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Chapter 8 Physical Development in Early Childhood
CHAPTER 8: PHYSICAL DEVELOPMENT

IN EARLY CHILDHOOD
Total Teaching Package Outline
Resources
HOW DOES A YOUNG CHILD’S BODY AND BRAIN GROW LG #1
AND CHANGE? LM #1
Height and Weight—On average, children grow 2-1/2 inches and CA #1, 8
gain 5 to 7 pounds per year. During the preschool years, the body ESS #1
slims and their trunks lengthen. Children become increasingly aware WS #1
of their bodies. Some evidence indicates that socioeconomic status
can influence height and weight, and that congenital factors,
emotional difficulties, and the rearing process in early childhood can
affect growth. Growth hormone deficiency is the absence or
deficiency of growth hormone produced by the pituitary gland;
without treatment, most children with this deficiency will not reach a
height of five feet.
The Brain—The growth of the brain slows in childhood, and by age CA #2

6, is 95% of adult size. The head and brain grow more rapidly than ESS #2
any other part of the body. WS #2
 Neuronal Changes—Early childhood is a time of great
neuronal activity. The brain increases the number of nerve
endings and receptors during childhood. Some of the brain’s
increase in size is due to the increase in myelination, in which
nerve cells are insulated with fat cells, which increases the
speed of transmission of information.
 Structural Changes—Children’s brains undergo dramatic
anatomical changes between the ages of 3 and 15. From 3 to 6
years of age, the most rapid growth takes place in the frontal
lobe, areas involved in planning and organizing new actions,
and in maintaining attention to tasks. From age 6 through
puberty, the most growth takes place in the temporal and
parietal lobes.
 The Brain and Cognitive Development—Maturation of the ESS #3
brain in terms of cell loss, synaptic growth, and myelination,
combined with opportunities to experience a widening world,
contribute to substantial increases in cognitive abilities. The
prefrontal cortex and the neurotransmitter dopamine may be key
components of information transmission.
HOW DO YOUNG CHILDREN’S MOTOR SKILLS DEVELOP? LG #2

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Gross and Fine Motor Skills PA #1

 Gross Motor Skills—Three-year-olds do much hopping, ESS #4, 6
skipping, and jumping as they master gross motor skills. Large
muscle development at this age requires exercise. Three-year-
old children fidget often and have the highest activity level of
any age in the entire human life span. An early education
program should always include exercise as part of the daily
regimen.
 Fine Motor Skills—Children’s fine motor coordination
improves substantially and becomes more precise between the
ages of 3 and 5. Children become more dexterous in the use of
the thumb and forefinger. The Denver Developmental
Screening Test is a simple, fast method of diagnosing
developmental delay in motor skills in children from birth
through 6 years of age.
Perceptual Development—Changes in children’s perceptual
development continue in childhood (Atkinson & Braddick, 2013; Lee
& others, 2013). Children become increasingly efficient at detecting the
boundaries between colors (such as red and orange) at 3 to 4 years of
age (Gibson, 1969). When children are about 4 or 5 years old, their eye
muscles usually are developed enough that they can move their eyes
efficiently across a series of letters. Many preschool children are
farsighted, unable to see close up as well as they can see far away. By
the time they enter the first grade, though, most children can focus their
eyes and sustain their attention effectively on close-up objects.
Young Children’s Artistic Drawings—Many young children show an
interest in drawing, and the unintended irregularities of their drawings LM #2
suggest spontaneity, freedom, and directness. Art can be an important CA #6
vehicle for expressing creativity and conveying feelings and ideas for ESS #6
young children. WS #3
 Developmental Changes and Stages—By age 2, children
scribble, which does have a pattern. Rhoda Kellogg’s drawing
stages outline the process. Scribbles represent the earliest form
of drawings, and Kellogg has identified twenty basic scribbles
present in children’s artwork and every form of graphic art. The
placement stage, characteristic of 2- to 3-year-olds’ drawings,
are drawn on a page in placement patterns. In the shape stage,
characteristic of 3-year-olds, children draw diagrams in
different shapes. By 3 to 4 years of age, children mix two basic
shapes in a more complex design in the design stage. In the
pictorial stage, typical of 4- to 5-year-olds, children’s drawings
consist of objects that can be recognized.
 Child Art in Context—Some researchers view children’s art as
inventive problem solving. In addition to age, developmental
changes depend on talent, motivation, familial support, and

cultural values. Child art flourishes in sociocultural contexts
where tools are made available and where this activity is valued.
WHAT ARE SOME IMPORTANT ASPECTS OF YOUNG

CHILDREN’S HEALTH?
Sleep and Sleep Problems—Most young children sleep through the LG #3
night and have one daytime nap. ESS #8, 9
Helping the child slow down before bedtime often contributes to less
resistance in going to bed. Reading the child a story, playing quietly
with the child in the bath, and letting the child sit on the caregiver’s lap ESS #10
while listening to music are quieting activities.
 Sleep Problems—One recent estimate indicates that more than
40 percent of children experience a sleep problem at some point
in their development. There is some evidence that sleep LM #5
problems correlate with behavior problems. Nightmares are ESS #11
frightening dreams that awaken the sleeper, often toward WS #5, 6, 7
morning; if children have nightmares persistently, it may
indicate high levels of stress. Night terrors are characterized by
a sudden arousal from sleep with an intense fear, loud screams,
and perspiration; in most instances, children have no or little
memory of what happened during the night terror, and they are
not usually considered a serious problem. Somnambulism, or
sleep walking, occurs in the deepest stage of sleep; 15% of
children sleepwalk at least once, and most usually grow out of
it. Sleep talking also occurs while children are soundly asleep.
Nutrition
 Energy Needs—Feeding and eating habits are important aspects
of development during early childhood, and the average LM #3
preschooler needs up to 1,800 calories per day. CA #10
 Diet, Eating Behavior, and Parental Feeding Styles—Studies PA #3
have found that most children’s diets are in need of WS #8, 9
improvement. A special difficulty that many parents encounter is HO #2
getting their young children to eat vegetables, and many parents
do not recognize that their children are overweight.
 Fat and Sugar Consumption—Many parents include or allow
too much fat in children’s diets. Early exposure to fast food,
which is often high in protein and fat, may ingrain unhealthy
eating habits. Another concern is high sugar consumption – the
average American child consumes about 2 pounds of sugar per
week; sugar consumption is associated with health problems
such as dental cavities and obesity.
 “Fussy Eaters,” Sweets, and Snacks—Fussy eaters are
looking for independence and should be encouraged with CA #4

guidelines. A main concern in giving young children sweets and ESS #12
snacks is that they withdraw their appetite for more nutritious
foods; most preschool children need to eat more often than
adults, so nutritious snacks throughout the day are
recommended.
 Overweight Young Children—The percentage of obese
children in the United States has increased dramatically in LM #4
recent decades and contributes to a number of health problems. CA #5
Being overweight has been linked with lower self-esteem in ESS #13
children as young as five. Emphasis on activities, rather than
meals, is helpful for young children.
 Malnutrition in Young Children from Low-Income
Families— Poor nutrition is a special concern in the lives of
young children from low-income families; many of these
children do not get essential amounts of iron, vitamins, or
protein. Young children from low-income families are most
likely to develop iron deficiency anemia, which can result in
chronic fatigue. Malnutrition may also be linked to cognitive
deficits and aggressive or hyperactive behavior. The Women,
Infants, and Children (WIC) program attempts to assist poor
families with nutrition.
Exercise—Guidelines recommend that preschool children engage in
two hours of physical activity per day, divided into one hour of
structured activity and one hour of unstructured free play. A child’s
life should be centered around activities, not meals.
Health, Safety, and Illness—In the past 50 years, vaccination

against infectious diseases have vastly improved children’s health. In CA #7, 9, 11
recent decades, there has been increased focus on prevention of RP #1
childhood injuries. ESS #14
 Preventing Childhood Injuries—Young children’s activity WS #11, 12
levels, curiosity, and lack of awareness of danger often puts
them in situations in which they are at risk for injuries.
Influences on children’s safety include the acquisition and
practice of individual skills and safety behaviors, family and
home influences, school and peer influences, and the
community’s actions. Laws calling for restraints in cars,
labeling on poisons and toxins, better-designed playgrounds,
and reduction of access to firearms all contribute to prevention
of childhood injuries
 Contexts and Young Children’s Health
 Poverty and Ethnicity—Low income is linked with poor
health in young children; many health problems begin
before birth, when mothers do not receive adequate health

care. Children living in poverty are more likely to live in
crowded housing, be inadequately supervised, be exposed to
environmental toxins such as lead poisoning, and have
inadequate medical insurance.
 Safety at Home and Child Care—Many factors
encountered in the home (e.g., smoking, lack of or
neglectful adult supervision) can negatively affect
development. Caregivers need to communicate clearly and
in simple terms to help children identify feelings of wellness
and illness and to learn how to cope with medical treatment.
 Environmental Tobacco Smoke—Children exposed to
tobacco smoke in the home are more likely to develop
wheezing symptoms and asthma than children from
nonsmoking homes, and tobacco smoke also affects the
amount of vitamin C in children and adolescents.
 Exposure to Lead—Lead can get into a child’s bloodstream
through contaminated food and water or from lead chips in
children’s mouths. Lead poisoning has been associated with
lower intelligence, lower achievement, ADHD, elevated
blood pressure, and poor memory and problem solving
skills. The CDC recommends that children be screened for RP #2
lead contamination in their blood. ESS #15
The State of Illness and Health in the World’s Children—A

leading cause of childhood death in impoverished countries is
diarrhea produced by dehydration. Acute respiratory infections have
also killed many children under the age of 5. Also, more children are
dying of HIV/AIDS. Most of these deaths are preventable.
Resource Key
LG – Learning Goal ESS – Essay

LM – Lecture Material WS – Web Site Suggestions
CA – Classroom Activity RP – Research Project
HO – Handout PA – Personal Application
Learning Goals
8.1 Discuss growth and change in the young child’s body and brain.
Height and Weight
The Brain
8.2 Describe changes in motor development in early childhood.
Gross and Fine Motor Skills
Perceptual Development
Young Children’s Artistic Drawings
8.3 Characterize the health of young children.
Sleep and Sleep Problems
Nutrition
Exercise
Health, Safety, and Illness
Key Terms
growth hormone deficiency design stage

myelination pictorial stage
Denver Developmental Screening Test nightmares
placement stage night terrors
shape stage somnambulism
Biography Highlights
Teresa Amabile is the Edsel Bryant Ford Professor Business Administration at Harvard Business
School. Her research has expanded to encompass team creativity and organizational innovation. She has
been doing research in the area of creativity and innovational motivation for 25 years.
Rhoda Kellogg has completed extensive work on the drawings and art of children. She collected several
million drawings made by children from around the world between 1948 and 1981. Her thesis presented
the finding that there is a pattern to children’s art, and that children throughout the world make the same
kinds of drawings. Kellogg distinguishes between 20 distinct forms of scribbling.
Claire Golomb is Professor Emeriti of Psychology at the University of Massachusetts at Boston. She
earned a Ph.D. in 1969 from Brandeis University. Golomb’s research interests include
representational development in the domains of the visual arts, imagination, and symbolic play
including artistic development in normal and developmentally atypical populations.
Highlights of Research
(These highlights are given here in the order that they appear in the chapter.)
1. Lenroot, R. K., & Giedd, J. N. (2006). Brain development in children and adolescents:
Insights from anatomical magnetic resonance imaging. Key findings related to brain
anatomical changes during childhood and adolescence are increases in white matter volumes
throughout the brain and regionally specific inverted U-shaped trajectories of gray matter
volumes.
2. Thompson, P., Giedd, J., Woods, R., MacDonald, D., Evans, A., & Toga, A. (2000). Growth
patterns in the developing brain detected by using continuum mechanical tensor maps.
Children’s brains undergo dramatic anatomical changes between the ages of 3 and 15, and
their brains experience rapid spurts of growth, nearly doubling in as little as a year. The most
rapid gain is in the frontal lobe at 3 to 6 years of age.
3. Trost, S. G., Fees, B., & Dzewaltowski, D. (2008). Feasibility and efficacy of a 'Move and
Learn' physical activity curriculum in preschool children. At the completion of the 8-week
intervention, children completing a move and learn curriculum exhibited significantly higher
levels of classroom moderate-to-vigorous physical activity (MVPA) than children completing
their usual curriculum.
4. Sutterby, J. A., & Frost, J. (2006). Creating play environments for early childhood: Indoors
and out. Play can be viewed from many different lenses or rhetorics, which reflect the
importance and value of play for children's development. Creating safe and engaging outdoor
environments is increasingly important as more and more children are becoming obese and
unhealthy because of poor diet and lack of exercise.
5. Kellogg, R. (1970). Understanding children’s art: Reading in developmental psychology
today. Young children often use the same formula for drawing different things. Animals are
portrayed the same as humans—standing upright, smiling face, legs, and arms.
6. Zverev, Y. P. (2006). Cultural and environmental pressure against left-hand preference in
urban and semi-urban Malawi. Seventy-five percent of interviewed teachers, pupils, and
guardians indicated that the left hand should not be preferred for habitual activities and
87.6% of them indicated that left-handers should be forced to change the hand. Gender had
significant effect on the view on left hand preference.
7. Hepper, P., Shahidullah, S., & White, R. (1990). Origins of fetal handedness. Right-
handedness is dominant in all cultures, and ultrasound observations of fetal thumb-sucking
showed that 9 of 10 fetuses were more likely to be sucking their right hand’s thumb.
8. Michel, G. (1981). Right-handedness: A consequence of infant supine head-orientation
preference? Newborns show a preference for one side of their body. In this study, 65% of the
infants turned their head to the right when they were lying on their back in a crib. Fifteen
percent preferred to face toward the left.
9. Bower, B. (1985). The left hand of math and verbal talent. In this study of more than 100,000
students taking the SAT, 20% of the top-scoring group was left-handed, twice the rate of left-
handedness found in the general population (10%).
10. Newson, J., Newson, E., & Mahalski, P. (1982). Persistent infant comfort habits and their
sequelae at 11 and 16 years. Children who relied on transitional objects at age 4 showed the
same level of emotional adjustment at ages 11 and 16 as children who had not relied on
transitional objects.
11. Dovey, T., Staples, P. A., Gibson, E. L., & Halford, J. C. G. (2008). Food neophobia and
picky/fussy' eating in children: A review. Behavioural interventions, focusing on early life
exposure, could be developed to attenuate food neophobia and 'picky/fussy' eating in
children, so promoting the ready acceptance and independent choice of fruits and vegetables.
12. Schwebel, D., & Brezausek, C. M. (2008). Nocturnal awakenings and pediatric injury risk. A
persistent pattern of very mild nocturnal awakening was related to increased risk of injury
during the toddler years, and that relation held after controlling for a range of potential
covariates.
13. Sleet, D. A., & Mercy, J. A. (2003). Promotion of safety, security, and well-being. Promoting
safety and security should focus on reduction of hazards in the physical environment,
reduction of injury by modifying behaviors, programs to reduce violence and injuries,
enhancement of emergency services, and increasing access to appropriate treatment services.
14. Strauss, R. (2001). Environmental tobacco smoke and serum vitamin C levels in children.
When parents smoked at home, their 4- to 18-year-old children and adolescents had
significantly lower levels of vitamin C in their blood than their counterparts in nonsmoking
homes. The more the parents smoked, the lower the vitamin C levels in their children.
Lecture Material
1. Growing Tall
The physical growth of the child’s body at this age (2 to 6 years) is a remarkable phenomenon.
The baby has grown from approximately 7-1/2 to 26 pounds and from 21 to 35 inches in height.
From ages 2 through 6, height and weight will almost double depending on health and gender.
America’s obsession with height and especially weight may manifest itself in this age group, as
demonstrated by the paradox of wanting young children to eat and grow and then wanting them
to be slim and lithe.
The dynamic systems theory of motor development states that a child’s maturation is tied to
the development of gross and fine motor skills in that these physical movements are thoroughly
integrated with the environment, thus producing specific behavioral consequences (O’Mara,
1996). Hence, the child’s physical and cognitive developments interact to influence behavioral
patterns. This theory supports such programs as that of the National Association for the
Education of Young Children (NAEYC) and its recommendations for developmentally
appropriate activities for preschool and school-age children.
The Colorado Adoption Project conducted a longitudinal study comparing adoptive and
biological parents and found that genetic factors may have as much as a two-thirds influence on
physical traits such as height and weight (Cardon, 1994); however, the environmental factors are
so strong that it would be difficult to predict a child’s future growth without knowledge of her
nutrition and caregiving atmosphere. Relative to the factor of environmental influences, exercise
and play have taken a decided rise in popularity with playground equipment in the past 10 years.
No longer limited to school grounds, playgrounds and play equipment are found in restaurants,
indoor facilities, and professional constructions in the backyard. (See also following lecture topic
on the effect of disease on motor growth).
References
Cardon, L. R. (1994). Height, weight, and obesity. In Heatherington, E. M., & Parke, R. D. (Eds.), Child
psychology: A contemporary viewpoint. Boston: McGraw-Hill.
O’Mara, M., & McCune, L. (1996). A dynamic systems approach to the development of crawling by
blind and sighted infants. View, 28, 10–15.
2. Children as Artists
Children’s artwork has been of increasing interest to researchers because it reveals a remarkable
regularity of design. Rhoda Kellogg, who is renowned in this field, tells us that children respond
continuously to the presence of order in a shape, and that they try out new diagrams, scribbles,
and prototypes until they achieve good visual form and balance. Among the repeating designs
seen by children are the mandala (closed form with crossed lines) and sun radials. These two
designs often become the basis for other representations, such as flowers or the torso of a person
(Kellogg, 1967).
In your lecture on this aspect of a child’s physical development, it might be of interest to your
students to note that no matter where children live in the world, or the language they speak, their
drawings of houses, trees, and boats are the same. Children worldwide make houses human, use
squiggles for hair, and leave off hands on drawings of torsos (p. 77). But questions also arise:
Why do boys consistently draw hats smaller than do girls? What causes the child to seek balance
in all of her or his drawings? Is it a coincidence that Paleolithic man used mandalas? Also
interesting is that the child engages in drawing as a problem to be solved by using trial and error,
and looks for ways to redesign what form he has in his thoughts. Eventually the child moves to
the full-scale pictorial, which indicates that she is beginning to reproduce objects closer to what
she thinks adults expect. In considering the developmental aspect of the study of children’s
drawings, we see a close relationship between fine motor growth and cognitive development.
Reference
Kellogg, R. (1967). The psychology of children’s art. Del Mar, FL: CRM.
3. They Are What They Eat

The importance of nutrition for the child’s optimum physical and cognitive growth is certainly a
truism, but one that belies the fact that an overwhelming number of our youth are overweight and
lacking in good nutritional habits. A recent survey appearing in the popular national newspaper
USA Today reported a serious drop in concerns about nutrition from 1990 to 1998:
One in four American school children gets an adequate amount of physical activity. Only
56 percent of students are enrolled in physical education classes.
—National Association for Sport and Physical Education
Of the 10,000 food commercials American children watch each year, 95 percent are for
foods high in sugar or fat. —Mediascope
http://annearundel.md.networkofcare.org/family/library/detail.cfm?id=792&cat=93
For example, in 1990, 51% of the primary shoppers for the household were concerned about fat
content, whereas in 1998, 41% had the same concerns (Carey, 1999).
Approximately 14% of children aged 6 to 11 years are overweight, probably resulting from
eating habits developed in early childhood. This finding is supported by research showing that
obese children have a 60% chance of having at least one parent who is overweight (Kotz, 1998);
however, children from low-income families are twice as likely to be obese, with some figures as
high as 32% (APHA, 1998). Interestingly, a child’s preference for food is greatly influenced by
the dictates of parents who either encourage their children to eat sugared, processed foods or
control food intake to meet popular, but adult, standards of low-fat dietetic styles of eating
(Birch, 1998). The nutritional lifestyle of our children is clearly an area where parental control
has a great deal of influence with long-term consequences for the child’s health.
You might wish to conclude your lecture on this topic by stimulating your class into a
discussion concerning the influence of popular fast-food restaurants on the eating styles of our
children. In a recent study conducted on 3,148 children aged 2 through adolescence, 25% named
French fries as their vegetable of choice (Krebs-Smith, 1996). The nationally popular fast-food
chains use movie characters and toys to attract children to their sites, and some even provide
indoor/outdoor playground areas. These advertising schemes are so effective that some of these
chains have become American icons that are difficult to ignore.
References
American Public Health Association (APHA). (1998, November). Many toddlers are losing the battle of
the bulge. Nation’s Vol. 28, Issue 10, p. 16.
Birch, L. (1998). Development of eating behaviors among children and adolescents. Pediatrics, 101(3),
539–549.
Carey, A. R., & Lynn, G. (1999, March 8). Nutrition concern wanes in 90s. USA Today, 1.
Kotz, D. (1998, October). Is your child too heavy? Good Housekeeping, 22–24.
Krebs-Smith, S. M. (1996). Fruit and vegetable intakes of children and adolescents in the United States.
Archives of Pediatric and Adolescent Medicine, 150(1), 81–86.
4. Rethinking Childhood Obesity Measures

As Santrock discusses, obesity in early childhood is associated with a number of physical and
psychological health problems, such as increased incidence of diabetes and lower self-esteem.
With the percentage of obese children in the United States on the rise—some 15% of U.S.
children are estimated to be obese, and 30% to be overweight (Tanner, 2005)—prevention and
treatment of childhood obesity is an important issue for developmental researchers. The results of
a recent study, however, suggest that the identification of children most at risk for these problems
may be more difficult than previously believed.
Body-mass index (BMI) is a measure commonly used by family doctors and pediatricians for
routine screening of obesity. Children and adults whose BMIs are higher than normal are
typically identified as being overweight or obese, and the probability of adult obesity is greater
than or equal to 50% among children over 13 years of age whose BMI percentiles meet or exceed
the 95th percentile for age and gender (Whitlock et al., 2005). The new report from the U.S.
Preventive Services Task Force, a nongovernmental research panel, found that there is no
evidence that children with high BMIs need to lose weight to be healthy. Furthermore, the
researchers also concluded that weight loss counseling by pediatricians for children younger than
12 does not necessarily result in weight loss and better health (Whitlock et al., 2005). The
problem is that while the BMI can be fairly effective at identifying children with weight
problems, it can’t determine if body mass is mostly fat or lean tissue. Thus, not all children with
high BMIs need to lose weight (Tanner, 2005).
According to Dr. Virginia Moyer and her colleagues, primary care clinicians face obese and
overweight children and adults every day, but most clinicians rarely document the weight
problems of individuals. While the Task Force did not recommend that physicians disregard the
results of the BMI for young children, she suggests that the pediatric scientific community should
interpret the report as an impetus for more sensitive screening measures for overweight children
(Moyer et al., 2005). To help counter the risk of obesity in early childhood, the researchers also
suggest that pediatricians could use their public status to sponsor community measures, such as
more physical activity in schools and requisition of public lands for exercise spaces, to encourage
greater physical fitness in young children (Tanner, 2005).
References
Moyer, V. A., Klein, J. D., Ockene, J. K., Teutsch, S. M, Johnson, M. S., & Allan, J. D. (2005).
Screening for overweight in children and adolescents: Where is the evidence? A commentary by the
Childhood Obesity Working Group of the U.S. Preventive Services Task Force. Pediatrics, 116, 235–
238.
Tanner, L. (2005, July 5). Panel: BMI doesn’t tell whole story. Retrieved May 15, 2009, from
http://www.redorbit.com/news/health/164408/panel_bmi_doesnt_tell_whole_story/.
Whitlock, E. P., Williams, S. B., Gold, R., Smith, P. R., & Shipman, S. A. (2005). Screening and
interventions for childhood overweight: A summary of evidence for the U.S. Preventive Task Force.
Pediatrics, 116, e125–e144.
5. Bedwetting in Early Childhood

In this chapter, Santrock discusses sleep problems of early childhood, such as nightmares, night
terrors, and somnambulism. Another common condition associated with young children and
sleep is bedwetting, or enuresis. Enuresis affects up to 40% of 3-year-olds, 20% of 5- to 6-year-
olds, and 1% of adolescents and adults (KidsHealth, 2001). Research has also shown that there
are clear sex differences in enuresis, with estimates that enuresis among boys is two to three
times more common than among girls (Verhulst et al., 1985). Most children with enuresis are
physically and emotionally normal, and simple enuresis is so common in children under 6 that
treatment is not usually warranted. Enuresis seems to run in families, with about 85% of children
with enuresis having a relative with enuresis, and around half of them have a parent or sibling
with the condition.
Most children with enuresis have primary (since toddlerhood) nocturnal (or nighttime)
enuresis (KidsHealth, 2001). The cause of daytime or diurnal enuresis may be an unstable
bladder, which is associated with frequent urination and urinary tract infections and can be
treated with medication to relax the bladder muscle. The causes of nocturnal enuresis are less
clear, although most children with the condition seem to be very deep sleepers who have
difficulty waking when they sense that their bladder is full. Some children experience the
problem less frequently when sleeping at a friend's or relative's home, which may be related to
sleeping less deeply in a strange bed away from home.
Enuresis can be stressful for parents, who may wonder if bedwetting is done on purpose or
out of laziness, and for children, for whom it’s often an embarrassment. Children are likely to
think they are the “only one” with the problem, and lower self-esteem and behavioral problems
are associated with enuresis in older children (Redsell & Collier, 2001). According to Dr. Sandra
Hassink, enuresis almost always resolves on its own and is not the child's fault. As children grow
older, the percentage with primary nocturnal enuresis usually decreases, though a treatment
program may make this happen sooner (KidsHealth, 2001). Treatment options for simple primary
enuresis include timed urinating, whereby the child sets a bathroom schedule to follow
throughout the day; self-awakening, if the child is willing to learn to wake himself or herself up
during the night; alarm conditioning, whereby a sensor that detects moisture wakes the child in
the night; or medications that regulate bladder sensitivity or fluid production (Virginia Urology,
2003).
According to Dr. Hassink, it’s important for parents to be supportive of a child with enuresis
and to remember that the long-term outlook is excellent. “Success in enuresis treatment depends
on a motivated child. We stress that almost no one wets the bed on purpose. After all, it's often
embarrassing and uncomfortable. If there is to be success, family support and positive
reinforcement are vital.”
References
KidsHealth (2001). What parents need to know about bedwetting. Retrieved January 2, 2004, from
http://www.kidshealth.org/parent/general/sleep/enuresis.html.
Redsell, S. A., & Collier, J. (2001). Bedwetting, behavior and self-esteem: a review of the literature.
Child: Care, Health, & Development, 27(2), 149.
Verhulst, J. H., Van Der Lee, J. H., Akkerhuis, G. W., Sandres-Woudstra, J. A. R., Timmer, F. C., &
Donkhorst, I. D. (1985). The prevalence of nocturnal enuresis: Do DSM III criteria need to be changed?
A brief research report. Journal of Child Psychology and Psychiatry, 26(6), 983–993.
Virginia Urology (2004). Nocturnal enuresis—bed wetting. Retrieved May 15, 2009, from
http://emedicine.medscape.com/article/1014762-overview.
Classroom Activities
1. To emphasize the important influence of motor growth on both physical and personality
development, have your class organize a program to engage preschool children in a series of
activities using their gross and fine motor skills. For each skill, there should be an explanation
about the activity’s relative benefit for the child. For example, modeling with clay alone and
working out a jigsaw puzzle with another child are examples of fine motor skill activities, but
each has a different impact on the child’s overall behavioral pattern. Other examples of motor
skill activities are playing kickball and climbing a jungle-gym ladder. How do these activities
differ, and what influence do they have on personality development? Have your students give full
explanations about the dynamics of fine and motor growth relative to individual versus group
play.
2. In the text, Santrock documents a number of important structural changes in the brain that
occur in early childhood. To explore brain anatomy in more depth, direct students to the online
Localization of Function Exercise at
http://facstaff.gpc.edu/~bbrown/psyc1501/brain/locfunct.htm, developed by Dr. Barbara Brown
of Georgia Perimeter College. The site allows students to simulate the effects of stimulating the
brain, recording electrical activity from the brain, or creating lesions in the brain to determine the
functions of various brain locations. The site also includes a set of review questions if students
wish to test their knowledge.
3. Explore the issue of handedness with a classroom discussion of how societal bias favors right-
handedness. The majority of “tools” (utensils, machinery, musical instruments, sports equipment,
etc.) in any technological society are designed for the right-handed. Distribute Handout #1 and
have students brainstorm in small groups to list everyday tools that favor right-handedness. After
a few minutes, ask students to share their ideas about which tools favor right-handers and what
options that left-handers have to deal with these objects. Finally, ask students to consider how a
societal bias favoring right-handedness is reflected in language, such as the label gauche (French
for “left”) to refer to crudeness or lacking in social graces, or the use of the term leftie to describe
a socialist or communist.
The following everyday tools all require left-to-right wrist turning movements that are more
comfortable for right-handers: corkscrew, rotary dial phone, analog clock-setting and winding,
screws, light bulbs, etc. Tools that are specifically designed to be used in a right-handed fashion
include: school desks, scissors, can openers, coffee makers, computer keyboards (numeric
keypad on right), calculators and pushbutton phones (left-to-right array), golf clubs, many
musical instruments (especially stringed), cars built in right-lane countries, most hand-held
power tools (drills, saws), etc. (Note that many of these tools are also used in work
environments.) Tools of manufacturing and construction environments designed for right-
handers include: industrial meat slicers, drill presses, band saws, textile machinery, production
lines, and heavy equipment (Holder, 2002).
Reference
Holder, M. K. (2002). Gauche! Left handers in society. Retrieved January 2, 2004, from
http://www.indiana.edu/~primate/lspeak.html#cultural
4. As an investigation into children’s food preferences, have students examine the marketing of
foods to children by observing five or more advertisements during children’s television
programming (children’s cable networks or after-school or Saturday morning viewing hours).
Students should record the use of music, language, color, models, and the overall presentation of
each product. Students should also note the nutritional value and sugar, salt, and fat content of
the foods advertised. They can share their results in a brief paper or in a classroom discussion or
presentation.
5. Childhood obesity is on the rise, with 15% U.S. children estimated to be obese and 30% to be
overweight (Tanner, 2005). While many U.S. schools are taking measures to combat childhood
obesity by removing candy and soda machines from cafeterias, studies have found that school
lunch programs often fail to meet nutrition requirements and have an especially high fat content
(Whitmore, 2004). With reference to the text material on young children’s preferences and
nutritional needs in early childhood, have students plan a school lunch program for young
children that would provide balanced nutrition, be easy to prepare, and be tasty enough to appeal
to children of this age.
References
Tanner, L. (2005, July 5). Panel: BMI doesn’t tell whole story. Retrieved May 15, 2009, from
http://www.redorbit.com/news/health/164408/panel_bmi_doesnt_tell_whole_story/
Whitmore, D. (2004, October 5). Do school lunches contribute to childhood obesity? Retrieved May 15,
2009 from http://www.uncg.edu/bae/econ/seminars/whitmore.pdf.
6. Children’s artwork can be a wonder to a student of psychology because of its commonalities

and how it offers a window to cognitive growth. Attain one or two copies of Rhoda Kellogg’s
books on children’s drawings (Analyzing Children’s Art, What Children Scribble and Why, The
How of Successful Finger Painting, and The Psychology of Children’s Art). If possible, have
your students gather some drawings from children aged 3 to 6 years old. Once collected, record
the child’s age on the back of these drawings, and place them randomly on a table. Ask your
class to identify the age of each drawing by the similarities as shown in Kellogg’s books.
Additionally, have them identify the stage of cognitive development.
7. Health insurance in the United States is a controversial issue for reasons that may not be
apparent to your students. Nearly 20% of all preschoolers and school-age children do not have
health insurance, although 92% have at least one parent who works, with 66% working full-time
(O’Connor, 1999). Have your class debate the issue of whether the federal government should
mandate health insurance for this age group. Although it might seem that this is a nondebatable
issue, point out that it costs the United States $262 billion a year for Medicare to the elderly, and
insuring 11 million more people could be expensive. Also have them research the HMOs and
American Medical Association for their relative perspectives.
Reference
O’Connor, J. M. (1999). New children health insurance program: Early childhood professional outreach
efforts can make a difference. Young Children, 54(3): 63–65.
8. Regarding the physical changes that children undergo between infancy and the end of early
childhood, Santrock notes that by the end of this period, girls have more fatty tissue than boys,
while boys have more muscle tissue. Ask students to consider the environmental influences on
these physical differences by investigating gender-specific toys at a toy store. Most toy stores
have implicitly delineated aisles for “girls’ toys” and “boys’ toys.” What sorts of objects are
associated with each gender? Which toys foster motor and muscular development, and which
toys encourage sedentary activities? Students can report to the class in a large-group discussion
after they have conducted their investigations. As an alternative to research in a toy store setting,
students could also examine television or store catalog advertisements for children’s toys.
9. Playground equipment is popular both in and out of doors. Have your class design a
playground that would encourage activities considered to be appropriate to motor development
while ensuring maximum safety for children of all age ranges. To facilitate this activity, you
might wish to procure a copy of backyard playground equipment designs from a local lumber
company.
10. See Handout #2 for an exercise in brainstorming possible reasons why our nation’s children
do not get enough nutritious food. The purpose of the exercise is to have students think critically
about the issues that impact government policy regarding the health of our young children. (See
article in APA Monitor, “Fast-food culture serves up super-size Americans,” December 2001, p.
33 for more information.)
Reference
Murray, B. (2001). Fast-food culture serves up super-size Americans. Monitor, 32(11): 33.
11. The helmet requirement for motorcyclists is controversial in those states where such a law
exists. In light of the evidence of so many children receiving head injuries resulting from bicycle
mishaps, have your class debate the viability of passing a law requiring all children to wear
helmets (New York State enacted such a law in 1995 for all children aged 13 and under). What
would be the advantages and disadvantages of such a measure? Should parents and children who
fail to comply be punished?
12. See Handout #3 for students’ personal reflections on two topics covered in this chapter.
Students may choose a topic on the influences of nurturing on body growth and nutrition and the
state of health and illness of the world’s children. Stress to the class that personal reflections are
necessary, but may be hypothetical if they are uncomfortable writing about themselves. The
reflection should be no less than 1-1/2 pages double-spaced.
Critique a Child Development Article
Choose one article from any periodical or journal that discusses an issue relevant to one of the
following topics discussed in this chapter:
 Nutrition and the child

 Physical and motor development of the child
 Health and illness of the child
 Smoking and its effects on children’s health
Using the questions listed as follows, write a critique of the article from the viewpoint of a
scientist seeking the truth. This paper should be 3 to 6 pages long, double-spaced.
 Who is the audience for the article (e.g., parents, teachers, adolescents)?
 What is the topic of the article? What are some examples of information provided?
 Does the article emphasize heredity (nature) or environment (nurture)?
 To which domain of child development does it refer (physical, socioemotional,
cognitive)?
 Does the article rely on scientific findings, expert opinion, or case example?
 Do the conclusions of the article seem valid?
In a concluding paragraph(s), give your personal evaluation of what was covered in the article
and whether it advances our knowledge and understanding of child development.
Research Projects
1. Research at least four sources, two of which are medical or professional journals, that focus on
the rate of injury and accidents that afflict young children. Determine the chief cause of injuries
and what is being done (or not being done) to prevent these injuries. An example would be head
injuries resulting from cycling and skateboarding. Conclude your study with an analysis of the
problem and what measures you would recommend to prevent these injuries.
2. As Santrock notes, the poor are the majority in nearly one of every five nations in the world,
and these impoverished individuals regularly face hunger, malnutrition, illness, inadequate health
care, unclean water, and inadequate safety measures. Research a developing country, and find as
much information as possible regarding the health of children in that country. In a written report,
compare and contrast health statistics and issues of the children in your chosen country to
children living in poverty in the United States. Finally, conclude your report with
recommendations about what the United States can do to help impoverished children both in
developing nations and at home.
Personal Applications
1. Tag, You’re It!

This exercise asks students to recall the physical elements of their childhood. Young children are
extremely active, both with regard to gross motor activities (running, jumping, climbing) and fine
motor activities (coloring, cutting, manipulating blocks). These activities are both the result of
and the driving force behind further physical development and agility—and children love them!
• Instructions for Students: Recall your favorite early childhood activities. Did you prefer gross
motor–oriented activities, or fine motor–oriented activities? How did you spend most of your
time? Do you remember any activity that you wanted to be able to participate in, but you
weren’t physically coordinated enough to perform? Can you recall a time of triumph, when
you accomplished a particular feat for the first time?
• Use in the Classroom: Show a video or bring in some toddlers and/or preschool-age children
and supply them with a variety of toys and manipulatives and possible climbing opportunities
(such as a chair or step stool). Have students observe what activities children choose to
engage in. Attempt to have children engage in activities that are too motorically advanced and
watch what happens. Discuss the in-class goings-on with regard to motor development.
2. For Lefties Only

This exercise enables students who are left-handed to explore their experiences in a world
dominated by right-handedness. Left-handedness has been viewed as problematic in the past; so
much so that children were often forced to use their right hands, despite their difficulty in doing
so. Left-handed individuals also have to function in a world that is oriented to those who are
right-dominant. Given that there appears to be a dominant brain hemisphere link to handedness,
that’s a lot to ask!
• Instructions for Students: For those of you who are lefties, write about your experiences as
such. Was your handedness met with any resistance when you were a child—by either your
parents or your teachers? Did you struggle to cut with scissors for right-handed children?
How did you feel (and still feel) writing on desks for right-handed individuals? Have you
benefited in any way from your different handedness—in sports or particular artistic
creativity?
• Use in the Classroom: Have your lefty students share their personal experiences with their
minority handedness status with the rest of the class. Discuss the possible implications for
development, and have students create ideas for studying the relationship between
handedness and brain hemisphere dominance.
3. Have It Your Way

This exercise gets students to recognize and respond to the potential health hazards of a poor diet
for young children. Fast food has become deeply ingrained in our society. Most children not only
get their first taste of fast food during the toddler/preschool years, but many eat it on a regular
basis.
• Instructions for Students: Write a letter to the president of a major fast-food chain. Explain,
from a developmental perspective, the hazards of a poor, high-fat diet for children’s
development. Discuss the inappropriateness of luring children (or their parents, rather) to
purchase such meals with the special kid’s meal and accompanying toy. Elaborate by
presenting the argument that spending advertising dollars to highlight such meals and toys,
along with offering popular, trendy toys, contributes to the poor nutrition habits of children
too young to understand the hazards.
• Use in the Classroom: Have groups of students create public service announcements geared
to parents to alert them to the hazards of a poor, high-fat diet, particularly in young children.
Include society’s problematic propensity for turning to fast food for ease and convenience,
and the inclusion of a toy with kids’ meals.
Essays
1. Summarize the changes in height and weight that children undergo in early childhood.
2. Discuss changes in brain structure and functioning that occur in early childhood.
3. Describe research findings that link the emergence of memory and self-awareness with brain
maturation in early childhood.
4. Propose some physical activities that would be appropriate for promoting gross and fine
motor skills in early childhood.
5. Explain why participation in sports programs in early childhood may be problematic for
children.
6. With reference to what research has shown about the development of children’s drawings,
describe the changes that you would expect to see in a child’s artwork between the ages of 2
and 5.
7. Summarize the research on the development of handedness in early childhood. What is the
relationship between handedness and the brain?
8. The American Psychological Association reports that 27% of children aged 5 to 12 are
resistant to “bedtime.” The APA suggests that there may be more to this than just
rebelliousness. Suggest some probable causes of this phenomenon, and what parents may do
to alleviate the problem.
9. To young children, sleep can be a time of fear and unrest. Suggest some guidelines for
parents about what they can do to ensure a restful night of sleep for their children.
10. Discuss the nature and function of transitional objects. In what sense are these objects
“transitional”?
11. Based on information in the text, describe the advice you might give to a parent of a 4-year-
old child who has been experiencing recurrent nightmares.
12. Based on information in the text, describe the advice you might give to a parent of a 4-year-
old child who has become a “fussy eater.”
13. Provide an analysis of the factors contributing to the recent rise in obesity in young children
in the United States, and the negative outcomes associated with obesity in early childhood.
What can parents do to prevent obesity in children?
14. A 2001 study by the American Academy of Pediatrics found that the rate of firearm-related
death among children less than 15 years of age in 26 industrialized countries was by far the
highest in the United States, while many countries reported no firearm-related deaths among
children. Present your perspective on measures that could be taken to reduce firearm-related
fatalities among children.
15. The state of nutrition for the world’s poor, especially in developing countries, has reached
crisis status. Discuss your views on the causes of this problem, and what solutions the world
governments (or United Nations) should and could take to alleviate the death and suffering of
children.
Web Site Suggestions
1. http://www.kinderstart.com/
Links to information regarding physical and motor development in early childhood.
2. http://www.pbs.org/wnet/brain
The PBS site for “The Secret Life of the Brain.” Five episodes, from the baby’s brain to the aging
brain, with information about the history of the brain, and information about how scientists study
the brain through a variety of brain scans.
3. http://www.theideabox.com
This site is geared toward encouraging creativity in young children. Art, craft, and music
activities are available with additional links for children and adults to access. A newsletter
containing monthly activities is also obtainable.
4. http://www.indiana.edu/~primate/left.html
Information on left-handedness. Brain lateralization, frequency of left-handedness in the
population, and some famous left-handers are a few examples of the information obtainable from
this site.
5. http://www.stanford.edu/~dement/children.html
Information on sleep disorders of childhood.
6. http://aafp.org/afp/20010115/277.html
An informative article at the Web site of the American Academy of Family Physicians on
children’s sleep problems.
7. http://www.lpch.org/DiseaseHealthInfo/HealthLibrary/growth/ntmares.html
Information on children’s nightmares and night terrors, along with suggestions for alleviating the
problems.
8. http://www.unicef.org/sowc2013
Information on the state of the world’s children’s nutritional needs. Statistical tables, approaches
that work, and links to sites describing what is being done to alleviate the problem of
malnutrition are accessible from this site.
9. http://www.bcm.tmc.edu/cnrc/
This site is home to the Children’s Nutrition and Research Center (CNRC), which provides
information on the state of children’s nutritional health and needs. Links to other related sites
such as the Food and Nutrition Information Center and the Food Guide Pyramid are available.
10. http://parenting.ivillage.com/
Information on children’s safety, accident prevention, and children’s health. Links are provided
to additional sites and recent articles.
11. http://www.naeyc.org
The main site for the National Association for the Education of Young Children (NAEYC). The
site provides outlines to some NAEYC journals as well as links to other sites on child
development. Membership is required for complete article downloads.
12. http://www.zerotothree.org
Links to dozens of topics relative to children aged birth to 3 years. Among some topics are SIDS,
child abuse, cultural diversity, drug abuse, and brain development. Many of these sites are
parents’ information lists.
Assets Available in Connect
A selection of resources assignable and assessable within Connect.
Asset Page
Asset Title Learning Objective
Type Number
Describe changes in motor development in
Video Fine Motor Skills at Age 3 211 early childhood.
Video Copying Shapes at Age 3-1 211 early childhood.
Video Copying Shapes at Age 3-2 211 early childhood.
Video Fine Motor Skills at Age 5 211 early childhood.
Video Children and Nutrition 212 Characterize the health of young children.
HANDOUT #1
SOCIETY AND HANDEDNESS

List tools (utensils, machinery, musical instruments, sports equipment, etc.) that favor right-
handed users.
Given a right-handed bias in everyday objects and equipment, what options do left-handers have?
How does the use of language reflect a societal bias favoring right-handedness?
HANDOUT #2
A PRACTICUM FOR NUTRITION

Psychologist Kelly Brownell of Yale University has a prescription for better health through
nutrition for our nation’s youth (Murray, 2001). If we are concerned about the health of our
nation’s citizens and especially of our children, one wonders why these measures have not been
instituted. For each suggestion listed as follows, brainstorm ways in which it can be
implemented, giving reasons for the obstacles that have so far prevented it from being
implemented and may continue to do so in the future. Consider factors such as finances, public
opinion, corporate resistance, and constitutional rights.
 Make physical activity more accessible by building communities to allow more walking
or biking.
 Regulate TV food ads aimed at children and mandate equal time for pro-nutrition
messages.
 Ban fast foods and soft drinks from schools, as well as contracts with sports-related
companies.
 Discourage consumption of poor foods through “fat tax,” earmarking the funds for
nutrition and recreation.
HANDOUT #3
PERSONAL REFLECTIONS
on the themes presented in this chapter
Review the learning goals and the summaries following each as presented throughout the chapter.
From these, glean what you consider to be the two major themes of this chapter. (You may
choose more than two, if you like.)
1. ___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
On a separate sheet of paper, write your personal reflections of child development relative to
ONE of these themes. You will be writing about impressions of what has been discussed in class
and presenting your own views using personal experiences or those of people you have known.
(Note: Writing about your personal experiences is voluntary and not required for this assignment.
You may use hypothetical situations or write about the experiences of people you know or have
known.)
Be sure to conclude by writing a general statement regarding child development that would
summarize one of the themes of this chapter.
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foot, and chamber men,” independently of the noble maidens who
tended her, and who seem to have been equally served by three
“valets de main, de pied, et de chambre.”
But short-lived was the glory; no, I will not say that, let me rather
remark that short-lived was the worldly splendor of the chivalrous
my-lady countess. She had rendered all the service she could, when
she fell wounded before Paris, and was basely abandoned for a
while by her own party. She was rescued, ultimately, by D’Alençon,
but only to be more disgracefully abandoned on the one side, and
evilly treated on the other. When as a bleeding captive she was
rudely dragged from the field at Compiègne; church, court, and
chivalry, ignobly abandoned the poor and brave girl who had served
all three in turn. By all three she was now as fiercely persecuted; and
it may safely be said, that if the English were glad to burn her as a
witch, to account for the defeat of the English and their allies, the
French were equally eager to furnish testimony against her.
Her indecision and vacillation after falling into the hands of her
enemies, would seem to show that apart from the promptings of
those who had guided her, she was but an ordinary personage. She,
however, never lost heart, and her natural wit did not abandon her.
“Was St. Michael naked when he appeared to you?” was a question
asked by one of the examining commissioners. To which Jeanne
replied, “Do you think heaven has not wherewith to dress him?” “Had
he any hair on his head?” was the next sensible question. Jeanne
answered it by another query, “Have the goodness to tell me,” said
she, “why Michael’s head should have been shaved?” It was easy, of
course, to convict a prejudged and predoomed person, of desertion
of her parents, of leading a vagabond and disreputable life, of
sorcery, and finally, of heresy. She was entrapped into answers
which tended to prove her culpability; but disregarding at last the
complicated web woven tightly around her, and aware that nothing
could save her, the heart of the knightly maiden beat firmly again,
and as a summary reply to all questions, she briefly and emphatically
declared: “All that I have done, all that I do, I have done well, and do
well to do it.” In her own words, “Tout ce que j’ai fait, tout ce que je
fais, j’ai bien fait, et fais bien de le faire;” and it was a simply-
dignified resume in presence of high-born ecclesiastics, who did not
scruple to give the lie to each other like common ploughmen.
She was sentenced to death, and suffered the penalty, as being
guilty of infamy, socially, morally, religiously, and politically. Not a
finger was stretched to save her who had saved so many. Her
murder is an indelible stain on two nations and one church; not the
less so that the two nations unite in honoring her memory, and that
the church has pronounced her innocent. Never did gallant
champion meet with such base ingratitude from the party raised by
her means from abject slavery to triumph; never was noble enemy
so ignobly treated by a foe with whom, to acknowledge and admire
valor, is next to the practice of it; and never was staff selected by the
church for its support, so readily broken and thrown into the fire
when it had served its purpose. All the sorrow in the world can not
wash out these terrible facts, but it is fitting that this sorrow should
always accompany our admiration. And so, honored be the memory
of the young girl of Orleans!
After all, it is a question whether our sympathies be not thrown away
when we affect to feel for Jeanne Darc. M. Delepierre, the Belgian
Secretary of Legation, has printed, for private circulation, his “Doute
Historique.” This work consists chiefly of official documents, showing
that the “Maid” never suffered at all, but that some criminal having
been executed in her place, she survived to be a pensioner of the
government, a married lady, and the mother of a family! The work in
which these documents are produced, is not to be easily procured,
but they who have any curiosity in the matter will find the subject
largely treated in the Athenæum. This “Historical Doubt” brings us so
closely in connection with romance, that we, perhaps, can not do
better in illustrating our subject, than turn to a purely romantic
subject, and see of what metal the champions of Christendom were
made, with respect to chivalry.
THE CHAMPIONS OF CHRISTENDOM
GENERALLY
AND HE OF ENGLAND IN PARTICULAR.
“Are these things true?
Thousands are getting at them in the streets.”
Sejanus His Fall.
I can hardly express the delight I feel as a biographer in the

present instance, in the very welcome fact that no one knows
anything about the parentage of St. George. If there had been a
genealogical tree of the great champion’s race, the odds, are that I
should have got bewildered among the branches. As there is only
much conjecture with a liberal allowance of assertion, the task is
doubly easy, particularly as the matter itself is of the very smallest
importance.
The first proof that our national patron ever existed at all, according
to Mr. Alban Butler, is that the Greeks reverenced him by the name
of “the Great Martyr.” Further proof of a somewhat similar quality, is
adduced in the circumstance that in Greece and in various parts of
the Levant, there are or were dozens of churches erected in honor of
the chivalrous saint; that Georgia took the holy knight for its especial
patron; and that St. George, in full panoply, won innumerable battles
for the Christians, by leading forward the reserves when the
vanguard had been repulsed by the infidels, and the Christian
generals were of themselves too indolent, sick, or incompetent, to do
what they expected St. George to do for them.
From the East, veneration for this name, and some imaginary person
who once bore it, extended itself throughout the West. It is a curious
fact, that long before England placed herself under the shield of this
religious soldier, France had made selection of him, at least as a
useful adjutant or aide-de-camp to St. Denis. Indeed, our saint was
at one time nearly monopolized by France. St. Clotilde, the wife of
the first Christian king of France, raised many altars in his honor—a
fact which has not been forgotten in the decorations and illustrative
adornments of that splendid church which has just been completed
in the Faubourg St. Germain, and which is at once the pride and
glory of Paris. That city once possessed relics which were said to be
those of St. George; but of their whereabouts, no man now knows
anything. We do, however, know that the Normans brought over the
name of the saint with them, as that of one in whose arm of power
they trusted, whether in the lists or in battle. In this respect we, as
Saxons, if we choose to consider ourselves as such, have no
particular reason to be grateful to the saint, for his presence among
us is a symbol of national defeat if not of national humiliation. Not
above six centuries have, however, elapsed since the great council
of Oxford appointed his feast to be kept as a holyday of lesser rank
throughout England; and it is about five hundred years since Edward
III. established the Order of the Garter, under the patronage of this
saint. This order is far more ancient than that of St. Michael,
instituted by Louis XI.; of the Golden Fleece, invented by that ‘good’
Duke Philip of Burgundy, who fleeced all who were luckless enough
to come within reach of his ducal shears; and of the Scottish Order
of St. Andrew, which is nearly two centuries younger than that of St.
George. Venice, Genoa, and Germany, have also instituted orders of
chivalry in honor of this unknown cavalier.
These honors, however, and a very general devotion prove nothing
touching his birth, parentage, and education. Indeed, it is probably
because nothing is known of either, that his more serious
biographers begin with his decease, and write his history, which, like
one of Zschokke’s tales, might be inscribed “Alles Verkerht.” They tell
us that he suffered under Diocletian, in Nicomedia, and on the 23d of
April. We are further informed that he was a Cappadocian—a
descendant of those savagely servile people, who once told the
Romans that they would neither accept liberty at the hands of Rome,
nor tolerate it of their own accord. He was, it is said, of noble birth,
and after the death of his father, resided with his mother in Palestine,
on an estate which finally became his own. The young squire was a
handsome and stalwart youth, and, like many of that profession, fond
of a military life. His promotion must have been pretty rapid, for we
find him, according to tradition, a tribune or colonel in the army at a
very early age, and a man of much higher rank before he
prematurely died. His ideas of discipline were good, for when the
pagan emperor persecuted the Christians, George of Cappadocia
resigned his commission and appointments, and not till then, when
he was a private man, did he stoutly remonstrate with his imperial
ex-commander-in-chief against that sovereign’s bloody edicts and
fiercer cruelty against the Christians. This righteous boldness was
barbarously avenged; and on the day after the remonstrance the
gallant soldier lost his head. Some authors add to this account that
he was the “illustrious young man” who tore down the anti-Christian
edicts, when they were first posted up in Nicomedia, a conjecture
which, by the hagiographers is called “plausible,” but which has no
shadow of proof to give warrant for its substantiality.
The reason why all knights and soldiers generally have had
confidence in St. George, is founded, we are told, on the facts of his
reappearance on earth at various periods, and particularly at the
great siege of Antioch, in the times of the crusades. The Christians
had been well nigh as thoroughly beaten as the Russians at Silistria.
They were at the utmost extremity, when a squadron was seen
rushing down from a mountain defile, with three knights at its head,
in brilliant panoply and snow-white scarfs. “Behold,” cried Bishop
Adhemar, “the heavenly succor which was promised to you! Heaven
declares for the Christians. The holy martyrs, George, Demetrius,
and Theodore, come to fight for you.” The effect was electrical. The
Christian army rushed to victory, with the shout, “It is the will of God!”
and the effect of the opportune appearance of the three chiefs and
their squadron, who laid right lustily on the Saracens, was decisive of
one of the most glorious, yet only temporarily productive of triumphs.
When Richard I. was on his expedition against enemies of the same
race, he too was relieved from great straits by a vision of St. George.
The army, indeed, did not see the glorious and inspiring sight, but
the king affirmed that he did, which, in those credulous times was
quite as well. In these later days men are less credulous, or saints
are more cautious. Thus the Muscovites assaulted Kars under the
idea that St. Sergius was with them; at all events, Pacha Williams, a
good cause, and sinewy arms, were stronger than the Muscovite
idea and St. Sergius to boot.
Such, then, is the hagiography of our martial saint. Gibbon has
sketched his life in another point of view—business-like, if not
matter-of-fact. The terrible historian sets down our great patron as
having been born in a fuller’s shop in Cilicia, educated (perhaps) in
Cappadocia, and as having so won promotion, when a young man,
from his patrons, by the skilful exercise of his profession as a
parasite, as to procure, through their influence, “a lucrative
commission or contract to supply the army with bacon!” In this
commissariat employment he is said to have exercised fraud and
corruption, by which may be meant that he sent to the army bacon
as rusty as an old cuirass, and charged a high price for a worthless
article. In these times, when the name and character of St. George
are established, it is to be hoped that Christian purveyors for
Christian armies do not, in reverencing George the Saint, imitate the
practices alleged against him as George the Contractor. It would be
hard, indeed, if a modern contractor who sent foul hay to the cavalry,
uneatable food to the army generally, or poisonous potted-meat to
the navy, could shield himself under the name and example of St.
George. Charges as heavy are alleged against him by Gibbon, who
adds that the malversations of the pious rogue “were so notorious,
that George was compelled to escape from the pursuit of justice.” If
he saved his fortune, it is allowed that he made shipwreck of his
honor; and he certainly did not improve his reputation if, as is
alleged, he turned Arian. The career of our patron saint, as
described by Gibbon, is startling. That writer speaks of the splendid
library subsequently collected by George, but he hints that the
volumes on history, rhetoric, philosophy, and theology, were perhaps
as much proof of ostentation as of love for learning. That George
was raised by the intrigues of a faction to the pastoral throne of
Athanasius, in Alexandria, does not surprise us. Bishops were very
irregularly elected in those early days, when men were sometimes
summarily made teachers who needed instruction themselves; as is
the case in some enlightened districts at present. George displayed
an imperial pomp in his archiepiscopal character, “but he still
betrayed those vices of his base and servile extraction,” yet was so
impartial that he oppressed and plundered all parties alike. “The
merchants of Alexandria,” says the historian of the “Decline and
Fall,” “were impoverished by the unjust and almost universal
monopoly which he acquired of nitre, salt, paper, funerals, &c., and
the spiritual father of a great people condescended to practise the
vile and pernicious arts of an informer. He seems to have had as
sharp an eye after the profit to be derived from burials, as a certain
archdeacon, who thinks intramural burial of the dead a very sanitary
measure for the living, and particularly profitable to the clergy. Thus
the example of St. George would seem to influence very “venerable”
as well as very “martial” gentlemen. The Cappadocian most
especially disgusted the Alexandrians by levying a house tax, of his
own motion, and as he pillaged the pagan temples as well, all parties
rose at length against the common oppressor and “under the reign of
Constantine he was expelled by the fury and justice of the people.”
He was restored only again to fall. The accession of Julian brought
destruction upon the archbishop and many of his friends, who, after
an imprisonment of three weeks, were dragged from their dungeons
by a wild and cruel populace, and murdered in the streets. The
bodies were paraded in triumph upon camels (as that of Condé was
by his Catholic opponents, after the battle of Jarnac, on an ass), and
they were ultimately cast into the sea. This last measure was
adopted in order that, if the sufferers were to be accounted as
martyrs, there should at least be no relics of them for men to
worship. Gibbon thus concludes: “The fears of the Pagans were just,
and their precautions ineffectual. The meritorious death of the
archbishop obliterated the memory of his life. The rival of Athanasius
was dear and sacred to the Arians, and the seeming conversion of
those sectaries introduced his worship into the bosom of the Catholic
church. The odious stranger, disguising every circumstance of time
and place, assumed the rank of a martyr, a saint, and a Christian
hero; and the infamous George of Cappadocia has been
transformed into the famous St. George of England, the patron of
arms, of chivalry, and of the garter.”
The romancers have treated St. George and his knightly
confraternity after their own manner. As a sample of what reading
our ancestors were delighted with, especially those who loved
chivalric themes, I know nothing better than “The Famous History of
the Seven Champions of Christendom, St. George of England, St.
Denis of France, St. James of Spain, St. Anthony of Italy, St. Andrew
of Scotland, St. Patrick of Ireland, and St. David of Wales. Shewing
their honourable battles by sea and land. Their tilts, justs,
tournaments for ladies; their combats with gyants, monsters, and
dragons; their adventures in foreign nations; their enchantments in
the Holy Land; their knighthoods, prowess, and chivalry, in Europe,
Africa, and Asia; with their victories against the enemies of Christ;
also the true manner and places of their deaths, being seven
tragedies, and how they came to be called the Seven Saints of
Christendom.” The courteous author or publisher of the veracious
details, prefaces them with a brief address “to all courteous readers,”
to whom “Richard Johnson wisheth increase of virtuous knowledge.”
“Be not,” he says, “like the chattering cranes, nor Momus’s mates
that carp at everything. What the simple say, I care not. What the
spiteful say, I pass not; only the censure of the conceited,” by which
good Richard means the learned, “I stand unto; that is the mark I aim
at,”—an address, it may be observed, which smacks of the Malaprop
school; but which seemed more natural to our ancestors than it does
to us.
For these readers Richard Johnson presents a very highly-spiced
fare. He brings our patron saint into the world by a Cæsarean
operation performed by a witch, who stole him from his unconscious
mother, and reared him up in a cave, whence the young knight
ultimately escaped with the other champions whom the witch, now
slain, had kept imprisoned. The champions, it may be observed,
travel with a celerity that mocks the “Express,” and rivals the
despatch of the Electric Telegraph. They are scarcely departed from
the seven paths which led from the brazen pillar, each in search of
adventures, when they are all “in the thick of it,” almost at the
antipodes. A breath takes St. George from Coventry, his recovered
home, after leaving the witch, to Egypt. At the latter place he slays
that terrible dragon, which some think to imply the Arian overcoming
the Athanasian, and rescues the Princess Sabra, in whose very
liberal love we can hardly trace a symbol of the Church, although her
antipathies are sufficiently strong to remind one of the odium
theologicum. George goes on performing stupendous feats, and
getting no thanks, until he undertakes to slay a couple of lions for the
Soldan of Persia, and gets clapped into prison, during seven years,
for his pains. The biographer I suspect, shut the knight up so long, in
order to have an excuse to begin episodically with the life of St.
Denis.
The mystic number seven enters into all the principal divisions of the
story. Thus, St. Denis having wandered into Thessaly was reduced
to such straits as to live upon mulberries; and these so disagreed
with him that he became suddenly transformed into a hart; a very
illogical sequence indeed. But the mulberry tree was, in fact,
Eglantius the King’s daughter, metamorphosed for her pride. Seven
years he thus remained; at the end of which time, his horse, wise as
any regularly-ordained physician, administered to him a decoction of
roses which brought about the transformation of both his master and
his master’s mistress into their “humane shapes.” That they went to
court sworn lovers may be taken as a matter of course. There they
are left, in order to afford the author an opportunity of showing how
St. James, having most unorthodoxically fallen in love with a Jewish
maiden, was seven years dumb, in consequence. St. James,
however, is a patient and persevering lover. If I had an ill-will against
any one I would counsel him to read this very long-winded history,
but being at peace with all mankind, I advise my readers to be
content with learning that the apostolic champion and the young
Jewess are ultimately united, and fly to Seville, where they reside in
furnished lodgings, and lead a happy life;—while the author tells of
what befell to the doughty St. Anthony.
This notable Italian is a great hand at subduing giants and ladies.
We have a surfeit of combats and destruction, and love-making and
speechifying, in this champion’s life; and when we are compelled to
leave him travelling about with a Thracian lady, who accompanies
him, in a theatrical male dress, and looks in it like the Duchess—at
least, like Miss Farebrother, in the dashing white sergeant of the
Forty Thieves—we shake our head at St. Anthony and think how
very unlike he is to his namesake in the etching by Callot, where the
fairest of sirens could not squeeze a sigh from the anchorite’s
wrinkled heart.
While they are travelling about in the rather disreputable fashion
above alluded to, we come across St. Andrew of Scotland, who has
greater variety of adventure than any other of the champions. With
every hour there is a fresh incident. Now he is battling with spirits,
now struggling with human foes, and anon mixed up, unfavorably,
with beasts. At the end of all the frays, there is—we need hardly say
it—a lady. The bonny Scot was not likely to be behind his fellow-
champions in this respect. Nay, St. Andrew has six of them, who had
been swans, and are now natural singing lasses. What sort of a
blade St. Andrew was may be guessed by the “fact,” that when he
departed from the royal court, to which he had conducted the half
dozen ladies, they all eloped in a body, after him. There never was
so dashing a hero dreamed of by romance—though a rhymer has
dashed off his equal in wooing, and Burns’s “Finlay” is the only one
that may stand the parallel.
When the six Thracian ladies fall into the power of “thirty bloody-
minded satyrs,” who so likely, or so happy to rescue them as jolly St.
Patrick. How he flies to the rescue, slays one satyr, puts the rest to
flight, and true as steel, in love or friendship, takes the half dozen
damsels under his arm, and swings singingly along with them in
search of the roving Scot! As for St. David, all this while, he had not
been quite so triumphant, or so tried, as his fellows. He had fallen
into bad company, and “four beautiful damsels wrapped the drousie
champion in a sheet of fine Arabian silk, and conveyed him into a
cave, placed in the middle of a garden, where they laid him on a bed,
more softer than the down of Culvers.” In this agreeable company
the Welsh champion wiled away his seven years. It was pleasant but
not proper. But if the author had not thus disposed of him, how do
you think he would ever have got back to St. George of England?
The author indeed exhibits considerable skill, for he brings St.
George and St. David together, and the first rescues the second from
ignoble thraldom, and what is worse, from the most prosy enchanter
I ever met with in history, and who is really not enchanting at all. This
done, George is off to Tripoli.
There, near there, or somewhere else, for the romances are
dreadfully careless in their topography, he falls in with his old love
Sabra, married to a Moorish King. If George is perplexed at this,
seeing that the lady had engaged to remain an unmarried maiden till
he came to wed her, he is still more so when she informs him that
she has, in all essentials, kept her word, “through the secret virtue of
a golden chain steeped in tiger’s blood, the which she wore seven
times double about her ivory neck.” St. George does not know what
to make of it, but as on subsequently encountering two lions, Sabra,
while he was despatching one, kept the other quietly with its head
resting on her lap, the knight declared himself perfectly satisfied, and
they set out upon their travels, lovingly together.
By the luckiest chance, all the wandering knights and their ladies met
at the court of a King of Greece, who is not, certainly, to be heard of
in Gillies’ or Goldsmith’s history. The scenery is now on a
magnificent scale, for there is a regal wedding on foot, and
tournaments, and the real war of Heathenism against all
Christendom. As the Champions of Christendom have as yet done
little to warrant them in assuming the appellation, one would
suppose that the time had now arrived when they were to give the
world a taste of their quality in that respect. But nothing of the sort
occurs. The seven worthies separate, each to his own country, in
order to prepare for great deeds; but none are done for the benefit of
Christianity, unless indeed we are to conclude that when George and
Sabra travelled together, and he overcame all antagonists, and she
inspired with love all beholders;—he subdued nature itself and she
ran continually into danger, from which he rescued her:—and that
when, after being condemned to the stake, the young wife gave birth
to three babes in the wood, and was at last crowned Queen of
Egypt, something is meant by way of allegory, in reference to old
church questions, and in not very clear elucidation as to how these
questions were beneficially affected by the Champions of
Christendom!
I may add that when Sabra was crowned Queen of Egypt, every one
was ordered to be merry, on pain of death! It is further to be
observed there is now much confusion, and that the confusion by no
means grows less as the story thunders on. The Champions and the
three sons of St. George are, by turns, East, West, North, and South,
either pursuing each other, or suddenly and unexpectedly
encountering, like the principal personages in a pantomime. Battles,
love-making, and shutting up cruel and reprobate magicians from the
“humane eye,” are the chief events, but to every event there are
dozens of episodes, and each episode is as confusing, dazzling, and
bewildering as the trunk from which it hangs.
St. George, however, is like a greater champion than himself; and
when he is idle and in Italy, he does precisely what Nelson did in the
same place—fall in love with a lady, and cause endless mischief in
consequence. By this time, however, Johnson begins to think, rightly,
that his readers have had enough of it, and that it is time to dispose
of his principal characters. These too, are so well disposed to help
him, that when the author kills St. Patrick, the saint burys himself! In
memory of his deeds, of which we have heard little or nothing, some
are accustomed to honor him, says Mr. Johnson—“wearing upon
their hats, each of them, a cross of red silk, in token of his many
adventures under the Christian Cross.” So that the shamrock
appears to have been a device only of later times.
St. David is as quickly despatched. This champion enters Wales to
crush the pagans there. He wears a leek in his helmet, and his
followers adopt the same fashion, in order that friend may be
distinguished from foe. The doughty saint, of course, comes
conqueror out of the battle, but he is in a heated state, gets a chill
and dies after all of a common cold. Bruce, returning safe from
exploring the Nile, to break his neck by falling down his own stairs,
hardly presents a more practical bathos than this. Why the leek
became the badge of Welshmen need not be further explained.
It is singular that in recounting the manner of the death of the next
champion, St. Denis, the romancer is less romantic than common
tradition. He tells us how the knight repaired to then pagan France;
how he was accused of being a Christian, by another knight of what
we should fancy a Christian order, St. Michael, and how the pagan
king orders St. Denis to be beheaded, in consequence. There are
wonders in the heavens, at this execution, which convert the
heathen sovereign to Christianity; but no mention is made of St.
Denis having walked to a monastery, after his head was off, and with
his head under his arm. Of this prodigy Voltaire remarked, “Ce n’est
que le premier pas qui coute,” but of that the romancer makes no
mention. St. James suffers by being shut up in his chapel in Spain,
and starved to death, by order of the Atheist king. Anthony dies
quietly in a good old age, in Italy; St. Andrew is beheaded by the
cruel pagan Scots whom, in his old age, he had visited, in order to
bring them to conversion: and St. George, who goes on, riding down
wild monsters and rescuing timid maidens, to the last—and his
inclination, was always in the direction of the maidens—ultimately
meets his death by the sting of a venomous dragon.
And now it would seem that two or three hundred years ago, authors
were very much like the actors in the Critic, who when they did get
hold of a good thing, could never give the public enough of it.
Accordingly, the biography of the Seven Champions was followed by
that of their sons. I will spare my readers the turbulent details: they
will probably be satisfied with learning that the three sons of St.
George became kings, “according as the fairy queen had prophesied
to them,” and that Sir Turpin, son of David, Sir Pedro, son of James,
Sir Orlando, son of Anthony, Sir Ewen, son of Andrew, Sir Phelim,
son of Patrick, and Sir Owen, son of David, like their sires, combated
with giants, monsters, and dragons; tilted and tournamented in honor
of the ladies, did battle in defence of Christianity, relieved the
distressed, annihilated necromancers and table-turners, in short,
accomplished all that could be expected from knights of such
prowess and chivalry.
When Richard Johnson had reached this part of his history, he gave
it to the world, awaiting the judgment of the critics, before he
published his second portion: that portion wherein he was to unfold
what nobody yet could guess at, namely, wherefore the Seven
Champions were called par excellence, the Champions of
Christendom. I am afraid that meanwhile those terrible, god-like, and
inexorable critics, had not dealt altogether gently with him. The
Punch they offered him was not made exclusively of sweets. His St.
George had been attacked, and very small reverence been
expressed for his ladies. But see how calmly and courteously—all
the more admirable that there must have been some affectation in
the matter—he turns from the censuring judges to that benevolent
personage, the gentle reader. “Thy courtesy,” he says, “must be my
buckler against the carping malice of mocking jesters, that being
worse able to do well, scoff commonly at that they can not mend;
censuring all things, doing nothing, but (monkey-like) make apish
jests at anything they do in print, and nothing pleaseth them, except
it savor of a scoffing and invective spirit. Well, what they say of me I
do not care; thy delight is my sole desire.” Well said, bold Richard
Johnson. He thought he had put down criticism as St. George had
the dragon.
I can not say, however, that good Richard Johnson treats his gentle
reader fairly. This second part of his Champions is to a reader worse
than what all the labors of Hercules were to the lusty son of
Alcmena. An historical drama at Astley’s is not half so bewildering,
and is almost as credible, and Mr. Ducrow himself when he was
rehearsing his celebrated “spectacle drama” of “St. George and the
Dragon” at old Drury—and who that ever saw him on those
occasions can possibly forget him?—achieved greater feats, or was
more utterly unlike any sane individual than St. George is, as put
upon the literary stage by Master Johnson.
One comfort in tracing the tortuosities of this chivalric romance is
that the action is rapid; but then there is so much of it, and it is so
astounding! We are first introduced to the three sons of St. George,
who are famous hunters in England, and whose mother, the lady
Sabra, “catches her death,” by going out attired like Diana, to
witness their achievements. The chivalric widower thereupon sets
out for Jerusalem, his fellow-champions accompany, and George’s
three sons, Guy, Alexander, and David, upon insinuation from their
mother’s spirit, start too in pursuit. The lads were knighted by the
king of England before they commenced their journey, which they
perform with the golden spur of chivalry attached to their heels. They
meet with the usual adventures by the way: destroying giants, and
rescuing virgins, who in these troublesome times seem to have been
allowed to travel about too much by themselves. Meanwhile, their
sire is enacting greater prodigies still, and is continually delivering his
fellow-champions from difficulties, from which they are unable to
extricate themselves. Indeed, in all circumstances, his figure is the
most prominent; and although the other half-dozen must have
rendered some service on each occasion, St. George makes no
more mention of the same than Marshal St. Arnaud, in his letters on
the victory at the Alma, does of the presence and services of the
English.
It is said that Mrs. Radcliffe, whose horrors used to delight and
distress our mothers and aunts, in their younger days, became
herself affected by the terrors which she only paints to explain away
natural circumstances. What then must have been the end of
Richard Johnson? His scene of the enchantments of the Black
Castle is quite enough to have killed the author with bewilderment.
There is a flooring in the old palace of the Prince of Orange in
Brussels, which is so inlaid with small pieces of wood, of a thousand
varieties of patterns, as to be a triumph of its kind. I was not at all
surprised, when standing on that floor, to hear that when the artist
had completed his inconceivable labor, he gave one wild gaze over
the parquet of the palace, and dropped dead of a fit of giddiness. I
am sure that Richard Johnson must have met with some such
calamity after revising this portion of his history. It is a portion in
which it is impossible for the Champions or for the readers to go to
sleep. The noise is terrific, the incidents fall like thunderbolts, the
changes roll over each other in a succession made with electric
rapidity, and when the end comes we are all the more rejoiced,
because we have comprehended nothing; but we are especially glad
to find that the knight of the Black Castle, who is the cause of all the
mischief, is overcome, flies in a state of destitution to a neighboring
wood, and being irretrievably “hard up,” stabs himself with the first
thing at hand, as ruthlessly as the lover of the “Ratcatcher’s
Daughter.”
Time, place, propriety, and a respect for contemporary history, are
amusingly violated throughout the veracious details. Nothing can
equal the confusion, nothing can be more absurd than the errors. But
great men have committed errors as grave. Shakespeare opened a
seaport in Bohemia, and Mr. Macaulay wrote of one Penn what was
only to be attributed to another. And now, have the dramatists
treated St. George better than the romancers?
The national saint was, doubtless, often introduced in the Mysteries;
but the first occasion of which I have any knowledge of his having
been introduced on the stage, was by an author named John Kirke.
John was so satisfied with his attempt that he never wrote a second
play. He allowed his fame to rest on the one in question, which is
thus described on his title-page: “The Seven Champions of
Christendome. Acted at the Cocke Pit, and at the Red Bull in St.
John’s Streete, with a general liking, And never printed till this yeare
1638. Written by J. K.—London, printed by J. Okes, and are (sic) to
be sold by James Becket, at his Shop in the Inner Temple Gate,
1638.”
John Kirke treats his subject melodramatically. In the first scene,
Calib the Witch, in a speech prefacing her declarations of a love for
foul weather and deeds, tells the audience by way of prologue, how
she had stolen the young St. George from his now defunct parent,
with the intention of making a bath for her old bones out of his young
warm blood. Love, however, had touched her, and she had brought
up “the red-lipped boy,” with some indefinite idea of making
something of him when a man.
With this disposition the old lady has some fears as to the possible
approaching term of her life; but, as she is assured by “Tarfax the
Devill” that she can not die unless she love blindly, the witch, like a
mere mortal, accounting that she loves wisely, reckons herself a
daughter of immortality, and rejoices hugely. The colloquy of this
couple is interrupted by their son Suckabud, who, out of a head just
broken by St. George, makes complaint with that comic lack of fun,
which was wont to make roar the entire inside of the Red Bull. The
young clown retires with his sire, and then enters the great St.
George, a lusty lad, with a world of inquiries touching his parentage.
Calib explains that his lady mother was anything but an honest
woman, and that his sire was just the partner to match. “Base or
noble, pray?” asks St. George. To which the witch replies:—
“Base and noble too;
Both base by thee, but noble by descent;
And thou born base, yet mayst thou write true gent:”
and it may be said, parenthetically, that many a “true gent” is by birth

equal to St. George himself.
Overcome by her affection, the witch makes a present to St. George
of the half-dozen champions of England whom she holds in chains
within her dwelling. One of them is described as “the lively, brisk,
cross-cap’ring Frenchman, Denis.” With these for slaves, Calib yields
her wand of power, and the giver is no sooner out of sight when
George invokes the shades of his parents, who not only appear and
furnish him with a corrected edition of his biography, but inform him
that he is legitimate Earl of Coventry, with all the appurtenances that
a young earl can desire.
Thereupon ensues a hubbub that must have shaken all the lamps in
the cockpit. George turns the Witch’s power against herself, and she
descends to the infernal regions, where she is punningly declared to
have gained the title of Duchess of Helvetia. The six champions are
released, and the illustrious seven companions go forth in search of
adventures, with Suckabus for a “Squire.” The father of the latter
gives him some counsel at parting, which is a parody on the advice
of Polonius to Laertes. “Lie,” says Torpax:—
“Lie to great profit, borrow, pay no debts,

Cheat and purloin, they are gaming dicers’ bets.”
“If Cottington outdo me,” says the son, “he be-whipt.” And so, after
the election of St. George as the seventh champion of Christendom,
ends one of the longest acts that Bull or Cockpit was ever asked to
witness and applaud.
The next act is briefer but far more bustling. We are in that
convenient empire of Trebizond, where everything happened which
never took place, according to the romances. The whole city is in a
state of consternation at the devastations of a detestable dragon,
and a lion, his friend and co-partner. The nobles bewail the fact in
hexameters, or at least in lines meant to do duty for them; and the
common people bewail the fact epigrammatically, and describe the
deaths of all who have attempted to slay the monsters, with a
broadness of effect that doubtless was acknowledged by roars of
laughter. Things grow worse daily, the fiends look down, and general
gloom is settling thick upon the empire, when Andrew of Scotland
and Anthony of Italy arrive, send in their cards, and announce their
determination to slay both these monsters.
Such visitors are received with more than ordinary welcome. The
emperor is regardless of expense in his liberality, and his daughter
Violetta whispers to her maid Carinthia that she is already in love
with one of them, but will not say which; a remark which is answered
by the pert maid, that she is in love with both, and would willingly
take either. All goes on joyously until in the course of conversation,
and it is by no means remarkable for brilliancy, the two knights let fall
that they are Christians. Now, you must know, that the established
Church at Trebizond at this time, which is at any period, was
heathen. The court appeared to principally affect Apollo and Diana,
while the poorer people put up with Pan, and abused him for
denouncing may-poles! Well, the Christians had never been
emancipated; nay, they had never been tolerated in Trebizond, and it
was contrary to law that the country should be saved, even in its dire
extremity, by Christian help. The knights are doomed to die, unless
they will turn heathens. This, of course, they decline with a dignified
scorn; whereupon, in consideration of their nobility, they are
permitted to choose their own executioners. They make choice of the
ladies, but Violetta and Carinthia protest that they can not think of
such a thing. Their high-church sire is disgusted with their want of
orthodoxy, and he finally yields to the knights their swords, that they
may do justice on themselves as the law requires. But Andrew and
Anthony are no sooner armed again than they clear their way to
liberty, and the drop scene falls upon the rout of the whole empire of
Trebizond.
The third act is of gigantic length, and deals with giants. There is
mourning in Tartary. David has killed the king’s son in a tournament,
and the king remarks, like a retired apothecary, that “Time’s plaster
must draw the sore before he can feel peace again.” To punish
David, he is compelled to undertake the destruction of the enchanter
Ormandine, who lived in a cavern fortress with “some selected
friends.” The prize of success is the reversion of the kingdom of
Tartary to the Welsh knight. The latter goes upon his mission, but he
is so long about it that our old friend Chorus enters, to explain what
he affirms they have not time to act—namely, the great deeds of St.
George, who, as we learn, had slain the never-to-be-forgotten
dragon, rescued Sabrina, been cheated of his reward, and held in
prison seven years upon bread and water. His squire, Suckabus,
alludes to giants whom he and his master had previously slain, and
whose graves were as large as Tothill Fields. He also notices
“Ploydon’s law,” and other matters, that could hardly have been
contemporaneous with the palmy days of the kingdom of Tartary.
Meanwhile, David boldly assaults Ormandine, but the enchanter
surrounds him with some delicious-looking nymphs, all thinly clad
and excessively seductive; and we are sorry to say that the Welsh
champion, not being cavalierly mounted on proper principles, yields
to seduction, and after various falls under various temptations, is
carried to bed by the rollicking nymph Drunkenness.
But never did good, though fallen, men want for a friend at a pinch.
St. George is in the neighborhood; and seedy as he is after seven
years in the dark, with nothing more substantial by way of food than
bread, and nothing more exhilarating for beverage than aqua pura,
the champion of England does David’s work, and with more
generosity than justice, makes him a present of the enchanter’s
head. David presents the same to the King of Tartary, that, according
to promise pledged in case of such a present being made, he may
be proclaimed heir-apparent to the Tartarian throne. With this bit of
cheating, the long third act comes to an end.
The fourth act is taken up with an only partially successful attack by
James, David, and Patrick, on a cruel enchanter, Argalio, who at
least is put to flight, and that, at all events, as the knights remark, is
something to be thankful for. The fifth and grand act reveals to us the
powerful magician, Brandron, in his castle. He holds in thrall the King
of Macedon—a little circumstance not noted in history; and he has in
his possession the seven daughters of his majesty transformed into
swans. The swans contrive to make captives of six of the knights as
they were taking a “gentle walk” upon his ramparts. They are
impounded as trespassers, and Brandron, who has some low
comedy business with Suckubus, will not release them but upon
condition that they fight honestly in his defence against St. George.
The six duels take place, and of course the champion of England
overcomes all his friendly antagonists; whereupon Brandron, with his
club, beats out his own brains, in presence of the audience.
At this crisis, the King of Macedon appears, restored to power, and
inquires after his daughters. St. George and the rest, with a use of
the double negatives that would have shocked Lindley Murray,
declare
“We never knew, nor saw no ladies here.”
The swans, however, soon take their pristine form, and the three
daughters appear fresh from their plumes and their long bath upon
the lake. Upon this follows the smart dialogue which we extract as a
sample of how sharply the King of Macedon looked to his family
interests, and how these champion knights were “taken in” before
they well knew how the fact was accomplished.
Mac. Reverend knights, may we desire to know which of you are

unmarried?
Ant., Den., and Pat. We are.
Geo. Then here’s these ladies, take ’em to your beds.
Mac. George highly honors aged Macedon.
The three Knights. But can the ladies’ love accord with us?
The three Ladies. Most willingly!
The three Knights. We thus then seal our contract.
Geo. Which thus we ratifie.
Sit with the brides, most noble Macedon;
And since kind fortune sent such happy chance,
We’ll grace your nuptials with a soldier’s dance.
And, fore George, as our fathers used to say, they make a night of it.
The piece ends with a double military reel, and the audiences at the

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Children 13th Edition Santrock

CHAPTER 8: PHYSICAL DEVELOPMENT

The Brain—The growth of the brain slows in childhood, and by age CA #2

HOW DO YOUNG CHILDREN’S MOTOR SKILLS DEVELOP? LG #2

Gross and Fine Motor Skills PA #1

changes depend on talent, motivation, familial support, and

WHAT ARE SOME IMPORTANT ASPECTS OF YOUNG

looking for independence and should be encouraged with CA #4

Health, Safety, and Illness—In the past 50 years, vaccination

before birth, when mothers do not receive adequate health

The State of Illness and Health in the World’s Children—A

LG – Learning Goal ESS – Essay

Santrock: Children, 13e IM-8 | 5

growth hormone deficiency design stage

Santrock: Children, 13e IM-8 | 7

Santrock: Children, 13e IM-8 | 8

3. They Are What They Eat

Santrock: Children, 13e IM-8 | 10

4. Rethinking Childhood Obesity Measures

5. Bedwetting in Early Childhood

Santrock: Children, 13e IM-8 | 13

Santrock: Children, 13e IM-8 | 14

6. Children’s artwork can be a wonder to a student of psychology because of its commonalities

Santrock: Children, 13e IM-8 | 15

Santrock: Children, 13e IM-8 | 16

Critique a Child Development Article

 Nutrition and the child

Santrock: Children, 13e IM-8 | 17

Santrock: Children, 13e IM-8 | 18

1. Tag, You’re It!

2. For Lefties Only

3. Have It Your Way

Santrock: Children, 13e IM-8 | 19

Santrock: Children, 13e IM-8 | 20

Santrock: Children, 13e IM-8 | 22

Web Site Suggestions

Santrock: Children, 13e IM-8 | 24

Assets Available in Connect

A selection of resources assignable and assessable within Connect.

Santrock: Children, 13e IM-8 | 25

SOCIETY AND HANDEDNESS

Santrock: Children, 13e IM-8 | 26

A PRACTICUM FOR NUTRITION

Santrock: Children, 13e IM-8 | 27

Santrock: Children, 13e IM-8 | 28

I can hardly express the delight I feel as a biographer in the

and it may be said, parenthetically, that many a “true gent” is by birth

“Lie to great profit, borrow, pay no debts,

“We never knew, nor saw no ladies here.”

Mac. Reverend knights, may we desire to know which of you are

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