Ebook PDF Childhood Voyages in Development 6th Edition PDF

(eBook PDF) Childhood: Voyages in
Development 6th Edition

Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-childhood-voyages-in-development-6th
-edition/
encer •
Numerous personal experiences enter into Rathus's textbooks. For example,
he was the first member of his family to go to college, and he found college
textbooks to be cold and intimidating. Therefore, when his opportunity
came to write college textbooks, he wanted them to be different warm and
encouraging, especially to students who were also the first generation in their
families to be entering college. Rathus's first professional experience was in
teaching high school English. Part of the task of the high school teacher is to
motivate students and make learning fun. Through this experience he learned
the importance of using humor and personal stories, which later became
part of his textbook approach. Rathus wrote poetry and novels while he
was an English teacher, and some of the poetry was published in poetry
journals. The novels never saw the light of day (which is just as well, Rathus
now admits in mock horror).
Rathus earned his Ph.D. in psychology and he entered clinical practice
and teaching. He went on to publish research articles in journals such as
Adolescence, Behavior Therapy, Journal of Clinical Psychology, Behaviour
Research and Therapy, Journal of Behavior Therapy and Experimental
' Psychiatry, and Criminology. His research interests lie in the areas of human
growth and development, psychological disorders, methods of therapy, and
psychological assessment. Foremost among his research publications is the
Rathus Assertiveness Schedule, which remains widely used in research
and clinical practice. Rathus has since poured his energies into writing his
textbooks, while teaching at Northeastern University, New York University,
and currently at The College of New Jersey. His introductory psychology
textbook, Psychology: Concepts and Connections, is soon to be in its
eleventh edition.
Rathus is proud of his family. His wife, Lois, is a successful author and a
professor of art at The College of New Jersey. Their daughter, Allyn, obtained
her M.A. from NYU's Steinhardt School, and is teaching in New York City.
Their daughter, Jordan, completed her MFA in fine arts at Columbia University
and is launching her career as a video artist. Their youngest daughter, Taylor,
can dance the pants off both of them. Taylor completed her BFA at NYU's
Tisch program in musical theatre and is lighting up the stage. Rathus's eldest
daughter, Jill, has become a psychologist and teaches at C. W. Post College of
The author is shown at various Long Island University.
stages of development in these
four photgraphs
•
VI
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202
•
r1e on tents
1 What Is Child Development?

Chapter 1 History, Theories, and Methods 2
2 Beginnings
Chapter 2 Heredity and Conception 46
Chapter 3 Prenatal Development 76
Chapter4 Birth and the Newborn Baby: In the New World 110
3 Infancy
Chapter 5 Infancy: Physical Development 148
Chapter 6 Infancy: Cognitive Development 182
Chapter 7 Infancy: Social and Emotional Development 214
4 Early Childhood
Chapter 8 Early Childhood: Physical Development 250
Chapter 9 Early Childhood: Cognitive Development 276
Chapter 10 Early Childhood: Social and Emotional Development 308
5 Middle Childhood
Chapter 11 Middle Childhood: Physical Development 344
Chapter 12 Middle Childhood: Cognitive Development 370
Chapter 13 Middle Childhood: Social and Emotional
Development 414
Answers to Active Reviews A-1

Glossary G-1
References R-1
Name Index 1-1
Subject Index 1-9
••
VII
on tents
Preface xxv
Part 1 What Is Child Development?

History, Theories, and Methods 2
Truth or Fiction? 3
1.1 What Is Child Development? Coming to Terms with Terms 4
Why Do Researchers Study Child Development? 5
What Views of Children Do We Find Throughout History? 6
1.2 Theories of Child Development 7
What Are Theories of Child Development? 8
What Is the Psychoanalytic Perspective on Child Development? 8
Concept Review 1.1: Comparison of Freud's and Erikson's Stages
of Development 10
What Are the Learning Perspectives on Child Development? 13
A CLOSER LOOK: Research The Bell-and-Pad Method for Treating
Bedwetting 14
A CLOSER LOOK: Research Operant Conditioning of Vocalizations

in Infants 16
What Is the Cognitive Perspective on Child Development? 18
Concept Review 1.2: Jean Piaget's Stages of Cognitive
Development 20
What Is the Biological Perspective on
Development? 21
What Is the Ecological Systems Theory of Child
Development? 22
What Is the Sociocultural Perspective on
Development? 24
Concept Review 1.3: Perspectives on Child
Development 28
1.3 Controversies in Child
Development 31
Which Exerts the Greater Influence on Children:
Nature or Nurture? 31
Is Development Continuous or
Discontinuous? 31
Are Children Active (Prewired to Act on
the World) or Passive (Shaped by
Experience)? 32 .,,,,,
f ....
1.4 How Do We Study Child • ..• "•• •

Development? 33 ti
.
...
....... ..
. ..
What Is the Scientific Method? 33 \ I I l!I
What Methods of Observation Do Researchers Use

" !II
\
'
•
to Gather Information About Children? 34
• '
•
IX
Correlation: What Does It Mean to Correlate Information? 35
A CLOSER LOOK: Research Surveying High School Seniors'
Attitudes toward Living Together before Getting Married 36
What Is an Experiment? What Are an Experiment's Advantages Over
Correlation? 3 7
How Do Researchers Study Developments That Take Place
Over the Years? 3 8
Concept Review 1.4: Comparison of Cross-Sectional,
Longitudinal, and Cross-Sequential Research 41
1.5 Ethical Considerations 42

A CLOSER LOOK: Research The Conditioning of "Little Albert":
A Case Study in Ethics 42
Chapter Review 44
KeyTerms 45
Part 2 Beginnings
Heredity and Conception 46
Truth or Fiction? 47
2.1 The Influence of Heredity on Development:
The Nature of Nature 48
What Are Chromosomes and Genes? 48
What Are Mitosis and Meiosis? 49
What Are Identical and Fraternal Twins? 50
What Are Dominant and Recessive Traits? 50
2.2 Chromosomal and Genetic Abnormalities 52

What Kinds of Problems Are Caused by Chromosomal
Abnormalities? 53
What Kinds of Problems Are Caused by Genetic
Abnormalities? 54
How Do Health Professionals Determine Whether Children
Will Have Genetic or Chromosomal Abnormalities? 57
2.3 Heredity and the Environment: Nature versus

Nurture 61
Reaction Range: What Is the Difference Between Our
Genotypes and Our Phenotypes? 61
What Is Canalization? 61
What Is Meant by Genetic-Environmental Correlation? 61
How Do Researchers Sort Out the Effects of Genetics and
Environmental Influences on Development? (Are the
Traits of Relatives Related?) 63
Twin Studies: Looking in the Genetic Mirror 63
Adoption Studies 64
2.4 Conception: Against All Odds 65

Ova 65
Sperm Cells 66
X CONTENTS
A CLOSER LOOK: Diversity Where Are the Missing
Chinese Girls? 67
2.5 Infertility and Assisted Reproductive

Technology 68
What Are the Causes of Infertility? 68
How Are Couples with Fertility Problems Assisted in
Becoming Parents? 69
A CLOSER LOOK: Diversity LGBT Family Building 70
A CLOSER LOOK: Research Selecting the Sex of Your Child:
Fantasy or Reality? 72
Chapter Review 74
KeyTerms 75
Prenatal Develop1nent 76
3.1 The Germinal Stage: Wanderings 78
Without Visible Means of Support? 78
3.2 The Embryonic Stage 79
A CLOSER LOOK: Real Life Selecting an Obstetrician 81
Sexual Differentiation: How Do Some Babies Develop into Girls and
Others into Boys? 82
Why Is the Amniotic Sac Called a ''Shock Absorber''? 84
What Are the Functions of the Placenta? 84
3.3 The Fetal Stage 85
A CLOSER LOOK: Research On Fetal Perception Bach at Breakfast
and Beethoven at Brunch? 88
Concept Review 3.1: Highlights of Prenatal

Development 89
A CLOSER LOOK: Diversity Birth Rates around

the World 91
3.4 Environmental Influences on

Prenatal Development 91
How Does Maternal Nutrition Affect Prenatal
Development? 91
What Are Teratogens? Does It Matter When,
During Pregnancy, a Woman Is Exposed
to Them? 94
A CLOSER LOOK: Real Life Advice for
Expectant Fathers 95
A CLOSER LOOK: Real Life Preventing One's

Baby from Being Infected with HIV 98
What Are the Effects of Drugs Taken by the
Mother on Prenatal Development? 98
What Are the Effects of Environmental Hazards
During Pregnancy? 103
•
CONTENTS XI
What Are the Apparent Effects of Maternal Stress on the Child? 104
A CLOSER LOOK: Diversity The Effects of Parents' Age
on Children Do Men Really Have All the Time
in the World? 105
Concept Review 3.2: Risks of Various Agents to the Embryo
and Fetus 106
Chapter Review 108

KeyTerms 109
Birth and the Ne'V\Tborn Baby: In the

Ne'V\1 World 110
4.1 Countdown... 112
4.2 The Stages of Childbirth 112
What Happens During the First Stage of Childbirth? 113
What Happens During the Second Stage of Childbirth? 113
What Happens During the Third Stage of Childbirth? 115
4.3 Methods of Childbirth 116

How Is Anesthesia Used in Childbirth? 116
What About Hypnosis and Biofeedback? 117
What Is Meant by Prepared Childbirth? 117
Why Are Cesarean Sections Used So Widely? What Are Their Pluses
and Minuses? 119
Is Home Birth Too Risky, or Is It Something to Consider? 120
4.4 Birth Problems 121

What Are the Effects of Oxygen Deprivation at Birth? 121
What Are the Risks in Being Born Preterm or Low in Birth
Weight? 121
A CLOSER LOOK: Diversity Maternal and Infant Mortality
around the World 125
4.5 The Postpartum Period 127

What Kinds of Psychological Problems Do Women Encounter
During the Postpartum Period? 127
How Critical Is Parental Interaction with Neonates in the
Formation of Bonds of Attachment? 129
A CLOSER LOOK: Research Have We Found the Daddy
Hormones? 130
4.6 Characteristics of Neonates 131

How Do Health Professionals Assess the Health of
Neonates? 131
What Are Reflexes? What Reflexes Are Shown by
Newborns? 133
How Well Do Neonates Sense the World Around Them? 134
A CLOSER LOOK: Research Studying Visual Acuity
in Neonates How Well Can They See? 135
On Really Early Childhood ''Education'' Can Neonates
Learn? 139
••
XII CONTENTS
What Patterns of Sleep and Waking Are Found Among
Neonates? 140
Why Do Babies Cry? What Can Be Done to Soothe Them? 142
4.7 Sudden Infant Death Syndrome (SIDS) 144
Chapter Review 146
KeyTerms 147
Part 3 Infancy
Infancy: Physical Development 148
5.1 Physical Growth and Development 150
What Are the Sequences of Physical Development? Head First? 150
Concept Review 5.1: Sequences of Physical Development 151
What Patterns of Growth Occur in Infancy? 152
5.2 Nutrition: Fueling Development 155
A CLOSER LOOK: Real Life FoodTimelineforthe FirstTwo Years 157
What Are the Pros and Cons of Breastfeeding vs. Bottle Feeding? 157
A CLOSER LOOK: Diversity Wasting Away from Hunger 159
5.3 Development of the Brain and Nervous System 162

What Are Neurons? How Do They Develop? 162
How Does the Brain Develop? 164
How Do Nature and Nurture Interact to Affect the Development of
the Brain? 165
5.4 Motor Development: How

Moving 166
Lifting and Holding the Torso and Head:
Heads Up? 167
Control of the Hands: Getting a Grip on
Things? 167
Locomotion: Getting a Move On? 168
How Do Nature and Nurture Interact to Affect
Motor Development? 169
5.5 Sensory and Perceptual
Development: Taking In the
World 171
Development of Vision: The Better to See
YouWith 171
Visual Preferences: How Do You Capture an
Infant's Attention? 172
A CLOSER LOOK: Research Strategies for
Studying the Development of Shape
Constancy 175
Development of Hearing: The Better to Hear
YouWith? 175
•••
CONTENTS XIII
Development of Coordination of the Senses: If I See It,
Can I Touch It? 177
Do Children Play an Active or a Passive Role in Perceptual
Development? 177
A CLOSER LOOK: Real Life Effects of Early Exposure to Garlic,
Alcohol, and Gulp Veggies 178
What Is the Evidence for the Roles of Nature and Nurture in
Perceptual Development? 179
Chapter Review 180
Key Terms 181
Infancy: Cognitive Development 182

6.1 Cognitive Development: Jean Piaget 184
What Is the Sensorimotor Stage of Cognitive Development? 184
What Is Object Permanence? How Does It Develop? 187
What Are the Strengths and Limitations of Piaget's Theory of
Sensorimotor Development? 189
Concept Review 6.1: The Six Substages of the Sensorimotor
Stage, Accardi ng to Piaget 190
A CLOSER LOOK: Research Orangutans, Chimps, Magpies, and

Object Permanence 191
6.2 Information Processing 192

What Is the Capacity of the Memory of Infants? 192
Imitation: Infant See, Infant Do 192
A CLOSER LOOK: Research On Mirror Neurons and Really
Early Childhood Imitation 193
6.3 Social Influences on Early Cognitive

Development 194
6.4 Individual Differences in Cognitive Functioning
Among Infants 195
Testing Infants: Why and with What? 196
How Well Do Infant Scales Predict Later Intellectual
Performance? 196
What Is Visual Recognition Memory? How Is It Used to
Enhance Predictability of Infant Intelligence? 196
6.5 Language Development 198
What Are Prelinguistic Vocalizations? 198
How Does the Child Develop Vocabulary? 200
A CLOSER LOOK: Diversity Babbling Here, There, and
Everywhere 201
How Do Infants Create Sentences? On Telegraphing Ideas 202
6.6 Theories of Language Development: Can You
Make a Houseplant Talk? 203
How Do Learning Theorists Account for Language
Development? 203
•
XIV CONTENTS
A CLOSER LOOK: Diversity Two-Word Sentences Here,
There, and... 204
A CLOSER LOOK: Real Life Infant-Directed Speech Of"Yummy
Yummy" and "Kitty Cats" 206
How Can Adults Enhance Language Development in Children? 207
How Does Psycholinguistic Theory Explain Language
Development? 207
A CLOSER LOOK: Research Brain Structures Involved
in Language 209
What Is the Emergentist Theory of Language Development? 210
Chapter Review 212
KeyTerms 213
Infancy: Social and Emotional

Development 214
Truth or Fiction? 21 S
7.1 Attachments: Bonds That Endure 216
Patterns of Attachment: What Does It Mean for a Child to Be
''Secure'' or ''Insecure''? 216
What Are the Roles of the Caregivers in the Formation of Bonds
of Attachment? 21 7
How Stable Are Bonds of Attachment? 219
Are There Stages of Attachment? What Are They? 219
What Are the Various Theories of Attachment? How Does
Each Emphasize Nature or Nurture in Its Explanation of the
Development of Attachment? 220
Concept Review 7 .1: Theories of
Attachment 224
7.2 When Attachment Fails 225

What Are the Effects of Social Deprivation on
Child Development? 225
How Common Are Child Abuse and Neglect?
What Are Their Effects? 227
A CLOSER LOOK: Real Life Prevention of
Sexual Abuse of Children 232
What Are Autism Spectrum Disorders? On Being
Alone Among the Crowd 233
7.3 Day Care 236

A CLOSER LOOK: Real Life Finding Child Care
You (and Your Child) Can Live With 238
7.4 Emotional Development 239

Is Emotional Development Linked to Patterns of
Attachment? 239
What is Meant by Fear of Strangers? Is It
Something to Worry About? 240
Social Referencing: What Should I Do Now? 240
How Do Infants Regulate Their Emotions? 241
CONTENTS XV
7.5 Personality Development 242
What Is the Self-Concept? How Does It Develop? 242
Temperament: Easy, Difficult, or Slow to Warm Up 242
7.6 Gender Differences 245
What Are the Differences in Behavior Between Infant Girls
and Boys? 246
Do Adults Behave Differently in Their Interactions with Infant
Girls and Boys? 246
Do Parents Treat Their Infant Sons and Daughters Differently? 246
Chapter Review 248
KeyTerms 249
Part 4 Early Childhood

Early Childhood: Physical
Development 250
8.1 Growth Patterns 252
What Changes Occur in Height and Weight During Early
Childhood? 252
How Does the Brain Develop During Early Childhood? 253
Are Some Children Right-Brained and Others Left-Brained? 253
What Is Meant by Plasticity of the Brain? 254
8.2 Motor Development 254
How Do Gross Motor Skills Develop in Early Childhood? 254
A CLOSER LOOK: Diversity Gender Differences in Motor
Activity 257
How Do Fine Motor Skills Develop in Early Childhood? 257
When Does Handedness Emerge? Are There Any Advantages or
Disadvantages to Being Left-Handed? 258
8.3 Nutrition 260
What Are Children's Nutritional Needs in Early
Childhood? 260
What Are Children's Patterns of Eating? 260
8.4 Health and Illness 262
What Minor Illnesses Do Children Develop in Early
Childhood? 262
What Major Illnesses Do Children Encounter? 262
A CLOSER LOOK: Real Life Ten Things You Need to Know
about Childhood Immunizations 263
What Is the Role of Accidents as a Cause of Death in Early
Childhood? 266
A CLOSER LOOK: Real Life Protecting Children from Lead
Poisoning 267
8.5 Sleep 268

What Sleep Disorders Affect Children? 269
•
XVI CONTENTS
A CLOSER LOOK: Research Cross-Cultural Differences in
Sleeping Arrangements 270
8.6 Elimination Disorders 271

What Is Enuresis? 271
What Is Encopresis? 272
A CLOSER LOOK: Real Life What to Do about Bedwetting 273
Chapter Review 275

KeyTerms 275
Early Childhood: Cognitive

Development 276
9.1 Jean Piaget's Preoperational Stage 278
How Do Children in the Preoperational Stage Think and Behave? 2 78
What Is Symbolic or Pretend Play? 278
What Are ''Operations''? 279
Egocentrism: Why Do Young Children Think ''It's All About Me''? 279
Causality: Why? Because! 280
How Do Young Children Confuse Mental and Physical Events? On
''Galaprocks'' and Dreams That Are Real 281
How Many Dimensions of a Problem Do Young Children Focus on at
Once? On Mental Blinders 282
What Is Meant By Conservation? (Hint: We're Not Talking About the
Environment) 282
What Do Young Children Put in Their Classes? On Class
Inclusion 283
Concept Review 9.1: Features of Preoperational
Cognition According to Piaget 284
A CLOSER LOOK: Diversity Development of

Concepts of Ethnicity and Race 285
How Accurately Do Piaget's Views Represent
Cognitive Development in Early
Childhood? 286
9.2 Vygotsky's Views on Early Childhood
Cognitive Development 287
What Are Scaffolding and the Zone of Proximal
Development? 287
A CLOSER LOOK: Research Effects of
Scaffolding on Children's Abilities to
Recall and Retell Stories 287
9.3 Other Factors in Early Childhood

Cognitive Development: The Home
Environment, Preschool, and
Television 288
How Does the Home Environment Affect
the Cognitive Development of
Children? 288
••
CONTENTS XVII
How Do Preschool Educational Programs Affect Children's Cognitive
Development? 290
Is Television a Window on the World for Young Children, or a Prison
within a False World? 291
What Are the Effects of Educational Television on Cognitive
Development? 291
A CLOSER LOOK: Real Life Helping Children Use Television
Wisely 293
9.4 Theory of Mind: What Is the Mind? How Does

ltWork? 294
What Are Young Children's Ideas About How the Mind
Works? 294
On False Beliefs: Just Where Did Those Crayons Go? 294
On the Origins of Knowledge: Where Does It Come From? 295
The Appearance-Reality Distinction: Are Appearances at Some Ages
More Deceiving Than at Others? 295
9.5 Development of Memory: Creating Documents,
Storing Them, Retrieving Them 296
What Memory Skills Do Children Have in Early Childhood? How Do
We Know? 296
How Competent Are Young Children's Memories? 297
What Factors Influence Memory Skills in Early Childhood? 298
Memory Strategies: How Do Children Remember to Remember? 299
9.6 Language Development: Why ''Daddy Goed
Away'' 300
Words, Words, and More Words How Does Vocabulary Develop in
Early Childhood? 300
Putting Words Together How Does Grammar Develop in Early
Childhood? 301
Pragmatics: Can Preschoolers Be Practical? 304
What Are the Connections Between Language and Cognition? Which
Comes First: The Concept or the Word? 304
Chapter Review 306
KeyTerms 307
Early Childhood: Social and

Emotional Development 308
10.1 Influences on Development: Parents, Siblings,
and Peers 31 O
What Are the Dimensions of Child Rearing? 310
How Do Parents Enforce Restrictions? 311
What Parenting Styles Are Involved in the Transmission of Values
and Standards? 312
How Do the Situation and the Child, Herself, Influence Parenting
Styles? 314
How Do Siblings Influence Social and Emotional Development in
Early Childhood? 314
A CLOSER LOOK: Diversity Individualism, Collectivism,
and Patterns of Child Rearing 316
•••
XVIII CONTENTS
Birth Order: Just Where Is the Child in the
Family? 317
How Do Peers Influence Social and Emotional
Development in Early Childhood? 319
10.2 Social Behavior: In the World,

Among Others 320
What Are the Characteristics of Play? How Does
Play Affect Children's Development? 320
What Is Prosocial Behavior? How Does It
Develop? 323
Aggression The Dark Side of Social Interaction:
How Does It Develop? 325
What Are the Causes of Aggression in Children? 325
A CLOSER LOOK: Research Do You Have to
Be Taught to Hate? 326
10.3 Personality and Emotional

Development 331
How Does the Self Develop During Early
Childhood? 331
Initiative versus Guilt 332
The Horrors of Early Childhood: What Sorts
of Fears Do Children Have During the
Preschool Years? 332
A CLOSER LOOK: Real Life Helping Children Cope
with Fears 333
10.4 Development of Gender Roles and Gender

Differences 334
What Are Stereotypes and Gender Roles? How Do They
Develop? 335
Gender Differences: How Do Females and Males Differ in Their
Cognitive, Social, and Emotional Development? 336
What Are the Origins of Gender Differences? 337
Concept Review 10.1: Theories of the Development of
Gender Differences 341
Chapter Review 342

KeyTerms 343
Part S Middle Childhood

Middle Childhood: Physical
Development 344
11.1 Growth Patterns 346
What Patterns of Growth Occur in Middle Childhood? 346
How Does the Brain Develop in Middle Childhood? 347
What Are the Connections Between Nutrition and Growth in Middle
Childhood? 347
•
CONTENTS XIX
What Are the Gender Similarities and Differences in Physical
Growth During Middle Childhood? 348
How Do Vision and Hearing Develop During Middle
Childhood? 348
11.2 Overweight Children 348
How Many Children in the United States Are Overweight?
Why Are They Overweight? 348
What Are the Causes of Being Overweight? 350
11.3 Childhood Asthma 351

What Is the Prevalence of Asthma? 351
A CLOSER LOOK: Real Life Helping Overweight Children
Manage Their Weight 352
What Factors Increase the Risk of Developing
Asthma? 354
How Is Asthma Treated? 354
11.4 Motor Development 354
How Do Gross Motor Skills Develop During Middle
Childhood? 354
How Do Fine Motor Skills Develop During Middle
Childhood? 355
What Are the Gender Similarities and Differences in Motor
Development During Middle Childhood? 355
Concept Review 11.1: Development of Motor Skills
During Middle Childhood 356
Are Children in the United States Physically Fit? If Not,
WhyNot? 357
What Can Be Done During Middle Childhood to Improve Physical
Fitness? 357
11.5 Disorders That Affect Learning 358

What Is Attention-Deficit/Hyperactivity Disorder
(ADHD)? 358
How Does Run-of-the-Mill Failure (or Refusal!) to ''Listen''
to Adults Differ from Attention-Deficit/Hyperactivity
Disorder? 35 9
Is ADHD Overdiagnosed? 360
What Are the Causes of ADHD? 360
How Do Health Professionals Treat ADHD? How Can It Be Possible
That Children with ADHD Are Commonly Treated with
Stimulants? 361
A CLOSER LOOK: Diversity African American Youth
and ADHD 362
What Are Learning Disabilities? 363
Concept Review 11.2: Kinds of Learning Disabilities 363
Should Children with Learning Disabilities Be Placed in
Regular Classrooms (That Is, Should They Be
''Mainstreamed'')? 366
Chapter Review 368
KeyTerms 369
XX CONTENTS
Middle Childhood: Cognitive
Develop1nent 370
12.1 Jean Piaget: The Concrete-Operational Stage 372
What Is Meant by the Stage of Concrete Operations? 372
Can We Apply Piaget's Theory of Cognitive Development to
Educational Practices? 374
Concept Review 12.1: Aspects of Concrete-Operational
Thinking 375
12.2 Moral Development: The Child as Judge 376

How Does Piaget View the Development of Moral Reasoning? 376
How Does Kohlberg View the Development of Moral
Reasoning? 3 78
12.3 Information Processing: Learning, Remembering,
Problem Solving 380
How Do Children Develop Selective Attention? 381
What Developments Occur in the Storage and Retrieval of
Information During Middle Childhood? 3 82
A CLOSER LOOK: Research The Long-Term Effects of Good
Teaching 384
A CLOSER LOOK: Research Early Math Matters: Does

a Child's Education in Math Need to Begin Prior to
Kindergarten? 387
What Do Children Understand About the Functioning of
Their Cognitive Processes and, More Particularly,
Their Memory? 388
A CLOSER LOOK: Research Children's
Eyewitness Testimony 389
12.4 Intellectual Development,

Creativity, and Achievement 390
What Is Intelligence? 390
What Are the Various Factor Theories of
Intelligence? 391
What Is Sternberg's Triarchic Theory of
Intelligence? 391
What Is the Theory of Multiple Intelligences? 392
What Is Meant by Emotional Intelligence and
Social Intelligence? 393
How Do We Measure Intellectual
Development? 393
Concept Review 12.2: Theories of
Intelligence 394
Why Do So Many Psychologists and Educators
Consider Standard Intelligence Tests to Be
Culturally Biased? 397
What Are the Various Patterns of Intellectual
Development? 400
•
CONTENTS XXI
How Do Children Differ in Their Intellectual Development? 401
A CLOSER LOOK: Diversity Socioeconomic and Ethnic
Differences in IQ 402
What Is Creativity? How Does Creativity Relate to Overall
Intellectual Development? 404
What Is the Relationship Between Creativity and Intelligence? 404
What Are the Roles of Nature (Heredity) and Nurture (Environmental
Influences) In the Development of Intelligence? 405
12.5 Language Development 409
How Do Children's Vocabulary and Grammar Develop in Middle
Childhood? 409
What Cognitive Skills Are Involved in Reading? 409
What Does Research Reveal About the Advantages and Disadvantages
of Bilingualism? 410
Chapter Review 412
KeyTerms 413
Middle Childhood: Social and

E1notional Develop1nent 414
13.1 Theories of Social and Emotional Development in
Middle Childhood 416
What Are Psychoanalytic Theory's Views on Middle Childhood? 416
What Is Social Cognitive Theory's View on Middle Childhood? 417
What Is Cognitive-Developmental Theory's View on Middle
Childhood? 41 7
How Does the Self-Concept Develop During Middle
Childhood? 418
13.2 The Family 421
What Issues Are Involved in Parent-Child Relationships During
Middle Childhood? 4 21
A CLOSER LOOK: Diversity LGBT Parents and Their
Families 422
What Happens to Children Whose Parents Get Divorced? 423
A CLOSER LOOK: Real Life How to Answer a 7-Year-Old's
Questions about Gulp Sex 424
What Are the Effects of Parental Employment on
Children? 427
13.3 Peer Relationships 429
What Is the Influence of Peers During Middle Childhood? 429
How Do Children's Concepts of Friendship Develop During
Middle Childhood? 430
13.4 The School 432

What Are the Effects of the School on Children's Social and
Emotional Development? 432
What Is It Like for Children to Enter School? Getting to
KnowYou 432
What Are the Characteristics of a Good School? 433
••
XXII CONTENTS
A CLOSER LOOK: Research Bullying: An Epidemic of Pain 434
13.S Social and Emotional Problems 437

What Are Conduct Disorders? 438
What Is Childhood Depression? What Can We Do About It? 439
What Are the Features of Anxiety During Middle Childhood? 441
Concept Review 13.1: Social and Emotional Problems That May
Emerge During Middle Childhood 442
Chapter Review 446

KeyTerms 447
Answers to Active Reviews A-1

Glossary G-1
References R-1
Name Index 1-1
Subject Index 1-9
•••
CONTENTS XX:111
Another random document with
no related content on Scribd:
approach as the royal party turns the angle opposite Oldtown. The
king is always seated in a six-oared gig belonging to the ship to
which he is proceeding, whilst the canoes contain his eldest son,
young Eyo, and his three brothers, with an innumerable host of slave
attendants. He has a gigantic parti-coloured parasol held over his
head on these occasions, as he has whenever walking about his
town, or seated in one of his court-yards, overlooking his trade
books. The musical band accompanying the king consists of an
Egbo drum, placed transversely in the canoe, which is not beaten on
the ends as our drums are, but on the top of its longitudinal surface
with a pair of sticks; an instrument formed of iron, as of the saucers
of two shovels welded face to face, and struck with a piece of the
same metal; a cow’s-horn, blown rather discordantly; and clattering-
boxes made of bamboo matting, with a string to them held in the
hands like Spanish castanets, and shaken vigorously to produce a
noise by the agitation of the pebbles or pieces of broken crockery-
ware they contain. Yet, with this primitive attempt at music, the
banners flying from the canoes, the simultaneous hoisting of flags on
all the ships in the river, and the return of a salute from the vessel to
which he is proceeding, when the king’s party becomes visible, gives
the whole scene a very animated appearance.”
By-the-by, mention has several times been made of the curious
institution existing in this part of the world known as the order of
“Egbo.” It is a sort of negro brotherhood of kings, chiefs, and free
men, and the title is derived from “Ekpe,” the Efik name for tiger.
There are eleven grades, the three superior of which are not
purchaseable by slaves. In former times the Egbo title was confined
entirely to freemen, the second or third generation of a slave born
within the pale of an Egboman’s dwelling being liberated by this fact,
and allowed to purchase it after their parents were dead. It cannot be
compared to any institution familiar to European minds but to that of
Freemasonry. Previous to initiation, the Egbo candidate is obliged to
go through a number of ceremonial observances; as, for instance, on
a “Brass Egbo”—one of the superior grades—applicant’s admission
into that order, his body is daubed over with yellow dye to simulate
brass, and there is a sacrifice of animals on the occasion. The
secrets and meetings of Egbo men are strictly private. If a man,
woman, or child have a complaint of grievance against a master or
neighbour, he or she has only to give notification of it by slapping an
Egbo gentleman on the front of his body, or by going into the market
square and tolling the large Egbo bell. The gentleman apprised by
the first-mentioned form of notice, is bound to have at once an Egbo
meeting to redress the grievance complained of, and if this be found
to be trivial the punishment is inflicted on the complainant. When an
Egbo man wants to make a proclamation relative to a theft
committed, or the recovery of a debt, he sends out into the town
what is supposed to be Idem, or spiritual representation of Egbo, a
man with a black vizard on his black face, and the whole of his body
covered cap-a-pie with a fantastical dress of bamboo matting. This
personage is sometimes preceded by a few drummers, and he
always has a bell fastened to his side, which rings as he goes along.
In his left hand he carries a bunch of green leaves (for he is believed
to have been exorcised from the woods, and of course must keep up
his sylvan character); in his right is an enormous cow-hide whip with
which he flogs every slave, man or woman, whom he meets, as taste
or inclination may suggest. A brutal peculiarity of the Egboship is
this, that the want of a single variety of the title will expose him who
is so unfortunate as to lack it, to the lashings of the Idem of that
particular grade which he has not purchased. If an individual who is
in possession of all the inferior grades, and of three of the superior
ones, happens to be out on the day when the Idem of that particular
Egbo that he was in want of is walking, he is marked out from the
common multitude and treated with extra severity. Should the Idem
not meet any slave in the streets to whip on his rounds, he is at
liberty to go into their houses and whip them to his heart’s content.
The sound of Egbo bells, and the name of Egbo day, are enough to
terrify all the slave population of Duketown, and when they hear it
they hide in every available place. Latterly females have been
permitted to buy Egbo privileges, but are not allowed to be present at
the councils of the Egbo gentlemen, nor to enter at any time within
the wall of the Egbo Palaver-house. When a yellow flag floats from
the king’s house it is understood to be Brass Egbo day, and none but
a few of the privileged are allowed to walk abroad. A strip of cloth of
the same colour nailed to any man’s door implies that his house is
under the powerful protection of Brass Egbo, the indication being
significant of the master’s absence from home. If an Idem meets a
European in his progress, where there are two roads or pathways
available, the Idem walks off on the one different from that which the
white man is approaching; if there be but one road, the latter is
expected to turn his back and let the supposed spirit pass unnoticed
and undisturbed. “Aqua Osong,” the last day of the Kalabar week, is
grand Egbo day, on which there is a carnival and Egbo procession,
with the usual amount of brutality. All legal and judicial proceedings
in the country are ushered in and carried out under Egbo
demonstrations, for the purpose evidently of keeping the law in
terrorem over the slave population. And no stronger evidence of this
can be adduced than that a man tried and condemned by Egbo law
has to forfeit all his slaves and other property in his possession, no
matter to whom this latter may belong. These are all divided as prey
amongst the highest Egbo authorities. Persons sentenced to death
by Egbo trial are allowed what is considered a privilege of leaving
this world in a state of intoxication. There is a class of people called
Bloodmen, who live in the interior at the plantations, and whose
presence in Duketown does not give much comfort to the Egbo
authorities. Sometime after the death of King Eyamba in 1846, a
number of slaves belonging to the duke’s family ran away from their
owners, and entered into a blood covenant for mutual protection. In a
short time others joined them, and they now amount to several
thousands. The present King of Duketown, Duke Ephraim, is the
lineal descendant of the master of the original refugees, and
consequently has considerable influence over them. Some time back
they tried to be allowed the establishment of a separate Egboship for
themselves, but were refused. They come into town whenever any
ceremonial is to be performed having reference to a deed of blood;
but what their relation is to the Egbo order still remains a profound
secret. The gentlemen at Old Kalabar have all private fetishes at
their houses—the skulls of human beings, the bones of leopards,
hippopotami, crocodiles, and manattis, arranged according to the
owner’s taste and fancy. Peculiar species of food are not eaten by
many families, from the fact that some members of them die after
eating of such condiments, and their ju-ju consequently places an
interdict on their use.
At Lunda, another settlement in Western Africa, the individual at
the head of the State is called the “Mambo.” This gorgeous
personage, together with his chief ministers, is thus described by the
traveller Valdez, to whom audience was given:
“The Mambo sat on a number of tiger-skins, so arranged that all
the tails radiated, thus forming the figure of a large star, and in the
centre was spread an enormous lion-skin, which covered a portion of
all the others. A stool, covered with green cloth and placed on the
lion-skin, formed the throne of the Mambo. This dignitary was
dressed in a most magnificent style, far surpassing in grandeur of
display all the other potentates of the interior of Africa. His head was
adorned with a mitre, about two spans high, in shape resembling a
pyramid, and formed of feathers of a bright scarlet colour. His
forehead was encircled by a diadem ornamented with a great variety
of valuable jewels of great brilliancy; a sort of frill or fan of green
cloth, supported by two small ivory arrows, was standing up from the
back of his head; the neck and shoulders being covered with a kind
of spencer or capuchin without sleeves. The upper part of this cape
was ornamented with the bottom of cowrie shells, under which was a
row of imitation jewels. The lower part had a most brilliant and
dazzling effect, in consequence of a great number of small mirrors,
or square and round pieces of looking-glass, being tastefully
arranged alternately with the precious stones all round it. His
shoulders, breast, and back, were thus covered with a garment at
which no one in that resplendent sunshine could for one moment
look fixedly.
“The arms above the elbows were ornamented with a band of
cloth of about four inches broad, the borders and edges of which had
attached to them strips of skin, with hair of about four or five inches
long hanging down like a fringe. None but the Muata Cazembe, or
prime minister, and his nearest relatives are allowed to wear this
badge of royalty. From his elbows to the wrist the arms were
ornamented with sky-blue stones, while the yellow cloth, something
similar to the Highlandman’s kilt, extended from the waist to the
knees. This garment had two borders of about four inches wide, the
upper one blue, and the lower red.
“He also had a kind of girdle or swathe of several yards long,
which was worn in a rather peculiar manner; one end of it being
fastened to the other cloth by a small ivory arrow a little below the
waist, and the whole then wound round the body in small regular
folds. A leather belt which is girt round the body preserves this
garment in its place. Both are considered as the insignia of imperial
authority.
“The insipo or girdle of hide is cut from the entire length of an ox’s
skin, and is about five or six inches in breadth. When the insipo is
girded on, the tassel of the tail is left trailing under a sort of fan,
formed by the folds or plaits as before mentioned. The Muata
Cazembe had hung from his insipo under his right hand a string of
pearls, to the end of which a small bell was attached, which,
knocking against his legs as he moved, rang at intervals. He had
also pearls strung round his legs from his knees downwards, similar
to those he wore on his arms. While the whole of his body was thus
richly ornamented, his face, hands, and feet were left entirely
uncovered.
“The Muata Cazembe had seven umbrellas, forming a canopy to
shelter him from the sun. These varied in colour, and were fastened
to the ground with long bamboos, covered with stuff of different hues
manufactured by the natives. Twelve negroes simply clad, and each
of them holding in his hand a nhumbo’s tail, were stationed round the
umbrellas.
“The nhumbo is an antelope about the size of a three-year old ox,
and of a chestnut colour, having a black cross along the back, and a
great deal of hair about the shoulder-blades—about the same
quantity as a horse has upon his mane and tail. It has cloven feet,
head and horns like a buffalo, and the flesh is excellent food. The
nhumbo tails held by the negroes were in the form of a broom, and
the part which served as a handle was adorned with beads of
various colours. All the tails were put in motion at the same time
whenever the Muata Cazembe thought proper to make a sign with a
small one of the same kind, which he used himself.
“At a short distance from him were negroes gravely employed in
looking for and sweeping away whatever was unpleasant or
offensive to the sight. After them came two other negroes, with
baskets on their shoulders, to pick up anything which might be
overlooked; but the place was so clear that not one of them could
find anything to do, although, according to custom, the appearance
of being busy was kept up. Two curved lines issued from the
extremities of the Muata’s chair, and met at the distance of twenty
paces in front, opposite the Mambo. The line on the left was marked
by the point of a stick which was trailed along the ground; that on his
right by chalk. In front of these curved lines, forming an avenue of
about three spans in width, were two files of figures resembling idols,
beginning from the sides of the curved lines. The size of these
figures, which were only half-lengths, was about twenty inches; they
were nailed to sticks thrust in the ground, were very rudely made,
had Kaffir features, and were ornamented with the horns of beasts.
In the centre of the avenue was a cage in the form of a barrel,
containing another smaller figure.
“Two negroes sat on the ground near the two outermost figures
fronting the king, each having an earthen vessel full of live ashes
before him, and were employed in throwing on the fire a quantity of
leaves, which produced a dense aromatic smoke. The backs of the
images being placed towards the Muata Cazembe, from under the
last—the one nearest the earthen vessels—a rope was extended to
the Mambo’s feet; for what purpose I could not by any means
ascertain.
“The two wives of the Mambo were the only ones present in the
Chipango, the gate of which was open. One of these ladies was
sitting on a stool, covered with a green cloth; her arms, neck, and
bosom ornamented with stones of different colours, and her head
adorned with scarlet feathers, like the head-dress of the Mambo, but
shorter and smaller.
“The second wife sat on a lion’s skin at the left-hand side of the
gate, with no other dress than a cloth, which was entirely without
ornaments. Behind the two wives stood more than four hundred
women of different ages, all dressed in nhandas, a kind of
interwoven cloth made of the bark of trees.”
In another part of this strange country the ruler is known by the
euphonious title of “Jaga;” and whenever a vacancy occurs in the
government by the death of the Jaga, the Tendalla or prime-minister
convokes the heads of the electoral college, which comprises the
Macotas or counsellors, the Cazas or noblemen, and the Catondo or
commander-in-chief, who together with himself (the Tendella),
compose the cabinet council. When this body is assembled they
proceed to investigate the claims of the various individuals
connected with the families who are considered as legitimate
aspirants to the regal dignity.
Having first decided as to the family, their next inquiry has
reference to the individual best qualified to bear the royal dignity; but
it is seldom that matters proceed so far, for it is generally understood
beforehand by the members of the electoral college who is the
legitimate and popular claimant.
These important questions once settled, they next proceed to
build a suitable house for a new Jaga, and to lay out the garden,
etc., and also to erect houses for themselves around it. After these
preliminary proceedings, they next direct their steps to the residence
of the man of their choice, and unceremoniously entering, bring him
out as if he were a malefactor and present him to the multitude, who,
amidst the clang of marimbas and beating of drums, raise a
simultaneous shout on his appearance. He is then conveyed on the
shoulders of his sons, or of the people, to the Quilombo or fortified
residence provided for him, where he remains for several days, none
being allowed to visit him, with the exception of two relations and the
Tendella. At the end of two months he removes to a house
previously prepared on the borders of the River Undua, where he
remains for twenty or thirty days. Here he may be said to form his
new ministry—deposing some officers and appointing others. On this
occasion he also selects his principal wife. When all these
arrangements are finished, the Jaga returns to the locality where he
intends to reside, and fixes the exact spot as follows:—Having
formed his Quilombo, he takes his bow and discharges an arrow,
and wherever it falls there he must erect his permanent residence,
called Semba. Around it are built the houses of his wives, who in
general amount to fifty in number. Next to these are located the
senzales of the Macotas and their wives of the followers of the
former Jaga, and lastly of those who were with the elected Jaga at
the Senzald, where formerly he acted as Maquita.
The last of these ceremonies is that called the Sambamento, after
which the Jaga is considered qualified to exercise all the functions of
his office.
The particular period at which this most cruel and barbarous
custom originated is not known. Some of the Jagas have been
known to dispense with it altogether.
When it is decided to celebrate the Sambamento, some of the
Sovas or Maquitas are dispatched to find the Nicango or victim. The
person selected is uniformly a black, who must have no relationship
or connection with the Jaga or any of the Maquitas or Macotas.
When the Nicango arrives, he is received at the Quilombo and
treated in the same manner as the Jaga; he is provided with
everything he requires, and all his orders are obeyed with the same
promptitude.
The day on which the Sambamento is to be celebrated being
appointed, the Maquitas are informed of the fact, and as large a
number of the people as can be accommodated at the Quilombo
being invited, they all assemble in front of the residence of the Jaga.
The Maquitas and the Macotas form themselves into a circle, the
rest of the people assembling around. The Jaga then takes his seat
in the centre of the circle, on an iron stool, in a circular concave form
with a hole through the centre of the top. The Bansacuco is seated
beside the Jaga, together with all the concubines. The Cassange-
Cagongue then strikes the gong, which is of iron in the form of an
arch, with two small bells attached, and with a bar across it. The
Cassange-Cagongue continues to ring the bells during the
ceremony.
The Nicango is then introduced and placed in front of the Jaga,
but with his back towards him. The Jaga being provided with a
cutlass of a semi-circular form, commences operations by cutting
open the back of the Nicango until he reaches the heart, which he
extracts, and having taken a bit of it he spits it out and gives it to be
burned.
The Macotas in the meantime hold the corpse of the Nicango in
such a manner that the blood from the wound in the back is
discharged against the breast and belly of the Jaga, and falling
through the hole in the iron stool is collected by the Maquitas in their
hands; they then rub their breast and beard with it, at the same time
making a great clamour vociferating “Great is the Jaga and the rites
of the State.”
The corpse of the Nicango is next carried to some distance,
where it is first skinned and then divided into small pieces and
cooked with the flesh of an ox, a dog, a hen, and some other
animals. The meal being prepared it is first served to the Jaga, next
to the Maquitas and Macotas, and then to all the people assembled,
and woe to the unhappy wight who has the temerity to refuse
partaking of the repast from any repugnance to the ingredient, as in
such case the law made and provided is that he and his family forfeit
their liberty and are therefore at once sold into captivity.
Singing and dancing conclude the Sambamento.
CHAPTER XVIII.
Dr. Livingstone’s reception by Shinte—A South-African Chieftess—

She gives her guests “a bit of her mind”—Breaches of Court
etiquette—Abyssinian cure for melancholy—Mr. Bruce and the
Lady Sittina—Greasing the King of Seenaar—Majesty in
Madagascar—A Malagasey palace—The Feast of the Queen’s
Bath—A Court ball in Madagascar.
urning from Western to Southern Africa, let us see how
royalty comports itself. As in the former case there is a
wide choice of potentates, but we will take but two—
Shinte, King of Makalolo, and Manenko, Chieftess of
Balonda.
“We (Dr. Livingstone and party) were honoured with a grand
reception by Shinte about eleven o’clock. The native Portuguese and
Mambari went fully armed with guns, in order to give Shinte a salute,
their drummer and trumpeter making all the noise their very old
instruments would produce. The kotla, or place of audience, was
about a hundred yards square, and two graceful specimens of a
species of banian stood near the end. Under one of these sat Shinte
on a sort of throne covered with a leopard’s skin. He had on a
checked jacket and a kilt of scarlet baize edged with green; many
strings of large heads hung from his neck, and his limbs were
covered with iron and copper armlets and bracelets; on his head he
wore a helmet made of beads woven neatly together, and crowned
with a great bunch of goose-feathers. Close to him sat three lads
with large sheaves of arrows over their shoulders.
“When we entered the kotla, the whole of Manenko’s party saluted
Shinte by clapping their hands, and Sambanza did obeisance by
rubbing his chest and arms with ashes. One of the trees being
unoccupied I retreated to it for the sake of the shade, and my whole
party did the same. We were now about forty yards from the chief
and could see the whole ceremony. The different sections of the tribe
came forward in the same way that we did, the head man of each
making obeisance with ashes which he carried with him for the
purpose; then came the soldiers, all armed to the teeth, running and
shouting towards us, with their swords drawn and their faces
screwed up so as to appear as savage as possible for the purpose, I
thought, of trying whether they could not make us take to our heels.
As we did not, they turned round towards Shinte and saluted him,
then retired. When all had come and were seated, then began the
curious capering usually seen in pictures. A man starts up, and
imitates the most approved attitudes observed in actual fight, as of
throwing one javelin, receiving another on the shield, springing on
one side to avoid a third, running backwards or forwards, leaping,
etc. This over, Sambanza and the spokesman of Nyamoana stalked
backwards and forwards in front of Shinte, and gave forth in a loud
voice all they had been able to learn either from myself or people of
my past history and connection with the Makololo; the return of the
captives, the wish to open the country to trade, etc. Perhaps he is
fibbing, perhaps not—they rather thought he was; but as the Balonda
had good hearts, and Shinte had never done harm to any one, he
had better receive the white man well and send him on his way.
Sambanza was gaily attired, and, besides a profusion of beads, had
a cloth so long that a boy carried it after him as a train.
“Behind Shinte sat about a hundred women clothed in their best,
which happened to be a profusion of red baize. The chief wife of
Shinte, one of the Matebele or Zulus, sat in front with a curious red
cap on her head. During the intervals between the speeches these
ladies burst forth into a sort of plaintive ditty; but it was impossible for
any of us to catch whether it was in praise of the speaker, of Shinte,
or of themselves. This was the first time I had ever seen females
present in a public assembly. Generally the women are not permitted
to enter the kotla, and even when invited to come to a religious
service they would not enter until ordered to do so by the chief; but
here they expressed approbation by clapping their hands and
laughing to different speakers, and Shinte frequently turned round
and spoke to them.
“A party of musicians, consisting of three drummers and four
performers on the piano, went round the kotla several times, regaling
us with their music. The drums are neatly carved from the trunk of a
tree, and have a small hole in the side covered with a bit of spider’s
web; the ends are covered with the skin of an antelope pegged on,
and when they wish to tighten it they hold it to the fire to make it
contract—the instruments are beaten with the hands.
“The piano, named marimba, consists of two bars of wood placed
side by side here quite straight, but farther north bent round so as to
resemble half the tire of a carriage wheel; across these are placed
about fifteen wooden keys, each of which is two or three inches
broad, and fifteen or eighteen inches long—their thickness is
regulated according to the deepness of the note required; each of
the keys has a calabash beneath it from the upper part of each a
portion is cut off to enable them to embrace the bars, and form
hollow sounding-boards to the keys, which also are of different sizes
according to the note required, and little drumsticks elicit the music.
Rapidity of execution seems much admired among them, and the
music is pleasant to the ear.
“When nine speakers had concluded their orations Shinte stood
up, and so did all the people. He had maintained true African dignity
of manner all the while; but my people remarked that he scarcely
took his eyes off me for a moment. About a thousand people were
present according to my calculation, and three hundred soldiers. The
sun had now become hot, and the scene ended by the Mambari
discharging their guns.
“As the river seemed to come from the direction in which we
wished to go, I was desirous of proceeding farther up with the
canoes, but Nyamoana interposed numerous objections, and the
arrival of Manenko herself settled the point in the negative. She was
a tall strapping woman, about twenty years of age, and distinguished
by a profusion of ornaments and medicines, which latter are
supposed to act as charms. Her body was smeared all over with a
mixture of fat and red ochre as a protection against the weather, a
necessary precaution, for, like most of the Balonda ladies, she was
in a state of frightful nudity, not so much from want of clothing as
from her peculiar ideas of elegance in dress. When she arrived with
her husband Sambanza, she listened for some time to the
statements I was making to the people of Nyamoana, after which her
husband commenced an oration, during the delivery of which he
picked up a little sand, at intervals of two or three seconds, and
rubbed it on the upper part of his arms and chest. This is a common
mode of salutation in Londa; and when they wish to be excessively
polite they bring a quantity of ashes or pipe-clay in a piece of skin
and rub it on the chest and upper front part of each arm; others drum
their ribs with their elbows, while others touch the ground with one
cheek after the other and clap their hands. When Sambanza had
finished his oration he rose up and showed his ankles ornamented
with a bundle of copper rings. Had they been very heavy they would
have impeded his walk; and some chiefs wore so many as to be
forced to keep one foot apart from the other, the weight being a
serious inconvenience in walking. Gentlemen like Sambanza who
wish to ape their betters adopt their gait, strutting along with only a
few ounces of ornament on their legs just as if they had double the
number of pounds. When I smiled at Sambanza’s walk the people
remarked, ‘That is the way in which they show off high blood in these
parts.’
“When erecting our sheds at the village, Manenko, the chieftess,
fell upon our friends and gave us a specimen of her powers of
scolding. Masiko had once sent to Samoana for a cloth, which is a
common way of keeping up intercourse. After receiving it he returned
it, because it had the appearance of having had witchcraft medicine
on it. This was a grave offence; and Manenko had now a good
excuse for retaliation, as Masiko’s ambassadors had slept in one of
the huts of her village without asking leave. She set upon them
furiously, advancing and receding in true oratorical style, belabouring
her own servants for allowing the offence, and raking up the faults
and failings of the objects of her ire ever since they were born; in
conclusion, expressing her despair of ever seeing them become
better until they were all killed by alligators. Masiko’s people received
this torrent of abuse in silence, and as neither we nor they had
anything to eat, we parted next morning. In reference to the sale of
slaves they promised to explain to Masiko the relationship which
exists between even the most abject of his people and our common
Father, and that no more kidnapping ought to be allowed. We
promised to return through his town when we came back from the
sea-coast.
“Manenko gave us some manioc roots in the morning, and had
determined to carry our baggage to her uncle Shinte. We had heard
a sample of what she could do with her tongue, and as neither my
men nor myself had much inclination to encounter this black virago
we proceeded to make ready the packages; but she said the men
whom she had ordered for the service would not arrive until to-
morrow. I felt annoyed at this further delay and ordered the packages
to be put into the canoes at once: but Manenko was not to be
circumvented in this way; she came forward with her people, seized
the baggage, and declared that she would carry it in spite of me. My
men succumbed and left me powerless. I was moving off in high
dudgeon to the canoes when she kindly placed her hand on my
shoulder and, with a motherly look, said, “Now, my little man, just do
as the rest have done.” My feeling of annoyance of course vanished,
and I went out to try for some meat.
Ignorance of court etiquette in savage no less than in civilized
countries is a fruitful source of danger, or at least unpleasantness, to
the traveller ambitious to move in what the newspapers vaguely
describe as “select circles.” Mr. Stern, in his recent travels among
the Falashas of Abyssinia, was on one occasion advised of this fact
in a rather astonishing manner. Breakfast was served in the royal
tent, and it was during the progress of the meal that our traveller
nearly lost the esteem and regard he had hitherto enjoyed.
“According to the Abyssinian notion every man who claims to be of
patrician descent, should emulate the noises made by a certain
unclean animal whilst eating his meals. My ignorance of this elegant
acquirement (for I had unfortunately not yet attained it) drew upon
me the frowns as well as the whispered censures of the guests.
Unconscious of the cause of this unexpected notoriety, I asked
whether there was anything peculiar in my appearance or
deportment that provoked criticism. ‘Certainly,’ was the rejoinder,
‘your conduct is so ungentlemanly that all the guests think you must
be a very low fellow and quite unaccustomed to move in genteel
society.’ ‘And to what am I indebted for this good opinion?’ returned
I. ‘To the mode in which you eat; for if you were a gentleman you
would show by the smacking of your lips the exalted station to which
you belong; but since you masticate your food in this inaudible
manner every one believes that you are a beggar and accustomed to
eat in that unostentatious manner which pretended poverty prompts
individuals to adopt.’ I assured them that any breach of etiquette
must be attributed to the difference of the customs in my own
country and not to the low motive they assigned, an apology which
amply satisfied the most accomplished courtier in the royal tent.”
It is the constant practice in Abyssinia to beset the king’s doors
and windows within his hearing, and there, from early morning to
night, to cry for justice as loud as possible in a distressed and
complaining tone, and in all the different languages they are master
of, in order to their being admitted to have their supposed grievances
heard. In a country so ill governed as Abyssinia is, and so
perpetually involved in war, it may be easily supposed there is no
want of people who have real injuries and violence to complain of:
but if it were not so, this is so much the constant usage, that when it
happens (as in the midst of the rainy season) that few people can
approach the capital or stand without in such bad weather, a set of
vagrants are provided, maintained, and paid, whose sole business it
is to cry and lament, as if they had been really very much injured and
oppressed; and this, they tell you, is for the king’s honour, that he
may not be lonely, by the palace being too quiet. This, of all their
absurd customs, was the most grievous and troublesome to Mr.
Bruce. Sometimes, while Mr. Bruce was busy in his room in the rainy
season, there would be four or five hundred people, who all at once
would begin, some roaring and crying, as if they were in pain, others
demanding justice, as if they were that moment suffering, or if in the
instant to be put to death; and some groaning and sobbing as if just
expiring; and this horrid symphony was so artfully performed, that no
ear could distinguish but that it proceeded from real distress. Mr.
Bruce was often so surprised as to send the soldiers at the door to
bring in one of them, thinking him come from the country, to examine
who had injured him: many a time he was a servant of his own, or
some other equally known; or, if he was a stranger, upon asking him
what misfortune had befallen him he would answer very composedly,
nothing was the matter with him; that he had been sleeping all day
with the horses; that hearing from the soldiers at the door that Mr.
Bruce was retired to his apartment he and his companions had come
to cry and make a noise under his window, to do him honour before
the people, for fear he should be melancholy by being too quiet
when alone, and therefore hoped that he would order them drink that
they might continue with a little more spirit.
In the course of his Abyssinian journeyings, the traveller just
mentioned had occasion to pass through a place called Arendi,
which was governed by a female named Sittina, or the Lady. Our
traveller waited on this high and mighty personage. Upon entering
the house, a black slave laid hold of him by the hand, and placed
him in a passage, at the end of which were two opposite doors. Mr.
Bruce did not well know the reason of this; but staid only a few
minutes, when he heard one of the doors at the end of the passage
open, and Sittina appeared magnificently dressed, with a kind of
round cap of solid gold upon the crown of her head, all beaten very
thin, and hung round with sequins; with a variety of gold chains,
solitaires, and necklaces of the same metal, about her neck. Her hair
was plaited in ten or twelve small divisions like tails, which hung
down below her waist; and over her was thrown a common cotton
white garment. She had a purple silk stole, or scarf, hung very
gracefully upon her back, brought again round her waist, without
covering her shoulders or arms. Upon her wrists she had two
bracelets like handcuffs, about half an inch thick, and two gold
manacles of the same at her feet, full an inch in diameter, the most
disagreeable and awkward part of her dress. Mr. Bruce expected she
would have hurried through with some affectation of surprise. On the
contrary, she stopped in the middle of the passage, saying, in a very
grave manner, “Kifhalec,—how are you?” Mr. Bruce thought this was
an opportunity of kissing her hand, which he did, without her shewing
any sort of reluctance. “Allow me as a physician, Madam,” said Mr.
Bruce, “to say one word.” She bowed with her head, and said, “Go in
at that door, and I will hear you.” The slave appeared, and carried
him through a door at the bottom of a passage into a room, while her
mistress vanished in at another door at the top, and there was the
screen he had seen the day before, and the lady behind it. She was
a woman scarcely forty, taller than the middle size, had a very round
plump face, her mouth rather large, very red lips, the finest teeth and
eyes he had seen; but at the top of her nose, and between her
eyebrows, she had a small speck made of antimony, four-cornered,
and of the size of the smallest patches formerly worn by ladies of
fashion; another rather longer upon the top of her nose, and one in
the middle of her chin.
“Tell me what you would say to me as a physician.” “It was,
madam, but in consequence of your discourse yesterday. That heavy
gold cap with which you press your hair will certainly be the cause of
a great part of it falling off.” “I believe so; but I should catch cold, I
am so accustomed to it, if I was to leave it off. Are you a man of
name and family in your own country?” “Of both, madam.” “Are the
women handsome there?” “The handsomest in the world, madam;
but they are so good, and so excellent in all other respects, that
nobody thinks at all of their beauty, nor do they value themselves
upon it.” “And do they allow you to kiss their hands?” “I understand
you, madam, though you have mistaken me. There is no familiarity in
kissing hands; it is a mark of homage and distant respect paid in my
country to our sovereigns, and to none earthly besides.” “O yes! but
the kings.” “Yes, and the queens too, always on the knee, madam.
On her part, it is a mark of gracious condescension, in favour of
rank, merit, and honourable behaviour; it is a reward for dangerous
and difficult services, above all other compensation.” “But do you
know that no man ever kissed my hand but you?” “It is impossible I
should know that, nor is it material. Of this I am confident, it was
meant respectfully, cannot hurt you, and should not offend you.” “It
certainly has done neither,” replied Her Majesty—and so ended her
first lesson on the etiquette of civilized life.
On another occasion, while in the neighbourhood of Seenaar, our
traveller waited on the king; and about eight o’clock came a servant
from the palace, telling Mr. Bruce that then was the time to “bring his
present.” He sorted the separate articles with all the speed he could,
and went directly to the palace. The king was sitting in a large
apartment, as far as he could guess, at some distance from the
former. He was naked, but had several clothes lying upon his knee,
and about him, and a servant was rubbing him over with very
stinking butter or grease, with which his hair was dropping as if wet
with water. Large as the room was, it could be smelled through the
whole of it. The king asked Mr. Bruce if he ever greased himself as
he did? Mr. Bruce said, very seldom, but fancied it would be very
expensive. He then told him that it was elephant’s grease, which
made people strong, and preserved the skin very smooth. Our
traveller said he thought it very proper, but could not bear the smell
of it, though his skin should turn as rough as an elephant’s for the
want of it. The king replied, that if Mr. Bruce had used it, his hair
would not have turned so red as it was, and that it would all become
white presently, when that redness came off. “You may see,”
continued he, “the Arabs driven in here by the Daveina, and all their
cattle taken from them, because they have no longer any grease for
their hair. The sun first turns it red, and then perfectly white; and you
will know them in the street by their hair being the colour of yours. As
for the smell, you will see that cured presently.”
After having rubbed him abundantly with grease, the servants
brought him a pretty large horn, and in it something scented, about
the consistence of honey. It was plain that civet was a great part of
the composition. The king went out at the door, Mr. Bruce supposes
into another room, and there two men deluged him with pitchers of
cold water. He then returned, and a slave anointed him with this
sweet ointment; after which he sat down as completely dressed,
being just going to his woman’s apartment where he was to sup. Mr.
Bruce told him, he wondered why he did not use rose-water as in
Abyssinia, Arabia, and Cairo. He said he had it often from Cairo,
when the merchants arrived; but as it was now long since they came,
his people could not make more, for the rose would not grow in his
country, though the women made something like it of lemon-flower.
Making a skip from Abyssinia to Madagascar we there find the
“Royal state” a ludicrous blending of gingerbread splendour and
magnificent muddle. By-the-by, things may have reformed here by
this time, as the queen of whom this description treats is lately dead:
let us hope that this is the case. Our business, however, is to recite
the evidence of our witnesses—the witness in this case being the
courageous and truthful Ida Pfieffer.
“Towards four o’clock our bearers carried us to the palace. Over
the door is fixed a great gilt eagle with extended wings. According to
the rule here laid down by etiquette we stepped over the threshold
first with the right foot, and observed the same ceremony on coming
to a second gate leading to a great court-yard in front of the palace.
Here we saw the queen sitting on a balcony on the first storey, and
were directed to stand in a row in the court-yard opposite to her.
Under the balcony stood some soldiers, who went through sundry
evolutions, concluding with a very comic point of drill which consisted
in suddenly poking up the right foot as though suddenly stung by a
tarantula.
“The queen was wrapped, according to the custom of the country,
in a wide silk simbu and wore on her head a big golden crown.
Though she sat in the shade a very large crimson umbrella was held
up over head; this being, it appears, a point of regal state.
“The queen is of rather dark complexion, and sturdily built, and
although already seventy-five years of age she is, to the misfortune
of her poor country, still hale and of active mind. At one time she is
said to have been a great drunkard, but she has given up that fatal
propensity some years ago.
“To the right of the queen stood her son Prince Rakoto, and on the
left her adopted son Prince Ramboasalama; behind her sat and
stood sundry nephews and nieces and other relatives, male and
female, and several grandees of the empire.
“The minister who had conducted us to the palace made a short
speech to the queen; after which we had to bow three times and to
repeat the words ‘Esaratsara tombokoe,’ equivalent to ‘We salute
you cordially,’ to which she replied ‘Esaratsara,’ which means ‘well-
good.’ Then we turned to the left to salute the tomb of Prince
Radama lying a few paces on one side, with three similar bows;
whereupon we returned to our former place in front of the balcony
and made three more. Mr. Lambert (who accompanied Madam
Pfieffer) on this occasion, held up a gold piece of fifty franks value
and put it in the hands of the minister who accompanied us. This gift,
which every stranger has to offer the first time he is presented at
court, is called ‘Monosina.’ It is not customary that it should consist
of a fifty-franc piece; the queen contents herself with a Spanish
dollar, or a five-frank piece. After the delivery of the gold piece, the
queen asked Mr. Lambert if he wished to put any question to her, or
if he stood in need of anything; to which he answered, ‘No.’ She also
was condescending enough to turn to me and ask if I was well and if
I had escaped the fever. After I had answered this question, we
stayed a few minutes longer looking at each other, and then the
bowings and greetings began anew. We had to take leave of
Radama’s monument, and on returning were reminded not on any
account to put the left foot first over the threshold.”
The royal palace of Madagascar is described by Mrs. Pfieffer as a
very large wooden building, consisting of a ground floor and two
storeys surmounted by a peculiarly high roof. The storeys are
surrounded by broad galleries. Around the building are pillars, also of
wood, eighty feet high, supporting the roof which rises to a height of
forty feet above them, resting in the centre on a pillar no less than a
hundred and twenty feet high. All these columns, the one in the
centre not excepted, consist of a single trunk; and when it is
considered that the woods which contain trees of sufficient size to
furnish these columns are fifty or sixty English miles from the capital,
that the roads are nowhere paved and in some places are quite
impassable, and that all the pillars are dragged hither without the
help of a single beast of burden or any kind of machine, and are
afterwards prepared and set up by means of the simplest tools, the
building of this place may with truth be called a gigantic undertaking,
and the place itself be ranked among the wonders of the world. In
bringing home the chief pillar alone five thousand persons were
employed and twelve days were occupied in its erection.
“All these labours were performed by the people as compulsory
service for which they received neither wages nor food. I was told
that during the progress of the work fifteen thousand persons fell
victims to the hard toil and the want of proper nourishment. But the
queen is little disturbed by such a circumstance—half the population
might perish if only her high behests were fulfilled.
“In front of the principal building a handsome and spacious court-
yard has been left. Around this space stands several pretty houses,
all of wood. The chief building is in fact uninhabited and contains

Ebook PDF Childhood Voyages in Development 6th Edition PDF

Uploaded by

Copyright:

Available Formats

Ebook PDF Childhood Voyages in Development 6th Edition PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ebook PDF Childhood Voyages in Development 6th Edition PDF

Uploaded by

Copyright:

Available Formats

(eBook PDF) Childhood: Voyages in

Development 6th Edition

1 What Is Child Development?

Answers to Active Reviews A-1

Part 1 What Is Child Development?

A CLOSER LOOK: Research Operant Conditioning of Vocalizations

1.4 How Do We Study Child • ..• "•• •

What Methods of Observation Do Researchers Use

1.5 Ethical Considerations 42

2.2 Chromosomal and Genetic Abnormalities 52

2.3 Heredity and the Environment: Nature versus

2.4 Conception: Against All Odds 65

2.5 Infertility and Assisted Reproductive

Concept Review 3.1: Highlights of Prenatal

A CLOSER LOOK: Diversity Birth Rates around

3.4 Environmental Influences on

A CLOSER LOOK: Real Life Preventing One's

Chapter Review 108

Birth and the Ne'V\Tborn Baby: In the

4.3 Methods of Childbirth 116

4.4 Birth Problems 121

4.5 The Postpartum Period 127

4.6 Characteristics of Neonates 131

5.3 Development of the Brain and Nervous System 162

5.4 Motor Development: How

Infancy: Cognitive Development 182

A CLOSER LOOK: Research Orangutans, Chimps, Magpies, and

6.2 Information Processing 192

6.3 Social Influences on Early Cognitive

Infancy: Social and Emotional

7.2 When Attachment Fails 225

7.3 Day Care 236

7.4 Emotional Development 239

Part 4 Early Childhood

8.5 Sleep 268

8.6 Elimination Disorders 271

Chapter Review 275

Early Childhood: Cognitive

A CLOSER LOOK: Diversity Development of

9.3 Other Factors in Early Childhood

9.4 Theory of Mind: What Is the Mind? How Does

Early Childhood: Social and

10.2 Social Behavior: In the World,

10.3 Personality and Emotional

10.4 Development of Gender Roles and Gender

Chapter Review 342

Part S Middle Childhood

11.3 Childhood Asthma 351

11.5 Disorders That Affect Learning 358

12.2 Moral Development: The Child as Judge 376

A CLOSER LOOK: Research Early Math Matters: Does

12.4 Intellectual Development,

Middle Childhood: Social and

13.4 The School 432

13.S Social and Emotional Problems 437

Chapter Review 446

Answers to Active Reviews A-1

Dr. Livingstone’s reception by Shinte—A South-African Chieftess—