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Printed in Canada.

ISBN 978-1-5063-1075-6

This book is printed on acid-free paper.

Acquisitions Editor: Terri Accomazzo

Development Editors: Jessica Miller and Lucy Berbeo

eLearning Editor: Allison Hughes

Editorial Assistant: Erik Helton

Production Editor: Olivia Weber-Stenis

Copy Editor: Tina Hardy

Typesetter: C&M Digitals (P) Ltd.

Proofreader: Ellen Brink

Indexer: Sheila Bodell

Cover Designer: Scott Van Atta

Marketing Manager: Kara Kindstrom

8
Brief Contents
Introduction
Module 1: Using Science to Inform Classroom Practices
Unit 1: Personal Development
Unit 1: Case Studies
Module 2: Contexts of Development
Module 3: Social-Emotional Development
Module 4: Moral Development
Unit 2: The Developing Learner
Unit 2: Case Studies
Module 5: Brain Development
Module 6: Cognitive Development
Module 7: Language Development
Unit 3: Learning Theories
Unit 3: Case Studies
Module 8: Behavioral Learning Theories
Module 9: Social Cognitive Theory
Module 10: Information Processing
Unit 4: Cognitive Processes
Unit 4: Case Studies
Module 11: Metacognition
Module 12: Transfer of Skills and Knowledge
Module 13: Higher Order Thinking
Unit 5: Motivation
Unit 5: Case Studies
Module 14: Behavioral Theory
Module 15: Cognitive Theories
Module 16: Self Theories
Unit 6: Classroom Management and Instruction
Unit 6: Case Studies
Module 17: Classroom Management
Module 18: Instruction: Applying Behavioral, Cognitive, and Constructivist
Approaches
Module 19: Grouping Practices
Unit 7: Learner Differences
Unit 7: Case Studies
Module 20: Intelligence and Giftedness
Module 21: Cognitive Disabilities
Module 22: Emotional, Social, and Behavioral Disorders
Unit 8: Assessment

9
Unit 8: Case Studies
Module 23: Assessing Student Learning
Module 24: Test Construction and Use
Module 25: Standardized Tests and Scores

10
Detailed Contents
Preface
Acknowledgments
Digital Resources
About the Authors
Introduction
Case STUDY
Module 1: Using Science to Inform Classroom Practices
Outline and Learning Goals
Educational Psychology: A Resource for Teachers
Educational Psychology: The Science
Research Designs
Samples
Measures
Educational Psychology: Classroom Practices
Best Practices
Addressing Diversity
Using a Case Study Approach
Summary
Key Concepts
Case Study: Reflect and Evaluate
Unit 1: Personal Development
Unit 1: Case Studies
Module 2: Contexts of Development
Outline and Learning Goals
Bronfenbrenner’s Bioecological Theory
Family Context
Parenting Practices
Divorce and Remarriage
Peer Context
Friendships and Peer Groups
Peer Statuses
Broader Contexts
Parental Employment
Cultural Factors
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 3: Social-Emotional Development
Outline and Learning Goals

11
 Erikson’s Psychosocial Theory
Aspects of Identity
Identity Statuses
Ethnic Identity
Gender Identity
Understanding the Self
Self-Concept
Self-Esteem
Social Competence
Applications: Fostering Social Competence
Fostering Social Skills
Social-Emotional Learning (SEL) Programs
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 4: Moral Development
Outline and Learning Goals
Cognitive-Developmental Moral Reasoning
Piaget’s Theory
Kohlberg’s Theory
Gilligan’s Criticism
Prosocial Behavior
Eisenberg’s Theory
Perspective Taking
Empathy
Aggressive Behavior
Social-Cognitive Domains
Social-Information Processing
Applications: Advancing Moral Development
Family Context
Peer Context
School Context
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Unit 2: The Developing Learner
Unit: Case Studies
Module 5: Brain Development
Outline and Learning Goals
Influence of Neuroscience on Education
Neuroscience 101
Brain Structures and Functions

12
 Factors Affecting Brain Development
Brain Mechanisms During Learning
Executive Functioning
Reading
Math
Applications: How Neuroscience Informs Best Practices
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 6: Cognitive Development
Outline and Learning Goals
Constructivist Theories of Cognitive Development
Individual and Social Constructivism
Piaget’s Theory
Vygotsky’s Theory
Issues in Cognitive Development: Piaget and Vygotsky
What Comes First: Development or Learning?
Role of Language in Cognitive Development
Role of Play in Cognitive Development
Applications: Constructivist Principles for Effective Teaching
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 7: Language Development
Outline and Learning Goals
Understanding Language Acquisition
Biological Basis of Language
Imitation and Reinforcement
Social Interactions
Development of Language Skills
Language Acquisition Through Early Childhood
Language Acquisition Through Adolescence
Bilingual Language Acquisition
Individual Differences in Language Acquisition
Applications: Encouraging Language Development in the Classroom
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Unit 3: Learning Theories
Unit 3: Case Studies
Module 8: Behavioral Learning Theories
Outline and Learning Goals

13
 Assumptions of Behavioral Learning Theories
Classical Conditioning
Operant Conditioning
Basic Tenets of the Theory
Using Consequences Effectively
Applications: Applied Behavior Analysis
Strategies for Increasing Appropriate Behaviors
Strategies for Decreasing Inappropriate Behaviors
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 9: Social Cognitive Theory
Outline and Learning Goals
Assumptions of Social Cognitive Theory
Observational Learning
Model Characteristics
Imitator Characteristics
Environmental Characteristics
Personal Factors in Learning
Self-Efficacy
Self-Regulation
Applications: Improving Students’ Self-Efficacy and Self-Regulation
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 10: Information Processing
Outline and Learning Goals
Assumptions of the Information Processing Approach
Perception and Attention
Memory
Encoding, Storage, and Retrieval
Sensory Memory
Working (Short-Term) Memory
Long-Term Memory
Applications: Teaching Effective Processing
Increase Attention
Enhance Memory
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Unit 4: Cognitive Processes
Unit 4 Case Studies

14
Module 11: Metacognition
Outline and Learning Goals
What Is Metacognition and Why Is It Important?
Special Cases of Metacognition
Theory of Mind in Childhood
Egocentrism in Adolescence
Factors Affecting the Development and Use of Metacognition
Applications: Learning Strategies
Reading Comprehension
Writing Skills
Note Taking
Studying
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 12: Transfer of Skills and Knowledge
Outline and Learning Goals
What Is Transfer and Why Is It Important?
Specific Versus General Transfer
Low-Road Versus High-Road Transfer
Do We Readily Transfer What We Learn?
The Success of Low-Road Transfer
The Problem of High-Road Transfer
Applications: How to Facilitate Transfer
Develop Automaticity of Skills
Promote Meaningful Learning
Teach Metacognitive Strategies
Motivate Students to Value Learning
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 13: Higher Order Thinking
Outline and Learning Goals
What Is Higher Order Thinking and Why Is It Important?
Critical Thinking
What Is Critical Thinking?
Applications: Fostering Critical Thinking
Problem Solving
What Is Problem Solving?
Applications: Fostering Problem-Solving Strategies
Creativity
What Is Creativity?

15
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 Applications: Fostering Creativity
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Unit 5: Motivation
Unit 5: Case Studies
Module 14: Behavioral Theory
Outline and Learning Goals
A Developmental View of Motivation
Defining Intrinsic and Extrinsic Motivation
Factors Influencing Intrinsic and Extrinsic Motivation
Rewarding Students for Learning
Task-Contingent and Performance-Contingent Rewards
Applications: Using Rewards Effectively
Praising Students for Learning
Process, Performance, and Person Praise
Applications: Using Praise Effectively
When the Reward Is the Activity Itself
Flow Theory
Applications: Creating an Intrinsically Motivating Learning
Environment
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 15: Cognitive Theories
Outline and Learning Goals
Cognitive Theories of Motivation
Expectancy-Value Theory
Goal Theory
Attribution Theory
Developmental and Cultural Differences in Motivation
Developmental Changes in Motivation
Serious Motivational Problems
Learned Helplessness
Anxiety
Applications: Enhancing Students’ Motivation
Student-Level Techniques
Classroom-Level Techniques
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 16: Self Theories

16
 Outline and Learning Goals
Self-Efficacy Theory
Self-Efficacy and Motivation
Teacher Efficacy
Self-Worth Theory
Self-Worth and Motivation
Types of Students
Self-Determination Theory
Self-Determination and Motivation
Becoming Self-Determined
Integrating the Self Theories
Self Theories Compared
Applications: Fostering Self-Efficacy, Self-Worth, and Self-
Determination
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Unit 6: Classroom Management and Instruction
Unit 6: Case Studies
Module 17: Classroom Management
Outline and Learning Goals
Importance of Classroom Management
Preparing for the First Day
Establishing Rules and Procedures
Time Management
Increasing Academic Learning Time
Increasing Student Engagement
Relationship Building
Teacher-Student Relationships
Parental Involvement
Applications: Addressing Discipline Problems
Providing Consequences
Bullying
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 18: Instruction: Applying Behavioral, Cognitive, and Constructivist
Approaches
Outline and Learning Goals
Meeting the Needs of Diverse Learners
Teaching Methods Based on Behaviorism
Direct Instruction

17
 Mastery Learning
Teaching Methods Based on Cognitive Learning Theory
Discovery Learning and Guided Discovery
Expository Teaching
Teaching Methods Based on Constructivism
Inquiry Learning
Cooperative Learning
Methods of Fostering Comprehension
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 19: Grouping Practices
Outline and Learning Goals
Grouping by Ability
Within-Class Ability Grouping
Between-Class Ability Grouping
Flexible Grouping Methods
Cooperative Learning
Characteristics of Cooperative Learning
Effectiveness of Cooperative Learning
Applications: Best Practices
Elementary School: Using Within-Class Ability Grouping
Effectively
Middle School and High School: To Track or Not to Track
Using Cooperative Learning Effectively
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Unit 7: Learner Differences
Unit 7: Case Studies
Module 20: Intelligence and Giftedness
Outline and Learning Goals
Intelligence and Giftedness: More Than “Being Smart”
Theories of Intelligence
Theories of Giftedness
Assessing Intelligence and Giftedness
Intelligence Measured as IQ
Interpreting IQ Scores
Assessing Giftedness
Biological, Social, and Cultural Issues
Heredity or Environment?
Socioeconomic and Cultural Factors

18
 Applications: Intelligence and Giftedness in the Classroom
Teaching for Multiple Intelligences
Teaching for Successful Intelligence
Teaching Students Who Are Gifted
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 21: Cognitive Disabilities
Outline and Learning Goals
Cognitive Disabilities in Today’s Classrooms
Special Education Referral and Eligibility
Planning and Placement
Intellectual Disabilities
Identification of Intellectual Disabilities
Applications: Guidelines for Teachers in the General Education
Classroom
Specific Learning Disabilities
Identification of Specific Learning Disabilities
Reading Disability
Mathematics Disability
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 22: Emotional, Social, and Behavioral Disorders
Outline and Learning Goals
Emotional, Social, and Behavioral Disorders in Today’s Classrooms
Special Education Referral and Eligibility
Planning and Placement
Characteristics of Disorders
Anxiety and Depression
ADHD and Conduct Disorder
Autism Spectrum Disorders
Applications: Interventions
Types of Interventions
Effectiveness of Interventions
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Unit 8: Assessment
Unit 8: Case Studies
Module 23: Assessing Student Learning
Outline and Learning Goals

19
 What is Assessment?
Purposes of Assessment in Education
Types of Assessments
Planning Assessments
Choice of Assessments
Objective and Performance Assessments
Evaluating Student Performance
Procedures for Performance Assessments
Grading Procedures
Communicating Assessment Information
Report Cards
Parent-Teacher Communication
Applications: Implementing Valid and Meaningful Assessments
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 24: Test Construction and Use
Outline and Learning Goals
Characteristics of High-Quality Classroom Tests
Validity
Reliability
Fairness and Practicality
Test Preparation
Developing a Test Blueprint
Creating Selected-Response Items
Creating Constructed-Response Items
Applications: Improving Your Test
Test Administration Considerations
Item and Distractor Analyses
Summary
Key Concepts
Case Studies: Reflect and Evaluate
Module 25: Standardized Tests and Scores
Outline and Learning Goals
Types of Standardized Tests
Categories of Standardized Tests
Criterion-Referenced and Norm-Referenced Tests
Understanding Test Scores
Central Tendency and Variability
Normal Distribution
Types of Test Scores
Characteristics of Good Tests

20
 Validity
Reliability
Applications: Accommodating Students at Risk
Summary
Key Concepts
Case Studies: Reflect and Evaluate
How Does EdPsych Help You Prepare for the Praxis Exam?
Glossary
References
Index

21
Preface

Teaching is about making instructional decisions. To be highly effective, teachers need to

understand the science underlying all aspects of education and know how to apply
concepts, principles, and conclusions from educational and psychological theories and
research to particular situations they encounter. Students in education certification
programs are often taught the “what” and the “how” of teaching. For example, they may be
taught what to do when students are fighting or how to develop and deliver a lesson.
Educational psychology is about the why. For example, why are teacher education students
told to use a particular conflict resolution strategy or a particular teaching method in a
certain situation? The effectiveness of these approaches can be determined only by
evaluating what we know from psychological research. Teachers need to understand why
particular approaches, strategies, and methods work under various circumstances to make
effective decisions. We wrote this book to help students of educational psychology learn
how to make better instructional decisions. This third edition of EdPsych Modules helps
students to

Understand the importance of learning evidence-based, best practices that guide how
they will make informed decisions,
Apply educational psychology theory and research findings to diverse instructional
situations, and
Understand student differences and learn ways to adapt instruction to individual
student needs.

22
Our Approach

23
FLEXIBLE: A book that adapts to your course.
• EdPsych Modules is the first and only text written with a modular approach rather than
modified from a conventional chapter text. This intentionally designed format allows you
flexibility in preparing and teaching your course. Our modules are succinct (about half the
length of a typical chapter), stand-alone topics that represent every subject found in a
traditional chapter textbook. The modules are organized into themed units that correspond
to chapters found in conventional textbooks. With this modular approach, instructors can
arrange the topics in any order, and even skip entire modules or units if they choose.

• Our inclusion of case studies that span K-12 grade levels also allows you flexibility in
designing your course. Each unit begins with four full-length case studies, one from each
certification level: early childhood, elementary, middle school, and high school. Instructors
can choose one particular educational level (only early childhood), several (elementary and
high school), all levels, or may choose to skip the cases altogether.

Our stand-alone modules and cases allow you to tailor content to your particular course
and student audience.

24
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APPLIED: Opportunities for practical application of theories
and concepts
In each module, our coverage of educational psychology theories and concepts includes
examples that illustrate application and critical thinking about individual differences and
instructional contexts.

In every module, Applications sections help students tie theory and research to
educational practice. Coverage is focused on evidence-based teaching methods and
principles that are linked to research.

Case studies – 33 in all – provide opportunities for students to apply theories and
concepts. Our case studies are rich, detailed glimpses into classroom and school
settings. Each unit begins with four case studies: early childhood, elementary school,
middle school, and high school that are relevant to all modules in that unit.
At the end of each case study ASSESS questions prompt students to assess their
existing knowledge and to identify assumptions, preconceptions, and personal
beliefs prior to reading a particular module.
Each module ends with REFLECT AND EVALUATE questions based on the
case studies at the beginning of each unit. These questions encourage students
to check their comprehension of important concepts, to apply what they have
learned about the research presented in the modules, and to evaluate the
situations and instructional decisions presented in the case.
Our developmental approach of presenting cases at various certification levels
enables students to meaningfully apply the concepts they are learning to the
grade levels they intend to teach. Whether you use the cases studies out of class
as homework or writing assignments or for in-class discussions, students will
have the opportunity to practice applying what they’ve learned.

25
Extensive Coverage

26
Random documents with unrelated
content Scribd suggests to you:
 CHAPTER XVI
THE LAST OF THE GREAT TARNOV CRYSTAL

J oseph and his father were still kneeling when there came
unexpectedly a certain happening that changed the whole
complexion of the day. It came from the alchemist.
He had been listening attentively through all the talk, he had
followed back and forth the give-and-take of conversation, the
balancing of argument, the gestures, the decisions, even though his
eyes had seemed but half open. Just at this final moment he sprang
up from his place behind the others like a dog leaping for a bone,
and snatched the Tarnov Crystal out of the hands of the King.
Gripping it, he rushed like one gone wholly mad straight for the
door, brushing aside a guard who fell back in astonishment.
“Stop him,” cried Jan Kanty, “he will do something desperate.”
They might better have tried to stop the wind. He was through the
door and out on the balcony and down the steps to the court below,
where the guards, though astonished, had yet no pretext for seizing
him since he was an honored guest, one of the party of Jan Kanty.
Through the little entrance to the court he went at top speed, just as
the King, the scepter bearers, and the guards, followed by Pan
Andrew and Joseph, with Jan Kanty behind, raced along the balcony
and shouted to the guards below. These at once set out in pursuit,
shouting in turn to guards at the farther gates. But the alchemist was
traveling like a hurricane, and passing the men at arms at the very
entrance to the castle, he was off down the slope to the meadows
below where he swung to the left and bore toward the spot where
the Vistula curves about the base of the Wawel.
 Pan Andrew and Joseph continued in pursuit with the guards, but
the King with Jan Kanty, seeing the alchemist’s direction, hurried to
the extreme end of the fortifications where one looks down directly to
the river. At the very water’s edge the alchemist turned and
beckoned to his pursuers to stop, threatening by his motions to throw
himself into the current which at that time of the year was swollen
and swift. They paused, helpless, waiting until he chose to speak.
“Listen,” he cried, gazing first at the pursuing party that stood not
far distant from him on the shore, and then directly upward where
Jan Kanty and the King were leaning over the wall.
A curious figure he presented as he stood there for a moment in
silence, his garments sadly disordered, his hair twitched hither and
thither by the wind, his features working from emotion—the globe of
amazing beauty in his hands.
“Listen!” His voice now rose shrill and screaming. “It was I that
stole the crystal from Pan Andrew. The first sight of it drove honesty
from my head as it has driven honesty from the heads of many who
have seen it. I saw there all that magicians and astrologers of all
ages have devoutly wished for. I saw there the means of working out
a great name for myself, of becoming famous, of becoming envied
over all the world. I was tempted and I fell, but I shall see to it that no
more trouble comes from this accursed stone.”
He paused, overcome by the effort of so much speaking, but in a
second a flood of wild laughter burst from him. “There was the
student Tring,” he shouted, “yes, Tring—who used to be my student.
Because I looked so much into the crystal my mind grew weak and
he knew and I knew. It was he who said that if we but possessed the
secret of turning brass into gold then we should have power without
stint, and it was he who first directed me to read in the glass what
formula I might find therein for such magic. What did I find there? . . .
Only the reflections of my own crazed brain. And at last between us
we have done nothing but cause want and misery and suffering all
over Krakow. It is because of our madness that half the city is now
but a heap of ashes, that men and women and children are
homeless and in poverty.”
 With these words his voice shrank to a wail, and he stood, a
pitiful figure, his shoulders drooping, and his face turned toward the
ground.
“Cease, man! We are thy friends,” shouted the scholar.
“Nay. Such as I have no friends. But”—his shoulders suddenly
straightened—“with such jewels as this that cause strife between
man and man, and war between nation and nation—here—now—I
make an end!”
Then raising himself to such a height that for a moment he
appeared to be a giant, he swung about and hurled the crystal into
the air with all his force.
The sun struck it there as it seemed for a moment to hang
between earth and sky like a glittering bubble or a shining planet.
Then it fell, fell, fell—until it dropped with a splash into the black,
hurried waters of the Vistula River, so that the circles for a moment
beat back the waves of the rushing torrent—then all was as before.
Deep silence fell upon the onlookers. There was in the man’s act
something solemn, something unearthly, something supernatural—
his emotion was so great and the crystal had been such a beauteous
thing; and when Jan Kanty said, “Let us pray,” the whole company
fell upon their knees. When he had finished a simple prayer they
went forward and took up the alchemist where he had fallen, for he
had dropped down as if he had been suddenly overcome by a
sickness. They carried him back to the tower of the Church of Our
Lady Mary where his niece and Pan Andrew’s wife watched over
him.

Meanwhile the King called the scholar into conference, and after
much parley, and much weighing of pros and cons, it was decided
that no attempt should be made to rescue the crystal from the bed of
the river. There had been in its history too much of suffering and
misfortune to make it a thing at all desirable to possess, in spite of
the purity of its beauty.
 And should its hiding place become known—should a foreign
power again seek to obtain it, what chance had such a power with
the King’s army and the fortified city of the Wawel forever ready in its
defense? Surely never had treasure a safer resting place.
And so to this day it has never been disturbed, though in later
centuries many men have sought for it, and it rests somewhere in
the Vistula River near the Wawel, where the alchemist, Kreutz, threw
it in the year 1462.
Pan Andrew received from the state enough recompense to
rebuild his house in the Ukraine and he repaired there that same
year, taking with him Elzbietka and the alchemist who was broken in
health for a long time as the result of his experiences. When he
came to his senses a few days after he had thrown the crystal into
the river, he had returned to his right mind fully though he had no
remembrance of the dark scenes in which he had played a part. The
student Tring must have left for his home in Germany directly after
the fire, for he was never seen again in Krakow. In later years he
gained some fame in his own native village by the practice of magic,
in which it was said that he often called upon the devil himself for
assistance.
Joseph continued his studies in the university until he reached his
twenty-second year, and then he returned to the Ukraine to manage
his father’s estates. He was shortly afterward married to Elzbietka,
the friend of his boyhood days. . . . And now since we have come to
the happy end of all things in this tale, may we close with the thought
that every Pole carries in his mind—with the words that are foremost
in the Polish National Hymn:

May God Save Poland

 EPILOGUE
THE BROKEN NOTE

I t is the year 1926. The Vistula River now no longer turns at the
Wawel Hill and plunges straight through the Krakow plain dividing
the city of Kazimierz from the city of Krakow, but instead swings
far to the left and surrounds the whole plain, now the new city. The
castles and towers and cathedral of the Wawel still rise proudly on
the hill as in former days; St. Andrew’s which has defied fire, siege,
and war for eight centuries raises its head—two towers—above
Grodzka Street; the old Cloth Hall, beautified during the
Renaissance, still stands in the middle of the central Rynek. And
although the glory of former days is departed from the city and the
kings no longer sit in the castle on the hill, there has come with the
years the growth of a new glory, the glory of culture as seen in the
university of fourteenth century origin, in the schools of fine arts and
music and handicraft and trade. From all Poland come students to
study and to live in this venerable city, which is Gothic in every
corner and every gable save where here and there a bit of
Romanesque wall or arch has survived the Tartar, or the Cossack, or
the Swede.
But the chief glory of the city is the Church of Our Lady Mary. It
no longer stands apart, a monument visible from afar as of old—
other palaces and buildings have shut it in, and one sees its towers
only, until one is close upon it. Then the sudden magnificence leaps
upon the visitor. A splendid silence lurking in its high roof descends
suddenly like the thousands of pigeons that thunder down for
particles of bread. Beneath one’s feet is the old city cemetery; there
on the walls are the tablets and shrines; there at the south doorway
are the iron collars that once clasped the throats of petty criminals as
they stood supplicating the prayers and pennies of the faithful.
Inside, the church is a veritable miracle of beauty. Above its exquisite
wood carvings and choir rises a vaulted roof of sky blue, studded
with stars. Images of stone look down from breaks in the Gothic
fluting—tablets, banners, altars, shrines all strike alike upon the sight
in amazing beauty.
But listen: is the organ playing? Whence come those notes that
float down from above like God’s own music from heaven? They
come from the towers, for the hour is striking on the bell, and a
trumpeter is playing at one of the open tower windows. And that
tune? It is the Heynal, the same tune played by a young man so
many centuries ago when the Tartars burned the city—and listen, the
trumpeter breaks off his song in the middle of a note. . . . Four times
he sounds the Heynal, once at each of the four windows, west,
south, east, north. And many a man or woman or child on hearing
that song thinks of the days when the young life was given to country
and God and duty. . . . Poland has been through many fires since
that time—she has had centuries of war, a century of extinction. But
in all that time the Heynal has sounded with each passing hour and
men have sworn each year to keep the custom unto the very end of
time. Hark, it is sounding now.
May it bring in an epoch of peace to all men!
 NOTES

T he author wishes to acknowledge his indebtedness to the

following persons for their services in aiding his research:
Professor Roman Dyboski of the English Department of the
University of Krakow; Director Frederic Papee of the university
library, and his assistants, Dr. Sophia Ameisen and Dr. Wojciech
Gelecki; Director Adam Chmiel of the Old Archives Building; Miss
Helene d’Abancour de Franqueville of the library of the Krakow
Academy; Miss Helena Walkowicz, a student in the university, and
Madame Sophia Smoluchowska of Krakow.
The Aqua Phosphorata mentioned on page 108 was a luminous
liquid compounded by the alchemist. Phosphorus as we know it to-
day was first made by Brandt in 1699. In 1602, however, Scipio
Begatello exploited the qualities of the famous Bologna Stone and its
luminous qualities, discovered by Vincenzo Cascariolo about 1595,
and there are other suggestions that similar substances were used
by earlier alchemists and magicians.
In the illustrations Miss Pruszynska has followed faithfully
fifteenth and sixteenth century models. Two old volumes, the Codex
of Baltazar Behem in the University Library, and the Pontifical Ciolka
in the Czartoryski Museum, Krakow, have furnished the models for
the dress, architecture, customs, and colors. For greater detail in
dress, the book of the celebrated Polish artist, Matejko, Costumes in
Poland of Other Days, was the authority. The decorations of the
illustrations are in the style of the Wit Stwosz altarpieces of the
Church of Our Lady Mary.
In the Iuramenta or Book of Oaths in the Old Archives of the City
of Krakow may be found the modified oath of the Krakow trumpeters
as it existed in the year 1671. It had been enlarged and translated
from Latin into Polish. In 1740 the Book of Oaths was rebound in the
form in which it now exists. Appended is a translation of the oath.

IURAMENTUM TUBICINIS

“I swear to Almighty God that I will be obedient to their

honors the gentlemen of the Krakovian council, and faithful
to the whole city in the service which I render with the
trumpet, also that I will be diligent scrupulously in keeping
watch, to the extent of my duties, to wit: the sounding of the
alarm of fire whenever and wherever it appears, in the city,
or behind the city, likewise to sound upon the trumpet the
hours of the night and day (appointed), and without the
permission of his honor the Burgomaster I will sound the
trumpet at no man’s request. I will be clean in all things and
watch the fires in the tower. And all this observe which
belongs to my duties, so help me God.”

THE END

TRANSCRIBER NOTES

Misspelled words and printer errors have been

corrected. Where multiple spellings occur, majority use has
been employed.
Punctuation has been maintained except where obvious
printer errors occur.
[The end of The Trumpeter of Krakow by Eric Philbrook Kelly]
 *** END OF THE PROJECT GUTENBERG EBOOK THE
TRUMPETER OF KRAKOW ***

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