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3. In Plato’s tripartite theory, rational desires include
a. wisdom, truth, and logic.
b. sex, hunger, and thirst.
c. honor, victory, and envy.
d. wisdom, truth, and honor.
Answer: C
Topic: Ancient Greeks
Learning Objective: 2.1.1: Describe how Plato explained human motivation
Skill Level: Understand the concepts
Difficulty Level: Easy
4. In Plato’s tripartite theory, spirited desires include

Answer: C
5. In Plato’s tripartite theory, appetitive desires include

Answer: B
6. Plato believed that the three sources of our psyche were

a. connected to our mind, heart, and body.
b. in cooperation with each other.
c. in constant conflict with each other.
d. logically related to the three types of motivation.
Copyright © 2018, 2011, 2008 Pearson Education, Inc. All Rights Reserved
Answer: C
Skill Level: Understand the Concepts
Difficulty Level: Moderate
7. Kira would rather watch a documentary about social justice than play poker at the casino.
According to Plato, the pleasure Kira receives from watching the film is derived from ________
desires.
a. higher-order
b. socially based
c. lowest-order
d. spirited
Answer: A
Skill Level: Apply What You Know
8. The use of goal rewards demonstrates one way in which we can use ________ to help us
achieve our goals.
a. emotionism
b. rationalism
c. hedonism
d. persistence
Answer: C
9. Aristotle’s principle of ________ claims that all things are best in moderation.
a. pleasure
b. the middle path
c. the doctrine of the mean
d. the golden mean
Answer: D
Learning Objective: 2.1.2: Explain the components of Aristotle's theories regarding motivation
10. Aristotle’s theory of four causes includes

a. formal cause, informal cause, physical cause, and emotional cause.
b. physical cause, relational cause, emotional cause, and rational cause.
c. rational case, emotional cause, physical cause, and psychological cause.
d. efficient cause, material cause, formal cause, and final cause.
Answer: D
11. An evolutionary psychologist might argue that jealousy in romantic relationships has evolved
out of a need to protect partnerships related to procreation and survival of our species. Aristotle
would use the term ___________ cause to explain this process.
a. material
b. efficient
c. formal
d. final
Answer: C
Difficulty Level: Difficult
12. Chantel argued with her boss in front of customers. In the heat of the moment, she was so
angry that she called her boss some very insulting names. As a result, Chantel lost her job.
Truthfully, she hated this job and had been thinking about finding a new job for quite a while.
According to Aristotle, Chantel’s behavior served the goal of her finding a new job and was an
example of a(n) ________ cause.
a. final
b. true
c. efficient
d. immaterial
Answer: A
Skill Level: Analyze It
13. Aristotle’s two classes of emotions include ________ passions.
a. rational and irrational
b. physical and relationship
c. somatic and psychic
d. rational and psychic
Answer: C
14. Liza dedicates herself to striving for excellence. She feels happy when she knows she has
worked hard and truly done her best. Aristotle would describe Liza’s happiness as ________
happiness.
a. somatic
b. psychic
c. hedonic
d. eudaimonic
Answer: D
15. The _______ were a school of philosophers who believed that emotions are a destructive
motivational force.
a. ancient Greeks
b. ancient Romans
c. Stoics
d. Stokes
Answer: C
Learning Objective: 2.1.3: Describe the motivation philosophies of the Stoics
16. According to the Stoics, the presence of an object that ignites a desire for it is known as
a. orexies.
b. ekklisis.
c. horme.
d. ahorme.
Answer: A
17. The Stoics referred to __________ as overly excessive motives that disobey reason.
a. emotions
b. hormes
c. ekklisis
d. passions
Answer: A
18. According to the Stoics, __________ are emotions that refer to something good or bad in the
future.
a. desire and fear
b. fear and pleasure
c. pleasure and pain
d. pain and desire
Answer: A
19. According to the Stoics, __________ are emotions that refer to something good or bad in
the present.
a. desire and fear
b. fear and pleasure
c. pleasure and pain
d. pain and desire
Answer: C
20. Augustine disagreed with the Stoics’ perception of emotions; Augustine argued that
a. all emotions are a choice or will.
b. all emotions should be condemned.
c. emotions are inherently good or bad.
d. emotions arose from the body and could affect the mind.
Answer: A
Topic: Medieval and Post-Renaissance Philosophers
Learning Objective: 2.2.1: Explain Saint Augustine's philosophy of motivation
21. Augustine believed that the distinction of whether an emotion is good or bad
a. is irrelevant to our everyday actions.
b. runs contrary to reason.
c. depends on our choice of which objects we feel the emotion toward.
d. depends on whether the emotion is directed toward God or not.
Answer: C
Learning Objective: 2.2.1: Explain Saint Augustine's philosophy of motivation
22. In contrast to Plato, Aquinas believed that

a. all emotions are a choice or will.
b. all emotions should be condemned.
c. emotions are inherently good or bad.
d. emotions arose from the body and could affect the mind.
Answer: D
Learning Objective: 2.2.2: Describe Saint Thomas Aquinas's perspective of motivation
23. Saint Thomas Aquinas referred to the body as the_____________ and the mind as the
a. form; matter.
b. matter; form.
c. soma; psychic.
d. psychic; soma.
Answer: B
24. Aquinas identified two types of emotions: ________ passions.

a. concupiscible and irascible
b. concupiscible and cupiscible
c. rascible and irascible
d. psychic and somatic
Answer: A
25. Aquinas identified _____________ passions as the lustful passions that reflect basic desires
to pursue good things and avoid bad things; _____________ passions are the irritable passions
that occur whenever some obstacles blocks the other passions.
a. concupiscible; irascible
b. concupiscible; cupiscible
c. rascible; irascible
d. psychic; somatic
Answer: A
26. Alex was so happy to receive the acceptance letter to his first-choice university. However, his
parents have told him the family can’t afford for him to attend that school, and Alex can’t find
any way to overcome this obstacle. As a result, Alex has fallen into a state of despair; according
to Aquinas, Alex is experiencing a(n) ________ passion.
a. concupiscible
b. irascible
c. psychic
d. somatic
Answer: B
27. When it comes to food, Maria hates raisins and avoids all foods that contain them. Even the
sight of raisins makes Maria nauseous. According to Aquinas, Maria’s aversion to raisins is a(n)
________ passion.
a. concupiscible
b. irascible
c. psychic
d. somatic
Answer: A
28. Descartes created the first systematic account of _____________, which states that the mind
is a nonphysical entity that is uniquely different from the body.
a. motivational theory
b. mind–body dualism
c. rational–passion dualism
d. hyperphysical phenomenon
Answer: B
Learning Objective: 2.2.3: Describe how Descartes's Passions related to his philosophy of
motivation
29. Unlike Aristotle, Descartes believed that _____________ is(are) driven by a sense of
purpose.
a. all objects (animate and inanimate)
b. human and animal behavior
c. only human behavior
d. only rational human behavior
Answer: C
motivation
30. Unlike the Ancient Greeks, Descartes believed the

a. mind influences the body and the body influences the mind.
b. mind always controls the body.
c. body always controls the mind.
d. body and mind do not influence each other in any way.
Answer: A
motivation
31. According to Descartes, the primary passions or emotions include

a. love, hate, desire, joy, sorrow, and wonder.
b. desire, fear, pleasure, and pain.
c. hedonic happiness and eudaimonic happiness.
d. somatic passions and psychic passions.
Answer: A
motivation
32. Teri is motivated to try new things. She wants to travel to one new place each year, and
experience as many new things as she can. According to Descartes, Teri is experiencing
_____________ as her motivating emotion.
a. love
b. wonder
c. sorrow
d. joy
Answer: B
motivation
33. Christopher has not had many friendships that have lasted more than a few months.
Christopher tends to focus on the differences between himself and others; he finds issues that
divide him from others, rather than focusing on what could bring them together. According to
Descartes, Christopher is experiencing _____________ as his motivating emotion.
a. sorrow
b. hate
c. desire
d. wonder
Answer: B
motivation
34. Unlike Descartes, Hobbes focused on the

a. mind only.
b. body only.
c. mind and body.
d. mind, body, and spirit.
Answer: B
Learning Objective: 2.2.4: Explain how Hobbes's theory of the relationship between thoughts
and emotions aligned to the philosophy of motivation
35. According to Hobbes, _____________ suggests that all human behavior consists of blind,
automatic reactions to environmental stimuli.
a. hedonism
b. eudaimonic passion
c. materialism
d. rationalism
Answer: C
36. According to _____________, all actions can be explained by people’s desire for a certain
outcome and their expectation that the outcome will be achieved.
a. Aristotle
b. Plato
c. Descartes
d. Hobbes
Answer: D
37. For Hobbes, any sense of _____________, willpower, or a mind was just an illusion.
a. materialism
b. hedonism
c. rationalism
d. emotionalism
Answer: C
38. _____________ view that we shouldn’t view humankind as evil for pursuing life’s pleasures
set the stage for the _____________ approach 100 years later.
a. Locke’s; behaviorist
b. Locke’s; psychodynamic
c. Hobbes’s; behaviorist
d. Hobbes’s; psychodynamic
Answer: C
39. According to Locke, the human mind is

a. a blank slate.
b. solely motivated by nature.
c. predetermined based on genetics.
d. a combination of nature and nurture.
Answer: A
Learning Objective: 2.2.5: Explain how Locke contributed to the philosophy of motivation
40. Unlike Hobbes, who claimed that human behavior was motivated by nature, _____________
believed that human behavior was motivated entirely by the environment.
a. Aquinas
b. Descartes
c. Locke
d. Hume
Answer: C
41. According to _____________, the “virtuous man” can consider the consequences of a
specific action and its alternatives, and can choose the action that brings the most pleasure in the
long run. Psychologists today call this
a. Descartes; delay of gratification.
b. Locke; delay of gratification.
c. Hobbes; expectancy-value theory.
d. Locke; expectancy-value theory.
Answer: B
42. _____________ is considered the founding father of the scientific method, mainly for his
belief that experience is the only way to gain knowledge.
a. Descartes
b. Locke
c. Hume
d. Berkeley
Answer: B
43. The philosophy of ____________, the belief that all individuals are created equal, was used
by the writers of the Declaration of Independence to establish the structure of the new U.S.
government.
a. Aristotle
b. Plato
c. Descartes
d. Locke
Answer: D
44. Similar to Hobbes, _____________ believed that motivation included not only a cognitive
component but also an underlying desire.
a. Hume
b. Locke
c. Descartes
d. Aquinas
Answer: A
Learning Objective: 2.2.6: Describe Hume's philosophy of motivation
45. Hume identified _____________ passions as emotions that arise immediately from feelings
of pleasure and pain, while_____________ passions are emotions also experienced through
pleasure and pain but with the addition of beliefs associated with the object producing the
pleasure or pain.
a. somatic; psychic
b. physical; emotional
c. rational; irrational
d. direct; indirect
Answer: D
46. One day, your boss compliments your work and you feel happy. According to the
philosophy of Hume, your experience of joy is a(n) ________ passion.
a. indirect
b. direct
c. efficient
d. inefficient
Answer: B
47. One day, your boss compliments your work and you interpret this as encouragement that
you have a bright future at the company. You experience a sense of pride and ambition as a
result of this compliment. According to the philosophy of Hume, your emotional experience is
a(n) ________ passion.
a. indirect
b. direct
c. efficient
d. inefficient
Answer: A
48. According to _____________, beliefs play a direct and an indirect role in our passions,
altering our emotional experiences.
a. Hobbes
b. Descartes
c. Locke
d. Hume
Answer: D
49. Motivation theories during the _____________ focused almost exclusively on emotions,
while motivation theories during the _____________ considered a broader range of topics,
including willpower, free will, and morality.
a. medieval era; post-Renaissance era
b. post-Renaissance era; Age of Enlightenment
c. medieval and post-Renaissance eras; Age of Enlightenment
d. Age of Enlightenment; medieval and post-Renaissance eras
Answer: C
Learning Objective: 2.3: Evaluate the cause of the seismic shift in philosophical explanations of
motivation in the Age of Enlightenment
50. Bentham’s theory of utilitarianism states that

a. the utility of a particular course of action is determined by how much it maximizes
happiness and reduces suffering.
b. the utility of a particular emotion depends on the intensity and duration of it.
c. emotion is measured by certainty, propinquity, and fecundity.
d. emotions are not inherently good or evil.
Answer: C
Learning Objective: 2.3.1: Analyze Bentham's philosophy of motivation in relationship to other
theories of motivation during the Age of Enlightenment
51. Bentham was the first philosopher to emphasize the importance of certain motivational
qualities, including
a. core emotions, direction, and orientation.
b. intensity, duration, and certainty.
c. intensity, direction, and orientation.
d. duration, direction, and doubt.
Answer: B
52. Bentham created a mathematical algorithm called the _____________ calculus to

compute the utility of a particular course of action.
a. felicific
b. propinquity
c. fecundity
d. motivational
Answer: A
53. Bentham’s “springs of human action” included a list of _____________ as one of the
earliest attempts to identify the core human motives.
a. 14 sources of motivation
b. 10 sources of motivation
c. six sources of basic emotions
d. four sources of basic emotions
Answer: A
54. In Anthropology from a Pragmatic Point of View, _____________ indicates that reason is
ideal and anything that disrupts reason is negative, similar to the Stoics.
a. Hume
b. Bentham
c. Kant
d. Schopenhauer
Answer: C
Learning Objective: 2.3.2: Analyze Kant's philosophy of motivation in relationship to other
55. Kant makes an important distinction between two types of emotion:

a. affect and passion.
b. indirect and direct passion.
c. hedonic and eudaimonic happiness.
d. passion and reason.
Answer: A
56. _____________ is quick to build, temporarily suspending one’s reason, but when it
subsides, the person has complete control over their reasoning again, according to Kant.
a. Affect
b. Passion
c. Hedonic happiness
d. Eudaimonic happiness
Answer: A
57. The first person in history to use the term motivation in his 1813 doctoral dissertation was
a. Hume.
b. Bentham.
c. Kant.
d. Schopenhauer.
Answer: D
Learning Objective: 2.3.3: Analyze Schopenhauer's philosophy of motivation in relationship to
other theories of motivation during the Age of Enlightenment
58. Today, we think of will as the human ability to overcome our inner desires and impulses.
However, Schopenhauer considered will to be
a. a tangible, inactive force of nature that propels human action toward largely unselfish
endeavors.
b. a controllable force that propels human action toward largely selfish endeavors.
c. an irrational, mindless, aimless urge that propels human action toward largely unselfish
endeavors.
d. an irrational, mindless, aimless urge that propels human action toward largely selfish
endeavors.
Answer: D
59. From Schopenhauer’s perspective, will is the _____________ that we control our own
movements, but this does not necessarily mean that we actually do control our own movements.
a. subjective perception
b. objective perception
c. subjective emotion
d. objective emotion
Answer: A
60. Schopenhauer’s concept of will is similar to today’s idea of
a. passion.
b. instinct.
c. character.
d. emotion.
Answer: B
SHORT ANSWER (8)
1. Identify and briefly explain the main component of Plato’s tripartite theory of motivation.

2. What were the differences between Aristotle’s somatic passions and psychic passions?
Provide an example of each.

3. What were the differences between Aquinas’s concupiscible passions and irascible passions?
Provide an example of each.

4. What were the six primary passions according to Descartes? Provide an example of each.

motivation
5. According to Hobbes, what drives human behavior? How are thought and emotions
connected?
6. How did Locke view the human mind and our desires?

7. How did Hume conceive of motivation? In his philosophical approach, what was the role of
cognitions and emotions?

8. How did Bentham approach motivation and morality? Identify and explain his approach.
Topic: Age of Enlightenment

9. How did Kant distinguish affect from passion?

10. How did Schopenhauer define will? How is his concept similar to (or different from) how we
define will today?

ESSAY (8)
1. Identify each part of Plato’s tripartite theory of motivation. Provide an original example of
each of these three sources. How does this theory make sense in terms of what we know today,
or are their parts that need to be revised? If so, how would you revise them?
Learning Objective(s) 2.1.1: Describe how Plato explained human motivation
2. Identity each of Aristotle’s four causes and provide an original example of each. Which cause
do you believe is the most significant and why? Which cause do you believe is the least
significant and why?
Learning Objective(s) 2.1.2: Explain the components of Aristotle's theories regarding

motivation
3. Explain the differences between the Stoics’ perception of emotions and that of Augustine.
Which do you believe is a better explanation of emotions and why? How does each philosophy
impact our understanding of motivation?
Learning Objective(s) 2.1.3: Describe the motivation philosophies of the Stoics

2.2.1: Explain Saint Augustine's philosophy of motivation
4. Explain the differences between Aristotle’s approach to emotion and that of Aquinas. Which
do you believe is a better explanation of emotions and why? How does each philosophy impact
our understanding of motivation?
Learning Objective(s) 2.1.2: Explain the components of Aristotle's theories regarding

motivation
2.2.2: Describe Saint Thomas Aquinas's perspective of motivation
5. Consider the primary emotions of Descartes. Identify three and provide an original example of
how each passion or emotion motivates humans. Which of the primary emotions do you believe
is the most important in terms of how it impacts motivation and why? Which do you believe is
the least important and why?
Learning Objective(s) 2.2.3: Describe how Descartes's Passions related to his philosophy
of motivation
6. There are a number of additional factors (beyond the three-step model) that can influence the
process of motivation. Where might these factors originate from? How might their origins impact
the relationship between goals and motivation? Provide an example for each factor. In your
response, include appropriate course concepts and terminology.
Learning Objective(s) 1.1.3: Describe the relationship between goals and motivation
7. Explain the concept of hedonism from the perspective of Plato compared to that of Hobbes.
Which do you believe is a better explanation of hedonism and why? How does each philosophy
impact our understanding of motivation?
Learning Objective(s) 2.1.1: Describe how Plato explained human motivation

2.2.4: Explain how Hobbes's theory of the relationship between
thoughts and emotions aligned to the philosophy of motivation
8. Using Bentham’s felicific calculus equation, explain how you would analyze eating a bowl of
ice cream. Why is this equation important to the understanding of motivation?
Learning Objective(s) 2.3.1: Analyze Bentham's philosophy of motivation in relationship

to other theories of motivation during the Age of Enlightenment
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At length John came. He was kept waiting a few minutes. Then the
basket was handed him, the outer door closed, and the long day’s
work was done.
Hazel stole out of bed into the kitchen where her mother sat. She put
her arms about her neck and kissed her again and again.
“I’m so sorry,” she whispered.
Her mother kissed back and held her close.
“It does seem, Mother dear,” Hazel said at length, “as though, ever
since we came to this place, I couldn’t have the least bit of fun
without making such a lot of trouble.”
CHAPTER II
HEALTH AND A DAY
The sky was washed the clear blue of late November the next
morning, and Hazel could count the few little white clouds floating on
it as she walked to church. The cold, fresh air quickened her blood
and made her want to skip and dance, but she stayed demurely at
her mother’s side. They soon left their dingy street and turned into a
well-to-do neighborhood where white people lived, and then went on
with the white people into a large church. The usher nodded
pleasantly to them, and they took a pew to the left, half way up the
aisle. Here they sat in silence while the organ played its solemn,
spiritual music.
As she listened to the music the anxious look, that was usually
present, left Mrs. Tyler’s face. This was her dear and holy place
where her mother and her mother’s mother had worshipped. As a
little girl she had known its first minister—the noble, courageous
citizen who had never failed to plead for the freedom of the slave.
After her marriage with her southern husband she had gone a few
times to listen to the big-hearted oratory at the colored church; but
the service there did not touch her spirit, and she and her husband
had agreed on Sunday mornings to worship in different places the
same Heavenly Father. Hazel had always accompanied her mother,
and she was quite at home among the white people. More than one
greeted her with a smile.
“My heart is resting, oh, my God,
My heart is in Thy care,”
sang the congregation.
Hazel loved this hymn. She joined in the singing with her clear child’s
voice. She always loved the hymns, and she even loved the sermon,
for was not the minister her dear friend? When the sermon was
finished there was the five cents to be dropped into the contribution
plate, and there was the beautiful benediction at the end of the
service asking that the peace of God abide in her heart. “Amen,”
sang the choir, and the organ pealed that the service was over.
“How do you do, Hazel?” the lady behind her asked. “She seems a
little peaked, doesn’t she?” addressing the mother.
The anxious look returned to Mrs. Tyler’s face. “She hasn’t been very
well,” she answered.
“Keep her in the fresh air as much as you can, though I know that
that is difficult to do in cold weather.”
“How do you do, Hazel?” “How do you do, Mrs. Tyler?” came from
many sides as the two walked from the church into the street.
Their Sunday dinner was to be eaten with their old friends, the
Perkins, who lived in Jamaica Plains. As their car stopped, Hazel
fairly raced down the street where she had spent her life until her
father’s death, and turned up the steps of a pleasant cottage, and
almost into the arms of a big, smiling black man. He carried her off at
once, leaving Mrs. Tyler to be ministered to by his young, bright-
faced wife. The two visitors were evidently at home.
The dinner was a lavish one, beginning with turkey and ending with
ice-cream. Mr. Perkins heaped Hazel’s plate, urging her to eat. But
though these were her favorite dishes her appetite was small. He
encouraged her to tell him of her doings, of how well she ranked at
school. “Right at the top, Hazel; you know you are going to college.”
He asked how she liked the new story he had given her, “The Jungle
Book.” After dinner was over he took her to his study across the hall
from the parlor where the two women sat.
“How Henry loves children,” Mrs. Tyler said to her friend. Mrs.
Perkins nodded. Behind where she sat, was the picture of the only
child born to her and her husband, the child whom they had lost five
years ago. She knew how his hungry heart went out to this little girl.
Mrs. Tyler faced the picture. She had loved the child and mothered
her. A lump rose in her throat.
“Sarah,” she said, laying her hand on her friend’s arm, “I’ve got to
talk with you about Hazel. I’m worried, I’m worried.”
“Hazel, why hasn’t she been well?”
“No, all this autumn she has seemed so delicate. She takes cold
easily and she doesn’t throw it off. I fear the long winter for her.”
“I wish you hadn’t left Jamaica Plains.”
“I had to. I mustn’t spend the little money left me. I must work and
save. Hazel will need more every year. But I don’t want to save just
for doctor’s bills. Sometimes, Sarah, she frightens me. She looks as
her father looked——”
Mrs. Tyler stopped. She could not yet speak of her husband’s long
illness and of the blank left by his death.
“I’m not saying this just to complain,” she went on after a moment.
“I’ve a wild idea that I can’t keep out of my head.”
“What is it, Lucy?”
“It’s to send Hazel for the winter to her grandmother Tyler’s.”
“To Alabama? Oh, Lucy, how could you! It’s so far away.”
“I know, but it’s a home in a beautiful place where she could be out-
of-doors all day long. My husband used to tell me about the good
times he had as a boy among the pines with plenty of space around
him. He, like Hazel, would have hated to have been shut up in three
rooms.”
“But it’s in the South,” Mrs. Perkins said earnestly. “We don’t know
the South, Lucy, but I fear it with its jim-crow cars and its lynchings.”
“Don’t,” gasped Mrs. Tyler. Then, after a little, she laughed. “There
are thousands and tens of thousands of colored children who grow
up there in safety. Hazel will be under good care. Her grandmother
will have more time to give to her than I.”
“Has she written for Hazel?”
“Not recently, but I know she would welcome her. She is alone just
now, but she is always mothering some child. She will love Hazel, for
Hazel is like her father in many ways. Perhaps living with her
grandmother, she will learn to be still more like him. I cannot bear the
thought of having her leave me, but I know that if she goes she will
be in good hands.”
A tremendous noise issued from the room across the hall, and Hazel
popped out her head to call, “He’s Shere Khan, a tiger of the jungle,
and I’m Mowgli.”
“Come here and let me eat you, Little Frog,” called out the tiger, and
made a hideous sound between a snarl and roar.
“It’s Sunday, Henry. Don’t make so much noise,” said his wife.
“Don’t make so much noise, Shere Khan,” said Mowgli, and
fearlessly shut herself up with the tiger in the jungle.
Through the door the two women heard the little girl cough.
“How could you get the child South?” Mrs. Perkins asked.
Granny
“Why, oddly enough, one of my neighbors, Mrs. Graham, is going
South in two or three weeks. She lives at Montgomery, only a couple
of hours by train from Mother Tyler’s home. She is a kindly, sensible
soul whom Hazel likes. I can trust the child with her. I dread it,
Sarah,” and Mrs. Tyler clasped her hands tightly together, “I dread it
inexpressibly, but I dread her staying here more.”
“Couldn’t you go with her?”
“That would be impossible. What could I do there to earn money? I
must stay at home and work. I’ve plans for building up a good
business. I feel sure that I can, but it will take time. Perhaps I shall
succeed more quickly if I put all my energy into my work. And then
Hazel will return in the spring, for it wouldn’t be good for her to stay
through a southern summer. If I am busy every minute I’m hoping
that the time won’t seem so long. It will pass quickly if I hear that
Hazel gains in health.”
“Who’s talking about health?” asked Mr. Perkins, as he came out of
his room with Hazel at his side.
“I am,” replied Mrs. Tyler.
“You remember Emerson: ‘Give me health and a day and I will make
the pomp of emperors ridiculous.’ Lucy, may I take this young lady
out for a walk?”
“Surely, Henry.”
Hazel put on her hat and coat and raced off with her boon
companion.
“She will need a warmer coat,” Mrs. Tyler said, and her brow
puckered. “If she stays here she must have warm clothes and even
then I shall have sometimes to keep her indoors. She was restless
yesterday and naughty, and that isn’t like Hazel. Health. That is more
than anything else in the world, isn’t it? What shall I do, Sarah?”
Her friend had risen and was looking at the picture of her little child.
“I can only say this Lucy,” she at length answered. “You will never
cease to reproach yourself if anything happens and you haven’t
done everything possible for Hazel. If a winter in the South will mean
health for her, then if she is ill you will always regret that you did not
send her away.”
“People are ill in the South,” said Mrs. Tyler, wanting to contradict the
advice she sought.
“Of course. But you will have done all you could.”
Mrs. Tyler looked hard at the floor, for a minute. When she raised her
eyes to her friend’s they were full of tears.
“It won’t really be living while she’s away,” she said; “but I’ll write to
mother Tyler to-night.”
CHAPTER III
LEAVE TAKING
When Hazel first learned that she was to go away from her mother,
she cried bitterly. But as the preparations for her departure began,
she regained her spirits. Who could grieve for long in the midst of
such excitement?
In the first place, there was the new trunk, very small and shining.
“Look at it, Charity,” she said, the afternoon it came home “See my
initials on the side, H. T. That stands for Hazel Tyler.”
Charity looked, and envy entered her heart. When she visited her
granny in Virginia her clothes were stuffed into a shabby, collapsible
bag.
“Folks ’ll think you stuck up,” she said.
“Well, let them,” answered Hazel. “This is a steamer trunk, Charity,”
she went on, opening it, “see the cunning tray. When it’s shut you
push it under your berth on the steamer. I’m going to have a warm
shawl in it to wear on deck.”
“Bet you’ll be sick,” said Charity.
Nevertheless, she was deeply impressed with the little trunk, and
watched Hazel as day after day she packed and repacked it.
“I’m putting all my clothes in the bottom, Charity. Mother says for me
to take my summer and my winter clothes both. Here is my blue
gingham, and Mother has let down my white muslin dress again.
Isn’t it pretty with the lace and embroidery?”
Charity sniffed. “Bet you won’t wear your white dress. Folks wear
calico down there. Who’s going to spend the time washing and
ironing for you?”
Hazel looked a little troubled. “Why, Granny, I suppose.”
“Humph, your Granny ’ll be too busy to wait on you.”
Hazel patted the white dress better in place. “I can keep it clean
quite a while,” she said.
“See, Charity, the pretty present Mrs. Perkins gave me,” she said
later, taking a dainty box from the tray and opening it. “Six
handkerchiefs and each marked with an ‘H.’ Nobody can take them,
can they, because the ‘H’ shows they belong to me.”
Charity deliberately took one from the box. “Guess I’ve got one now,”
she declared.
But while she refused to show enthusiasm regarding Hazel’s
preparations she was really greatly interested and appeared one day
with something, new to Hazel, in her hand.
“It’s a sun-bonnet,” she explained, holding it out. “Everyone wears
them down there; the sun is so hot. Mother and I made it for you.”
“Oh, it’s such a pretty pink,” cried Hazel, turning it about on her hand.
“Thank you and your mother so much, Charity,” and she kissed her
companion.
Charity’s eyes shone. “Put it on,” she commanded.
The brown face with the soft hair looked very attractive set in the
pink muslin frill. Hazel viewed herself in the glass and jumped up and
down with pleasure.
“It’s like a play to be wearing a sun-bonnet.”
“Take it off and I’ll show you how to pack it.” And together they put it
in the tray.
“I’ve another present, Charity,” Hazel confided, taking out a small
package, and showing a long, black hair-ribbon. “It’s from Miss Gray,
my teacher. Mother says I must count these presents for Christmas,
because I’ll be away at Christmas. Perhaps I’ll put them in my
stocking Christmas eve.”
“Pooh! Folks don’t hang up stockings South.”
“Why, Charity, you’d think they didn’t do anything down there.”
Charity cogitated. “They don’t do much,” she decided, and added a
little wistfully, “it’s lots more fun on Hammond Street.”
Hazel slipped her hand in her friend’s. “I wish you were going with
me,” she whispered.
“I wish you weren’t going away,” Charity whispered back.
Hazel and her mother had a long discussion regarding a suitable
present to take to Granny. Hazel wanted to buy a black and white
gingham dress she saw at Jordan, Marsh’s; but did Granny wear a
thirty-six like her mother, or a forty-four, like Charity’s mamma? Such
uncertainty made the dress impracticable. A pretty black and white
kitten strayed into the Tyler flat and when Hazel had fed it, and
become attached to it, she felt that it would be a better present even
than the dress. No arguments concerning the difficulty of carrying a
kitten to Alabama could make her forsake her plan; only when her
mother asked that it be left to keep her company did Hazel at once
give it up.
“Yes, do keep it, Mother dear,” she said.
But still Granny’s present was unsettled. Mrs. Perkins unconsciously
determined what it should be.
“Lucy,” she said, one day, “here is a card that entitles you to six
photographs. You have a good picture of Hazel, but she has none of
you. Please have them taken immediately and give the child one.”
“Yes, and give one to Granny,” Hazel said. And although Mrs. Tyler
protested, Granny’s present, carefully packed in many rolls of tissue
paper, was her daughter-in-law’s picture tastefully framed.
Hazel could not decide, even to the day of departure, whether she
should give it to Granny on her arrival or should wait until Christmas.
One day her minister climbed the tenement stairs and called upon
her and her mother. The trunk was in the parlor and he examined
with deep interest the contents that Hazel showed him. Especially he
admired the pink sun-bonnet.
“You must wear it to church next summer,” he said. “Only I should
look at it so much I might forget to preach my sermon.”
He encouraged Mrs. Tyler in what she was doing. “It will be the
making of the child,” he assured her. “I’ve lived a little in that country
and I know how healthful it is.”
At parting he placed a package shaped like a book in Hazel’s hands.
“This is for Christmas,” he said; and taking a pencil from his pocket,
he wrote in big letters, “Not to be opened until Christmas.”
Hazel gave him a kiss, and holding the book declared, “I will keep it
sacredly until Christmas.”
She walked down the stairs with him. “You’ll take good care of my
mother at the church, won’t you?” she asked, squeezing his hand,
“She works so hard. She says she’s saving to send me to college,
and now I’ll lose a whole year at school. It troubles me.”
“Why, it mustn’t trouble you, little girl,” said the minister. They
reached the street and he looked down at her anxious face. “We will
look after your mother. The ladies will see that she gets work. That is
the only way that we can help her, for she will take nothing that she
does not earn.”
Then he raised his hat and bade the child good-bye.
It was nearing the time of departure—Thursday, and the ship sailed
Saturday. The trunk was packed for the last time, with Mrs. Tyler’s
gifts, a box of writing-paper and a dictionary, on top.
“I hope you will write me a little every day, Hazel,” her mother said.
“It will be good practice for you. Mail the letters once or twice a week,
but write a little every day.”
“It will be like a diary,” said Hazel.
“Yes, dear.”
“And you’ll write often to me, Mother, won’t you?”
“I’ll write often, but you will write without waiting for an answer. That
will be your gift to me.”
The days were so full that Hazel had not much time to think of the
Southland to which she was going; but at odd minutes she
questioned what it might be like. She had traveled no further from
Boston than neighboring seashore resorts, and until her father’s
death she had seen little of any but refined people, white or colored.
“Charity,” she said, Friday night, “I’ve been saying good-bye to the
McGinnis’s baby. He is so dear and dimpled and rosy. Are there
many white babies South?”
“Sure,” answered Charity. “But don’t you have nothing to do with
white folks. There’s two kinds of white folks down there: those that
hates you and those that calls you ‘a cute little nigger.’ My mother
says that ain’t so, for she knows the first families of Virginia, but I
ain’t acquainted with ’em.”
“My father used to tell about white people near his home who were
nice,” said Hazel reflectively.
“Poor white trash, I guess. There ain’t any first families in Alabama.”
That night, before they went to bed, Hazel questioned her mother
about the white folks.
“Won’t they like me?” she said. “Will they call out ‘Nigger,’ the way
the boys on Shawmut Avenue do to Charity?”
“I don’t know, dear, I don’t know. Granny can help you about that, not
I. But I would not bother with them, Hazel. They go their way and you
go yours. On the steamer, in the train, at the church and at school—
everywhere you will be separated. Their world will not be your world.
Leave them alone.”
“I will remember,” Hazel said softly.
The kind world that she had known seemed slipping away from her.
She held her mother’s hand tight.
“I will be with the colored people,” she said, “and I will love Granny.”
“And when night comes, Hazel, remember we shall both be saying
our prayers to the same Father in Heaven. I shall ask him to bless
you.”
“And I to bless you, Mother dear.”
“And when I look at the stars at night I shall know that the same stars
shine on you, only you will see the huge heavens and I shall only
see a piece from my city window.”
“And the stars shine on Father, too,” said Hazel. “I think he sees the
stars.”
With this thought she went to bed and, after a little, fell asleep, but
her mother lay awake the night long.
The last present came as they stood on the steamer. Mr. Perkins
brought it to her and demanded and received six hugs in thanks. It
was a soft woolen coat, blue outside and red within, finer than
anything Hazel had ever owned.
“It’s to keep your heart warm for your old friend,” Mr. Perkins said, as
he buttoned it about her. “Take very good care of her, Mrs. Graham;”
he spoke earnestly to the woman at Hazel’s side. “Don’t let her from
your sight.”
“I’ll be mighty careful,” Mrs. Graham answered.
Then the bell rang and visitors were ordered ashore.
Hazel gave her mother one more kiss. “I’ll be back soon,” she
whispered.
Mrs. Tyler did not try to answer; but her last look was at a shy, brave
little girl in a new blue coat, going out into an unknown, untried world.
CHAPTER IV
THE JOURNEY
Charity was right. The shawl did not come out of the trunk until the
ship had passed Cape Hatteras and the voyage was nearly at an
end. Poor Hazel lay in her upper berth, sick and wretched. When at
length she was able to dress and climb to the deck the rough
weather was over, and she saw a clear, blue sky and an expanse of
soft, tranquil water. She grew better at once, and ate her dinner with
an appetite.
The landing was wearying, and the long journey to Alabama in a
dirty, ill-ventilated car was inexpressibly tiring. The child grew
wretchedly weary, and a big lump rose in her throat when night came
on. She was homesick and uncomfortable. Instead of her pleasant
bed at home, there was only a hard seat on which to rest. Mrs.
Graham pillowed her as well as she could, but the sensitive child lay
awake the most of the night: for if she fell asleep from weariness, a
vicious jolt of the train shook her awake again. Early in the evening
their train stopped to wait until an express overtook it and passed on
ahead. Hazel saw the Pullman with its comfortable beds and its
brightly-lighted dining car where colored waiters were serving
delicious-looking food to white people.
“Why don’t we ride in a car like that?” she asked Mrs. Graham.
But she knew the answer before she heard it. “Colored people are
not allowed to in the South.”
All things come to an end, however, even a wakeful night. In the
morning Montgomery was reached, and at the station Hazel was met
by a kindly colored man who said that his name was Jenks and that
he was a friend of Granny’s. He was to look after Hazel and take her
to her grandmother’s home. So the little girl bade Mrs. Graham an
affectionate good-bye and went with her new companion.
Mr. Jenks lived in a quiet, country-like street, and Hazel picked out
his house before they reached it. It had roses growing by the
doorway, and a sweet-faced young woman, like her mother, stood on
the porch.
“You’re tired out, aren’t you, honey?” the young woman said, giving
Hazel a kiss. “You don’t travel again until late afternoon. Come in
and have breakfast, and then lie down and sleep.”
The biscuit and egg tasted delicious. To her hostess’s surprise Hazel
refused coffee. “My mother doesn’t want me to drink it until I am
grown up,” she explained; and instead she had a glass of milk.
Breakfast over, she gladly accepted the invitation to lie down in the
clean, white bed in the little room upstairs. How good it was to get
into a fresh night-gown and creep between the sheets! Her head
swam from the motion of the cars, but soon that stopped and she
was in the land of dreams.
She dreamed that her mother called, “Come, Hazel, it is time for
dinner,” and she answered, “Yes, I’m coming,” and tried to run from
the bedroom into the little kitchen; but she could not move. Again the
voice called her, and with a great effort she caught her mother’s
hand, and awoke to find that she was clutching Mrs. Jenks’ dress.
“You’ve slept a long while, dear,” her hostess said. “There’s only time
to wash and dress for dinner. Here is hot water I’ve brought for you.
You’ll feel better when you’ve had a bath.”
She washed and dressed, and was just fastening her collar when
there was a knock at her door. Opening it she found a little girl of
about six who shyly held out to her a bunch of roses.
“Are these for me?” Hazel asked.
The child nodded.
Hazel looked with astonishment at the flowers. They were like hot-
house roses. At home they would cost ten, fifteen cents apiece, so
much that you only looked at them in the florist’s window. You could
never afford to buy them, unless it were for a wedding or a funeral.
And she held all these lovely pink and white blossoms in her hand!
“Thank you so much,” she said to the child, who still remained
outside. Hazel went to the washstand and filling the glass she found
there with water, placed the roses in it. Then, viewing her treasures
with great pride, she took out one bud and pinned it to her dress.
It seemed very festive, like a party, to be wearing a pink rose. And
the dinner was festive, too, with more roses on the table and Mr. and
Mrs. Jenks and their two little daughters talking and laughing. Hazel
ate heartily of the chicken and sweet potato and guava jelly, the last
a gift from a friend in Florida and only put on the table at special
occasions. But this was a special occasion, for while Hazel was only
a little girl she was a visitor from the North, and from the North’s
best-loved city, Boston.
Dinner over, Hazel and the children played together, building towers
of blocks and destroying them only to build others. The time seemed
short when Mrs. Jenks called her to make ready to go to the train.
“My husband will take you all the way,” she said to Hazel, who rose
reluctantly from the floor. The child went to her room, took the roses
out of the water, dried their stems and tied them together with a bit of
thread from her traveling bag. They would be a comfort, she thought,
in the dirty train. Then putting on her hat and coat she went down
stairs.
It was hard to say good-bye to her new friends. The children clung to
her and Mrs. Jenks invited her to make them a visit when she
returned in the spring. “You haven’t been a bit of trouble,” she
answered in reply to Hazel’s thanks for her hospitality. “I wish I could
keep you over night.”
Hazel wished the same in her heart, but she only said good-bye
again and returned to the railroad station.
“Let me have your check,” Mr. Jenks said. “And have you the money
for your ticket?”
“Yes,” answered Hazel, and with a feeling of pride, she took the
money needed from her leather purse. The business of ticket and
trunk accomplished, the two took their seats in the car and were
soon moving out into the big world.
“It isn’t far now, is it?” asked Hazel when they had traveled for an
hour and a half.
“No,” her companion replied, “we shall soon be at the station; and
then we drive three miles to your grandmother’s.”
The station was reached at last, and when they got out Hazel met a
colored man whom Mr. Jenks called John, and whom he seemed to
know very well. John took the check for Hazel’s trunk, and placed
the luggage on the back of his wagon. Then giving the reins to Mr.
Jenks, he walked away.
“See you right soon,” he called.
“I’m to drive you. Jump in,” Mr. Jenks commanded, and Hazel
climbed to the seat by his side.
It was sunset. There was but one house near the station, and their
road led through a sparsely tenanted country. Slender pines stood in
the fields, and beyond the sky glowed golden. The air was clear and
fragrant, and Hazel found herself drinking in deep breaths. Suddenly
from the meadow came a bird’s note, long and sweet and plaintive.
Again and again the bird called.
“A meadow lark,” Mr. Jenks said.
The child pressed her hands together. She felt exquisitely sad, and
yet full of awe and wonder. The bird sang on and on from the
meadow, and when at length she left it behind, the sunset had
changed to red and the air was growing chill.
“Yes, I have a warm coat,” she said in answer to Mr. Jenks’ look, and
she buttoned the blue coat about her neck.
Fields and pines and pines and fields. The sunset light, purple now,
a single star shining in the west. Then a cabin by the road, and the
horse stopped.
Hazel trembled as Mr. Jenks lifted her down. The cabin door opened
and a tall, large woman came down the steps, put her arm about
Hazel and spoke to Mr. Jenks.
“You done brought my child,” she said. “Come in and rest yourself.”
“Not to-night,” Mr. Jenks answered. “I’m going back to John’s.”
He took the trunk from the wagon and placed it on the ground.
“Good-night, Hazel. Good-night, Aunt Ellen,” and turning his team,
he drove away.
The room that Hazel entered was lighted by a kerosene lamp and a
fire of logs that sent forth a rich, yellow flame. Her grandmother
helped the child take off her hat and coat, and then, sitting on a low
chair by the blaze, drew the little girl toward her.
“You favors your mother, honey,” she said, “but your eyes looks at
me like your father’s did. They’s dark and tired, now. You’s come
over the sea and over the land clear to your granny. Put your head
on my breast where your daddy rested when he was a baby.”
Hazel put her arms around the old woman’s neck and held her tight.
Little warm pulses of feeling swept through her. The pines, the
sunset, the bird’s note, and this loving welcome by the open fire, all
made her heart beat fast and her body shake. She was sobbing
before she knew it.
Granny understood what to do. She put the little girl in her chair, and
leaving her for a moment came back with a gray kitten, very small
and warm and helpless. Hazel ceased crying as she took it on her
lap and gently stroked its fur.
“Is it named?” she asked after a moment.
“No, honey; it’s been saving for you.”
“Then, please, I will call it Lucy after my mother.”
She stroked it tenderly and thought of the purring black and white
kitten in the kitchen at home.
“You has a sweet, loving mother, I know.”
“I’ve her picture for you.” And that settled the question of whether
Granny’s present should be kept until Christmas.
It was decided not to open the trunk until morning. A warm supper
was eaten before the fire, and then Granny declared that it was time
good little girls were in bed.
The room in which they sat seemed very large to Hazel. Granny’s
big bed was at one end, and the fire-place at the other. A door to the
left of the fire-place lead into Hazel’s bedroom, the one other room of
the house.
“Here your father used to sleep, honey,” Granny said, “and here you
rest to-night.”
But in this last statement Granny was mistaken. After Hazel had said
her prayers and had crept among the soft feathers a terrible feeling
of loneliness came over her. She heard her grandmother walking in
the other room, and then the light grew less and she knew the lamp
was out. Her door was open and she could see shadows on the wall
beyond.
“Granny,” she called. “Are you going to bed?”
“Yes, honey.”
“Could I have pussy Lucy with me?”
Her grandmother brought her the little kitten and placed it on the
pillow.
“Shut your eyes, honey, and the sand man will come.”
But the sand man refused to visit the little room. Granny went to bed,
and Hazel could hear no sound save the chirp of a late cricket
outside the open window. Out there were the heavens, where her
father had gone, filled with their myriad stars. Was her mother gazing
at them and thinking of her? She hugged the kitten, and looked for
comfort into the other room. It seemed to her, as she watched the
flickering shadows, that the light was growing less. Yes, the fire
would go out, and she would be left alone in darkness. Her heart
pounded and a strange terror possessed her. She did not yet know
this new home, and while she loved the light of the moon and the
stars, she hated blackness. If she should wake up alone, the fire
gone, only the black night about!
Her throat grew hot. Holding the kitten in one hand against her warm
neck and cheek, she left her bed and walked into Granny’s room.

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