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Exper ie n ce
PSYCHOLOGY THIRD EDITION

LAURA A. KING
3
Sleep Disorders 141
Dreams 143
Sensation and 3 Psychoactive Drugs 146
Uses of Psychoactive Drugs 146
Perception 84 Types of Psychoactive Drugs 147
4 Hypnosis 157
The Nature of Hypnosis 157
1 How We Sense and Perceive the World 85 Explaining Hypnosis 158
The Processes and Purposes of Sensation and Perception 85 Uses of Hypnosis 159
Sensory Receptors and the Brain 87 5 Meditation 160
CHALLENGE YOUR THINKING: Can We Feel the Future? 90 Mindfulness Meditation 160
Thresholds 91 Lovingkindness Meditation 161
Perceiving Sensory Stimuli 93 INTERSECTION: Consciousness and Social Psychology: Can
Sensory Adaptation 95 Lovingkindness Meditation Reduce Prejudice? 162
2 The Visual System 96 The Meditative State of Mind 162
The Visual Stimulus and the Eye 96 PSYCHOLOGY IN OUR WORLD: Meditation at Work 163
Visual Processing in the Brain 101 Getting Started with Meditation 163
Color Vision 102
SUMMARY 164
Perceiving Shape, Depth, Motion, and Constancy 104
KEY TERMS 165
3 The Auditory System 110 ANSWERS TO SELF-QUIZZES 165

5
The Nature of Sound and How We Experience It 110
Structures and Functions of the Ear 110
Theories of Hearing 112
Auditory Processing in the Brain 114
Localizing Sound 114
4 Other Senses 115 Learning 166
The Skin Senses 116
The Chemical Senses 118
PSYCHOLOGY IN OUR WORLD: Why Salt Is the Salt
of the Earth 119
1 Types of Learning 167
INTERSECTION: Emotion and Sensation: What Do Feelings
Smell Like? 121 2 Classical Conditioning 169
The Kinesthetic and Vestibular Senses 121 Pavlov’s Studies 169
Classical Conditioning in Humans 173
SUMMARY 123 PSYCHOLOGY IN OUR WORLD: Marketing Between
KEY TERMS 124 the Lines 176
ANSWERS TO SELF-QUIZZES 124 INTERSECTION: Learning and Social Psychology: Can Classical

4
Conditioning Help Us Understand the Meaning of Life? 177
3 Operant Conditioning 178
Defining Operant Conditioning 178
Thorndike’s Law of Effect 179
Skinner’s Approach to Operant Conditioning 180
States of Consciousness 125 Shaping 180
Principles of Reinforcement 181
Applied Behavior Analysis 188
4 Observational Learning 189
1 The Nature of Consciousness 126
Defining Consciousness 127 5 Cognitive Factors in Learning 191
Consciousness and the Brain 127 Purposive Behavior 191
Theory of Mind 128 Insight Learning 192
Levels of Awareness 128 6 Biological, Cultural, and Psychological Factors in Learning 194
CHALLENGE YOUR THINKING: On Second Thought, Biological Constraints 194
Is Conscious Reflection Required for Moral Behavior? 130 Cultural Influences 196
2 Sleep and Dreams 133 Psychological Constraints 196
Biological Rhythms and Sleep 133 CHALLENGE YOUR THINKING: Do Learning Styles Matter
Why Do We Need Sleep? 134 to Learning? 197
Stages of Wakefulness and Sleep 136 SUMMARY 199
Sleep Throughout the Life Span 139 KEY TERMS 200
Sleep and Disease 140 ANSWERS TO SELF-QUIZZES 200

C on t en t s // vii
6
CHALLENGE YOUR THINKING: Is There a Link Between
Creative Genius and Psychopathology? 255
3 Intelligence 256
Memory 201 Measuring Intelligence 257
Genetic and Environmental Influences
on Intelligence 260
Extremes of Intelligence 262
INTERSECTION: Educational Psychology and Social
1 The Nature of Memory 202
Psychology: Do Teachers Have Stereotypes
2 Memory Encoding 203 About Gifted Children? 264
Attention 203 Theories of Multiple Intelligences 266
Levels of Processing 204
4 Language 268
Elaboration 204
The Basic Properties of Language 268
Imagery 205
Language and Cognition 269
3 Memory Storage 207 Biological and Environmental Influences on Language 271
Sensory Memory 207 Language Development over the Life Span 273
Short-Term Memory 208
Long-Term Memory 211 SUMMARY 276
KEY TERMS 277
4 Memory Retrieval 219 ANSWERS TO SELF-QUIZZES 277
Serial Position Effect 219

8
Retrieval Cues and the Retrieval Task 220
Special Cases of Retrieval 222
CHALLENGE YOUR THINKING: Can Children Be Reliable
Eyewitnesses to Their Own Abuse? 226
PSYCHOLOGY IN OUR WORLD: Using Psychological
Research to Improve Police Lineups 228 Human Development 278
5 Forgetting 229
Encoding Failure 230
Retrieval Failure 230
INTERSECTION: Cognitive Psychology and Social 1 Exploring Human Development 279
Psychology: If We Can Forgive, Does That Help Research Methods in Developmental Psychology 279
Us Forget? 233 How Do Nature and Nurture Influence Development? 280
Do Early Experiences Rule Us for Life? 280
6 Tips from the Science of Memory—for Studying
Nature, Nurture, and You 281
and for Life 234
Three Domains of Development 282
Organizing, Encoding, Rehearsing, and Retrieving
Course Content 235 2 Physical Development 283
Autobiographical Memory and the Life Story 236 Prenatal Physical Development 283
Keeping Memory Sharp 237 Physical Development in Infancy and Childhood 285
Physical Development in Adolescence 288
SUMMARY 238 Physical Development in Adulthood 290
KEY TERMS 240
3 Cognitive Development 294

7
ANSWERS TO SELF-QUIZZES 240
Cognitive Development from Childhood
into Adulthood 294
PSYCHOLOGY IN OUR WORLD: The Joy of the Toy 299
Cognitive Processes in Adulthood 300
Thinking, Intelligence, 4 Socioemotional Development 302
and Language 241 Socioemotional Development in Infancy 302
INTERSECTION: Developmental and Social
Psychology: Is Attachment an Enduring
Aspect of Life? 304
1 The Cognitive Revolution in Psychology 242 Erikson’s Theory of Socioemotional Development 305
2 Thinking 244 CHALLENGE YOUR THINKING: Is Parenthood Associated
Concepts 245 with Happiness? 312
Problem Solving 245 5 Gender Development 314
Reasoning and Decision Making 248 Biology and Gender Development 314
Thinking Critically and Creatively 252 Cognitive Aspects of Gender Development 315
PSYCHOLOGY IN OUR WORLD: Help Wanted: Critical Socioemotional Experience and Gender Development 315
and Creative Thinkers 253 Nature and Nurture Revisited: The John/Joan Case 316

viii // Co nte n ts
6 Moral Development 317 5 Motivation and Emotion: The Pursuit of Happiness 358
Kohlberg’s Theory 317 Biological Factors in Happiness 358
Critics of Kohlberg 318 Obstacles in the Pursuit of Happiness 358
Moral Development in a Socioemotional Happiness Activities and Goal Striving 359
Context 318
SUMMARY 360
7 Death, Dying, and Grieving 319 KEY TERMS 361
Terror Management Theory: A Cultural Shield ANSWERS TO SELF-QUIZZES 361
Against Mortality 320

10
Kübler-Ross’s Stages of Dying 320
Bonanno’s Theory of Grieving 321
Carving Meaning Out of the Reality
of Death 321
8 Active Development as a Lifelong Process 322
SUMMARY 323 Personality 362
KEY TERMS 324
ANSWERS TO SELF-QUIZZES 324

1 Psychodynamic Perspectives 363

9
Freud’s Psychoanalytic Theory 363
PSYCHOLOGY IN OUR WORLD: Defense Mechanisms
and the Psychology of Hypocrisy 366
Motivation Psychodynamic Critics and Revisionists 368
Evaluating the Psychodynamic Perspectives 370
and Emotion 325
2 Humanistic Perspectives 371
Maslow’s Approach 371
Rogers’s Approach 372
Evaluating the Humanistic Perspectives 373
1 Theories of Motivation 326
3 Trait Perspectives 374
The Evolutionary Approach 326
Trait Theories 374
Drive Reduction Theory 326
The Five-Factor Model of Personality 375
Optimum Arousal Theory 327
CHALLENGE YOUR THINKING: Is There One Really
2 Hunger and Sex 328 Great Personality? 378
The Biology of Hunger 328 Evaluating the Trait Perspectives 380
Obesity 330
4 Personological and Life Story Perspectives 381
The Biology of Sex 332
Murray’s Personological Approach 381
Cognitive and Sensory/Perceptual Factors
The Life Story Approach to Identity 382
in Sexuality 333
Evaluating the Life Story Approach
Cultural Factors in Sexuality 334
and Similar Perspectives 383
Sexual Behavior and Orientation 335
5 Social Cognitive Perspectives 383
3 Beyond Hunger and Sex: Motivation
Bandura’s Social Cognitive Theory 384
in Everyday Life 340
Mischel’s Contributions 385
Maslow’s Hierarchy of Human Needs 340
Evaluating the Social Cognitive Perspectives 387
Self-Determination Theory 341
CHALLENGE YOUR THINKING: What Motivates 6 Biological Perspectives 388
Suicide Bombers? 342 Personality and the Brain 388
Intrinsic Versus Extrinsic Motivation 344 Personality and Behavioral Genetics 391
Self-Regulation: The Successful Pursuit of Goals 344 Evaluating the Biological Perspectives 391
INTERSECTION: Motivation and Behavior Genetics: 7 Personality Assessment 392
Why Do We Procrastinate? 346 Self-Report Tests 392
4 Emotion 347 INTERSECTION: Personality and Neuroscience:
Biological Factors in Emotion 347 How Do the Brain's Hemispheres Complete
Cognitive Factors in Emotion 350 a Questionnaire? 394
Behavioral Factors in Emotion 352 Projective Tests 395
Sociocultural Factors in Emotion 353 Other Assessment Methods 396
PSYCHOLOGY IN OUR WORLD: Expressing Ourselves
SUMMARY 397
Online: The Psychology of Emoticons 355
KEY TERMS 398
Classifying Emotions 355
ANSWERS TO SELF-QUIZZES 398
Adaptive Functions of Emotions 356

C on t en t s // ix
11
Social Anxiety Disorder 446
Obsessive-Compulsive Disorder 447
OCD-Related Disorders 447
Social Post-Traumatic Stress Disorder 448
Psychology 399 PSYCHOLOGY IN OUR WORLD: The Psychological Wounds
of War 449
3 Disorders Involving Emotion and Mood 450
Depressive Disorders 450
1 Defining Social Psychology 400
Bipolar Disorder 453
Features of Social Psychology 400
4 Eating Disorders 454
2 Social Cognition 402
Anorexia Nervosa 454
Person Perception 402
Bulimia Nervosa 455
Attribution 404
INTERSECTION: Clinical Psychology and Emotion: Does
The Self as a Social Object and Social Comparison 406
Positive Emotion Play a Role in Anorexia Nervosa? 456
Attitudes 406
Anorexia Nervosa and Bulimia Nervosa: Causes
Persuasion 408
and Treatments 456
PSYCHOLOGY IN OUR WORLD: Making the Sale! 409
Binge-Eating Disorder 457
3 Social Behavior 410 Binge-Eating Disorder: Causes and Treatments 457
Altruism 410
5 Dissociative Disorders 458
Aggression 413
Dissociative Amnesia 459
4 Close Relationships 417 Dissociative Identity Disorder 459
Attraction 417
6 Schizophrenia 461
Love 418
Symptoms of Schizophrenia 462
Models of Close Relationships 419
Causes of Schizophrenia 463
5 Social Influence and Group Processes 420
7 Personality Disorders 466
Conformity and Obedience 420
Antisocial Personality Disorder 466
INTERSECTION: Social Psychology and Cross-Cultural
Borderline Personality Disorder 468
Psychology: Why Are Some Nations More Conforming
Than Others? 422 8 Suicide 469
Group Influence 425 9 Combatting Stigma 472
Social Identity 427 Consequences of Stigma 472
Prejudice 429 Overcoming Stigma 474
CHALLENGE YOUR THINKING: Why Does a Cell Phone Look
Like a Gun? 431 SUMMARY 474
Improving Intergroup Relations 432 KEY TERMS 476
ANSWERS TO SELF-QUIZZES 476

13
SUMMARY 434
KEY TERMS 435
ANSWERS TO SELF-QUIZZES 435

12
Therapies 477
Psychological
Disorders 436
1 Approaches to Treating Psychological Disorders 478
The Psychological Approach to Therapy 478
The Biological Approach to Therapy 478
1 Defining and Explaining Abnormal Behavior 437 The Sociocultural Approach to Therapy 480
Three Criteria of Abnormal Behavior 437
2 Psychotherapy 481
Culture, Context, and the Meaning of Abnormal Behavior 438
Central Issues in Psychotherapy 481
Theoretical Approaches to Psychological Disorders 438
Psychodynamic Therapies 483
Classifying Abnormal Behavior 440
Humanistic Therapies 485
CHALLENGE YOUR THINKING: Does Everyone
Behavior Therapies 486
Have ADHD? 442
Cognitive Therapies 488
2 Anxiety and Anxiety-Related Disorders 443 PSYCHOLOGY IN OUR WORLD: Seeking Therapy?
Generalized Anxiety Disorder 443 There Is Probably an App for That 491
Panic Disorder 444 Therapy Integrations 491
Specific Phobia 445

x // Co nt e n ts
3 Biological Therapies 492 4 Toward a Healthier Mind (and Body):
Drug Therapy 493 Controlling Stress 520
CHALLENGE YOUR THINKING: Are Antidepressants Better Stress and Its Stages 520
Than Placebos? 495 Stress and the Immune System 521
Antipsychotic Drugs 496 Stress and Cardiovascular Disease 522
Electroconvulsive Therapy 496 Stress and Cancer 523
Psychosurgery 498 Cognitive Appraisal and Coping with Stress 524
Strategies for Successful Coping 525
4 Sociocultural Approaches and Issues in Treatment 499
Stress Management Programs 526
Group Therapy 499
Family and Couples Therapy 500 5 Toward a Healthier Body (and Mind): Behaving as If Your Life
Self-Help Support Groups 501 Depends upon It 527
Community Mental Health 502 Becoming Physically Active 527
Cultural Perspectives 502 Eating Right 529
INTERSECTION: Clinical and Cultural Psychology: PSYCHOLOGY IN OUR WORLD: Environments That Support
How Can Cognitive-Behavior Therapy Work Across Active Lifestyles 530
Different Belief Systems? 503 INTERSECTION: Health Psychology and Cognition: Can
Mindless Processing Enhance Healthy Eating? 532
SUMMARY 505 Quitting Smoking 532
KEY TERMS 506 Practicing Safe Sex 533
ANSWERS TO SELF-QUIZZES 506

14
6 Psychology and Your Good Life 534
SUMMARY 535
KEY TERMS 536
ANSWERS TO SELF-QUIZZES 536
Health HUMAN DEVELOPMENT (CHRONOLOGICAL APPROACH)
Psychology 507  McGRAW-HILL EDUCATION PSYCHOLOGY APA
DOCUMENTATION STYLE GUIDE

1 Health Psychology and Behavioral Medicine 508

The Biopsychosocial Model 508
Connections Between Mind and Body 509
2 Making Positive Life Changes 510
Theoretical Models of Change 510
The Stages of Change Model 510
3 Resources for Effective Life Change 514
Motivation 514 ■ Glossary G-1
Social Relationships 515
Religious Faith 516 ■ References R-1
Personality Characteristics 517 ■ Name Index NI-1
CHALLENGE YOUR THINKING: How Powerful Is the Power
of Positive Thinking? 519 ■ Subject Index SI-1

C on t en t s // xi
preface
Experience Psychology
Some Students Take Psychology . . .
Others Experience It!
Informed by student data, Experience Psychology helps students understand and appre-
ciate psychology as an integrated whole. The personalized, adaptive learning program,
thought-provoking examples, and interactive assessments help students see psychology
in the world around them and experience it in everyday life. Experience Psychology is
about, well, experience—our own behaviors; our relationships at home and in our
communities, in school, and at work; and our interactions in different learning environ-
ments. Grounded in meaningful real-world contexts, Experience Psychology’s contem-
porary examples, personalized author notes, and applied exercises speak directly to
students, allowing them to engage with psychology and to learn verbally, visually, and
experientially—by reading, seeing, and doing. Function is introduced before dysfunc-
tion, building student understanding by looking first at typical, everyday behavior
before delving into the less common—and likely less personally experienced—rare and
abnormal behavior. Experience Psychology places the science of psychology, and the
research that helps students see the academic foundations of the discipline, at the
forefront of the course.
With the learning system of Experience Psychology, students do not just “take” psy-
chology but actively experience it.

Experience a Personalized Approach

How many students think they know everything about introductory psychology but strug-
gle on the first exam?

A PERSONALIZED EXPERIENCE THAT LEADS TO IMPROVED

LEARNING AND RESULTS
Students study more effectively with SmartBook.
■ Make It Effective. Powered by LearnSmart®, SmartBook makes study time as produc-
tive and efficient as possible. It identifies and closes knowledge gaps through a con-
tinually adapting reading experience that introduces personalized learning resources
at the precise moment needed. This ensures that every minute spent with SmartBook
is the most value-added minute possible. The result? More confidence, better grades,
and greater success.

xii // P r ef ace
■ Make It Informed. Real-time reports quickly identify the concepts that require more
attention from individual students—or the entire class. SmartBook detects the content
a student is most likely to forget and brings it back to improve long-term knowledge
retention.

PERSONAL NOTES FROM THE AUTHOR THAT PROMOTE UNDERSTANDING

Experience Psychology, emphasizes a personal approach, with an abundance of per-
sonal pedagogical “asides” communicated directly by author Laura King to stu-
dents to guide their understanding and stimulate their interest as they read. Adaptation, adaptability, and
Some of these helpful notes highlight important terms and concepts; others adapt: Psychologists use these
prompt students to think critically about the complexities of the issues; still terms when referring to the ability
others encourage students to apply what they have learned to their prior to function in a changing world.
reading or to a new situation. These mini-conversations between the author and
the reader help develop students’ analytical skills for them to carry and apply well
beyond their course.

Experience the Power of Data

Experience Psychology harnesses the power of data to improve the instructor and stu-
dent experiences.

BETTER DATA, SMARTER REVISION,

IMPROVED RESULTS
For this new edition, data were analyzed to THE HEAT MAP STORY
identify the concepts students found to be the APPRECIATING THE POWER OF STUDENT DATA
most difficult, allowing for expansion upon
the discussion, practice and assessment of STEP 1. Over the course of three years, data
challenging topics. The revision process for a points showing concepts that caused
students the most difficulty were anonymously
new edition used to begin with gathering
collected from Connect Psychology’s LearnSmart
information from instructors about what they for Experience Psychology, 2e.
would change and what they would keep.
Experts in the field were asked to provide
comments that pointed out new material to STEP 2. The data from LearnSmart was provided to
add and dated material to review. Using all the author in the form of a Heat Map, which
these reviews, authors would revise the mate- graphically illustrated “hot spots” in the text
rial. But now, a new tool has revolutionized that impacted student learning.
that model.
McGraw-Hill Education authors now have
access to student performance data to analyze STEP 3. Laura King used the Heat Map data to refine
and to inform their revisions. This data is the content and reinforce student comprehension
anonymously collected from the many stu- in the new edition. Additional quiz questions
dents who use LearnSmart, the adaptive and assignable activities were created for use
learning system that provides students with in Connect Psychology to further support
student success.
individualized assessment of their own prog-
ress. Because virtually every text paragraph
is tied to several questions that students
RESULT: Because the Heat Map gave Laura King
answer while using LearnSmart, the specific
empirically-based feedback at the paragraph
concepts with which students are having the and even sentence level, she was able to develop
most difficulty are easily pinpointed through the new edition using precise student data that
empirical data in the form of a “heat map” pinpointed concepts that caused students the
report. most difficulty.

Preface // xiii
 PERSONALIZED GRADING, ON THE GO, MADE EASIER
Connect InsightTM is a one-of-kind visual analytics dashboard—now available for both
instructors and students—that provides at-a-glance information regarding student perfor-
mance. The immediate analysis from Connect Insight empowers students and helps
instructors improve class performance efficiently and effectively.
■ Make It Intuitive. Instructors and students receive instant, at-a-glance views of per-
formance matched with student activity.
■ Make It Dynamic. Connect Insight puts real-time analytics in the user’s hands for a
just-in-time approach to teaching and learning.
■ Make It Mobile. Connect Insight is available on demand wherever and whenever
needed.

Experience an Emphasis
on Critical Thinking
Experience Psychology stimulates critical reflection
and analysis. The Challenge Your Thinking fea-
C h a ll e n g e cious Reflect
YOUR THINKING
ion
tures involve students in debates relevant to find-
ings from contemporary psychological research.
ought, Is Cons
On Second Th d for Moral Behavior? 2012; Thought-provoking questions encourage examina-
Require tions might lead
to nicer behavior
(Dawes & others,
showed that, while
that automatic reac
tion of the e­ vidence on both sides of a debate or
ies
r an iceberg. An ple, a series of stud e money with another
2011). For exam
arine traveling unde One crew- Zaki & Mitchell, to be selfish or shar on were more
of a military subm that allowed them much deliberati

S
en. playing a game
am is the captain el with limited oxyg ining oxygen decision without 2012).
onbo
member
ard expl
is
osio
mort
n has left the vess
ally injur
Sam
ed. He will certa
and his crew to
inly die.
surv ive.
The
The
rema
only way to save
pers on, peop le who made their
gene rous
Similarly,
(Ran
peop
d,
le
Greene, & Nowak,
who were instructed to
more generous
issue. For example, the Challenge in the “Thinking,
for h were
Intelligence, and Language” chapter asks students
enou gh hunc
in the sub is not injured follow their first to think
to shoot dead the were instructed
his crew is for Sam than those who
for Sam to kill him? gh carefully. Such
crewman. Is it okay their decisions throu times, automatic
to reflect on whether there is a link between cre-
ma,
this moral dilem est that, at
As you consider resu lts sugg moral
ct the two kinds
of selfish but reflect
see if you can dete d—at reactions are not
matic and controlle
ative genius and psychopathology while “Social
processes—auto migh t involve goodness. choi ces must rely on
mati c reac tion our mora l
work. Your auto g the Perhaps s and
the thought of killin emotional processe
outright horror at gh, you both automatic ly, we have
processes. Sure
crewmember. As
might consider that
you reflect, thou
killing that man
man will die, but
makes
man y
slower reflective
thes e two ways of processin
in important thing
g because they
s we do, Psychology’s” Challenge prompts them to con-
rational sense: One both play a role
sider how ethnicity might influence the tendency
n illustrates va &
d. This conclusio what is right (Kole
others will be save that considers including deciding Nich ols, 2011). Under-
l stanc e, one ; Mall on &
a utilitarian mora test num ber. others, 2012 mati c and controlled
grea auto
to misperceive harmless objects (such as wallets,
for the of
the greatest good standing the roles behavior
Jon Haidt (2001) l judgment and
Social psychologist el of moral processes in mora acter of
l-intuitionist mod into the very char
proposed a socia offers a glimpse
car keys, and cell phones) as handguns.
often
g. The mod el claims that we an natu re itself.
reas onin c, hum
l deci sion s based on automati If you wou ld like to explore and
make mora ive,
morality, check
out
. From this perspect
emotional reactions h to reflect on your own ted by
is used not so muc rg, a website crea
conscious thought fy them www.yourmorals.o , where
sions, but to justi social psychologists
Haidt and other
s
reach those deci mora l dilem mas, © Naypong/iS
tock/Getty Image
learn more about
after the fact. Rese
arch using
men ts nts, parti cipa te in surveys, and
n that mora l judg assessme
like Sam’s, has show l processes and auto- 2; you can take self-
invo lve emo tiona s thou ght (Gre ene & Haidt, 200 how “mo ral minds” work.
often ful consciou indi-
matic reactions,
rather than care that are active while
the brain regions
k, 2014 ). Indeed, amygdala) are often Think?
Lai, Haidt, & Nose
onal moral dilem
mas (such as the
& Greene, 2014; What Do You faced?
viduals resolve pers c emo tiona l reactions (Shenhav the last moral
dilemma you
automati ■ What was
those involved in to be mor- solv e it?
, 2013). tions less likely How did you
Xue, Wang, & Tang c reac

INTERSECTI
auto mati ans to
are based on we think for hum
Are decisions that ons for the way ■ Why might
it be adaptive
tion with implicati Are automatic s of thinking abou
t moral
a fascinating ques
ally right? That is
about human
impulses essential
natu re itself. Are people natu
ly selfish or can
often assumed that
rally good or bad?
they be kind? Altho
ugh
prosocial behavior—
tradi tiona lly
that is, behavior
c
have two way
dilem mas ?

Emotion and Se
ON
ride one’s automati
ns
What Do Feelin ation:
psychologists have the ability to over
rs—is based on recent research
suggests
that benefits othe 200 8), more
(DeWall & others,
selfi sh inter ests
gs Smell Like?

F
or man y species, it is
behavior. adaptive to
reasoning and members of a
group. Such call send out alarm calls to
ain of moral the ways
is in the dom ing focused on noises. Sometim s do not always women smelled
recent research al decision mak es involve the pads (along
a great deal of
Historically, psy
cho logi sts
g infl
Experience Psychology’s Intersection
interested in mor
uen ced moral judg
men t (Ko
role
hlberg, 1981).
of con
However,
scious reflecti
on
when faced with they involve smells. For exa
release chemic a hungry pred
als that inform ator, a nervous
other fish in its
mple,
fish might
while various
measured faci
measures wer
al muscle acti
with some unu
e taken. First, sed “control pad
the researchers s”)
reasonin stion the Your Unfortunately vity to see if the precisely
that conscious
sions conform
see Challenge
features are also designed to spark critical
e begun to que for these pote school to esc ed women’s facial
ut this work, ape to the
e rece ntly scientists hav mor e abo markable sen
se of smell. So,
ntial snacks, sha
rks also have
. they emitted the emotions the
men wer
expres-
mor To read a re- sweat. Results e exp
showed that wom eriencing while
al dilemmas. warning signals, when a fish sen more likely to
in resolving mor members of its ds out chemic show a fear face en’s faces wer
thought. Showcasing studies in different
fear. In nonhum school (and sha al more likely to when smelling e
an animals, suc rks) can smell
Thinking. way to commun h “chemosigna the show
sweat. In addition a disgust face while smelling
the fear sweat
and
icat ls” provide a quic
mans do not hav e alarms. It has long been k sniffing the fear
, the heart rate
s for the wom
the disgust

areas of psychological research that focus

e chemosigna assumed that swe at. en wer
us to smell a cert ls, that our emo hu- sweat influenc Finally, the emo e higher while
ain way to othe tions do not cau ed the type of tion associated
scio usn ess (Wyatt, 2003). rs se women were sniffing that occ with the
// Sta tes of Con However, rese more likely to urred. For fear
on the same topic, the Intersections shed
APTER 4 has begun to arch take a big sec sweat,
130 // C H suggest that our ond whiff of the
emotions may but for disgust swe sweat,
affect the odo at, the second
4/24/15 1:38 PM emit. In particul rs we sniff was muc
light on the links between, and the recip-
ar, our sweat h sma ller.
smell different may the smelling port Imp ortantly,
when we are ion of the stud
afraid. In one feeling was a double- y
study, particip blind procedu
ants
rocal influences of, this exciting work,
who smelled meaning that re,
the sweat exc neither the wom
130 by people who reted nor en
25-165.indd were afraid wer the researcher
kin61965_ch04_1 runn
more cautiou e study knew whi ing the
s than those who
and they raise provocative questions for smelled sweat
through physica
excreted by peo
l activity (Zho
ple
which, and only
knew that the
ch pads were
the researcher
odors in the pad
u&
student reflection and class discussion.
Chen, 2009). were from diffe s
rent kinds of swe
In several stud Of cou rse, if they kne at.
ies, Jasper de w what they
Groot and his were smelling
colleagues (de
For example, the selection for the “Moti- & others, 2012; Groot , all of the wom
de Groot, Sem might have bee en
Smeets, 2014) in, & n pret ty disgusted!
have examined You might assu
me that what
vation and Emotion” chapter, “Motiva-
whether the che © Tom Merto people do to
mical signals n/OJO Image
s/Getty Image communicate
ted by a person emit- s SCREAM. But fear is
while feeling a this research
same emotion particular emo ges ts that humans sug-
in another pers tion fosters that
tion and Behavior Genetics: Why Do In one study, the
very warm room
researchers first
, watched one
on who smelled
collected swe
that person’s
at. Men, seated
swe at.
visual, and eve
us that if we wan
n olfa ctor
mals,useseveral
y—to warn of
t to appear calm danger. The stud
cha
, like other ani-
nne ls—auditory,
ings of fear (sce of two film clip in a y reminds
We Procrastinate?” prompts students to nes s meant to fost we might ame and cool even
from the televisio from the movie The Shining) er feel- let them smell
nd “Never let
them see you under duress
,
n show Jackas or sweat” to “An
tucked into thei s), while absorbe disgust (scenes your sweat, eith
er.” d never
r armpits. The nt pads were
think about whether genes can predis- needed for the
second part of
se pads were
then frozen unti
the study. In that
second part,
l

pose individuals to procrastinate.

\\ What other emotion
s cause
us to smell different
to others?
Th e Ki ne st he
tic an d Ve st ib ul
You know the
difference betw
ar Se ns es
up. To perform een walking and
even the simples running and betw
t act of motor een
kinesthetic sens
es
a book off a shel
f or getting up coordination, such lying down and sitting
Senses that prov dinate informa out of a chair, as reaching out
ide tion from ever the brain must to take
information abou give you informa y part of the bod constantly rece
movement, post
t tion about you y. Your body has ive and coor-
to maintain bala r movement and two
ure,
nce. The kinesth orientation in spac kinds of senses that
xiv // P r ef ace
and orientatio
n. and orientation. etic senses prov e, as well as help
The vestibular ide information
about moveme you vestibular sense
sense provides nt, posture, Sense that provides informa-
information abo
ut balance and tion
movement. mov about balance and
ement.

Oth er Sen ses

// 121
 involvement in complex, integrative functions. typed patterns of
behavior such as
walking, sleeping,
FOREBRAIN You try to understand what all of these terms and parts of the brain and turning to at-
mean. You talk with friends and plan a party for this weekend. You remember that it tend to a sudden
has been 6 months since you went to the dentist. You are confident you will do well on noise.
the next exam in this course. All of these experiences and millions more would not be
In addition,
forebrain the Psychological Inquiry features draw students into analyzing and inter-
possible without the forebrain, the brain’s largest division and its most forward part.
The brain’s largest division Before we explore the structures and function of the forebrain, let’s stop for a moment
preting figures andpart.photos by embedding a range of critical thinking questions in selected
and its most forward
and examine how the brain evolved. The brains of the earliest vertebrates were smaller
and simpler than those of later animals. Genetic changes during the evolutionary process
captions. were responsible for the development of more complex brains with more parts and more
interconnections (Brooker & others, 2015; Simon, 2015). Figure 12 compares the brains
of a rat, cat, chimpanzee, and human. In both the chimpanzee’s brain and (especially)
the human’s brain, the hindbrain and midbrain structures are covered by a forebrain
structure called the cerebral cortex. The human hindbrain and midbrain are similar to

PSYCHOLOGICAL INQUIRY
Cerebral
cortex

Cerebral cortex
Cerebellum Cerebellum Cerebral cortex

Brain Cerebral cortex

stem Cerebellum
Brain stem

Cerebellum
Brain stem
Brain stem

Rat Cat Chimpanzee Human

FIGURE 12 The Brain in Different Species This figure compares the brain of a rat, a cat, a chimpanzee, and a human being. As you
examine the illustrations, remember that each organism’s brain is adapted to meet different environmental challenges. > What structures are similar
across the species? > Why do you think there are some common features, and what does this commonality tell us about these brain structures?
> Why don’t rats have a large cerebral cortex? > How might life be different for a rat or a cat with a human brain?

60 // CHAPTER 2 // The Br a in a nd Be ha vio r

Experience an Emphasis
on Active Engagement
kin61965_ch02_041-083.indd 60 4/23/15 2:37 PM

Do It!
Through Do It!, a series of brief, recurring sidebar activities linked to
the text reading, students get an opportunity to test their assumptions Go on a caffeine hunt. Check out the
ingredient lists on your favorite
and learn through hands-on exploration and discovery. Reinforcing that
beverages, snacks, and painkillers.
the science of psychology requires active participation, Do It! selections Which of these contain caffeine? You
include, for example, an exercise on conducting an informal survey to might be surprised by how much
observe and classify behaviors in a public setting, as well as an activity caffeine you consume every day
guiding students on how to research a “happiness gene.” Such exercises without even knowing it.
provide vibrant and involving experiences that get students thinking as
psychologists do.
Concept Clips help students comprehend some of the most difficult ideas in introduc-
tory psychology. Colorful graphics and stimulating animations describe core concepts in
a step-by-step manner, engaging students and aiding in retention. Concept Clips can be
used as a presentational tool in the classroom or for student assessment.

Preface // xv
 Through the connection of psychology to students’ own lives, concepts become more
relevant and understandable. Powered by McGraw-Hill Education’s Connect Psychology,
NewsFlash exercises tie current news stories to key psychological principles and learn-
ing objectives. After interacting with a contemporary news story, students are assessed
on their ability to make the link between real life and research findings. Many cases are
revisited across chapters, encouraging students to consider multiple perspectives.

Experience the Course

You Want to Teach
The Instructor Resources have been updated to reflect changes to the new edition; these
can be accessed by faculty through Connect Psychology. Resources include the test bank,
instructor’s manual, PowerPoint presentation, and image gallery.

Easily rearrange chapters, combine material, and quickly upload content you have writ-
ten, such as your course syllabus or teaching notes, using McGraw-Hill Education
Create. Find the content you need by searching through thousands of leading McGraw-
Hill Education textbooks. Arrange your book to fit your teaching style. Create even
allows you to personalize your book’s appearance by selecting the cover and adding your
name, school, and course information. Order a Create book, and you will receive a
complimentary print review copy in three to five business days or a complimentary
electronic review copy via e-mail in about an hour. Experience how McGraw-Hill Edu-
cation empowers you to teach your students your way: http://create.mheducation.com

Capture lessons and lectures in a searchable format for use in traditional, hybrid,
®
“flipped classes” and online courses by using Tegrity (http://www.tegrity.com). Its
personalized learning features make study time efficient, and its affordability brings
this benefit to every student on campus. Patented search technology and real-time
Learning Management System (LMS) integrations make Tegrity the market-leading
solution and service.

Simple
McGraw-Hill Education Campus (www.mhcampus.com) provides faculty with true
Seamless
single sign-on access to all of McGraw-Hill Education’s course content, digital tools, and
other high-quality learning resources from any LMS. This innovative offering allows for
Secure

secure and deep integration, enabling seamless access for faculty and students to any of
McGraw-Hill Education’s course solutions, such as McGraw-Hill Education Connect®
(all-digital teaching and learning platform), McGraw-Hill Education Create (state-of-the-art
custom-publishing platform), McGraw-Hill Education LearnSmart (online adaptive study
tool), and Tegrity (fully searchable lecture-capture service).
McGraw-Hill Education Campus includes access to McGraw-Hill Education’s entire
content library, including ebooks, assessment tools, presentation slides, multimedia con-
tent, and other resources. McGraw-Hill Education Campus provides instructors with
open, unlimited access to prepare for class, create tests/quizzes, develop lecture material,
integrate interactive content, and more.

xvi // P r ef ace
Chapter-by-Chapter Changes
Experience Psychology, Third Edition, includes important new material while content
was streamlined where possible; each chapter is up-to-date to capture the latest trends
and findings in the field. The key content changes, chapter by chapter, include but are
not limited to the following:

CHAPTER 1: THE SCIENCE OF PSYCHOLOGY

■ New discussion of psychological research on the real versus the virtual (online) world.
■ New explanation of the concept of operational definition.
■ New, more detailed explanation of negative and positive correlations.
■ Updated research on the long-term impact of positive emotions.
■ New content on random assignment in the context of research.
■ New, more detailed explanation of independent versus dependent variables.
■ New Intersection feature: “Personality Psychology and Social Psychology: Does
Being with Others Lead to Happiness or Is It the Other Way Around?”
■ New discussion of correlational versus experimental research designs.
■ New material on ethics and the potential unforeseen impact of research on subjects.
■ Updated Challenge Your Thinking selection: “Is It Ethical to Use Deception in Research?”

CHAPTER 2: THE BRAIN AND BEHAVIOR

■ New discussion of the way changes in the brain can produce unexpected changes in
a person.
■ Expanded explanation of efferent neurons.
■ Expanded explanation of the impact reinterpretation has on stress levels in challenging
situations.
■ Expanded explanation of the parallels between the action of morphine and endorphins.
■ New research covering the impact of oxytocin on new fathers.
■ New information on fMRI studies of the brain at rest.
■ New Intersection feature: “Neuroscience and Emotion: How Does the Brain Recognize
What Is Funny?”
■ New information on the association cortex.
■ Updated coverage of athletes and brain injury.
■ Updated research on neurogenesis.
■ Updated findings from the Human Genome Project on the number of genes in humans.
■ New coverage of the genome-wide association method to identify genetic variations
linked to particular diseases.
■ New explanation of the genotype to phenotype process.

CHAPTER 3: SENSATION AND PERCEPTION

■ New research on using virtual reality to combat phantom limb pain.
■ New discussion and figure on top-down and bottom-up processing.

Preface // xvii
 ■ New discussion of sustained attention and executive attention.
■ New examples of timbre.
■ New Intersection selection: “Emotion and Sensation: What Do Feelings Smell Like?”

CHAPTER 4: STATES OF CONSCIOUSNESS

■ Updated research on brain–computer interfaces.
■ New research on metacognition and the metacognitive experience.
■ Updated research on how the brain functions to produce consciousness.
■ New Challenge Your Thinking feature: “On Second Thought, Is Conscious Reflection
Required for Moral Behavior?”
■ Updated research on the impact sleep has on memory, other cognitive processes, and
immune system functioning.
■ New research on dreaming as a form of mind wandering.
■ New research on adolescent drug use.
■ New data on cigarette smoking rates.
■ New discussion of increased rates of marijuana use and legalization of medical mar-
ijuana in some states.
■ Updated discussion of meditation and meditative practices.
■ New Intersection selection: “Consciousness and Social Psychology: Can Lovingkind-
ness Meditation Reduce Prejudice?”

CHAPTER 5: LEARNING
■ New introduction about the complex skills and learning of service dogs.
■ New Intersection feature: “Learning and Social Psychology: Can Classical Conditioning
Help Us Understand the Meaning of Life?”
■ New tip on distinguishing operant from classical conditioning.
■ Expanded explanation of negative reinforcement.

CHAPTER 6: MEMORY
■ Updated treatment of the concept of priming.
■ Updated discussion of memories related to traumatic events.
■ Updated discussion of errors related to eyewitness testimony.
■ New Intersection selection: “Cognitive Psychology and Social Psychology: If We Can
Forgive, Does That Help Us Forget?”

CHAPTER 7: THINKING, INTELLIGENCE, AND LANGUAGE

■ New research on the effectiveness of effortful reflection compared with intuitive
­decision making.
■ New coverage of loss aversion.
■ New Challenge Your Thinking feature: “Is There a Link Between Creative Genius
and Psychopathology?”
■ New coverage of the Wechsler Adult Intelligence Scale.

xviii // Pr efa ce
■ New research on the effect of childhood experiences on IQ.
■ New coverage related to identifying gifted children.
■ New Intersection selection: “Educational Psychology and Social Psychology: Do
Teachers Have Stereotypes About Gifted Children?”
■ New thinking about general intelligence and the analytical skills measured by IQ tests.

CHAPTER 8: HUMAN DEVELOPMENT

■ New chapter opener about the quick-tempered childhood of Albert Einstein.
■ New marginal note explaining cross-sectional versus longitudinal research designs.
■ New research on alcohol consumption during pregnancy.
■ Updated discussion of the problems of preterm infants.
■ New research on the difficulties of early-maturing girls.
■ Updated findings on context-induced brain plasticity and the adolescent brain.
■ New section on nativist views of cognitive development and what infants bring with
them into the world.
■ All new sections on cognitive processes in early, middle, and late adulthood.
■ New section on the cultural context of parenting.
■ Extensively revised treatment of socioemotional development in late adulthood,
including an examination of Carstensen’s socioemotional selectivity theory.
■ New Intersection feature: “Developmental and Social Psychology: Is Attachment an
Enduring Aspect of Life?”
■ New section with updated research on marriage and families.
■ Updated Challenge Your Thinking selection: “Is Parenthood Associated with
­Happiness?”

CHAPTER 9: MOTIVATION AND EMOTION

■ New chapter opener about Medal of Honor Recipient William Kyle Carpenter
■ Updated data on obesity.
■ New discussion of the psychological factors related to hunger and mindless eating.
■ New material and research on gender differences in sexuality and attitudes about
casual sex.
■ Coverage of new developments related to same-sex marriage legislation.
■ New material on self-regulation, impulsivity, and procrastination.
■ New Intersection feature: “Motivation and Behavior Genetics: Why Do We Pro-
crastinate?”
■ New research on compound facial expressions.
■ New discussion and research on gender and emotions.

CHAPTER 10: PERSONALITY

■ New chapter opener about childhood friends reuniting in adulthood.
■ Expanded explanation of Freud’s view of sex as anything pleasurable.

Preface // xix
 ■ New margin note on remembering the difference between ego and id.
■ Coverage of new research on conscientiousness and its link with grade point averages
versus other personality traits.
■ New Challenge Your Thinking selection: “Is There One Really Great Personality?”
■ New research on delay of gratification in early childhood and its link with body mass
index in later life.
■ New coverage of the MMPI-2-RF and how it differs from the MMPI-2.
■ Expanded discussion of face validity for measures of the big five personality traits.
■ New Intersection feature: “Personality and Neuroscience: How Do the Brain’s
­Hemispheres Complete a Questionnaire?”

CHAPTER 11: SOCIAL PSYCHOLOGY

■ New chapter organization that moves from dyads, to ever larger social contexts.
■ New presentation of the definition of social psychology and the extraordinarily social
quality of our species.
■ New discussion of the distinction between social psychology and sociology.
■ All new discussion of the broad range of topics researched in social psychology and
its overlap with other areas of psychology.
■ Expanded discussion of the bystander effect.
■ Expanded and updated information on first impressions, stereotypes, and stereotype
threat.
■ Updated research on positive illusions.
■ New discussion and example of altruism, with updated research.
■ New discussion and research on the psychological factors involved in altruism.
■ Updated research on the role of hormones on aggressive behavior and vice versa.
■ New research on the impact of love in young adults: increased depression and anxiety
but better sleep quality.
■ New discussion of the awkwardness involved in openly discussing race in the United
States and the problems with labels.
■ New Challenge Your Thinking feature: “Why Does a Cell Phone Look Like a Gun?”

CHAPTER 12: PSYCHOLOGICAL DISORDERS

■ New chapter opener describing the life stories of people suffering from schizophrenia
and other psychological disorders.
■ Explanation of the vulnerability-stress hypothesis as it relates to the development of
psychological disorders.
■ Information on the Affordable Care Act coverage for psychological disorders.
■ Extensively updated Challenge Your Thinking selection on ADHD.
■ New research on the involvement of neurotransmitters and the limbic system in OCD.
■ Updated discussion of biological factors related to depressive disorders.
■ New data on suicide rates among adolescents compared with emerging adults.
■ Updated section on psychological factors that contribute to suicide.

xx // Pr ef ace
Exploring the Variety of Random
Documents with Different Content
short, she was beginning, what with one mentor and the other, to
form a judgment of her own, not to mention a morality. The
fundamental ‘shalt nots,’ built up secretly, like coral rocks, in her
childish deeps, were, in the lull that precedes the teens, beginning to
show starkly above water.
“Never, never cry.
“It’s nice to be in the right, but it makes them squash you.
“Never argue with Gran’papa.
“Never remind Justin of what he said last holidays.
“Never say you’re tired.”
In matters of art, too, though she enjoyed trying to look through
both ends of her human opera-glasses at once, she had got into a
habit (in self-defence, as if it were) of using her own eyes in daily
life. Glasses were a revelation, of course, either end of them. Justin’s
display of remote, romantic figures with curvy throats who really
lived, in London, and waved Yellow Books (a horrid colour) and
sniffed at Gran’papa’s Michael Angelo because he had a broken nose
and couldn’t sniff back, was as exciting as it was bewildering; but
Gran’papa’s method of magnifying, clarifying the old-fashioned
deities of an art dictionary into solid, satisfactory men and women,
had also its charm for her. And the woman in her, that must dislike
change of any kind, found Gran’papa the more dependable. Justin
had such different interests each holidays (he left delicious books
behind him when he went back to college) that it was difficult to
keep up; but Gran’papa would, on any given evening, be found
reading the Noctes Ambrosianae with the same absorption as on any
previous evening of all Laura’s years: Gran’papa could be trusted to
say—“Pretty enough, pretty enough—but what about feet? Hands
and feet, my dear, hands and feet, if you want to learn to draw,”
when he was shown the latest ‘head’ (there were half a dozen
battered casts for the borrowing—Cæsar, Clytie, Antinous—in the
village schools) upon which Laura had spent herself and her time
and her beautiful fourpenny indiarubber.
 Yes—Gran’papa was dependable. He damped her, but she was
already intelligent enough to enjoy the tingle of his cold water, and,
always protesting, to know him in the right. Yet how she grudged
him his rightness! At twelve years old there is not much charm in a
plaster cast of a foot or in a muscular gentleman with his skin off,
when Clytie, half enchanted, smiles from her petals, and you have
made up your mind to do the most beautiful copy of her that the
world has ever seen by lunch-time, only coloured, pale pink Clytie
and orange sunflower, and send it in to the Academy and get made
an R.A. like Angelica Kaufmann, who wasn’t even English, as a little
surprise for Justin.
She was always, in secret, fantastically ambitious, but her R.A.
was one cobweb with her Helen of Troyship (you should have seen
Laura going straight to headquarters—Olympus—and talking out the
whole wretched business with Zeus) or with the regency she
undertook after delivering up Elizabeth (in chains) to Mary Queen of
Scots, reinstated and regal and happily converted to Protestantism
entirely through Laura’s indefatigable personal exertions. For Laura,
to Aunt Adela’s edified relief, was whole-heartedly Anglican, in spite
of having to learn collects. She did not explain, if she knew it, that
church was a perpetual joy because it had three stained-glass
windows with crimson figures, black crimson like the darkest
carnations in the big border, or Gran’papa’s port, a crimson to make
a small girl squirm with inexplicable pleasure: And because she could
sit there and plan out the frescoes she would one day, when she was
grown-up and an R.A., paint all over the white-washed walls and up
into the barred ceiling, being conveyed thither nightly by the
Archangel Raphael, who used to paint pictures too, in Rome, before
he was made a seraph, and so would naturally be interested. The
congregation, of course, were to be kept in ignorance of the artist
and a weekly increasing amazement until it was finished. All but
Justin. She would simply have to tell Justin....
That characteristic thought would be realized in characteristic
fashion. She was always dying to talk to him, and there was never
any time; for Justin even when not enclouded in a silence that might
not be broken, a silence which always made Laura, quite
unnecessarily, feel rebuked, must still be considered, at any rate in
his twenties, to have enjoyed life most in monologue. So Laura,
obedient to the latest addition to her Codex Justinianus, “Never
worry him to talk,” evolved a system of imaginary conversations
which more or less satisfied her. She invented a Justin of her own, a
Justin identical in speech and manner and appearance, a Justin who
accompanied her wherever she went, into whose sympathetic ear
she poured, with a sort of passionate vivacity, every thought and
wish and fear and marvel of her developing mind.
It was curious to catch her unawares, to see her trotting down a
garden path, obviously absorbed in a discussion that required nods
and laughter and expressive hands, and little quick, questioning,
upward glances, while she endeavoured in vain to keep step with the
long stride of an Invisible.
Intercourse with this Invisible who to Laura was one with—was,
indeed, the real Justin, was so satisfying that when he arrived in the
flesh for his holidays, she was able to be satisfactory in her turn, to
exist demurely as no more than a domestic pet, with a trick of
loosening his tongue for him and the still more stimulating habit of
listening in intelligent admiration while it wagged.
She was quaintly accustomed, in the first half-hour of reunion, to
a sensation of depression, to be chilled, startled into faint, disloyal
protest—“But—but this isn’t Justin! I forgot he was like this.” And
then she would round indignantly upon herself—“Anyhow I like him
this way.” But in a day or two ideal and real would have more or less
melted into one again, obstinate discrepancies being explained away
by Laura airily enough—“It’s because I’m not grown-up.” Her child’s
faith in that panacea was almost as strong as her faith in Justin. Yet
that last would be sorely tried upon occasion. Their differences,
when they occurred, were catastrophic—very funny to watch. There
is the old simile of the Skye and the mastiff: or imagine, if you like,
Bottom in the Bower, and Titania nearly frantic with him for not
knowing (there’s the trouble—she would not mind nearly so much if
it were pure wickedness, done a-purpose) but for not knowing that
he had just sat down so heavily upon a spread of cowslips that there
is little chance of a single gold-coated pensioner being left alive
when he gets up again. Not that it is fair to compare Justin with
Bottom. Justin, even in the twenties, was not in the least egregious,
only solid. He couldn’t help it, could he, if he hadn’t any faults, or
that his kindly tolerance of her tantrums could drive Laura into
nothing more or less than a fuming replica of her Gran’papa’s
canary? (You never realized how red Laura’s hair was until you saw
her in a passion.) But, in those encounters, there was revealed a
duality of temperament, a distinction in quality, a difference in their
grip of life, in the mere meaning, sometimes, that they attached to
the words they used, which made you marvel at the attraction that
they undoubtedly had for each other. For if Laura enjoyed living in
his pocket, Justin would have been equally disconcerted if, one fine
day, he had not found her there, like his loose money, and his
handkerchief, and his pencil-case, ready to his hand. Yet, as I say,
they sparred. There was a clash of claims occasionally. It was not
always easy to reconcile “what Mother used to do” with “Justin
says.”
There were the birds’ eggs, for instance, cause of the most serious
of their differences and the last, before she became a big girl and
went away to France to be finished, as Aunt Adela phrased it. Justin,
as you know, had the magpie instinct that as pleasantly infantizes
the ponderous male as a pink paper cap from a cracker the bald
head of an uncle at a Christmas dinner. He collected—as
Brackenhurst, wisely refusing to involve itself with the objective
case, would explain to its visitor behind a kid glove or a convenient
Prayer Book—
“Yes—the Cloud pew—the only son. Oh, rolling! Oxford—
intellectual, you know——He collects.”
Brackenhurst was right: he did collect. Collect? He trawled. There
were no half-way measures. Interest him in a subject, from Cæsar’s
wives to Palæolithic Toothpicks, and he had no peace until he had
pursued that subject, netted it, stunned it with books of reference,
stripped it of its robe of mystery, taken it to pieces, turned it inside
out. And finally, when it was quite dead and done for, and its poor
soul fled, he would hang up the dry bones in triumph in his den and
look round for some one upon whom to discharge his accumulated
information.
His mother was usually the sacrifice—his mother in her pretty
parlour, with Justin’s Progress running round the walls
chronologically, from ‘Grace Darling’ and ‘Hope’ on the orange, to
Burne-Jones, ‘Marriage à la Mode,’ Post-Impressionism, and
Japanese prints. She did not really mind, though he scraped the
wall-paper dreadfully shifting things each holiday, and she couldn’t
see why he should insist on moving ‘Wedded,’ into Cook’s bedroom,
though Cook, of course, was very pleased. But sometimes, especially
in the Beardsley phase, she did wonder, uneasily, if she were being
over-educated.
Yet his changes of view did not disturb her as they disturbed
Laura, because, wise for all her simplicity, she could always trace
them back, as Laura could not, to the influence of the moment. He
had so many acquaintances whom he called friends, he, who had
never yet felt the need of a friend.
It was always the same. Damon collected stamps for a fortnight,
and Justin, Pythias of the hour, would go and do likewise, and be
amazed, a year later, to find that Damon showed no interest in the
three albums he had contrived to fill meanwhile, beyond merely and
inaccurately protesting that the beastly things always had bored him
anyway. Justin could not understand that. Through the school years,
however, he had naturally attracted his like and possessed, in
consequence, a heterogeneous treasury of coins, and cigarette
pictures, and birds’ eggs, and butterflies, and walking sticks, and
medals, all correctly labelled and cased, and faithfully supervised by
Laura, into whose charge they had long ago been given, partly
because he was genuinely fond of his foundling and ready to
humour her, partly because he had been impressed, from the first,
by her neat ways and dexterous finger-tips. He admired neatness
and precision as only a thoroughly untidy man can, and Laura
always knew where he had left his tobacco pouch.
He seldom entirely outgrew his crazes, could always be fired anew
by a rummage. Cigarette pictures, certainly, had definitely ceased to
charm him, to the benefit of the twins (Laura, jealous-eyed, did not
in the least appreciate the compliment of being passed over) but he
still brought home an occasional carved stick, and his fourpenny bits
and George III pennies had one by one given up their pads of
honour to quite rare and beautiful coins. In fact, if he had not met
Bellew——
And then it rained.
Justin yawned and fidgeted about the room, and settled down to a
book and shut it up again with a bang and sent it skating across the
polished table. He wanted to go out.... He had nothing to do....
Vacation was rather a bore sometimes.... He wondered if he should
get out his stamps.... He hadn’t looked at his stamps lately....
Stamps were rather a bore.... He yawned again.
“‘Rain, rain, go to Spain,’” chanted Laura, drumming on the glass.
She was kneeling on the window-seat, looking out at the wall of wet
leafage that faced her across the lawn, for the garden had been
hung on the breast of deep woods. Mrs. Cloud complained that the
trees darkened the house and made it damp, and Justin would offer
to have them thinned, and then Mrs. Cloud would talk hurriedly
about central heating, and Justin would laugh at her; because his
mother had never yet been known to sanction the destruction of an
acorn. She had the characteristic passion of a shy woman for trees—
for the quiet, deep-rooted trees that shelter and enclose.
“‘Rain, rain——’” began Laura again, energetically.
“Oh, stow it, Laura!” grunted Justin.
But the rain, either because, like any one else, it hates to hear its
name shouted after it, or because it had been at work since seven
and it was now close upon eleven o’clock, did suddenly slacken and
waver in a half-hearted and apologetic fashion that was most
encouraging.
“It’s stopping! It’s going! You see in five minutes! I knew it would,
or the birds wouldn’t make such a row. Look at them on the lawn,
Justin.” She thrust her open palms out of the window to feel the
weather. “It is stopping.”
“Oh, by the way, that reminds me,” Justin brightened. “Let’s have
a look at the birds’ eggs. Haven’t seen ’em for years.” And he took
the key of the fat little cabinet from a reluctant Laura. But he did not
notice her reluctance. “Ever heard of Bellew?”
“British Feather Folk?” Laura glanced up at a row of maroon
volumes.
“Yes.” Then, as he wrenched at a stiff drawer: “I say, you can’t
have dusted here lately.”
She flushed.
“I just hate——” she was beginning, and then she checked herself.
“What about him, Justin?”
“Oh, I came across him last term. He was lecturing. I tell you, he’s
a man and a half. What he doesn’t know about birds would go into a
wren’s egg. We pal’d up, rather. He’s quite young. He’s made me as
keen as mustard. Of course I know nothing compared with him. He
spends his life at it.”
“Taking birds’ eggs?” enquired Laura frigidly. “Like a little boy?”
But he swept on unheeding. He had got his half-a-dozen sectioned
trays pulled out and spread round him on the floor.
“Not much here,” he commented disgustedly. “Sparrows and
chaffinches and robins. Bellew would hoot.” He laughed. “That’s the
right word. He’s like a bird himself, you know. All the birds that ever
were, rolled into one. Cocks his eye at you before he speaks and
ruffles up his hair like a parrot when he’s keen. I never knew such a
man. They say South Kensington would give its ears for his
collection. And he can tell you every blessed thing every blessed bird
in England thinks, or says, or does, from the egg on. You should
hear him doing the notes. Hear that blackbird in the wood? You can’t
tell whether that squawk is temper, or a worm gone down the wrong
way, or a love affair. Nor can I. But if you got hold of Bellew——”
Laura sniffed. She was sorry, but she did not like Mr. Bellew, and
she didn’t care who knew it.
“It’s squawking at Tom. He’s always under that nest. He got two
of the babies last year. And it’s not a blackbird, it’s a garden warbler.
They always build in that tree.”
“A garden warbler? How do you know?”
“British Feather Folk.” Laura twinkled. And then—“Mother loved
birds.”
He scanned his trays.
“What luck! I haven’t got a garden warbler. And it’s stopped
raining. Come on and show me the nest.”
“Justin, you’re not going to take the eggs?”
“Well, what do you think? I tell you I’m going in for it again—
seriously. Come on.”
She made no movement. He glanced up at her, surprised by her
silence into an observant glance.
“What’s up, Laura?”
She turned a distressed face to him.
“If you start—Wilfred and James will think they can too. And it’s
been so difficult to stop them.”
He laughed.
“If you think you can stop kids taking eggs——”
“But they haven’t. Not once. Mother hated it so. But if you start
——”
 “My good kid, where’s the harm? Birds can’t count.”
She flamed up at him in her sudden way.
“Harm? How would you like having your insides blown out before
you’d ever been born?”
He chuckled and took up his cap.
“Oh, rot! Come on!”
She shook her head.
“Oh, all right then!” and he ran downstairs whistling.
She sat on the window-seat, her leg tucked under her and
watched him swing across the lawn and dive into the wood, and still
sat there, twiddling the latch and thinking things out. After all, did it
matter?... Birds had so many children.... Birds couldn’t count.... If
Justin began collecting eggs again he would be in the woods all
day.... Would it—could it matter just going with him?... If one didn’t
take eggs oneself?...
But the facts were too clear for her. Birds-nesting was cruel....
Mother never let you.... There was nothing—nothing to be done....
Justin had been gone ages.... She supposed he would be out all
the morning now.... He had left the room in a most dreadfully untidy
state.... Oh, well!
She set to work.
It was in a very damp heap, on a very tidy floor, that half an hour
later a tactless maid discovered her. But Laura, scrambling to her
feet, forestalled all comment.
“I happen,” said Laura, with great dignity, “to have a little bit of a
cold. It’s lunch-time, isn’t it? Good-bye, Mary. I’m going home now.”
And home she went.
Her guardian angel was very much pleased with her. But the devil,
who happened to be passing, though he offered his congratulations,
opined that it would be worth his while to come back that way in a
year or two.
 CHAPTER X

She was sixteen when she discovered (inaccurately) that England

is an island, that beyond its waters again there is what, superficially
if deceptively, you call land, and what you call people, busy, vivid,
quick-tongued, real to themselves, yet to you unconvincing,
phantasmagoric, like the land and people of a play.
She was not consciously insular. On the contrary, from her railway
carriage and her pension, her sight-seeing, her studio and her walks
abroad, she looked out upon the new order of existence with
fascinated and enthusiastic interest. And France responded, on
occasion, with empressement. The glance of your average
Frenchman, not necessarily discourteous, is nevertheless always and
embarrassingly instructive. She had begun to realize that she was
English: she was now made aware that she was good-looking. She
was to take no credit; but this was her birthright and her blessing.
Wonderful facts! She had her moments of pharisaic thankfulness to
Providence for thus equipping her, as she plunged with zest into the
new life. Like a doubtful swimmer she put a foot down, now and
then, just to feel the safe English ground still under her, but secretly,
shamefast: on the surface she became, with the dear, ridiculous
adaptability of the teens, very French indeed—French enough, in
speech and air and manner, let alone clothing, to appal Justin—but
that comes later. She discovered France. She had her youthful right,
I think, to a spoil or two.
It was her age of discovery. She discovered the Louvre, and love,
and Wagner, and Marcel waves, and Mounet-Sully, and Botticelli, and
how to put on a hat. She was greedy. She swallowed enough to give
her indigestion for years, as indeed it did, and still, like a fledgeling,
squawked for more; but she enjoyed her own insatiability. If she
could have had Justin, the imaginary, perceptive Justin, to talk to
once a week, she would have been happy. She always missed Justin.
But among the endless other things she had also discovered that a
year has only fifty-two weeks in it, fifty-two series of seven definite
days; that it is no interminable road disappearing into the mists of
the future; that it is no more, indeed, than a streaking drive down a
Paris street, with busy months to right and left of her, like shops that
she had no time to explore. Terrible, how time went, when there
was much to see, and do, and learn, before she went back to
Brackenhurst. Dear old Brackenhurst! She meant to reform
Brackenhurst. Justin would back her.... Lectures in the schools on—
oh, you know, interesting people—Corneille and Racine and Anatole
France (she was nothing if not catholic) and some really decent
recitations at the penny readings.... And the drawing-room must be
done up ... black walls and futurist cushions ... and get rid of the
Landseers.... She should enjoy herself when she returned to
Brackenhurst—if Justin backed her.... She wondered what he would
say to the way she did her hair?... She couldn’t think why Aunt Adela
wrote such fussy letters about finding Brackenhurst quiet? Because
she had been to the opera twice in a week, she supposed.... But
Aunt Adela wouldn’t understand how absurdly cheap—and besides,
she had paid for it herself out of her birthday tip.... Aunt Adela
needn’t think she didn’t realize how good it was of Gran’papa to
send her to Paris.... Aunt Adela might know she would be careful....
But a franc was only tenpence, not a shilling ... and she had sold the
picture she had been copying at the Louvre ... a lady, an American,
had come up and liked it and bought it! Three pounds—seventy-five
francs! Gran’papa needn’t send her any more pocket-money: she
could last for months on that.... As for finding Brackenhurst quiet,
she meant to turn the loose-box into an atelier when she got back,
and paint the entire village. She wondered if Gran’papa would sit to
her?... A beard was such a comfort ... mouths were always the
trouble....
 All this in the first months. But you can see how the old sullen,
childish distrust of everybody was wearing itself out. She was
astonished to find that people were inclined to like her at sight, and,
intrigued by such original behaviour, she unbent, responded, and
ended by acquiring in her turn a habit of appreciation.
She liked life. She liked her pension. She liked the courteous
French girls and the bravura Americans, and their world of scent,
and powder, and trim waist belts, and Smart Sets, and candy, and
complicated love affairs. It amused her immensely, and did not for
an instant impress her as having anything to do with real life. Real
life was the other side of the Channel. Unconsciously, however, the
views of her fellows, and the books they read, their surreptitious
cigarettes, and their ready and untruthful tongues, had a certain
influence. She read La Rochefoucauld, with a “Yes, indeed,”
expression that might have tickled even that disillusioned gentleman,
bought a powder-puff and sometimes remembered to use it, told a
lie or two and was never found out. That impressed her. In
Brackenhurst one at least had conscience-ache. She acquired a
bosom friend and defended, upon occasion, two solid and reform-
clad Germans from the rest of the dormitory. In return she
discovered that they had adored her for weeks. She liked that. She
discovered that she could talk musingly and without effort, that it
was perfectly easy to be at the top of her classes. In spite of her
foreignness she became the show pupil—and she liked that too. She
wished that Justin could see her sometimes.... She discovered that
she could act (indeed some devil dispossessed her at charades and
dressing-up, lurked behind her eyes, rapturous and Bacchanal), that
she could string words together for the school plays, that she had a
pretty voice, that she could captain an emergency, that, in short, she
was a success. This was perfectly delightful! She only wished there
were a way of telling Justin exactly what a charming person every
one thought her, without appearing conceited. She tried, in one or
two letters, but it couldn’t be done. She had to tear them up.
She heard from Justin sometimes. They corresponded in sets of
threes and fives—letter, answer, letter—or letter, answer, letter,
answer, letter—and then a pause of months. His half sheets, terse,
generalizing, almost void of personality, were the events of her exile,
a double source of delight. They were Justin’s letters and—they had
to be answered! It was in the code, you see, that you only wrote to
Justin turn and turn about, and never twice running, except
birthdays and Christmas and Easter or anything special, like sending
a New Year parcel to Mrs. Cloud, or when you hadn’t heard for a
very long time; because letters bored Justin. And besides——
Certainly a changing Laura, though she herself could not have
explained to you the meaning of that “and besides——”
That she was homesick for him or for home—but indeed the two
words were synonyms to her—we already know; but when the
prospect of a finishing school had been first mooted, she had made
up her curious mind, so plastic and yet so stubborn, that she would
not be silly again as she had been when she was young (surely the
Great Gulf is fixed between twelve and sixteen) and that it was
worth her while to buy with only two black years the chance of
growing as good and great and wise as Justin—that is to say, nearly
as good and as great and as wise. She knew her limitations. And
then, when she came back, she would be able to be friends with
Justin—real friends—not a little girl to be played with any more....
She would be ‘adequate’.... She was very jealous of that adjective.
“Adequate! Oh, an awfully adequate chap!”... Justin was always
saying that people he approved were “adequate”.... Very good.... He
should say so of her.... To that end, behold her tethered, a willing
sacrifice, to a French Grammar and verbs of unmentionable
irregularity!
Also, a second motive for docility, there were studios in Paris—
pictures—statues of the gods—teachers of the Arts—one Rodin and
a thing called a Salon. She might learn to paint, really paint!
She got her way. She had been sent to a quiet, middle-class
pension, owned by intelligent women, who taught the newcomers
themselves, while the French girls and the more advanced foreigners
attended various classes. It was easy to find a studio for Laura.
 And so, for nearly two years, she worked three days a week, and
for three days sat enchanted, soaking herself in strange oils,
smeared from her eyebrows to her aching palette thumb, painting
portraits and dreaming dreams. And tragic Monsieur La Motte, that
great artist who could not paint, who taught victoriously by word of
mouth, because his art must out and his hands could not obey him,
Monsieur La Motte, swan-herd fallen on hard times, yet ever alert for
a cygnet in the gaggle of geese he must drive for a living, Monsieur
La Motte watched and peered and waited. At last, when her two
years were nearly at an end, and the studio-talk that frothed like a
fountain was less of Cubism and the expensiveness of rose-madder,
Ingres, Bergson, Strindberg, symbolic colour schemes and the
Eternal Return (for they were an enquiring, philosophical crew) and
more and more and ever more of England and its delectable villages,
high in the Kentish hills, he could contain himself no longer. He
assumed his conspiratorial hat and went, then and there, to call
upon his old friends the Demoiselles Dunois.
Here, he explained, was his chance. Here was the pupil for whom
he had waited. Talent—enormous talent. Genius? Ah, that was
another matter—that he could not say—not yet—(he spoke as might
a doctor, finger on pulse, awaiting the crisis) but talent there was by
the potful, talent to deceive the crowd, and, he bade them observe,
a temperament to back it. Fire was there, mingling paradoxically
with the cold English blood, like the abominable English drink, the
cold yet burning ouiski-soda. Not for nothing had the door between
atelier and Monsieur’s sanctum stood ajar. Could he have
Mademoiselle Valentine for two years, only two years—they should
see what they should see! But he understood it was a question of
expense. Now would it not be possible——?
His black eyes and his pointed beard and his long yellow fingers all
twinkled together as he elaborated his ideas, till he looked like a
Svengali possessed by the spirit of Mr. Samuel Pickwick. The
Demoiselles Dunois, who admired him immensely, and were fond,
too, of Laura, responded with enthusiasm. Heads together over the
coffee cups they hatched their kindly plot.
 But other folk, fortunately or not, had been plotting too. Mrs.
Cloud dreaded the March winds as she did not dread the still cold of
true winter weather. Justin, at home six months now, was growing
restless again though his lounge round the world had bored him at
the time. He had started out in high enough spirits and with more
money in his pockets than is good for the youthful male. But he had
not the knack of enjoying himself illegitimately. He was virtuous,
because vice did not appeal to him and he had not the
inquisitiveness of little minds. Yet he cried for Our Lady the Moon
like any other youngster. It was borne in upon him that he was
plodding through enchanted lands with the thoroughness of a typical
tourist, and it annoyed him hugely. Yet he had no notion of how to
help himself. He was relieved to get home again. His mother was
very sweet. He enjoyed unpacking the spoils of his comfortable
Odyssey and scattering them about the house, though the birds’-egg
collection still held the place of honour in his den. It was
considerably enlarged since the days of Laura’s protest, and he was
tenacious of old likes and dislikes. One of the first visits he paid on
his return was to Bellew, who welcomed him with chirrups of
pleasure. Everybody was always delighted to see Justin. He had,
quite unconsciously, the disarming assurance of the big strange dog
with the wet coat, who greets you with vigorous affection at church
parade. Why shouldn’t you be pleased to see him? And you are, you
know, in spite of splashed taffetas. You cannot help yourself.
Bellew and Justin picked up their acquaintance where they had
dropped it eighteen months before, and agreed better than ever,
enjoying, not so much each other, as their common interest in a
common hobby. Bellew even talked tentatively of the voyage he
intended to make up the coast, and on to the Hebrides to take
photographs of sea-birds and their nests for his new book. He
needed an active assistant. But Justin, tempted, was non-committal.
He was only just home. His mother did not grow younger. He was
too fond of her even to tell her of the idea lest she should insist, yet,
with time heavy on his hands, it made him restless, the readier for a
change when she, coughing a little and looking, in spite of her
comfortable house and the furs from Russia, a frail, nipped leaf of a
woman, talked of the Riviera—or Italy? She had not been to Italy
since her honeymoon, and Justin, for all his globe-trotting, had not
been at all. What about Italy? Italy would be delightful if Justin
wouldn’t find it dull, with just the two of them?
It was then that Justin said—I am always glad that it was Justin
who said—
“Well, what about Laura?”
 CHAPTER XI

Well, what about Laura?

Will you take a peep at Laura in bed with the remains of a cold, on
her chill March birthday—Laura, very sorry for herself, languidly
undoing her presents—miraculously cured by the arrival of The
Letter?
You and I, of course, can sympathize—would dearly love a trip to
Italy with the right people. But there we pause.
But be eighteen: be soaked to your crude soul in art, and the
literature and the history and the legend of art, till Colour is your
romance and Line your religion, and gradually, inevitably, Italy, that
tenth muse, grows in your mind as love grows, from a mere word to
an idea, from an idea to a symbol, from a symbol to a real presence
that will not be denied, that calls to you as the Holy Places called to
the Crusaders long ago. And if into the bargain you have been
homesick——
Be eighteen and homesick—it is worth your while—before you go
to Italy with Justin and Mrs. Cloud!
Italy and Justin—Justin and Italy! It was beyond belief. One
delight, indeed, so far neutralized the other, that she did at last
attain a state of calm, ‘French calm,’ in which she wound up her
affairs, packed her trunk—she would not travel for a week, but she
packed her trunk that day—and, interviewing the Demoiselles
Dunois, broke the miraculous news.
It was almost inevitable, while Life, like Monna Lisa, wears her
little crooked smile, that Laura should have overwhelmed those
enthusiasts at the instant of their assembly to do the like by her. But
in the joyous hubbub of keys and speeds and gesture, their voices,
as the elder, soon rose predominant, and Laura must listen while
they detailed, amid appeals to Monsieur La Motte, benevolent in the
seat of honour, their good-fairy plans.
The English mistress was leaving and Laura should teach in her
stead, unpaid, yet with board and lodging and free mornings in
return. That, they promised, should arrange itself as Monsieur
decided, Monsieur who, with a generosity that was like him, was
throwing open his studio to Laura, asking no more of her than that
she should help, when she could, those whose talent was less than
her own. For Monsieur was of opinion that she had such talent as
justified——and so on, until for sheer lack of breath they paused in
delighted anticipation of her delight.
Of course she was grateful, touched and grateful. A week earlier,
so kind had Paris grown, so far at times her England, she might even
have been tempted. But with Mrs. Cloud’s letter tucked away in her
blouse, the words that were rung in her ears, ‘career,’ ‘success,’
‘ambition,’ ‘future,’ could not convey their meaning, died away again
as words, mere words.
But it was kind of them—most extraordinarily kind. She was glad
(with her quick flush) that Monsieur thought she had talent—and of
course it was a lovely idea—but—but—“You see—they have asked
me—my friends—to go to Italy!”
They did not seem to understand.
“Italy! and my friends!” She tried to explain the situation calmly
and decorously; but it was not easy:
“My friends! and I haven’t seen them for two years! My English
friends! From my home! I’m to go to Italy—to Florence—Fra
Angelico—Benozzo Gozzoli—six weeks—and perhaps Rome—with my
friends—my English friends!”
She was nearly crying with delight. And then, with quick
compunction at their blank faces—
 “But you do understand how grateful I am? I simply hate leaving.
You do understand?”
The sisters assured her that they did understand. She should have
her holiday, and her visit home, and then—she would come back? In
two, three, four months, she would want to come back. Because a
talent was a gift of God—and the school would be so proud—and,
who knew, a picture in the Salon! Of course they understood. She
should go. But afterwards—she would come back?
She was bewildered by their solicitude. It was the first time in her
life that affection had come to her unsought. Its display touched her
(that they should actually be fond of her!) but it embarrassed her
too. She could only smile and nod and thank them again and again,
and promise to think over all they had said, and write to them from
Italy.
“She will come back,” said the sisters confidently, when at last
Laura had escaped. “So young a thing—her holiday—natural enough!
But the talent is there, as Monsieur says. And talent will out. She will
come back.”
Monsieur La Motte listened to them as he had listened to Laura, in
silence. It was not until coffee had been served and drunk, and the
dregs were cold in his cup, that he delivered himself.
“She will not come back,” he decided with a sigh, as he rose to go.
“You will see! In two months—you will see!” they consoled him
sagaciously.
“She will not come back.”
 CHAPTER XII

She was to meet the Clouds at Lucerne. She had hoped for Paris,
but there was the Swiss-German adorer who would not be denied.
Laura never found it easy to deny. So she spent a good-natured,
chafing week in the Berne household, which, falling in love with her,
enthusiastically and inexorably overfed her. From that hot-bed of
sentiment and rich meals the train bore her away one fine spring
morning, with a pimple on her tongue, but her duty done.
It was a bother being nice to people who bored you ... but it was
the only way you could pay back the gods for being nice to you ...
ran her philosophy. She only hoped the gods would go on being nice
when they met again.... Two years was a long time.... Would the
gods have altered much?... One can’t tell from photographs.... But
gods don’t alter ... therein lies their godhead.... Now she, Laura——
Oh, how she wondered if he would like her in long skirts?
The train fussed into the unplatformed station-way at half-past
one, and tipped her out, as it seemed afterwards, onto the very lake
edge, much as an elderly fairy, with a sense of duty, drops a stray
godchild in elf-land for a week; and so puffed off again in its
overworked fashion, leaving her, open-mouthed, before the
enchanted hollow of Lucerne.
She might well gasp, forgetting her holiday, forgetting even
“Justin-an’-Italy,” for long intoxicated minutes; for she was a painter,
a painter unproven, a painter who had just sold her birthright for
that same Justin-an’-Italy, but who was not therefore free of the
torment of her eyes, her all-absorbing eyes and her itching finger-
tips: and Lucerne was a portrait that day fit for the ten-leagued
canvas and the brush of comet’s hair, a king’s daughter, glorious
within, revealed and royal in a dazzle of blue.
It was a blue beyond belief, a blue enamelled thinly upon the gold
plate of the sun, upon the antique-black of space itself. The great
mountains, the rounded sky, the very air seemed carved, solidly, like
the cup in the fairy tale, out of a single sapphire, fretted over with
pearls that were clouds and the diamond glitter of the snow line,
while far below the thin bridge lay across the lake like a felled tree in
a clearing of English bluebells.
“My word!” marvelled Laura inadequately. “My word!” and then,
with a deep breath—“Oh, my word!”
Her hand was at her mouth, hiding it because it trembled, as she
stared and stared. She never outgrew that instinctive, characteristic
gesture, that unconscious obedience to the law of her experience
—“Never show what you feel.” Her delight in that triumphant blue
was thoughtless, almost physical: she felt it whirl her like a wind.
Yet, because she must always share her good things, at the back of
her mind an indignant outcry began for “all of them” in forsaken Rue
Honorine.
“My word! Wouldn’t they go mad! It’s a shame!”
She could see the broad thumb of Monsieur plastering an
imaginary canvas with unctuous blobs and quorls, and the pretty
pastel ardour of Elisabeth, and the despair of the water-colourists:
she heard again the rumorous voice of the classe, the depths and
shallows of appreciation, the shared delight in vision of those who
have learned, who are learning to see: and then, mingling with
those familiar voices, a voice yet more familiar, uplifted in the
immemorial opening—
“Pretty good, isn’t it?”
“Justin!”
She wheeled. Beauty was forgotten, was a nothing, a phrase, a
dead leaf. The high hills were cardboard, the sky a back-cloth and no
more, for the well-to-do tweed figure, the one figure of Henry Justin
Cloud.
And thus we teach Nature her place!
“Justin! Oh, how lovely! But you’re not due till four! Where’s Mrs.
Cloud? I was just off to see the Lion. I thought there was time. You
said four. Oh, I am disappointed. I meant to meet you properly, on
the platform. You did say four!” She was comically unwilling to give
up the picture in her mind, of herself on the platform and the train
dashing in, and the faces at the carriage window.
He explained as they shook hands and beamed at each other—
“We changed our minds—started a day sooner to break the
journey for Mother. She’s at the hotel. We could nip up and see the
Lion still if you liked, while she has her nap. There’s loads of time.”
Laura was all eagerness and acquiescence, and they crossed the
bridge and swung off at Justin’s pace up the sweep of the road. Not
that she wanted to see the Lion qua Lion any more, though five
minutes ago she had been as earnest a sightseer as ever read an
illustrated Life of Thorwaldsen and What the Moon Saw. But as a
mediary between her shyness and this stranger who was Justin, who
had caught her before she had powdered her nose and put her
thoughts in order, the Lion was invaluable. Justin, with a little help,
would talk contentedly about him, and that would give her time....
Time for what? But that she could not have told you.
The truth was, of course, that the excitement that had sustained
her for weeks was over, and its effect, like that of any other drug,
wearing off. But she only knew that she was suddenly limp and shy.
She smiled and talked with her mouth, but her eyes were quite
grave as she watched Justin. She felt a forgotten, uneasily familiar
sensation creeping over and through her, as a mist or a ghost goes
through locked doors, a ghost that spoke with her own voice,
whispering—“But—but this isn’t Justin? I had forgotten he was like
this——”
 And yet he was just the same as ever.... Not quite so tall, perhaps,
as she had remembered him ... or she had grown taller.... He was
pleased to see her, she was sure, but he had nothing much to say
until they reached the Lion. The Lion was most helpful....
Justin explained to Laura that it was a Neo-Classic Lion, and
therefore less admirable than the Lions in Trafalgar Square, which
were from life—Zoo life. “I see!” said Laura. She was sure he must
have been reading the same biography, but she thought she had
better not ask him. But she did ask him why he approved of the
Trafalgar Square Lions, when he had so often girded at ‘The
Monarch of the Glen’ in Green Gates parlour. Justin, warming, said
that Landseer was a photographer, but that photography was
honester than imitation anyway, and explained that Thorwaldsen had
got his ideas from the Assyrian plaques in the British Museum. They
would look them up one day when they got home again and then
she would see. All this, and now that he was once started, so very
much more, with such a familiar air of unburdening himself, such an
assumption of her entire interest, such an implied re-definition of her
status as his particular property, that the ghost melted away again,
as it always did when Justin smiled at her, and she said defiantly to
the Lion—
“I don’t care. I like him this way.”
 CHAPTER XIII

Up and up and up went the train and Laura’s spirits with it. Mrs.
Cloud was in one corner of the compartment and Justin in the other,
and there were two squares of glass, unlike prim English carriage
windows, opening upon wonders, black mountains and clouds and
brilliant grass, and under their feet, but far below, the terraced lines
of the track over which they had already passed. Sometimes a drift
of white hid them. Laura thought that it was smoke, but Justin said
“no—clouds.” Imagine! She was so high up that she was looking
down on clouds!
Justin laughed at her.
“Beats Beech Hill, doesn’t it?”
“No, it doesn’t,” she said instantly; but she grew more and more
excited. And all the time they talked to her and she to them—though
Justin was quieter than she thought he need be when he hadn’t
seen her for two years—of all things under the sun and of how glad
she was to see them: and the train climbed higher and higher. It
stopped once, at a snow-covered siding, for them to drink coffee in
inch-thick cups, and the coffee or the air, the air that was like old still
wine, must have gone to Laura’s head a little. She certainly talked
too much, fluttering like a distracted butterfly between Paris and
Justin, and the right-hand window and the left-hand window, and
how was Gran’papa and Savonarola and cushions for Mrs. Cloud.
She did not even stop in the tunnel. And the discarded ghost of a
disappointment found that Laura was not the only person in the
carriage worth haunting. Justin had smoked himself into one of his
silences. He was not sure that Laura was improved. Her voice was
rather high. He thought that she was showing off.
He was right. She was so desperately anxious that they should be
pleased with her: and excitement had oiled her discretion. She could
not resist marshalling all her acquirements at once for their
inspection.
Mrs. Cloud suddenly pulled down Laura’s glowing face to her and
kissed it.
“I can’t help it. I’m nearly bursting.” Laura answered her
apologetically, though she had said nothing at all. And then, with a
rush, “Oh, Mrs. Cloud, you are a dear!” They perfectly understood
each other.
But Justin stared at them and disapproved. It was so unlike his
mother to be demonstrative ... and he wished Laura would sit down
and read.... She talked too much.
She did at last, as the dusk fell and they left the high lands behind
them, settle down to the dear, blameless English magazines, but not
before she had had him thoroughly on edge.
By the end of two days she was on edge herself. She always
remembered Milan as a series of spires and roofs, up and down
which she toiled after a Justin who never waited for her, who always
made his remarks just too far off for her to hear what he said. And
he hated repeating himself. She did not know what had come to
either of them. They were always on the verge of perfect agreement
or a serious quarrel and nothing ever happened, except that Justin
had the bored look in his eyes that Laura dreaded, and Laura had a
lump in her throat all day long.
Yet sometimes Laura wondered if she imagined the whole thing.
Mrs. Cloud did not seem disturbed. Mrs. Cloud drove with them in
the mornings, and rested in the afternoons, and listened to them in
the evenings, and beamed at them both as if she found life as
pleasant as usual. And she approved of Laura. Of that there was no
doubt. It was Mrs. Cloud who nodded congratulations when Laura,