Full Download PDF of Test Bank For Human Development, 10th Edition: Crandell All Chapter
Full Download PDF of Test Bank For Human Development, 10th Edition: Crandell All Chapter
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8. The changes that occur in sensation, perception, memory, thought, reasoning, and language refer to:
A. biodevelopment
B. physical development
C. cognitive development
D. emotional-social development
9. The changes that occur in an individual's personality, emotions, and relationships with others refer to:
A. biodevelopment
B. physical development
C. cognitive development
D. emotional-social development
10. The more or less automatic unfolding of biological potential in a set, irreversible sequence is known
as:
A. maturation
B. growth
C. learning
D. socialization
11. One of the most noticeable features of early development is the increase in size of the individual. This is
dependent on the metabolic processes that take place within the body. This is known as:
A. maturation
B. growth
C. learning
D. socialization
12. The relatively permanent modification in behavior that results from the individual's experience in the
environment is known as:
A. maturation
B. growth
C. learning
D. development
13. As her son Jamal grows older, Nadia is particularly fascinated with his ability to think more abstractly
and logically. The changes in Jamal's thinking patterns illustrate which kind of development?
A. emotional-social
B. physical
C. cognitive
D. life-span
14. Mary's personality has become more outgoing as she has grown older. The changes in Mary's personality
illustrate which kind of development?
A. cognitive development
B. maturation
C. emotional-social
D. learning
15. Urie Bronfenbrenner's approach to understanding human development is known as:
A. environmental
B. ecological
C. concentric
D. embedded
16. Bronfenbrenner's approach asserts that developmental influences include all of the following
EXCEPT:
A. one's interaction with the environment
B. changing physical and social settings
C. how the process is affected by society
D. six levels of environmental influence
17. Research on immigrant children and their families has been lacking in:
A. psychological research
B. sociological research
C. medical research
D. all of these
18. According to Bronfenbrenner's model, the microsystem consists of:
A. the network of microorganisms in the person's body that influence physical growth
B. the network of social relations and physical settings the person experiences daily
C. the network of new technologies in society that influence health and well-being
D. the network of interrelationships among the various settings in which the person is
19. According to Bronfenbrenner's model, the mesosystem consists of:
A. medium-strength direct or indirect influences on society
B. outside influences on a person's logical thinking processes
C. the interrelationships among the person's various settings
D. the interrelationships among technical and societal values
20. According to Bronfenbrenner's model, the exosystem consists of:
A. social structures that directly or indirectly affect a person's life
B. the expert advice of more competent individuals to a person
C. the network of invisible influences on a person's development
D. extraterrestrial networks of influence
21. According to Bronfenbrenner's model, the macrosystem consists of:
A. large, particulate matter that influences physical growth
B. large-scale structures that influence emotional growth
C. foreign policy initiatives on a grand scale
D. the overarching cultural patterns of a society
22. In terms of Bronfenbrenner's model, 10-year old Melissa's microsystem would most likely include all of
the following EXCEPT:
A. the home where Melissa lives
B. the school that Melissa attends
C. Melissa's after-school program
D. the office of Melissa's mother
23. Having been born in the United States, Jami would have a macrosystem likely to consist of all of the
following EXCEPT:
A. a communist-inspired ideal for the economy
B. a belief in the right to have religious freedom
C. a strong belief in the importance of education
D. a belief in the right to have freedom of speech
24. The ecological approach to human development:
A. relies on controlled experimental situations to understand behavior and development
B. uses only one context/setting to explain individual development
C. does not place much value on a person's day-to-day experiences in terms of development
D. exemplifies the difficulty of studying people in multiple contexts
25. The changes that are most likely to occur because a person is at a particular stage of development, such as
infancy, adolescence, or adulthood, are characteristic of:
A. normative age-graded influences
B. nonnormative life events
C. norm-referenced behavior
D. history-graded influences
26. John, Rodrigo, and Marla are sixth-graders who are all feeling a little anxious about making the transition
to junior high school. According to your text's discussion of the timing of developmental events, their
anxieties can be attributed to:
A. social anxiety
B. relocation anxiety syndrome
C. nonnormative life events
D. normative age-graded influences
27. An age cohort is:
A. a group of people who believe that age is unimportant
B. a group of people born in the same historical time period
C. a group of people certain to live in the same geographic area
D. a type of measurement index of historical time periods
28. According to your text's discussion of the timing of developmental events, when a generation of people
experience social, political, and economic events at the same time they will likely experience:
A. nonnormative generational constancy
B. normative history-graded influences
C. normative age-graded influences
D. nonnormative life events
29. According to your text's discussion of the timing of developmental events, influences that involve unique
turning points that cause people to change direction in their lives are known as:
A. normative history-graded influences
B. normative age-graded influences
C. nonnormative life events
D. breaking points
30. Keisha wins the lottery and is awarded 10 million dollars. She buys a house in France and a new sports
car and organizes and finances a charitable institute for disadvantaged youth. According to your text's
discussion of the timing of developmental events, this is an example of:
A. nonnormative life events
B. normative history-graded influences
C. normative age-graded influences
D. normative life events
31. Justin's 55-year-old mother attends rock concerts and political rallies against the war. According to your
text's discussion of the timing of developmental events, the activities Justin's mother engages in probably
result from:
A. nonnormative life events
B. normative history-graded influences
C. normative age-graded influences
D. throw-back syndrome
32. All of the following are true about age EXCEPT:
A. age status has no bearing on a person's role in society
B. age is a master status
C. it operates indirectly as a criterion for certain roles via linkage with other factors
D. it is a major dimension of social organization
33. Age strata:
A. use ranking of people as higher or lower
B. are dependent on motivational factors
C. are dependent on recruitment factors
D. have no bearing on society's organization
34. The definition of "old age":
A. is now divided into "young-old" and "old-old"
B. was much later in life in Renaissance times
C. has not changed for many decades in American culture
D. does not relate to stereotypes
35. The scientific method differs from ordinary inquiry because:
A. it specifies a systematic, formal process to gather facts
B. it does not have its primary basis in logic
C. it is meant to be an end point to objective inquiry
D. it is usually easier to undertake than ordinary inquiry is
36. A psychologist is studying the link between a mother's level of shyness and her children's level of
shyness. Related to this subject, the statement, "If the mother has an above-normal level of shyness, then
the child will have an above-normal level of shyness" would be:
A. a myth
B. a hypothesis
C. an objective reality
D. not testable
37. Roger reads about a study in which the same set of people are investigated each year from birth until age
30. This study best illustrates which research method?
A. social survey
B. experiment
C. longitudinal
D. cross-sectional
38. The major reason experimental designs are not used in developmental studies is:
A. they are not as interesting as most other types of research designs
B. it is impossible to exercise the control necessary to conduct them
C. they are less expensive but also less accurate than other design types
D. they are less time-consuming but also less reliable than other designs
39. A psychologist conducts a study of 800 children who have mental disabilities using subjects from several
schools. She follows them from the age of 4 through adulthood. This study is based on which research
method?
A. convergence approach
B. experimental
C. cross-sectional
D. longitudinal
40. The cross-sectional method of research:
A. studies the same individuals at different points in their lives
B. compares different age groups of people at the same point in time
C. maintains a biographical account of a single individual for a period of years
D. compares data on individuals or groups from two or more societies
41. Intelligence tests are given to all the students at Evergreen School and Horace Mann School. The scores
from all grades at the two schools are compared. This is an example of a study using which type of
research method?
A. case study
B. cross-sectional method
C. longitudinal method
D. cross-cultural method
42. An advantage of longitudinal research is:
A. the data obtained from the research are ready for instant analysis
B. the environment where the study takes place is easily controlled
C. the results of any given longitudinal study are easily replicated
D. a more accurate view of developmental continuity can be found
43. The method that combines collecting data over time as well as across study groups to measure more than
one cohort over time is called the:
A. case study method
B. cross-sectional method
C. sequential method
D. longitudinal method
44. On the basis of the discussion in your text, what is the most important advantage of using a cross-
sectional approach?
A. It avoids the problem of finding groups of similar people to study.
B. It matches people according to chronological and maturational age.
C. It saves a great deal of time and money over longitudinal research.
D. It eliminates any ambiguity regarding cause-effect relationships.
45. A major advantage of using the cross-sectional approach to research is that:
A. it can assess the degree of continuity between early childhood and adult behaviors
B. it avoids the difficulties associated with nonequivalence of sample groups
C. researchers need not wait a long time until subjects reach the age for retesting
D. it requires making certain periodic readjustments associated with staff turnover
46. Dr. Robertson is interested in studying temperament changes over the course of adolescence. She would
like to avoid the disadvantages associated with longitudinal and cross-sectional research. What could you
suggest she use to complete her study?
A. time sampling
B. sequential methods
C. event sampling
D. cross-cultural methods
47. The factor that a researcher manipulates in an experimental situation is called the:
A. independent variable
B. dependent variable
C. cultural variable
D. longitudinal variable
48. Dr. Benson conducts a study to determine the effect of rewards on altruistic behavior. The measure of
altruistic behavior would be an example of the:
A. independent variable
B. dependent variable
C. ascriptive variable
D. predictive variable
49. A control group is a necessary part of which research method?
A. social survey
B. case study
C. experiment
D. longitudinal method
50. A researcher conducts a study in which he manipulates several variables and then measures the effect on
the other variables. He is most likely using which research method?
A. naturalistic observation
B. experiment
C. social survey
D. prediction
51. A psychologist wants to know whether there is a cause-effect relationship between how much effort a
child expends on completing a puzzle and how much he or she likes it. According to your text, which
method should she use?
A. experiment
B. social survey
C. naturalistic observation
D. case study
52. The students in Mr. Bertram's class are very noisy when he leaves the room but become quiet when he
returns. If this were an experiment, what would the independent variable be?
A. the level of noise when Mr. Bertram was out of the room
B. the change in the level of the classroom noise
C. Mr. Bertram's presence or absence in the room
D. the punishment for being noisy
53. Marcia has childhood arthritis. She takes part in an experiment designed to determine if a new drug will
relieve the suffering of childhood arthritis. She reports to the lab every week and is examined by a doctor,
but she receives a pill that contains no medication. According to your text, what is the best explanation
for Marcia's receiving a pill with no drug?
A. Marcia is a subject who is in the control group.
B. Marcia is in the naturalistic observation group.
C. Marcia is a subject in the event sampling group.
D. Marcia is a subject in the experimental group.
54. The case-study method of research:
A. focuses on a group of subjects
B. relies on only one interview
C. focuses on an individual
D. requires a control group
55. Jean Piaget observed and tested individual children on the conservation task between the ages of 4 and
5. Two years later he tested the children again on the same task. The results were recorded for each
individual child. This is an example of research using which method?
A. case study
B. cross-cultural research
C. survey
D. time sampling
56. All of the following are limitations of the case study method EXCEPT:
A. it is difficult to generalize to a large population from only one case
B. the researcher and subject might become familiar over time
C. the objectivity of the results may be impaired
D. researcher and subject are unlikely to have close contact
57. Dr. Yu wishes to study the effect of home schooling on children across the United States. He prepares
a set of questions to mail to the parents of children who are being home schooled. He mails the
questionnaire with a return envelope. This is known as what type of research method?
A. social survey
B. longitudinal
C. case study
D. naturalistic
58. When each member has an equally likely probability of being chosen in a sample population, it is
called:
A. probability sampling
B. random sampling
C. population sampling
D. sampling error
59. All of the following are limitations of the social survey method EXCEPT:
A. it has a higher response rate than many other research methods do
B. some respondents will not answer questions of a sensitive nature
C. some respondents try to please the questioner with the "right" answer
D. it has limited use with children and cannot be used at all with infants
60. Mr. Brown is undertaking research in which he is watching the behavior of people as they wait in line at
the Department of Labor. He observes over a period of 2 weeks. Each day he goes to the site and tapes
conversations as he observes and takes notes. This type of research is called:
A. social survey
B. naturalistic observation
C. random sampling
D. case study
61. Dr. Sheehan observes preschool children in a Head Start program. She watches and records their
interactions with teachers and adults in the classroom every 10 seconds. This is an example of:
A. random sampling
B. event sampling
C. case study sampling
D. time sampling
62. All of the following are limitations of the naturalistic observation method EXCEPT:
A. the researcher has complete control of the subjects
B. there is no independent variable to be manipulated
C. the resulting theories are speculative in nature
D. it is not a strong technique for testing hypotheses
63. Which research method compares data obtained from two or more societies?
A. cross-sectional
B. cross-cultural
C. time sampling
D. random sampling
64. Dr. Gillespie is studying relationships between children and grandparents. She examined data from the
United States, Japan, and Botswana related to this topic. She is engaging in:
A. cross-cultural research
B. random sampling
C. cross-sectional research
D. time sampling
65. All of the following are drawbacks of cross-cultural research EXCEPT:
A. the quality of the data collected varies a great deal
B. the data rarely provide information on individual differences
C. not every culture experiences the problems under investigation
D. most cultures do not respect the work of developmentalists
66. Correlational analysis:
A. proves causation
B. can be used for predictive purposes
C. is not recognized as valid
D. cannot show a relationship between two variables
67. The numerical expression of the degree or extent of relationship between two variables or conditions is
called the:
A. variable coefficient
B. correlation coefficient
C. correlational analysis
D. numerical comparison
68. Bob wishes to undertake a study of the students at his college comparing their grade point averages and
drinking behaviors. He draws up a document explaining the purpose of his study, the type of data to
be collected, and the way the data will be used. The document states that participants have the right to
terminate participation at any time during the study. Before beginning to collect his data he gets each
participant to sign the document. Bob is obtaining:
A. informed consent
B. a quit claim document
C. indemnity assurance
D. consensual agreement
69. Identify the four major goals of science and give examples of the kind of questions or research tasks that
would be involved for each with respect to issues related to human development.
70. What are the advantages and disadvantages of longitudinal research compared to cross-sectional research
methods? Give an example to support your statements.
71. What role does age play in society? How are notions about aging changing and how are they remaining
the same?
Crandell - Chapter 01 #2
Level: Basic
Objective: Learning Objective 2
Question Type: Factual
3. A researcher's notes that contain the exact speech utterances that children make, as well as the ages of
the children under study, is most related to which goal of developmental psychology?
A. description
B. expression
C. prediction
D. conclusion
Crandell - Chapter 01 #3
Level: Basic
Objective: Learning Objective 2
Question Type: Conceptual
4. A psychologist wishes to know why there is an increase in childhood obesity. This is related to which
goal of developmental psychology?
A. control
B. explanation
C. description
D. prediction
Crandell - Chapter 01 #4
Level: Basic
Objective: Learning Objective 2
Question Type: Conceptual
5. A developmental psychologist wants to determine the chances that a particular ninth-grade student
will graduate from high school. This best illustrates:
A. description
B. explanation
C. prediction
D. control
Crandell - Chapter 01 #5
Level: Basic
Objective: Learning Objective 2
Question Type: Conceptual
6. Based on recent research findings, a developmental psychologist advises that an infant born with an
inherited disorder be put on a special diet to avoid intellectual impairment. This best illustrates:
A. intervention
B. description
C. explanation
D. prediction
Crandell - Chapter 01 #6
Level: Basic
Objective: Learning Objective 2
Question Type: Conceptual
7. The changes that occur in a person's height, weight, and organ, skeletal, muscular, and neurological
structures refer to:
A. biodevelopment
B. physical development
C. cognitive development
D. emotional-social development
Crandell - Chapter 01 #7
Level: Basic
Objective: Learning Objective 3
Question Type: Factual
8. The changes that occur in sensation, perception, memory, thought, reasoning, and language refer
to:
A. biodevelopment
B. physical development
C. cognitive development
D. emotional-social development
Crandell - Chapter 01 #8
Level: Basic
Objective: Learning Objective 3
Question Type: Factual
9. The changes that occur in an individual's personality, emotions, and relationships with others refer
to:
A. biodevelopment
B. physical development
C. cognitive development
D. emotional-social development
Crandell - Chapter 01 #9
Level: Basic
Objective: Learning Objective 3
Question Type: Factual
10. The more or less automatic unfolding of biological potential in a set, irreversible sequence is known
as:
A. maturation
B. growth
C. learning
D. socialization
D. development
A. the network of microorganisms in the person's body that influence physical growth
B. the network of social relations and physical settings the person experiences daily
C. the network of new technologies in society that influence health and well-being
D. the network of interrelationships among the various settings in which the person is
C. it operates indirectly as a criterion for certain roles via linkage with other factors
D. it is a major dimension of social organization
The four goals of science are to describe, explain, predict, and intervene when appropriate. For
instance, if a scientist were studying posttraumatic stress disorder, she would describe the disorder
by listing symptoms and perhaps classifying them in terms of severity. Next, she would seek
an explanation for the appearance of the disorder—that it is related to a person experiencing
or witnessing a serious and frightening event such as war or a natural disaster (e.g., a tsunami,
earthquake, etc.). Given that different people react to the same event in different ways, she may
wish to explain why that happens and may postulate that certain psychological factors related to
the individual result in different outcomes. The scientist might then seek to intervene to prevent or
lessen the severity of the reaction. The scientist might suggest ways for people to come to terms with
traumatic events or to avoid them if possible.
Longitudinal research takes place over a long period of time. For example, the researcher may be
studying a group of people with certain attributes (e.g., high IQ) to see how they behave at different
ages and how they compare to others. The Terman Life-Cycle Study followed the lives of children
considered to be gifted and compared them to children considered to be of average intelligence and
made observations at intervals of 5 to 10 years. A cross-sectional study, on the other hand, could look
at the same factor (intelligence) but use several populations at once, for example a group of 10-year-
olds, a group of 20-year-olds, 30-, 40-, and 50-year-olds and compare these groups. The advantage
here is that the researchers would not have to wait 40 years to obtain the data and attrition would
not be a problem because the respondents only need to respond once instead of every decade. The
cost would likely be less as well because it would not be necessary to conduct such a long research
study. The disadvantage is that other factors may contribute to the differences in age groups that are
related to sociohistorical events experienced by the differing age cohorts. Factors related to individual
differences may also be compounded as many more respondents will be used.
All societies are divided into age strata. Age serves as a marker for certain societal role expectations.
For instance, in Western culture children and young adults are expected to be students, students who
learn academic knowledge as well as societal values and norms. Adults are expected to pursue careers
and contribute in some way to society. Adults are also expected to be the caretakers of children
and in some cases also to care for the aged. Age strata therefore help to demarcate the roles and
responsibilities individuals have in society. Some of the notions about aging have changed. In the past,
for example, the notion of childhood came about during Medieval times and the notion of adolescence
became much more defined in the nineteenth and early twentieth centuries. In recent times a new
category called emerging adulthood is evolving due to the prevalence of people attending college and
taking on some adult roles while maintaining some of the dependent roles associated with childhood.
Older adults who are part of the baby-boomer generation are redefining the aging process as they go
through it by reevaluating traditional norms associated with aging. Some notions about age will likely
remain static, such as not expecting children to take on adult responsibilities.
You will need paper, pen, a timepiece, and a writing board. Record the date, time interval, location,
situation, and the age and sex of the subject or subjects. Observe children in a variety of natural
settings. Have the purpose of your research firmly in mind. Define and limit the range of situations
and behaviors you will observe. Describe both the behavior and the social context in which it occurs.
Include not only what a child says and does but also what others say and do to the child. Report
spoken words, cries, screams, startle responses, jumping, running away, and related behaviors.
Describe the relevant body language. Give descriptions of behavior, not interpretations that generalize
about behavior. Keep the interval between your full recording of observations and the events
themselves as short as possible to maintain accuracy. Limit your periods of observation to half an
hour, which is about as long as a researcher can remain alert enough to perceive and remember
the multitude of simultaneous and sequential occurrences. If a child asks what you are doing, be
truthful. Explain it openly and frankly. Keep in mind that one of the greatest sources of unreliability
in observation is the researcher's selective perceptions influenced by his or her own needs and values.
Use time sampling for some observations. Time your field notes at intervals of a minute or even 30
seconds. You may wish to tally the children's behavior in terms of helping, resistance, submission,
giving, and other responses.
J anet was pale and silent as King drove into town. Glancing at her,
he saw that her lips were pressed together, her smooth brow
puckered a bit, and her eyes filled with a strange, thoughtful
expression. Her hands tightly gripped the handle of her parasol.
“I’m sorry it happened that way, Janet,” he said apologetically. “It
was thoughtless of me to get caught in that mob, so that you were
compelled to suffer the humiliation of witnessing such a brutal
spectacle.”
“You were not to blame,” she returned, in a low, queer voice. “I
begged you to wait. I’m glad I did.”
“You’re what—glad?” he exclaimed, astonished. “It was not a thing
for a girl like you to see and hear.”
“Still,” she declared, “I am glad I saw it. I know now that any man
with an atom of manhood in his make-up may sometimes be
compelled to fight.”
“That’s right,” he agreed, “and he can’t always pick a gentleman,
or a man of his own class, for an antagonist.”
She looked at him quickly. “Do you think Tom Locke is a
gentleman?”
“Oh, I don’t know about that; it’s doubtful, considering the
company he’s with.”
“Do gentlemen never play baseball?”
“Certainly—in college games.”
“But they never play professionally?”
“I wouldn’t say that, you know,” was his slow answer. “Some
college men go in for professional baseball after graduating. Almost
always, they need the money to give them a start in some chosen
profession or business. But not all college players are gentlemen, by
any means; far from it. At Harvard, even though baseball and football
players and members of the track team were decidedly popular in a
general way, there were none of them in my set, and I didn’t see fit to
associate with them much.”
Even as he said it, he flushed a bit, knowing she, like many others
in Kingsbridge, must be fully aware of the fact that his exasperated
father had removed him from Harvard in his sophomore year to
avoid the disgrace of his suspension, or possible expulsion, because
of certain wild escapades in which he had been concerned, along
with some others of his own particularly swift set. Nevertheless, he
had his standards of deportment and qualifications essential to the
gentleman, though, doubtless, it would be no easy matter to make
them clear to some strait-laced, narrow-minded persons.
He was nettled by the conviction that Janet was suddenly taking
altogether too much interest in the practically unknown Kingsbridge
pitcher, who, following his surprising double victory of the day, was
surely destined to become a popular idol in the town. He had known
Janet three years, having met her at a church sociable in the days
when Cyrus King was setting about in earnest, by the construction of
his mills, to turn Kingsbridge from a dull, sleepy settlement into a
hustling, chesty town. At first she had seemed to be an unusually
pretty, vivacious little girl, with somewhat more refinement and good
sense than the usual run of country maidens; but that he would ever
become genuinely and deeply interested in her had not occurred to
him as a remote possibility. Even after he had left college and begun
work in the big sawmill, although he found her much matured and
developed, and therefore still more interesting, he but slowly came to
realize that she was the possessor of some potent charm, indefinite,
elusive, indescribable, which was casting a powerful spell over him.
Not until this day, however, had he realized how firmly this spell
had gripped him. It had come upon him as a surprise which he
obstinately tried to misinterpret; for why should he, the only son and
heir of old Cy King, several times over a millionaire, permit himself to
be bewitched past self-mastery by this little country girl, daughter of
a broken-down village parson, who had not tried to bewitch him at
all? It seemed ridiculous, something to demand self-reproach; for,
least of all, when he thought of such a thing, which was rarely, had
he fancied himself silly enough to be caught in such a net. Moreover,
he knew what stormy anger the knowledge would produce in his
father if the knowledge ever came to him.
The truth had stabbed him there upon the baseball field. It had
taken the piercing form of a jealous pang, which he had sought to
conceal when he saw that Janet was becoming interested in the new
Kingsbridge pitcher; and it cut deeper and deeper as her interest
grew and developed into out-spoken admiration. He had seen her
watching that fierce fist fight, knowing all the while that she was
praying that Locke might conquer, and, though she had held herself
marvelously in hand, he seemed to fathom all the torture and dread
which filled her heart. That she should care so much what might
happen to a total stranger, even though he were the new-found idol
of the Kingsbridge fans, was sufficient to skim the scales swiftly from
Benton King’s eyes, and leave him confessing to himself, without
shame, that she was very dear to him. For, trite but true, that which
we desire very much becomes a thousand times more desirable as
our chance of possession grows less.
And now, as they drove slowly homeward, something writhed and
burned within him at the further evidence of her interest in Locke. He
was tempted to speak up boldly and say that there was not one
chance in a million that the fellow could be a gentleman; but he had
not yet lost his head, even if his heart was gone, and he had sense
enough to know that such a course might be the most unwise one he
could pursue. So he held himself in check, registering an inward vow
that he would see to it that this fellow Locke found as little chance as
might be to give him worriment over Janet.
Too soon the little parsonage, a modest story-and-a-half house,
one of the oldest in Kingsbridge, came into view. Too soon they were
at the door, and he was helping her to alight. He held her hand to the
extreme limit of good taste, held it and pressed it, saying:
“I shall be at church to-morrow. If you don’t mind, it would give me
pleasure to escort you home after the services.”
She looked at him in surprise, her lips parted in an odd little smile,
her violet eyes emphasizing her wonderment.
“Why, Bent, you’ve scarcely attended church half a dozen times
since you came home from college. What brings you out to-
morrow?”
“You!” he answered, feeling himself thrill and choke a bit. “I’m a
heathen, I admit; but I’m coming out to-morrow to worship—you.” He
had said such things before, to other girls, but he had spoken them
lightly, and without a tremor; now little electric vibrations were
running along his nerves, and, though he knew that his face was
pale, he could feel his swollen heart pulsing hard, and his temples
drumming. He had never dreamed that saying such a “little thing” to
a pretty girl would come so near unmanning him.
Her surprise had grown, but she was self-possessed. “Thou shalt
not worship false gods,” she laughed. Then, as if she saw something
in his eyes which made her fear he would go further, she hastily
gave her consent: “If you come out to church to-morrow I’ll permit
you to walk home with me—after Sabbath School. That’ll be your
reward for listening to father’s sermon. Now, for the first time in my
life, I feel that I have really done something for the heathen.”
Laughing, she ran up the steps of the trellised porch, turning a
moment to say good night, framed in an arch of June green vines.
Head bared, he gazed at that picture, and found it the fairest his
eyes had ever looked upon. There was now in his mind no question,
no doubt; he knew.
“Good night, Janet,” he said softly. “Until to-morrow, and that will
be—a year.” He had laughed at silly, lovesick chaps who said things
like that; but now, before he knew what he was saying, he had
uttered it with all the sincerity of his soul.
CHAPTER XVII
FATHER AND DAUGHTER