparts, from whence they could
watch the approach of the man who would bring them liberty if he
succeeded, or bequeath them an heroic death if he failed. There was no
other issue possible. The sands of Cambray's endurance had run down; she
had no more resistance left in her, scarcely the power to suffer any longer. If
the relieving army failed to-day, the setting sun would see the Spanish
soldiery, drunk with victory, swarming over the lonely streets, destroying all
that famine and disease had left whole, all that a dying population had no
longer the strength to defend.
Little could be seen of what went on in the distant plain, and hollow
eyes, wearied with weeping and anxiety, scanned in vain the horizon far
away. But those who had come to watch remained to pray, while their
minds, rendered super-sensitive by bodily want, conjured up visions of that
grim fight which was going on beyond their range of vision.
The history of this heroic people has no more poignant page than that
which tells of this long watch by a crowd of miserable, half-starved people,
the while, out there upon the plain, brave men fought and died for their
sake.
Not only for their sake, but for the honour of France.
II
Once more the roar of artillery and of musketry fills the air with its awe-
inspiring sound. It is early morning, and the sky heavily overcast. To the
anxious watchers, that grim struggle out there is only a dimly-perceived
confusion, a medley of sights and sounds, a clash of arms, the dull thunder
of culverines and sharp report of musketry. And, as the grey light of day
begins to pick out with crude precision the more distant objects, a
kaleidoscope of colour vies in brilliancy with the flash of steel, and tears
asunder the drab mist which lies upon the bosom of the plain.
The yellow and red of the Spaniards becomes easily distinguishable,
then the white and blue and gold of the French, the green of the
arquebusiers, the black of the archers, and even that tiny moving speck,
more brilliant even than the gleam of metal, the white banner of France,
sown with her Fleur de Lys.
But the watchers up on the ramparts vainly strain their hollow eyes to
see the man who has come to save Cambray. They can only guess that he is
there, where the fight is fiercest, where death stands most grim and most
relentless. They have a knowledge of his presence keener than sight can
give, and though voices at this hour are spent and hoarse with pain, yet to
every roar of cannon, to every volley of musketry, there comes, like an
answering murmur, the triumphant call, which now sounds like a prayer and
which their hero taught them four months ago: 'Fleur de Lys and Liberty!'
The French lancers and halberdiers rush the Spanish forts. The
arquebusiers are fighting foot by foot; the musketeers and archers stand
firm—a living wall, which deals death and remains unmoved, despite
furious onslaughts from a foe who appears to be desperate. The plain
around is already strewn with dead.
The French have fought valiantly for close on six hours, have repelled
nine assaults against their positions, and now, at one hour after noon, they
still stand or crouch or kneel on one knee, crossbow in hand or musket, they
fire, fall out, reform and fire again. Shaken, battered, decimated, they still
shoot with coolness and precision, under the eye of one who never tires.
Their ranks are still unbroken, but the Spaniards are giving ground at last.
'This time we are undone!' Parma cries in the excess of his rage.
He himself has been twice wounded; four of his young officers have
been killed. The French musketeers, the finest the world has ever seen,
work relentlessly upon his finest positions. And he feels—this great captain,
who hitherto hath not known defeat—he feels that now at last he has met
his match. Not a great leader like himself, perhaps, not the victorious
general in an hundred fights; but a man whose stubbornness and daring,
whose blind disregard of danger and sublime defiance of evil fortune, gives
strength to the weakest and valour to the least bold.
'I thought you had rid me once of that pestilential rebel!' he exclaims to
de Landas, pointing to where Gilles de Crohin's tall figure towers above the
pressing mass of Spanish halberdiers.
De Landas murmurs an imprecation, crosses himself in an access of

superstitious fear.
'My God!' he says under his breath. 'He hath risen from the dead!'
In truth, Gilles appears endowed at this hour with superhuman strength.

His doublet and jerkin are torn, his breastplate riddled with arrow-shot, he
bleeds profusely from the hand, his face is unrecognizable under a coating
of smoke and grime. Enthusiasm and obstinacy have given him the power
of giants; his hatred of the foe is supreme; his contempt of death sublime.
De Landas sees in him the incarnation of his own retributive destiny. 'Oh,
that God's thunder would smite him where he stands!' he mutters fervently.
''Tis too late now,' retorts Parma, with ferocious spite. 'Too late to call to
God to help you. You should have bargained with the devil four months
ago, when you missed your aim. Risen from the dead, forsooth!' he adds,
purple with fury. 'Very much alive now, meseems, and with the strength of
Satan in his arm.'
He strikes at de Landas with his sword, would have killed him with his
own hand, so enraged is he with the man for his failure to murder an enemy
whom he loathes and fears.
'Unless those cowards rally,' he calls savagely, and points to where, in

the heart of the mêlée, confusion and disorder wield their grisly sceptres,
'we shall have to retreat.'
But de Landas does not stop to hear. The fear of the supernatural which
had for the moment paralysed his thinking faculties, is soon merged in that
boundless hatred which he feels for the rival whom he had thought dead
long ago. In the heart of that confusion he has spied Gilles, fighting,
pursuing; slashing, hitting—intrepid and superb, the centre and the life of
the victorious army. De Landas sets spurs to his horse and, calling to his
own troop of swordsmen to follow, dashes into the mêlée.
The battle now is at its fiercest. A proud army, superior in numbers, in
arms, in knowledge, feels itself weakening before an enemy whose greatest
power is his valour. The retreat has not yet sounded, but the Spanish
captains all know that the humiliating end is in sight. Already their pikemen
have thrown down their cumbersome weapons. Pursued by the French
lancers, they turn and fight with hands and fists, some of them; whilst
others scatter in every direction. The ranks of their archers are broken, and
the fire of their musketeers has become intermittent and weak. Even the
horsemen, the flower of Parma's army, gentlemen all, are breaking in the
centre. With reins loose, stirrup-leathers flapping, swords cast away and
mantles flying loose, they are making a stand which is obviously the last,
and which within the next few minutes will with equal certainty turn into
rout.
Here it is that Gilles is holding his own with a small troop of French
horsemen. His steel bonnet has been knocked off, his wounded arm roughly
bandaged, the sleeves of his jerkin fly behind him like a pair of wings, his
invincible sword strikes and flashes and gleams in the grey afternoon light.
For a few seconds, while the distance between himself and his enemy
grows rapidly less, de Landas sees and hears nothing. The blood is beating
in his temples, with a weird thumping which drowns the din of battle. His
eyes are blinded by a crimson veil; his hand, stiff and convulsed, can
scarcely grasp the pistol. The next instant he is in the very thick of the
turmoil.
'For Spain and Our Lady!' he cries, and empties his pistol into the
seething mass of Spanish horsemen who bar the way twixt him and his
enemy. The horsemen are scattered. Already on the verge of a stampede,
they are scared by this unexpected onslaught from the rear. They fear to be
taken between cross-fires, are seized with panic, turn and flee to right and
left. Two of them fall, hit by that madman's pistol. All is now tumult and a
whirling ferment. The air is thick with smoke and powder, horses,
maddened with terror, snort and struggle and beat the air with their hoofs.
De Landas' own troop join in the mêlée; the French horsemen dash in
pursuit; there is a scrimmage, a stampede; men fight and tear and hit and
slash, for dear life and for safety.
But de Landas does not care, is past caring now. Another disaster more
or less, another scare, final humiliation, what matters? The day is lost
anyhow, and all his own hopes finally dashed to the ground by the relief of
Cambray and the irrevocable loss to him of Jacqueline and her fortune.
Already he has thrown aside his smoking pistol, seized another from the
hand of his nearest follower, and points it straight at Gilles.
'For Spain and Our Lady!'
'Fleur de Lys and Liberty!'
The two cries rang out simultaneously—then the report of de Landas'

pistol, and Gilles' horse hit in the neck, suddenly swerves, rears and paws
the air, and would have thrown its rider had not the latter jumped clean out
of the saddle.
To de Landas' maddened gaze the smoke around appears to be the colour

of blood. Blindly he gropes for another pistol. His henchman is near him,
thrusts a weapon into the young Spaniard's trembling hand. For the fraction
of a second, destiny, waiting, stays her hand. Gilles is free of his struggling
horse, he has his sword in his hand; but de Landas once more points a pistol
straight at him.
'Satan! guide thou my hand this time!' he calls out, in a passion of fury.
Then suddenly a raucous cry rises above the din; there is a double, sharp
report, a loud curse, a final groan of despair and of rage, and de Landas,
struck in the breast by an almost savage blow from a lance, throws up his
arms, falls, first on his knees, then backwards on the soft earth, would have
been buried then and there under a seething mass of struggling men and
beasts, had not Gilles rushed to him with one bound, caught him by the
shoulders and dragged his now lifeless body to comparative shelter a few
paces away. Now Gilles picks up a fallen cloak from the ground and lays it
reverently over his fallen foe.
'Because Jacqueline loved you once,' he murmurs under his breath.

Then he turns to his faithful Jehan. 'You were just in time,' he says
simply.
Jehan has been glancing down with mingled rage and contempt on the
man whom in his loyal heart he hated in life with a wellnigh ferocious
intensity. Now he looks at his master—his friend whom he loves—sees him
on one knee by the side of that abominable murderer, trying to struggle
back to his feet, but evidently weak and dizzy.
With a cry like an enraged tiger, Jehan casts his still streaming lance
away, is already kneeling beside Gilles, supporting him in his arms as
gently as a mother would shelter her child.
'H-h-h-hurt?' he stammers laconically. 'That d-d-d-devil hit you?'
'Only in the thigh,' replies Gilles. 'You diverted his aim right enough, my
dear Jehan! And once more I owe my life to you. Just help me to get up,' he
adds with his wonted impatience. 'Do not let me miss another second of the
glorious spectacle of our victory!'
III
Out in the western sky, a vivid band of blue and gold breaks the bosom
of the clouds. The afternoon sun illumines with its glowing rays the final
rout of the Spanish army. Le Carpentier's laconic words tell us more than
any lengthy chronicle could do.
'The Duke of Parma,' he says curtly, 'abandoned his forts and retired in
haste to Valenciennes.'
So much that was mighty and great and invincible has succumbed before
the power which comes from a sense of justice, from valour and enthusiasm
and the decrees of God. God has decided that Cambray has suffered
enough; He has broken the might of Parma and set an end to the miseries of
an heroic people. And when, like a tidal wave of steel, the Spanish troops
begin to oscillate toward the north, where lies Valenciennes and safety, up
on the ramparts of Cambray hundreds of men and women and children fall
on their knees, and thank God with fervour for their freedom and for
victory.
They are too weak to shout, too weak even to raise their arms. The
pikemen lean upon their arms, the musketeers upon their muskets, the
gunners lie half-exhausted upon their culverines. Of the twenty-five
thousand citizens of Cambray, scarce fifteen thousand have remained to bid
the returning hero welcome.
Up in the fort of Cantimpré, the city guard—what is left of it—wait for

the entry of the victorious army. The bridge is lowered, the men stand as if
on parade. The city fathers are there too, and amongst them stands
Monseigneur the governor.
Gaunt and careworn they all look. Their ranks too have been rudely
thinned. Monseigneur's hair is now snow-white; the hand with which he
leans upon a stick is emaciated almost to the bone. His other arm rests on
that of Jacqueline de Broyart, whose pale, wan face hath a curious air of
mystery and of detachment.
'Here they come!' Monseigneur says at last, as on the horizon far away a
glowing speck begins to move, to gather shape as it draws nearer, catching,
reflecting and throwing back the roseate flashes of the setting sun.
The whole city now is watching; her very soul is in the eyes of her
expectant children. A curious, nervous thrill has taken the place of bodily
exhaustion. Only Jacqueline stands quite silent and impassive. Boundless
gratitude fills her heart for the deliverance of the city; but the overwhelming
joy which she feels is drowned in the immensity of her sorrow. For her, in
truth, life is gone, happiness lies buried beneath the city walls. She can
rejoice at the coming of the man whom the people believe to be their hero,
but for her he is the stranger. The real defender of Cambray—her brave and
spotless knight—gave his precious life for her city all these weary months
ago.
People crowd more insistently round her. The speck on the horizon has
become a moving multitude. Steel and gold flash in the evening light,
banners wave in the gentle, summer breeze. The French army, glorious after
victory, wends its way to the city which it has saved.
In the forefront march the halberdiers, with their blue hose and huge,
unwieldy trunks, small bonnets on their heads and a cloak about their
shoulders. Then the pikemen, in striped doublets, their enormous hats slung
behind their backs, and the musketeers with tall boots which reach half-way
up their thighs. Immediately behind them comes a long train of carts and
waggons—the provisions collected together for the starving city. The
Master of the Camp is in charge of these. He is mounted on a black charger,
surrounded by his staff. The ends of his blue silk scarf are smothered in
dust, as are his boots and his plumed hat. Some way behind the waggons,
the archers come, marching three abreast, and then the foot-soldiers, with
huge steel gauntlets covering their hands, their heavy lances borne upon
their shoulders.
Nearer and nearer the procession comes, and as it approaches, a strange

exultation born of weakness and of fever, rises in the hearts of the watchers.
It seems as if an unendurable weight were lifted from their shoulders, as if
they themselves had in a mysterious manner been dead for weeks and
months, and now had risen again in order to gaze into the setting sun, from
whence their liberator had come to them again.
The streets are no longer deserted now. Furtive forms, gaunt and
haggard, stand under doorways or congregate upon the open places. Women
in ragged kirtles with children clinging to their skirts, sick and maimed and
halt from disease and want, crawl out of the squalid houses to watch the
entry of the French troops. Many, at sight of those brave men all covered
with smoke and powder and dust, fall down on their knees and a long-
forgotten prayer rises to their lips.
Anon down the Bapaume road it is quite easy to perceive the white
banner sown with the gold Fleur de Lys. It is borne by a herald who sits
upon a cream charger, and immediately behind him a man rides alone. He is
hatless; but he holds his head erect and looks straight out towards the city.
He has the reins of his horse in one hand, the other is hidden under his
cloak. Some little way behind him ride a number of cavaliers in brilliant
multi-coloured doublets and hose, with drawn swords in their hands, which
flash and gleam in the setting sun. They are still close on half a league
away, but adown the long, flat road Monseigneur's keen eyes have already
perceived them.
'It is His Highness the Duc d'Anjou!' he exclaims.
But, with a strange instinct which has for ever remained inexplicable,
Messire de Balagny retorts:
'It is the saviour of Cambray!'
And while he goes at once to transmit the governor's orders that all the
church bells in the city shall at once begin to ring, Jacqueline de Broyart's
gaze is fixed upon the road which lies like a winding ribbon down below,
stretching as far as the glowing horizon far away. The sky is suffused with a
joy-blush of crimson and orange and gold, the sinking sun illumines with a
roseate hue that distant group of cavaliers, in the forefront of whom rides
the defender of Cambray.
After the turmoil of battle, an immense silence reigns over the bosom of
the plain. Even the tramp of thousands of men, the clatter of horses' hoofs
and of arms, seem like an integral part of that great and solemn silence,
which has its birth in the stricken city. The victorious army has entered
Cambray, not with music and with cheering, not with shouts of joy. Joy is in
every heart, but an abundance of sorrow has stilled its outward expression.
The plain itself is strewn with dead and wounded; hundreds of valiant lives
have been freely given for the deliverance of Cambray. Those that remain—
some five thousand of them—cross the bridge at the foot of Cantimpré,
marching three abreast. It takes an hour for the first portion of the victorious
army to enter the city. The service men bring provision waggons in plenty,
together with news that more will follow as quickly as may be. By nightfall
there would not be one hungry mouth left in Cambray.
Relief, content, the shadow of happiness, are too poignant to find

expression in words—perhaps they have come just a little too late. But
gratitude is immense. Soon the streets of Cambray are encumbered with
train and equipment, with carts and waggons and barrows, horses loosely
tethered, litters of straw for the wounded and the ailing. The distribution of
the food is the most pressing need. Everywhere men in faded, ragged
clothing, with gaunt faces and hollow eyes, hurry to the Grand' Place and to
the Marche aux Bois, where the food waggons are set up under the eye of
the Master of the Camp.
A pathetic procession of eager, half-starved shadows—women and

children too—with the humble, deprecating air of the desperately indigent,
crowd around the waggons. Fifteen thousand mouths gaping for food. There
is only a very little for everybody at first. More will come to-night. More
again to-morrow. France, who has saved, will also provide. Of order there is
none. People push and scamper as the hungry are wont to do, but all are too
feeble to do one another much harm. The soldiers, flushed with victory, are
patient and good-natured. My God! the very aspect of the streets is enough
to make any staunch heart quake with horror! Some of the men have wife
and family in far-off Artois or Provence. They can hardly restrain their tears
as wee, grimy hands, thin to the bone, are stretched out to them in pitiable
eagerness. They are as lavish as they can be, giving up their own supper to
feed these unfortunates: generous now as they were brave out there, when
they fought under the eye of the staunchest man they had ever seen in
battle.
''Tis a fine candle you folk of Cambray owe to Monseigneur de

Froidmont!' the Master of the Camp says to a group of burghers who, self-
restrained and stoical, are giving help in the distribution, waiting till all the
poor and the ignorant are fed before they themselves receive their share.
'Monseigneur de Froidmont?' one of them exclaims. 'Why, who is he?'
'Who is he?' retorts the Master of the Camp. 'Nay, by the Mass! He is
above all the most doughty knight who hath ever wielded a sword. He it is
who has saved your city for you, my friends. If the Spanish soldiery is not
inside your walls this night, 'tis to him that ye owe it, remember!'
Most of the burghers look gravely puzzled. Their spokesman ventures on

the remark:
'To His Highness the Duc d'Anjou, surely!'

The Master of the Camp shrugs his shoulders.
'That is as it may be,' he says dryly. 'But you might all have rotted inside
your walls but for the valour of Monseigneur de Froidmont.'
'But the Duc d'Anjou...' hazards some one timidly.
'A murrain on the Duc d'Anjou!' breaks in the Master of the Camp good-
humouredly. ''Tis of the defender of your city you should think at this hour.
Ah!' he exclaims, with a sigh of satisfaction, ''tis good to hear that your city
fathers at the least are giving him a rousing welcome!'
He himself sets up a cheer, which is taken up by his soldiers; for just

then the bells of Notre Dame have begun their joyous peal. Soon Ste. Croix
follows suit and St. Géry from the heights toward the north. Peal after peal
resounds, till the whole air vibrates with that most inspiriting sound,
chasing away with its melody the very shadow of silence and desolation.
The last rays of the sun have now sunk in the west. Twilight is slowly
fading into dusk. Out beyond Cantimpré, the herald upon his charger has
halted at the foot of the bridge, the white banner of France, gay with its
golden Fleur de Lys, is gently stirred by the evening breeze. The group of
cavaliers has halted too, while the defender of Cambray rides slowly into
the city.
IV
Monseigneur the governor awaited the victor in the courtyard of the

citadel. He stood in the midst of his Sheriffs and his Provosts and the other
dignitaries of the city, all of them still dignified and imposing, despite the
faded appearance of their clothes and the gaunt, hungry look in their wan
faces. All around the courtyard was lined with troops, the mere remnants of
the garrison who had fought so valorously on that never-to-be-forgotten day
in April, a little over four months ago, and of the small body of French
troops who had come to their assistance then.
Gilles dismounted at the bridge-head, disdaining, despite his wounds, the
aid of his faithful henchman's arm. Only limping very slightly, the bandage
on his hand hidden in the folds of his cloak, he passed in on foot and alone
under the gateway. For the space of one heart-beat he paused just inside the
courtyard, when he saw before him this large concourse of people who, at
his appearance, had slowly dropped on their knees. They were for the most
part faces which had been familiar to him all those months ago—faces
which even now wore an expression of deference and of awed respect.
A bitter sigh rose to Gilles' lips. For him, despite the grandeur of his
victory, this was a bitter hour. Within the next few moments these proud and
brave people would have to be told that a prince of the House of France had
proved himself to be both fickle and base. Messire de Balagny was not
there; and at first he did not see Jacqueline. She had retired into the guard-
room at the desire of her guardians. 'It were seemly,' they had said, 'that we,
your protectors, should first receive His Highness and pay him our respects.
Then he will ask for his future bride, and ours shall be the honour of
bringing you to him!'
So she was not there for the moment, and Gilles felt freer in her absence
—even caught himself hoping that he would not be put to the torture of
seeing her again. It were best for him and best for her that she should not
hear that awful confession from his lips, that a Valois prince had broken his
word to her, and in his wanton infamy had repudiated the perfect gift of
God which had been offered to him.
'Do not tarry one moment, Messire,' Marguerite de Navarre had

entreated of him at the last. 'Take advantage of the moment of boundless
relief and gratitude when your victorious troops enter Cambray to release
Monsieur of his promise to wed the Flemish heiress. Do not enter the city
till you have made it clear to the Flemish lords that the Duc d'Anjou will
accept the Sovereignty of the Netherlands, and in exchange will give the
support of France, of her wealth and of her armies; but that he will not enter
into personal alliance with one of his future subjects.'
So now, when at Gilles' approach the governor and the city fathers all
bent the knee before him, he said at once, directly and simply:
'I entreat you, Messeigneurs, not to kneel to me. That honour belongs by
right only to the puissant Prince whom I represent.'
'Your Highness——' began d'Inchy humbly.
'I am no Highness, Monseigneur,' he rejoined firmly. 'Only the servant of

the Duc d'Anjou, who will be here as soon as may be, to claim from you
that gratitude which you owe to him and not to me.'
D'Inchy and the others did not move. Their limbs were paralysed, their
lips dumb. Their ears refused to convey to their over-tired brains that which
they had just heard. It all seemed like a dream; the gathering dusk made
everything appear unreal—the ringing of the joy-bells, the far-away crowd
of soldiers and cavaliers, who filled the very air with clatter and jingle of
spurs and accoutrements, with creaking of waggons, snorting of horses and
snatches of songs and laughter. And in the centre of the courtyard, this tall
figure of a man, with the tattered doublet and the bleeding hand, and the
voice which seemed as if it rose straight out of a glorious grave.
'Do not look so puzzled, Messeigneurs,' Gilles went on with a smile,

half-sad, wholly good-humoured. 'The Duc d'Anjou will not tarry, my word
on it. He bids me say that he accepts the Sovereignty of the Netherlands,
and will place at the disposal of her people the might and the armies of
France, his own power, wealth and influence.'
Still as in a dream, d'Inchy and the Sheriffs and the Provosts staggered to
their feet. The mystery, in truth, was greater than their enfeebled minds
could grasp. They were for the most part chiefly conscious of a great
feeling of disappointment.
Here stood before them, tall and magnificent even beneath rags and
grime, the man whom they revered above all others, the hero whose
personality was enshrined in the very hearts of the people of Cambray.
What the mystery was which clung round him they did not know, nor did
they care: he was the man of their choice, the saviour of Cambray now, as
he had been their defender in the hour of their gravest peril. The victor of
this glorious day was the hero of the ramparts on that memorable April day,
the man who four months ago had defended them with heart and will and
undaunted courage then, and to whom they owed their freedom, the honour
of their wives and daughters and the future of their race.
To think of him as other than the Duc d'Anjou, their chosen Sovereign
Lord, the husband of Jacqueline de Broyart, was positive pain. Most of
them even now refused to believe, stared at Gilles as if he were a wraith set
to mock them in their weakness and their dependence.
'Not the Duc d'Anjou?' the Chief Magistrate murmured. 'Impossible!'
Gilles could not help but smile at the farcical aspect of his own tragedy.
'It is not only possible, Messeigneurs,' he said, 'but is e'en a positive fact.
Messire de Balagny would soon tell you so: and His Highness the Duc
d'Anjou himself will be here on the morrow to prove to you that I am but an
humble substitute, a representative of His Graciousness.'
'But,' stammered d'Inchy, still in a state of complete bewilderment, 'that

day in April ... your—you, Monseigneur ... in the Town Hall ... Madame
Jacqueline...'
With a quick gesture, Gilles put up his hand.
'I entreat you, Monseigneur,' he said earnestly, 'to wait awhile ere you
probe further into His Highness' secrets. For the moment, will you not be
content to rejoice with me at your deliverance? His Highness accepts from
you the Sovereignty of the Netherlands. To-morrow he will be here, ready
to receive the acclamations and the welcome of his people. He hath proved
himself not only ready, but able, to defend you against all your enemies. He
hath this day gained a signal victory over the powerful armies of the King
of Spain. Henceforth the whole might of France will stand between you and
the relentless foe who threatens your lives and your liberties. Join me,
Messeigneurs,' he concluded earnestly, 'in acclaiming His Highness the Duc
d'Anjou et d'Alençon, prince of the House of France, as your Sovereign
Lord!'
His inspiring words were received in silence. Not one voice was raised
in response to his loyal call. Gilles frowned, feeling that the supreme hour
had come. A moment or two longer, and the inevitable question would be
put 'And what of Madame Jacqueline, Monseigneur? What of the lady
whom His Highness has sworn to wed?'
Already he had steeled himself to give answer, though the answer could
only proclaim dishonour, both for himself and for the Valois prince whom
he was trying so faithfully to serve unto the end. He saw the frown of
puzzlement which gathered on d'Inchy's brow. The governor, in truth, was
the first to recover his presence of mind. Leaning upon his stick, with back
bent, but his whole attitude one of supreme dignity, he came nearer to Gilles
and fixed a stern gaze upon his face.
'If you are not the Duc d'Anjou, Monseigneur,' he said slowly, 'will you
tell us who it was who defended Cambray with such indomitable valour
four months ago? Will you tell us who it is that saved Cambray to-day? For,
of a truth, my friends and I are bewildered, and the mystery before us is one
which we cannot fathom. Therefore I dare ask you once again in all respect
—I may say in all affection: if you are not the Duc d'Anjou, who is it that
stands before me now?'
'The saviour of Cambray!' came in a clear, ringing voice from the further
end of the courtyard. 'My promised Lord and King!'
The sound of Jacqueline's voice sent a spark of living flame through

those minds, atrophied by all this mystery. All eyes were at once turned to
where she stood, dimly outlined in the gathering gloom. She was clad in a
sombre gown and wore a dark veil over her fair hair. Her young, girlish
figure, free from the hideous trammels of hoops or farthingale, appeared
ethereal against the background of grim, frowning walls. Only the last
lingering grey light in the west brought into bold relief her pale face and
graceful shoulders, smooth like ivory. Just for a minute or two she stood
quite still, like an exquisitely graven image, rigidly still yet pulsating with
life. Then she advanced slowly towards Gilles. Her eyes held his and he
scarcely dared to breathe, for fear that perfect vision should vanish into the
skies, whence, of a truth, it must have descended. He could not have uttered
a word then, if his very existence had depended on it. It seemed to him as if
his very heart had stopped in its beating, as if life and time and the whole
universe was stilled while Jacqueline's blue eyes sought his own, and she
came, with hands extended as if in entreaty, to him.
Was it a minute or a cycle of years! He himself could not tell you. He

saw nothing of what went on around; the city walls had fallen away, the
men in their sombre clothes become mere shadows, the very sky overhead
had receded into the realm of nothingness.
And through that state of semi-consciousness, her exquisite voice came

to him as from another world.
'Nay! my dear Lord,' she said, with her enchanting smile, 'you'll not
refuse me the joy of paying something of my country's eternal debt of
gratitude to you.'
He still stood half-dazed and silent. Then suddenly he took her hands
and slowly bent the knee, and buried his battle-stained face in her sweet-
scented palms.
It had all occurred within half a dozen seconds. The governor, the Chief
Magistrate, the city fathers, gazed on uncomprehending, silent and puzzled
at what they saw. After awhile, d'Inchy murmured vaguely:
'Madame Jacqueline ... we ... that is...'
But quickly now she turned and faced them all, while Gilles still knelt
and rested his hot forehead against her cool white hand. Through the gloom
they could just discern her face, white and serene and withal defiant and
firm, and irradiated with an enormous happiness.
'Messeigneurs,' she said with solemn earnestness, 'you heard, two

sennights ago, the profession of faith which I made publicly before the
assembled people of Cambray. There I swore by the living God Who made
me that I would cherish and serve, loyally and faithfully, even until death,
the noble and valorous hero who defended our city in the hour of her
gravest peril. That dauntless hero is before you now. Once again he has
saved our city from destruction, our sisters from dishonour, our men from
shame. To him did I plight my troth, to him alone will I be true!'
Then, as all the men around her remained silent, moved to the depth of
their hearts by the sublime note of passion which rang through her avowal,
she continued, and this time with a note of unswerving defiance and
magnificent challenge in her voice:
'Ask the people of Cambray, Messeigneurs! Let them be the arbiters of

my fate and their own. Ask them to whom they would have me turn now—
to the mighty Prince who would only use me and them and our valiant race
as stepping stones to his own ambition, or to the hero who has offered his
life for us all.'
A low murmur went round the assembly. Grave heads were shaken, toil-
worn hands were raised to wipe a furtive tear. The evening gloom
descended upon this strange scene, upon the reverend seigneurs and the
stolid soldiers, upon the man who was kneeling and the woman—a mere
girl—who stood there, commanding and defiant, secure in her love, proud
of her surrender, ready to fight for her happiness.
'Ask the people of Cambray, Messeigneurs,' she reiterated boldly, 'if you
have a doubt!'
She let her eyes wander slowly over the crowd. One by one, she looked
these grave seigneurs in the face, these men who arrogated the right to rule
over her destiny. They were her friends, had been her daily companions in
the past four months of horror and of misery. They had trembled with her
over Cambray's danger, had wept with her over Cambray's woes. With her
they had acclaimed the hero who had defended them, had wept when they
saw him fall; and to-day, again to-day, had been ready to deify him as their
hero and her knight.
'Messeigneurs,' she pleaded, 'ask the people of Cambray.'
She knew what would be the people's answer. Now that the hour of their
liberty had struck, now that the Spaniard no longer thundered at their gates,
they were ready to carry their Liberator shoulder-high and give him the
universe in their gratitude, if they had it to give. What cared they if their
Liberator was a Duc d'Anjou or a nameless knight? He was the man whom
they worshipped, the man who had made them free.

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Features xii Genotypes, Phenotypes, and Patterns of Genetic

CHAPTER 2 Prenatal Development 29 Developmental Science in the Real World

CONTE NTS vii

viii CONTE NTS

DEVELOPMENTAL SCIENCE IN THE REAL WORLD

THINKING ABOUT RESEARCH

TECHNOLOGY AND THE DEVELOPING CHILD

INTEGRATED SOCIAL AND CULTURAL TOPICS

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Piaget’s View of Concrete Operations Learning Objective 6.11

CHA P TER 6 • Cognitive Development I: Structure and Process 149

Child Mother’s Social Securely Attached Insecurely Attached

SELF-TESTS A 25-question multiple choice test for each chapter is at 238 •

Psychologists don’t think of theories as “true” or “false.” In-

Thinking about Research Every chapter includes a boxed discussion of a particularly

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Instructor’s Manual The Instructor’s Manual, prepared by Arthur McGovern of Nichols

But Monsieur—who had promised, nay sworn, he would come too, in

'What to do, Messire?' she exclaimed piteously. 'Oh, my God! what to

'Relieve Cambray first and foremost, Madame,' he replied firmly. 'After

AND THIS IS THE END OF MY STORY

And into the silent desolation of Cambray's deserted streets, there

De Landas murmurs an imprecation, crosses himself in an access of

In truth, Gilles appears endowed at this hour with superhuman strength.

'Unless those cowards rally,' he calls savagely, and points to where, in

'For Spain and Our Lady!'

'Fleur de Lys and Liberty!'

The two cries rang out simultaneously—then the report of de Landas'

To de Landas' maddened gaze the smoke around appears to be the colour

'Because Jacqueline loved you once,' he murmurs under his breath.

'H-h-h-hurt?' he stammers laconically. 'That d-d-d-devil hit you?'

Up in the fort of Cantimpré, the city guard—what is left of it—wait for

Nearer and nearer the procession comes, and as it approaches, a strange

'It is His Highness the Duc d'Anjou!' he exclaims.

'It is the saviour of Cambray!'

Relief, content, the shadow of happiness, are too poignant to find

A pathetic procession of eager, half-starved shadows—women and

''Tis a fine candle you folk of Cambray owe to Monseigneur de

'Monseigneur de Froidmont?' one of them exclaims. 'Why, who is he?'

Most of the burghers look gravely puzzled. Their spokesman ventures on

'To His Highness the Duc d'Anjou, surely!'

'But the Duc d'Anjou...' hazards some one timidly.

He himself sets up a cheer, which is taken up by his soldiers; for just

Monseigneur the governor awaited the victor in the courtyard of the

'Do not tarry one moment, Messire,' Marguerite de Navarre had

'Your Highness——' began d'Inchy humbly.

'I am no Highness, Monseigneur,' he rejoined firmly. 'Only the servant of

'Do not look so puzzled, Messeigneurs,' Gilles went on with a smile,