Test Bank For Criminology A Canadian Perspective 8th Edition by Linden Download PDF Full Chapter

Test Bank for Criminology A Canadian
Perspective 8th Edition by Linden

Go to download the full and correct content document:
http://testbankbell.com/product/test-bank-for-criminology-a-canadian-perspective-8th-
edition-by-linden/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Test Bank for Understanding Human Resources Management

A Canadian Perspective by Peacock
https://testbankbell.com/product/test-bank-for-understanding-
human-resources-management-a-canadian-perspective-by-peacock/
Test Bank for Sociology in Action A Canadian

Perspective 2nd Edition by Symbaluk
https://testbankbell.com/product/test-bank-for-sociology-in-
action-a-canadian-perspective-2nd-edition-by-symbaluk/
Test Bank for Sport and Exercise Psychology A Canadian

Perspective 3rd Edition by Crocker
https://testbankbell.com/product/test-bank-for-sport-and-
exercise-psychology-a-canadian-perspective-3rd-edition-by-
crocker/
Solution Manual for Understanding Human Resources

Management A Canadian Perspective by Peacock
https://testbankbell.com/product/solution-manual-for-
understanding-human-resources-management-a-canadian-perspective-
by-peacock/
Psychology of Criminal Behaviour A Canadian Perspective
Canadian 2nd Edition Brown Test Bank
https://testbankbell.com/product/psychology-of-criminal-
behaviour-a-canadian-perspective-canadian-2nd-edition-brown-test-
bank/
Exploring Sociology A Canadian Perspective Canadian 3rd

Edition Ravelli Solutions Manual
https://testbankbell.com/product/exploring-sociology-a-canadian-
perspective-canadian-3rd-edition-ravelli-solutions-manual/
Test Bank for eBusiness A Canadian Perspective for a

Networked World, 4th Edition : Trites
https://testbankbell.com/product/test-bank-for-ebusiness-a-
canadian-perspective-for-a-networked-world-4th-edition-trites/
Test Bank for Cultural Anthropology A Global

Perspective, 8th Edition: Scupin
https://testbankbell.com/product/test-bank-for-cultural-
anthropology-a-global-perspective-8th-edition-scupin/
Test Bank for The Family Dynamic: A Canadian

Perspective, 5th Edition: Margaret Ward
https://testbankbell.com/product/test-bank-for-the-family-
dynamic-a-canadian-perspective-5th-edition-margaret-ward/
Name: Class: Date:
Chapter 1 - Crime, Criminals, and
Test Bank for Criminology A Canadian

Criminology
Perspective 8th Edition by Linden

Full download chapter at: https://testbankbell.com/product/test-bank-for-criminology-a-canadian-
perspective-8th-edition-by-linden/
1. Robert and Danny Sand, the brothers from Alberta, led undisciplined criminal lives, as described at the beginning of
Chapter 1. To which of the following can we largely attribute their criminal behaviour?
a. sociological explanations such as early socialization
b. cultural definitions of what constitutes crime at any given point in time
c. psychological makeup
d. biological traits
ANSWER: a
2. Comparing the cases of Robert and Danny Sand, the brothers from Alberta, and Diego Zepeda-Cordera, the
Missionary Church of Christ barber from Toronto, shows which of the following?
a. Penalties for homicide in Canada are too weak.
b. Race is a better predictor of homicide than religion.
c. Killing because of a strong religious belief can exonerate a suspect.
d. There are many different patterns of homicide.
ANSWER: d
3. According to Edwin Sutherland and Donald Cressey, which of the following best describes criminology?
a. a body of knowledge that excludes the process of breaking laws and reacting to the breaking of laws
b. a body of knowledge made up of a universal and consistent set of principles that guide different societies
c. a body of knowledge regarding crime as a social phenomenon
d. a body of knowledge that focuses on how crime is legally defined
ANSWER: c
4. What does the term criminology refer to?

a. the body of knowledge regarding crime as a social phenomenon
b. the breaking of laws and the reaction to the breaking of laws
c. the study of the effects of culture on crime and criminals
d. the established rules of behaviour or standards of conduct
ANSWER: a
5. Which of the following was NOT indicated by the textbook as an important reason for us to know more about
crime?
Copyright Cengage Learning. Powered by Cognero. Page 1
Name: Class: Date:

Criminology
a. Surveys have shown that crime is the most important social problem facing Canada today.
b. It is intrinsically worthwhile to learn about all aspects of social behaviour, including crime.
c. Crime affects us all, directly or indirectly.
d. Knowledge about crime can tell us a great deal about our society.
ANSWER: a

Name: Class: Date:

Criminology
6. Which of the following types of crime are overrepresented in media coverage compared to their incidence in real
life?
a. white-collar crime
b. violent crime c.
political crime d.
property crime
ANSWER: b
7. According to “Box 1.1: Crime and the Media,” which of the following is a consequence of the media’s coverage of
crime in Canada?
a. Canadians are less likely to support greater crime control agendas.
b. Canadians have a fear of crime that is lower than the actual risk of victimization.
c. Canadians greatly overestimate the amount of violent crime.
d. Canadians underestimate the proportion of violent crimes committed by anonymous strangers.
ANSWER: c
8. According to “Box 1.1: Crime and the Media,” what is the research consensus with regards to children who are
exposed to a great deal of television violence?
a. They almost invariably become violent themselves.
b. They do not differ significantly in violence from those less exposed to television violence.
c. They may become violent, especially if they are already vulnerable or predisposed to violence.
d. They almost invariably become more accepting of violent behaviour.
ANSWER: c
9. According to “Box 1.1: Crime and the Media,” what is the news media’s informal rule for covering crime?
a. “Cover Cops, Courts, and Corrections.”
b. “Sex, drugs, and violence preferred.”
c. “If it bleeds, it leads.”
d. “Where there’s smoke, there’s fire, and a story.”
ANSWER: c
10. Which of the following aspects of the criminology discipline would include prisons?
a. origin and role of law
b. definition of crime and criminals
c. crime causation
d. societal reactions to crime
ANSWER: d

Name: Class: Date:

Criminology
11. When criminologists ask such questions as: “Who are the offenders?”, “Who are the victims?”, and “Under what
social circumstances are offences most likely to occur?”, what are they attempting to analyze?
a. societal reactions to crime
b. the social distribution of crime
c. patterns of criminal behaviour
d. the causes of crime
ANSWER: c
12. To understand crime we must know the different characteristics of people who commit crimes and study the
differences in crime found in the city versus a town. What aspect of criminology does this analysis fall under?
a. origins and role of law
b. causation of crime
c. social distribution of crime
d. patterns of criminal behaviour
ANSWER: c
13. Which of the following scenarios best illustrates the social distribution of crime?
a. programs that help young people avoid a life of crime
b. an analysis of the relationship between dropping out of school and violence
c. the relatively higher rate of criminal offending by young aboriginal men
d. laws that deal with criminal offending by young people
ANSWER: c
14. In Canadian society, having children use a fork when eating (instead of using one’s fingers) is an example of which
of the following?
a. a value
b. a universal norm
c. formal rules
d. informal rules (folkways)
ANSWER: d
15. What is the term for the established rules of behaviour or standards of conduct in a given society?
a. beliefs
b. conventions
c. norms
d. values
ANSWER: c

Name: Class: Date:

Criminology
16. An analysis of how people break the rules established in a society is most closely associated with which of the
following criminological perspectives.
a. The legalistic perspective.
b. Human rights violations as crime.
c. Hagen’s continuum of crime and deviance.
d. Conflict perspective.
ANSWER: a
17. The legalistic perspective of criminology is most closely associated with which of the following:
a. how a crime in a society is defined by laws
b. how social patterns of crime emerge
c. the causes of crime
d. how society is defined by criminal laws
ANSWER: a
18. Which of the following is considered an informal rule in Canadian society?

a. “Don’t drive over the speed limit.”
b. “Don’t talk with your mouth full.”
c. “Thou shall not kill.”
d. “Obey the law.”
ANSWER: b
19. Criminal laws are best described as which of the following?

a. informal rules that govern behaviour in a society
b. formal rules that govern behaviour in a society
c. static rules that are consistent throughout time
d. the part of criminal justice system that applies to private individuals
ANSWER: b
20. Which of the following pieces of legislation sets out the majority of criminal offences for Canada?
a. the Charter of Rights and Freedoms
b. the Canadian Constitution
c. the Youth Criminal Justice Act
d. the Criminal Code of Canada
ANSWER: d

Name: Class: Date:

Criminology
21. Historically, before the rise of criminal laws and the criminal justice system, harmful behaviour committed
against others was treated as which of the following?
a. a private matter between private citizens
b. a matter that always involved the state
c. a matter that only involved lawyers
d. acts considered as harms against society as a whole
ANSWER: a
22. Which of the following best fits into Sutherland’s definition of white-collar crime?
a. an offence committed by a lower-class person against a business run by an upper-class person
b. a homicide committed by an upper-class person against another upper-class person
c. an offence committed by an upper-class person in the course of running a legitimate business that results in a
cease and desist order
d. theft of property perpetrated by an upper-class person against another upper-class person
ANSWER: c
23. Theories of crime causation that view the root causes of crime as stemming from poverty, a lack of power, racism,
and marginalization would have a particularly difficult time explaining which of the following categories of crime?
a. property theft
b. organized crime
c. white-collar crime
d. violent crime
ANSWER: c
24. Which of the following labels do criminologists apply to crimes committed by upper-class people in the course of
their legitimate business activities?
a. blue-collar crime
b. white-collar crime
c. pink-collar crime
d. “Society” crimes
ANSWER: b

Name: Class: Date:

Criminology
25. Which of the following would NOT be considered a characteristic of white-collar crime, as defined by Sutherland?
a. frequently involves physical force
b. takes place largely within private businesses
c. committed by the upper-class people
d. occurs in the course of the offenders’ legitimate occupations
ANSWER: a
26. According to Hagan, how is the continuous variable of social deviance best understood?
a. It is static and does not change over time.
b. It is measured using a scale that ranges from the most to the least serious of acts.
c. It is seen to increase as a society becomes more economically developed.
d. It can best be defined by criminal laws.
ANSWER: b
27. In Hagan’s typology of crime and deviance, which of the following is the most serious category?
a. consensus crimes
b. social diversions
c. conflict crimes
d. social deviations
ANSWER: a
28. The statement “criminal behaviour is generally defined by criminal laws, but not all deviant behaviour falls
under criminal laws,” is consistent with which of the following criminological perspectives?
a. legalistic perspective
b. human rights violations as crime
c. Hagen’s continuum of crime and deviance
d. consensus theory
ANSWER: c
29. Hagan proposed that deviance and crime be considered on a continuum ranging from the least serious to the most
serious acts and that seriousness can be assessed on three dimensions. Which of the following is NOT one of these
dimensions?
a. the degree of consensus that an act is wrong
b. the severity of the society’s response to the act
c. the assessment of the degree of harm of the act
d. the extent to which existing criminal law outlaws the act
ANSWER: d

Name: Class: Date:

Criminology
30. According to Hagan’s typology of crime and deviance, which of the following best describes a social diversion?
a. somewhat harmful with strong agreement about the norm
b. relatively harmless with confusion or apathy about the norm
c. somewhat harmful with strong disagreement about the norm
d. very harmful with strong agreement about the norm
ANSWER: b
31. In Canadian society, we judge people on the basis of their honesty. In sociological terms, which of the following
does honesty best represent?
a. informal rules
b. norms
c. values
d. laws
ANSWER: c
32. "Everyone believes that stealing goes against our belief in private ownership." Within which of the following
approaches to crime does this view fall?
a. green criminology
b. class conflict perspective
c. human rights criminology
d. consensus perspective
ANSWER: d
33. In Canada most people would argue that mass murder is wrong, but there is little agreement over the issue of using
marijuana. This statement reflects which dimension of Hagan’s typology of crime and deviance?
a. the severity of the society’s response to the act
b. the assessment of the degree of harm of the act
c. the degree of consensus that an act is wrong
d. the accuracy of the belief systems
ANSWER: c

Name: Class: Date:

Criminology
34. Which of the following reflects the belief that criminal laws represent an agreement by most people in a society that
certain acts are harmful and should be treated as crimes?
a. the sociological perspective
b. the conflict perspective
c. the legalistic perspective
d. the consensus perspective
ANSWER: b
35. According to the textbook, the severe penalties in Canada for the trafficking of “street” drugs such as crack
cocaine, compared to the relatively lenient penalties for white-collar crimes, such as fraud, can best be explained
through which of the following perspectives?
a. human rights
b. conflict theory
c. consensus theory
d. green criminology
ANSWER: b
36. Which of the following best characterizes the class conflict perspective of lawmaking?
a. Laws are passed to minimize conflict between competing criminals.
b. Laws are passed by members of the ruling class in order to maintain their privileged position by keeping the
common people under control.
c. Laws are passed based by a consensus of society in order to reduce conflict within that society.
d. Laws are passed by governments in order to reduce conflict within society.
ANSWER: b
37. Which of the following would not be considered a subject to be studied within the discipline of green criminology?
a. animal cruelty
b. the illegal dumping of hazardous waste
c. the sabotage of oil pipelines by radical environmentalists
d. the poaching of elephant tusks
ANSWER: c

Name: Class: Date:

Criminology
38. What does the textbook define as “illegitimate use of force to achieve a political objective by targeting innocent
people”?
a. vigilantism
b. crimes against humanity
c. terrorism
d. human rights violations
ANSWER: c
39. Which of the following best represents terrorism?

a. the murder of innocent civilians by their own government
b. the use of force committed against a government by another government
c. illegitimate use of force committed by a government against its own people
d. the use of force against innocent people by a group trying to achieve a political objective
ANSWER: d
40. Which of the following would NOT fit under the discipline of surveillance studies?
a. the proliferation of closed circuit cameras in public spaces
b. the collection of information on teenaged Internet users by sexual offenders
c. legislation requiring police to obtain a search warrant before intercepting private communications
d. policies restricting the gathering of information on consumers by corporations
ANSWER: b
41. Criminology is the scientific body of knowledge that examines crime (and its treatment) as a social phenomenon.
a. True
b. False
ANSWER: True
42. According to the textbook, the discipline of criminology includes four major areas.
a. True
b. False
ANSWER: False
43. As one of the major focuses of criminology, the social distribution of crime would include examining the causes of
crime and criminality.
a. True
b. False
ANSWER: False

Name: Class: Date:

Criminology
44. Most Canadians learn about crime through the media.
a. True
b. False
ANSWER: True
45. Most Canadians learn about serious crime from first-hand experience.
a. True
b. False
ANSWER: False
46. The depiction of crime in the Canadian media is a fair and balanced representation of the scope and nature of crime
in this country.
a. True
b. False
ANSWER: False
47. The main reason the media misrepresents crime is to attract viewers for profit.
a. True
b. False
ANSWER: True
48. “If it bleeds, it leads” refers to the priority that police place on investigating violent crimes.
a. True
b. False
ANSWER: False
49. In Canada, provinces and territories can pass and amend criminal laws.
a. True
b. False
ANSWER: False
50. Formal rules, enforced by the criminal justice system, govern the vast majority of individual behaviour in Canadian
society.
a. True
b. False
ANSWER: False

Name: Class: Date:

Criminology
51. The most common definition of a crime in Canadian society is a legalistic one.
a. True
b. False
ANSWER: True
52. The legalistic definition means that a crime is as an act that violates criminal law and is punishable.
a. True
b. False
ANSWER: True
53. Historically, before the rise of the criminal justice system, harmful behaviour against others was treated as a private
matter.
a. True
b. False
ANSWER: True
54. One of the earliest topics in the study of criminality by criminologists was white collar crime.
a. True
b. False
ANSWER: False
55. Hagan’s continuum of crime and deviance contends that the amount of harm caused by a particular act must be
taken into consideration when determining whether that act should be deemed criminal.
a. True
b. False
ANSWER: True
56. According to Hagan’s continuum of crime and deviance, the degree of society’s consensus that an act is wrong is
the only factor that determines whether a particular act constitutes a crime.
a. True
b. False
ANSWER: False
57. According to Hagan, determining what constitutes a crime is never influenced by politics.
a. True
b. False
ANSWER: False

Name: Class: Date:

Criminology
58. There is something inherently unlawful about killing another human being.
a. True
b. False
ANSWER: False
59. Criminal and non-criminal acts are always two distinct categories.
a. True
b. False
ANSWER: False
60. The conflict perspective understands the definition of crime to be factual and precise.
a. True
b. False
ANSWER: False
61. The criminalization of marijuana is a good example of the consensus perspective of criminal law-making.
a. True
b. False
ANSWER: False
62. Fortunately, there have been no acts of terrorism committed on Canadian soil since World War II.
a. True
b. False
ANSWER: False
63. Does the media accurately portray crime in Canada? Explain your answer with specific examples. Describe the
consequences of the media’s representations of crime for Canadians.
ANSWER: Answers will vary.
64. Why do we study crime in society? What does the scope (extent) of crime in a particular society say about that
society? Using violent crime as an example answer this question by comparing and contrasting Canada with the
US.
65. List and describe the six major areas that make up the discipline of criminology. Explain the main differences
between each area.

Name: Class: Date:

Criminology
66. Explain the different ways that crime can be defined. Explain the main differences between each of
these perspectives.
67. Define crime using the most common definition. Do all criminologists adhere to this definition? Explain your answer.
68. Explain the role played by rules and norms in Canadian society. How do they come to influence what we determine
to be criminal offences?
69. What is a social norm? Why are criminologists interested in the study of social norms?
70. Describe and differentiate between informal means of social control and informal means of social control. Provide
examples that are illustrative of each category.
71. Describe John Hagan’s (1985) typology of a continuum of crime and deviance. Provide examples of specific acts
that fit into each of the four main categories.
72. Explain how crime is socially defined and how people’s ideas about crime change over time. Illustrate your answer
with examples from the textbook or from case studies you find in the media.
73. Compare and contrast the views of consensus and conflict theorists on the question, “who makes the laws in
Canada?”
74. Explain why new sub-fields of criminology – green criminology, terrorism studies and surveillance studies – have
emerged in recent years. Are there any other important crime issues that have emerged in recent years that you feel
receive a particular focus in criminology?
75. Explain why it has been difficult in Canada to pass effective animal cruelty laws at the federal level.

Name: Class: Date:

Criminology
76. What does the term “ecological citizenship” mean, as used by green criminologists?
77. Describe several ways in which the emphasis on preventing war on terrorism has curtailed due process and the
rights of accused persons in Canada. What do you think should be done about this?

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The passionate
year
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: The passionate year
Author: James Hilton
Release date: August 3, 2022 [eBook #68676]
Language: English
Original publication: United States: Boston, 1924
Credits: Laura Natal Rodrigues (Images generously made

available by Hathi Trust Digital Library.)
*** START OF THE PROJECT GUTENBERG EBOOK THE

PASSIONATE YEAR ***
THE PASSIONATE
YEAR
BY
JAMES HILTON
BOSTON
LITTLE, BROWN, AND COMPANY
1924
CONTENTS
BOOK I
The Summer Term
BOOK II
The Winter Term
INTERLUDE
Christmas At Beachings Over
BOOK III
The Lent Term
BOOK I
THE SUMMER TERM
CHAPTER ONE
"Ah, um yes, Mr. Speed, is it not?... Welcome, sir! Welcome to

Millstead!" Kenneth Speed gripped the other's hand and smiled. He
was a tall passably good-looking fellow in his early twenties, bright-
eyed and brown-haired. At the moment he was feeling somewhat
nervous, and always when he felt nervous he did things vigorously,
as if to obscure his secret trepidation. Therefore when he took hold
of the soft moist hand that was offered him he grasped it in such a
way that its possessor winced and gave a perceptible gasp.
"Delighted to meet you, sir," said the young man, briskly, and his
voice, like his action, was especially vigorous because of
nervousness. It was not nervousness of interviewing a future
employer, or of receiving social initiation into a new world; still less
was it due to any consciousness of personal inferiority; it was an
intellectual nervousness, based on an acute realisation of the exact
moment when life turns a fresh corner which may or may not lead
into a blind alley. And as Kenneth Speed felt the touch of this
clammy elderly hand, he experienced a sudden eager desire to run
away, out of the dark study and through the streets to the railway-
station whence he had come. Absurd and ignoble desire, he told
himself, shrugging his shoulders slightly as if to shake off an
unpleasant sensation. He saw the past kaleidoscopically, the future
as a mere vague following-up of the immediate present. A month
ago he had been a resident undergraduate at Cambridge. Now he
was Kenneth Speed, B.A., Arts' Master at Millstead School. The
transformation seemed to him for the time being all that was in life.
It was a dull glowering day towards the end of April, most
appropriately melancholy for the beginning of term. It was one of
those days when the sun had been bright very early, and by ten
o'clock the sky dappled with white clouds; by noon the whiteness
had dulled and spread to leaden patches of grey; now, at mid-
afternoon, a cold wintry wind rolled them heavily across the sky and
piled them on to the deep gloom of the horizon. The Headmaster's
study, lit from three small windows through which the daylight,
filtered by the thick spring foliage of lime trees, struggled meagrely,
was darker even than usual, and Speed, peering around with
hesitant inquisitive eyes, received no more than a confused
impression of dreariness. He could see the clerical collar of the man
opposite gleaming like a bar of ivory against an ebony background.
The voice, almost as soft and clammy as the hand, went on: "I
hope you will be very comfortable here, Mr. Speed. We are—um yes
—an old foundation, and we have our—um yes—our traditions—and
—um—so forth.... You will take music and drawing, I understand?"
"That was the arrangement, I believe."
His eyes, by now accustomed to the gloom, saw over the top of
the dazzling white collar a heavy duplicated chin and sharp clean-cut
lips, lips in which whatever was slightly gentle was also slightly
shrewd. Above them a huge promontory of a nose leaned back into
deep-set eyes that had each a tiny spark in them that pierced the
dusk like the gleaming tips of a pair of foils. And over all this a wide
blue-veined forehead curved on to a bald crown on which the light
shone mistily. There was fascination of a sort in the whole
impression; one felt that the man might be almost physically a part of
the dark study, indissolubly one with the leather-bound books and
the massive mahogany pedestal-desk; a Pope, perhaps, in a Vatican
born with him. And when he moved his finger to push a bell at his
elbow Speed started as if the movement had been in some way
sinister.
"Ah yes, that will be all right—um—music and drawing. Perhaps—
um—commercial geography for the—um—lower forms, eh?"
"I'm afraid I don't know much about commercial geography."
"Oh, well—um yes—I suppose not. Still—easy to acquire, you
know. Oh yes, quite easy... Come in...."
This last remark, uttered in a peculiar treble wail, was in response
to a soft tap at the door. It opened and a man stepped into the
shadows and made his way to the desk with cat-like stealthiness.
"Light the gas, Potter... And by the way, Mr. Speed will be in to
dinner." He turned to the young man and said, as if the enquiry were
merely a matter of form: "You'll join us for dinner to-night, won't you?"
Speed replied: "I shall be delighted."
He wondered then what it was in the dark study that made him
feel eerily sensitive and observant; so that, for instance, to watch
Potter standing on a chair and lighting the incandescent globes was
to feel vividly and uncannily the man's feline grace of movement.
And what was it in the Headmaster's quivering blade-like eyes that
awakened the wonder as to what these dark book-lined walls had
seen in the past, what strange, furtive conversations they had heard,
what scenes of pity and terror and fright and, might be, of blind
suffering they had gazed upon?
The globes popped into yellow brilliance. The dark study took
sudden shape and coherence; the shadows were no longer
menacing. And the Headmaster, the Reverend Bruce Ervine, M.A.,
D.D., turned out to be no more than a plump apoplectic-looking man
with a totally bald head.
Speed's eyes, blinking their relief, wandered vacantly over the
bookshelves. He noticed Gibbon's "Decline and Fall" in twelve
volumes, the Expositor's Bible in twenty volumes, the Encyclopædia
Britannica in forty volumes, a long shelf of the Loeb classical series,
and a huge group of lexicons surmounting like guardian angels a
host of small school text-books.
"Dinner is at seven, then Mr. Speed. We—we do not dress—
except for—um yes—for special occasions.... If you—um—have
nothing to do this afternoon—you might find a stroll into the town
interesting—there are some Roman—um—earthworks that are
extremely—um yes—extremely fascinating. Oh yes, really...
Harrington's the stationers will sell you a guide.... I don't think there
are any—um—duties we need trouble you with until to-morrow ... um
yes ... Seven o'clock then, Mr. Speed..."
"I shall be there, sir."
He bowed slightly and backed himself through the green-baize
double doors into the stone corridor.
II
He climbed the stone flights of steps that led to the School House
dormitories and made his way to the little room in which, some hours
earlier, the school porter, squirming after tips, had deposited his
trunks and suit-case. Over the door, in neat white letters upon a
black background, he read: "Mr. K. Speed."—It seemed to him
almost the name of somebody else. He looked at it, earnestly and
contemplatively, until he saw that a small boy was staring at him
from the dormitory doorway at the end of the passage. That would
never do; it would be fatal to appear eccentric. He walked into the
room and shut the door behind him. He was alone now and could
think. He saw the bare distempered walls with patches of deeper
colour where pictures had been hung; the table covered with a
green-baize cloth; the shabby pedestal-desk surmounted by a
dilapidated inkstand; the empty fire-grate into which somebody, as if
in derision, had cast quantities of red tissue-paper. An inner door
opened into a small bedroom, and here his critical eye roved over
the plain deal chest of drawers, the perfunctory wash-hand stand (it
was expected, no doubt, that masters would wash in the prefects'
bathroom), and the narrow iron bed with the hollow still in it that last
term's occupant had worn. He carried his luggage in through the
separating door and began to unpack.
But he was quite happy. He had always had the ambition to be a
master at a public-school. He had dreamed about it; he was
dreaming about it now. He was bursting with new ideas and new
enthusiasms, which he hoped would be infectious, and Millstead,
which was certainly a good school, would doubtless give him his
chance. Something in Ervine's dark study had momentarily damped
his enthusiasm, but only momentarily; and in any case he was not
afraid of an uncomfortable bed or of a poorly-furnished room. When
he had been at Millstead a little while he would, he decided, import
some furniture from home; it would not, however, be wise to do
everything in a hurry. For the immediate present a few photographs
on the mantelpiece, Medici prints on the walls, a few cushions,
books of course, and his innumerable undergraduate pipes and
tobacco-jars, would wreak a sufficiently pleasant transformation.
He looked through the open lattice-windows and saw, three
storeys below, the headmaster's garden, the running-track, and
beyond that the smooth green of the cricket-pitch. Leaning out and
turning his head sharply to the left he could see the huge red blocks
of Milner's and Lavery's, the two other houses, together with the
science buildings and the squat gymnasium. He felt already intimate
with them; he anticipated in a sense the peculiar closeness of their
relationship with his life. Their very bricks and mortar might, if he let
them, become part of his inmost soul. He would walk amongst them
secretly and knowingly, familiar with every step and curve of their
corridors, growing each day more intimate with them until one day,
might be, he should be a part of them as darkly and mysteriously as
Ervine had become a part of his study. Would he? He shrank
instinctively from such a final absorption of himself. And yet already
he was conscious of fascination, of something that would permeate
his life subtly and tremendously—that must do so, whether he willed
it or not. And as he leaned his head out of the window he felt big cold
drops of rain.
He shut the windows and resumed unpacking. Just as he had
finished everything except the hanging up of some of the pictures, he
heard the School clock chime the hour of four. He recollected that
the porter had told him that tea could be obtained in the Masters'
Common-Room at that hour. It was raining heavily now, so that a
walk into the town, even with the lure of old Roman earthworks, was
unattractive. Besides, he felt just pleasantly hungry. He washed his
hands and descended the four long flights to the ground-floor
corridors.
III
The Masters' Common-Room was empty save for a diminutive

man reading the Farmer and Stockbreeder. As Speed entered the
little man turned round in his chair and looked at him. Speed smiled
and said, still with a trace of that almost boisterous nervousness: "I
hope I'm not intruding."
The little man replied: "Oh, not at all. Come and sit down. Are you
having tea?"
"Yes."
"Then perhaps we can have it together. You're Speed, aren't
you?"
"Yes."
"Thought so. I'm Pritchard. Science and maths."
He said that with the air of making a vivid epigram. He had small,
rather feminine features, and a complexion dear as a woman's.
Moreover he nipped out his words, as it were, with a delicacy that
was almost wholly feminine, and that blended curiously with his far-
reaching contralto voice.
He pressed a bell by the mantelpiece.
"That'll fetch Potter," he said. "Potter's the Head's man, but the
Head is good enough to lend him to us for meals. I daresay we'll be
alone. The rest won't come before they have to."
"Why do you, then?" enquired Speed, laughing a little.
"Me?—Oh, I'm the victim of the railway time-table. If I'd caught a
later train I shouldn't have arrived here till to-morrow. I come from the
Isle of Man. Where do you come from?"
"Little place in Essex."
"You're all right then. Perhaps you'll be able to manage a week-
end home during the term. What's the Head put you on to?"
"Oh, drawing and music. And he mentioned commercial
geography, but I'm not qualified for that."
"Bless you, you don't need to be. It's only exports and imports...
Potter, tea for two, please.... And some toast... Public-school man
yourself, I suppose."
"Yes."
"Here?"
"No."
"Where, then, if you don't object to my questions?"
"Harrow."
Pritchard whistled.
After Potter had reappeared with the tea, he went on: "You know,
Speed, we've had a bit of gossip here about you. Before the vac.
started. Something that the Head's wife let out one night when
Ransome—he's the classics Master—went there to dinner. She
rather gave Ransome the impression that you were a bit of a
millionaire."
Speed coloured and said hastily: "Oh, not at all. She's quite
mistaken, I assure you."
Pritchard paused, teacup in hand. "But your father is Sir Charles
Speed, isn't he?"
"Yes."
The assent was grudging and a trifle irritated. Speed helped
himself to toast with an energy that gave emphasis to the
monosyllable. After munching in silence for some minutes he said:
"Don't forget I'm far more curious about Millstead than you have any
right to be about me. Tell me about the place."
"My dear fellow, I——" his voice sank to a melodramatic whisper
—"I positively daren't tell you anything while that fellow's about." (He
jerked his head in the direction of the pantry cupboard inside which
Potter could be heard sibilantly cleaning the knives.) "He's got ears
that would pierce a ten-inch wall. But if you want to make a friend of
me come up to my room to-night—I'm over the way in Milner's—and
we'll have a pipe and a chat before bedtime."
Speed said: "Sorry. But I'm afraid I can't to-night. Thanks all the
same, though. I'm dining at the Head's."
Pritchard's eyes rounded, and once again he emitted a soft
whistle. "Oh, you are, are you?" he said, curiously, and he seemed
ever so slightly displeased. He was silent for a short time; then,
toying facetiously with a slab of cake, he added: "Well, be sure and
give Miss Ervine my love when you get there."
"Miss Ervine?"
"Herself."
Speed said after a pause: "What's she like?" Again Pritchard
jerked his head significantly towards the pantry cupboard. "Mustn't
talk shop here, old man. Besides you'll find out quite soon enough
what she's like."
He took up the Farmer and Stockbreeder and said, in rather a
loud tone, as if for Potter's benefit to set a label of innocuousness
upon the whole of their conversation: "Don't know if you're at all
interested in farming, Speed?—I am. My brother's got a little farm
down in Herefordshire..."
They chatted about farming for some time, while Potter wandered
about preparing the long tables for dinner. Speed was not especially
interested, and after a while excused himself by mentioning some
letters that he must write. He came to the conclusion that he did not
want to make a friend of Pritchard.
IV
At a quarter to seven he sank into the wicker armchair in his room

and gazed pensively at the red tissue-paper in the fire-grate. He had
just a few minutes with nothing particular to do in them before going
downstairs to dinner at the Head's. He was ready dressed and
groomed for the occasion, polished up to that pitch of healthy
cleanliness and sartorial efficiency which the undergraduate of not
many weeks before had been wont to present at University functions
of the more fashionable sort. He looked extraordinarily young, almost
boyish, in his smartly cut lounge suit and patent shoes; he thought
so himself as he looked in the mirror—he speculated a little
humorously whether the head-prefect would look older or younger
than he did. He remembered Pritchard's half-jocular reference to
Miss Ervine; he supposed from the way Pritchard had mentioned her
that she was some awful spectacled blue-stocking of a girl—
schoolmasters' daughters were quite often like that. On the whole he
was looking forward to seven o'clock, partly because he was eager
to pick up more of the threads of Millstead life, and partly because he
enjoyed dining out.
Out in the corridor and in the dormitories and down the stone
steps various sounds told him, even though he did not know
Millstead, that the term had at last begun. He could hear the
confused murmur of boyish voices ascending in sudden gusts from
the rooms below; every now and then footsteps raced past his room
and were muffled by the webbing on the dormitory floor; he heard
shouts and cries of all kinds, from shrillest treble to deepest bass,
rising and falling ceaselessly amid the vague jangle of miscellaneous
sound. Sometimes a particular voice or group of voices would
become separate from the rest, and then he could pick up scraps of
conversation, eager salutations, boisterous chaff, exchanged
remarks about vacation experiences, all intermittent and punctuated
by the noisy unpacking of suit-cases and the clatter of water-jugs in
their basins. He was so young that he could hardly believe that he
was a Master now and not a schoolboy.
The school-clock commenced to chime the hour. He rose, took a
last view of himself in the bedroom mirror, and went out into the
corridor. A small boy carrying a large bag collided with him outside
the door and apologised profusely. He said, with a laugh: "Oh, don't
mention it."
He knew that the boy would recount the incident to everybody in
the dormitory. In fact, as he turned the corner to descend the steps
he caught a momentary glimpse of the boy standing stock still in the
corridor gazing after him. He smiled as he went down.
He went round to the front entrance of the Headmaster's house

and rang the bell. It was a curious house, the result of repeated
architectural patchings and additions; its ultimate incongruity had
been softened and mellowed by ivy and creeper of various sorts, so
that it bore the sad air of a muffled-up invalid. Potter opened the door
and admitted him with stealthy precision. While he was standing in
the hall and being relieved of his hat and gloves he had time to
notice the Asiatic and African bric-a-brac which, scattered about the
walls and tables, bore testimony to Doctor Ervine's years as a
missionary in foreign fields. Then, with the same feline grace, Potter
showed him into the drawing-room.
It was a moderate-sized apartment lit by heavy old-fashioned gas
chandeliers, whose peculiar and continuous hissing sound
emphasised the awkwardness of any gap in the conversation. A
baby-grand piano, with its sound-board closed and littered with
music and ornaments, and various cabinets of china and curios,
were the only large articles of furniture; chairs and settees were
sprinkled haphazard over the central area round the screened
fireplace. As Speed entered, with Potter opening the door for him
and intoning sepulchrally: "Mr. Speed," an answering creak of
several of the chairs betrayed the fact that the room was occupied.
Then the Head rose out of his armchair, book of some sort in
hand, and came forward with a large easy smile.
"Urn, yes—Mr. Speed—so glad—um, yes—may I introduce you to
my wife?—Lydia, this is Mr. Speed!"
At first glance Speed was struck with the magnificent
appropriateness of the name Lydia. She was a pert little woman,
obviously competent; the sort of woman who is always suspected of
twisting her husband round her little finger. She was fifty if she was a
day, yet she dressed with a dash of the young university blue-
stocking; an imitation so insolent that one assumed either that she
was younger than she looked or that some enormous brain
development justified the eccentricity. She had rather sharp blue
eyes that were shrewd rather than far-seeing, and her hair,
energetically dyed, left one in doubt as to what colour nature had
ever accorded it. At present it was a dull brown that had streaks of
black and grey.
She said, in a voice that though sharp was not unpretty: "I'm
delighted to meet you, Mr. Speed. You must make yourself at home
here, you know."
The Head murmured: "Um, yes, most certainly. At home—um,
yes... Now let me introduce you to my daughter... Helen, this is—um
—Mr. Speed."
A girl was staring at him, and he did not then notice much more
than the extreme size and brightness of her blue eyes; that, and
some astonishingly vague quality that cannot be more simply
described than as a sense of continually restrained movement, so
that, looking with his mind's eye at everybody else in the world, he
saw them suddenly grown old and decrepit. Her bright golden hair
hung down her back in a rebellious cascade; that, however, gave no
clue to her age. The curious serene look in her eyes was a woman's
(her mother's, no doubt), while the pretty half-mocking curve of her
lips was still that of a young and fantastically mischievous child. In
reality she was twenty, though she looked both older and younger.
She said, in a voice so deep and sombre that Speed recoiled
suddenly as though faced with something uncanny: "How are you,
Mr. Speed?"
He bowed to her and said, gallantly: "Delighted to be in Millstead,
Miss Ervine."
The Head murmured semi-consciously: "Um, yes, delightful place
—especially in summer weather—trees, you know—beautiful to sit
out on the cricket ground—um, yes, very beautiful indeed..."
Potter opened the door to announce that dinner was served.
VI
As Mrs. Ervine and the girl preceded them out of the room Speed
heard the latter say: "Clare's not come yet, mother."—Mrs. Ervine
replied, a trifle acidly: "Well, my dear, we can't wait for her. I suppose
she knew it was at seven..."
The Head, taking Speed by the arm with an air of ponderous
intimacy, was saying: "Don't know whether you've a good reading
voice, Speed. If so, we must have you for the lessons in morning
chapel."
Speed was mumbling something appropriate and the Head was
piloting him into the dining-room when Potter appeared again,

Test Bank For Criminology A Canadian Perspective 8th Edition by Linden Download PDF Full Chapter

Uploaded by

Copyright:

Available Formats

Test Bank For Criminology A Canadian Perspective 8th Edition by Linden Download PDF Full Chapter

Uploaded by

Document Information

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

Test Bank For Criminology A Canadian Perspective 8th Edition by Linden Download PDF Full Chapter

Uploaded by

Copyright:

Available Formats

Test Bank for Criminology A Canadian

Perspective 8th Edition by Linden

Test Bank for Understanding Human Resources Management

Test Bank for Sociology in Action A Canadian

Test Bank for Sport and Exercise Psychology A Canadian

Solution Manual for Understanding Human Resources

Exploring Sociology A Canadian Perspective Canadian 3rd

Test Bank for eBusiness A Canadian Perspective for a

Test Bank for Cultural Anthropology A Global

Test Bank for The Family Dynamic: A Canadian

Chapter 1 - Crime, Criminals, and