Sociology 16Th Edition Macionis Solutions Manual Full Chapter PDF

Macionis, Sociology, 16/e
Solution Manual for Sociology 16th Edition Macionis

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Chapter 5
Socialization
Contents
Author’s Note
Late Breaking News
Additional Content in Revel
Learning Objectives
Detailed Chapter Outline
Revel Media
John’s Chapter Close-Up: Society and Stages of Life
John’s Personal Video Selection
Research for a Cutting-Edge Classroom
Using the ASA Journal Teaching Sociology in your Classroom
Supplemental Lecture Material
• The Cycle of Generations
• What Do the Children Think?
Essay Topics
______________________________________________________________________________
Author’s Note for Chapter 5

This is the first chapter in the text that provides almost entirely a micro-analysis of social life.
The focus here is socialization, or how we gain the capacity to be social, and how we develop
and continue to change our personalities across the life course.
The first key idea in the chapter is that personality develops. As the isolated children
research shows so tragically but clearly, personality is not there at birth. Our human capacity to
engage in social life—and that, at the most basic level, is what personality amounts to—develops
only as humans engage in social interaction. In other words, a human being needs social
experience to develop human potential. Another way to say this, from a more macro-level, is that
society persists because those of us who are already here share our social experience with the
new members of our society. As George Herbert Mead put it (in the title of his writings), mind,
self, and society are all facets of the same process of engaging in social experience.
A second important theme of this chapter is that many social forces and factors play a
part in human socialization. Typically, the family comes first, and its influence can last a
lifetime. If we are lucky, family members teach us how to receive and give love. The school
teaches broader knowledge and offers the experience of impersonal evaluation. Peer groups
Copyright © 2017 Pearson Education, Inc. All rights reserved. 63

provide young people with the experience of age-specific social experience, often away from the
control of adults. In modern societies, the mass media expand the scope of learning and
knowledge.
A final theme of this chapter is the importance of the life course. Society organizes social
experience by age with the result that we experience stages of life that we call “childhood,”
“adolescence,” “adulthood,” and “old age.”
In sum, this chapter contains several types of material that all points to the vital
contribution of social experience to the development of human personality:
 Isolated children research shows that, in the absence of social experience, personality
fails to develop.
 The Harlow research with rhesus monkeys parallels the experience with socially isolated
humans and also support the conclusion that there is a point after which social isolation
causes damage that is not reversible.
 George Herbert Mead has always played a major part in explaining socialization because
his theory of developing self is consistent with the research noted above. However, Mead
may have understated biological contributions to personality development.
 Erik Erikson’s research is important because it explains how personality continues to be
shaped by social experience not just in childhood but throughout the life course.
 By organizing social life around age, society shapes our experience of the life course.
 Research on total institutions suggests that controlling the social environment (for better
or worse) can bring significant change to human beings.
Late Breaking News

In this new feature, found only in Revel, John Macionis provides new data and points to recent
events that are highly relevant to the chapter at hand. In this chapter, the news bulletin extends
the story of Anna’s isolation, providing 2016 data on the extent and character of child abuse in
the United States.
Additional Content in Revel

Revel is the electronic version of this text that provides interactive learning, student learning
assessment, and additional readings and engaging video—at remarkably low cost. All of the
Revel content has been developed by John Macionis and is seamlessly integrated into the text.
For each chapter, Revel expands and deepens student learning with rich content including:
Late Breaking News –This brand new feature, available in every chapter, is described above.
In Greater Depth—This interactive graphic allows students to go deeper into the Power of
Society figure at the beginning of the chapter, in this case showing how the time people spend
watching television is shaped by race, ethnicity, and income.

Video—These short videos present key concepts in engaging ways. In this chapter, students can
access “The Big Picture: Socialization,” a short video explaining George Herbert Mead’s theory
of the emergence of self in social interaction, and also a Sociology in Focus video that
investigates the extensive violence that is found in the mass media.
Read the Document—These primary readings allow students to read important sociologists in
their own words. All readings have been carefully chosen and edited to provide rich learning
accessible to all students. This chapter’s reading is the classic by George Herbert Mead, “Self
and Society” that describes the emergence of self in social experience.
In Review—These interactive “drag and drop” exercises allow students to assess their learning.
In this chapter, In Review exercises focus on understanding the six major theories of
socialization presented in the chapter.
Journals—Short student writing exercises. This chapter’s journals encourage students to

identify significant others in their lives, analyze the relative importance of various agents of
socialization, and reflect on the importance of nature and nurture in human development.
Interactive Comparison Maps—These interactive graphics allows students to manipulate

social maps to link variables. In this chapter, a global comparison maps link the extent of child
labor to a nation’s level of economic development.
Boxed Features—Find additional boxed features not available in the printed book, in this case
an analysis of how race, class, and gender shapes the development of self-esteem among high-
school students.
Diversity—These interactive graphics focus on race, class, and gender, in this chapter presenting
Pierre Bourdieu’s account of how social class shapes our approach to food, how income affects
access to the Internet, and examining the Millennial Generation.
Surveys—These interactive exercises ask students to assess the own attitudes and behavior and
compare themselves to others in the United States or to populations in other countries. This
chapter’s survey asks students their opinion about the extent to which the media encourage
violence in our society.
Learning Objectives
5.1: Describe how social interaction is the foundation of personality.
5.2: Explain six major theories of socialization.
5.3: Analyze how the family, school, peer groups, and the mass media guide the socialization
process.
5.4: Discuss how our society organizes human experience into distinctive stages of life.
5.5: Characterize the operation of total institutions.
______________________________________________________________________________

Detailed Chapter Outline

I. Social Experience: The Key to Our Humanity
L.O. 5.1: Describe how social interaction is the foundation of personality.
A. Socialization is the lifelong social experience by which individuals develop their
human potential and learn culture.
1. The Big Picture: Socialization. The differences between nature and nurture
are addressed in this video on socialization. Scientists believe that
socialization is a factor in the growth of all humans.
B. Social experience is also the foundation for the personality, a person’s fairly
consistent patterns of thinking, feeling, and acting.
C. In the nineteenth century there was an intense debate regarding the relative
importance of nature (biology) and nurture (socialization) in the shaping of human
behavior. Modern sociologists view nurture as much more important than nature in
shaping human behavior.
D. Research on the effects of social isolation has demonstrated the importance of
socialization. This research includes:
1. Harry and Margaret Harlow’s (1962) experimental work with rhesus
monkeys.
2. Studies of isolated children such as Anna, Isabelle, and Genie.
a. Final Note on an Extreme Case of Isolation, by Kingsley Davis. Davis
compares the history of two girls who experienced extreme isolation early
in life. Through this, he examines the results of social isolation upon the
human being, especially when that isolation is experienced early in the life
course.
3. All evidence points to the crucial importance of social experience in
personality development.
I. Understanding Socialization
L.O. 5.2: Explain six major theories of socialization.
A. Sigmund Freud (1856–1939): The elements of personality:
1. The personality is shaped by two opposed forces: eros, the life instinct, and
thanatos, the death instinct.
2. The personality includes three basic components:
a. The id, the human being’s basic drives.
b. The ego, a person’s conscious efforts to balance innate pleasure-seeking
drives with the demands of society.
c. The superego, the operation of culture within the individual.
3. The id and superego remain in conflict, but in a well-adjusted person, the ego
manages these two opposing forces.
4. Critical review.
a. Freud’s notion that we internalize norms and his idea that childhood
experiences have lasting importance in the socialization process remain
critical.
b. Some of his work has been criticized as reflecting a sexist bias.

B. Jean Piaget (1896–1980): Cognitive development.

1. Piaget identified four stages of cognitive development:
a. The sensorimotor stage, the level of human development in which
individuals experience the world only through sensory contact.
b. The preoperational stage, the level of human development in which
individuals first use language and other symbols.
c. The concrete operational stage, the level of development at which
individuals first perceive causal connections in their surroundings.
d. The formal operational stage, the level of human development at which
individuals think abstractly and critically.
2. Critical review.
a. Piaget showed that human beings’ ability to shape their social world
unfolds gradually as the result of both biological maturation and social
experience.
b. His theory may not apply to people in a society.
C. Lawrence Kohlberg (1981): Moral development.
1. Kohlberg suggests that the moral development of children passes through the
preconventional, conventional, and postconventional stages.
2. Critical review.
a. Kohlberg’s model presents moral development in distinct stages.
b. However, his theory is based on research using exclusively male subjects.
D. Carol Gilligan (1982, 1990): The gender factor.
1. Gilligan found that boys’ moral development reflects a justice model which
stresses formal rules, whereas girls put more emphasis on caring and
responsibility and less on the rules.
2. Critical review.
a. Gilligan’s work enhances our understanding of gender issues.
b. However, she does not adequately address the issue of the origin of the
gender-based differences that she has identified.
3. THINKING ABOUT DIVERSITY: RACE, CLASS, AND GENDER: The
Importance of Gender in Research. Carol Gilligan has shown how gender
guides social development.
E. George Herbert Mead (1863–1931) Theory of the social self.
1. The Basics: Socialization. Socialization and the differences between nature
and nurture are the subjects of this video. Scientists believe that socialization
is a factor in the growth of all humans.
2. The self is a dimension of personality composed of an individual’s self-
awareness and self-image.
a. It emerges from social experience.
b. This social experience is based on the exchange of symbols.
c. Understanding someone’s intentions requires imagining the situation from
that person’s point of view, a process called taking the role of the other.
3. Mead’s associate, Charles Horton Cooley (1864–1929), developed the notion
of the looking-glass self, the idea that self-image is based on how others
respond to us.
4. The self has a dual nature:

a. The “I” is the self as subject.

b. The “me” is the self as object.
5. The self develops through several stages:
a. Imitation.
b. Play, in which children take the roles of significant others, people, such
as parents, who have special importance for socialization.
c. Games, in which they take the roles of several other people at the same
time.
d. Acquisition of the generalized other, defined as widespread cultural
norms and values we use as references in evaluating ourselves.
6. Critical review.
a. Mead showed that symbolic interaction is the foundation of both self and
society.
b. He may be criticized for ignoring the role of biology in the development
of the self.
F. Erik H. Erikson (1902–1994): Eight stages of development.
1. Erik Erikson viewed development as occurring throughout life by facing
eight challenges:
a. Stage 1—Infancy: the challenge of trust (versus mistrust).
b. Stage 2—Toddlerhood: the challenge of autonomy (versus doubt and
shame).
c. Stage 3—Preschool: the challenge of initiative (versus guilt).
d. Stage 4—Preadolescence: the challenge of industriousness (versus
inferiority).
e. Stage 5—Adolescence: the challenge of gaining identity (versus
confusion).
f. Stage 6—Young adulthood: the challenge of intimacy (versus isolation).
g. Stage 7—Middle adulthood: the challenge of making a difference (versus
self-absorption).
h. Stage 8—Old age: the challenge of integrity (versus despair).
2. Critical review.
a. Erikson’s theory views personality formation as a lifelong process.
b. Not everyone confronts these challenges in the exact order; nor is it clear
that failure to meet the challenge of one stage means that a person is
doomed to fail later on. And his theory may not apply to all peoples in all
times.
II. Agents of Socialization

L.O. 5.3: Analyze how the family, school, peer groups, and the mass media guide the
socialization process.
A. Sociology in Focus: Socialization. This video focuses on socialization, the lifelong
process in which people develop their human potential and learn culture.
B. The family is crucial. Socialization within the family varies markedly by social class.
1. SEEING OURSELVES—National Map 5–1 (p. 121): Racially Mixed People
across the United States. The experience of this type of racial diversity varies
considerably from one region of the country to another.

2. Where Are the Highest Populations of Racially Mixed People in the United
States? This discovery exercise provides an opportunity to explore where in
the country racially mixed people are more or less likely to live.
C. Schooling introduces students to being evaluated according to universal standards.
1. Schools join with families in socializing children into gender roles.
2. The hidden curriculum passes on important cultural values, mostly implicitly.
D. Peer groups are also important, whose members have interests, social position, and
age in common.
1. Anticipatory socialization, the process of social learning directed toward
gaining a desired position, commonly occurs among peers.
E. The mass media, impersonal communications directed at a vast audience, also shape
socialization. Television has become especially important in this regard.
1. Television provokes plenty of criticism from both political conservatives and
liberals.
2. A large share of U.S. adults is concerned about the extent of mass media
violence.
IV. Socialization and the Life Course

L.O. 5.4: Discuss how our society organizes human experience into distinctive stages of life.
A. Childhood became an increasingly separate phase of life with industrialization; it is
currently becoming shorter.
1. WINDOW ON THE WORLD—Global Map 5–1 (p. 126): Child Labor in
Global Perspective. Industrialization prolongs childhood and discourages
children from working for income.
B. Adolescence is often a period of social and emotional turmoil reflecting cultural
inconsistency. It is a time of social contradictions when people are no longer children
but not yet adults. Like all phases of the life course, it varies with class position.
C. SEEING SOCIOLOGY IN EVERYDAY LIFE BOX (p. 123): Are We Grown Up
Yet? Defining Adulthood. Our society does not provide a clear right of passage that
marks the point of becoming an adult. This process does different significantly by
class, however.
D. THINKING ABOUT DIVERSITY: RACE, CLASS, AND GENDER: The
Development of Self among High School Students. Adolescence is a time when people
are concerned about identity. Grace Kao documented the importance of racial and
ethnic stereotypes in students’ developing sense of self.
E. Adulthood is divided into several stages:
1. Early adulthood involves working toward goals set earlier in life.
2. Middle adulthood is characterized by greater reflectiveness.
F. Old age begins in the mid-sixties. The United States is currently experiencing an
increase in the elderly population.
G. Elisabeth Kübler-Ross identifies five stages in coming to accept death: denial, anger,
negotiation, resignation, and acceptance. Today fear and anxiety about death are
common, but greater acceptance is likely in the future.
H. The life course: Patterns and variations:
1. Although linked to the biological process of aging, essential characteristics of
each stage of the life course are socially constructed.

2. Each stage presents characteristic problems and transitions that involve

learning something new and, in many cases, unlearning what has become
familiar.
3. General patterns relating to age are always modified by social variables such
as race and gender.
4. People’s life experiences vary depending on when they were born. A cohort
is a category of people with a common characteristic, usually their age.
V. Resocialization: Total Institutions

L.O. 5.5: Characterize the operation of total institutions.
A. Total institutions are settings in which people are isolated from the rest of society
and manipulated by an administrative staff.
B. Their purpose is resocialization: radically altering an inmate’s personality through
deliberate control of the environment.
C. This is a two-stage process:
1. The staff breaks down the new inmate’s existing identity.
2. The staff tries to build a new self.
D. CONTROVERSY & DEBATE BOX (p. 130): Are We Free within Society? Society
both limits and extends our potential for human freedom.
VI. Seeing Sociology in Everyday Life photo essay (pp. 131–132). Use this essay to spark
discussion of how various societies mark the transition from childhood to adulthood and whether
our society does this very clearly.
______________________________________________________________________________
Revel Media
IN GREATER DEPTH [graphic] The Power of Society to Shape How Much Television We
Watch: Television Watching by Race/Ethnicity and Earnings, found in Module 5.1.
VIDEO The Big Picture: Socialization This video presents the nurture versus nature debate and
explores how the agents of socialization—the family, schools, peer groups, and the mass media—
influence human development, found in Module 5.2.
READ THE DOCUMENT Final Note on an Extreme Case of Isolation by Kingsley Davis This
is Davis’s report of the discovery and subsequent development of Anna, the young girl described
in this chapter’s opening story, found in Module 5.3.
THINKING ABOUT DIVERSITY: RACE, CLASS, AND GENDER [boxed feature] The
Importance of Gender in Research, found in Module 5.4.
READ THE DOCUMENT Self and Society by George Herbert Mead This article is Mead’s
classic statement of the emergence of self in social experience, found in Module 5.5.
VIDEO The Basics: Socialization This video describes George Herbert Mead’s articulation of
his theory that the self develops only with social experience and interaction with others, found in
Module 5.6.
IN REVIEW Six Major Theories of Socialization, found in Module 5.7.
JOURNAL Identifying Significant Others, found in Module 5.8.
COMPARISON MAP Racially Mixed People/Elderly Population across the United States,
found in Module 5.9.

SOCIAL EXPLORER Explore the percentage of racially mixed people in your local
community and in counties across the United States, found in Module 5.10.
DIVERSITY [photo gallery] Pierre Bourdieu on Food and Social Class, found in Module 5.11.
DIVERSITY [graphic] Internet Access, by Household Income, found in Module 5.12.
VIDEO Sociology in Focus: Socialization This video asks students to evaluate the role of
socialization when considering why the U.S. public can be outraged by a brief display of nudity
on television yet will show no disapproval of the mutilation of a person in the same television
episode, found in Module 5.13.
SURVEY Do the Media Cause Violence? Rate Yourself, found in Module 5.14.
JOURNAL Contrasting Agents of Socialization, found in Module 5.15.
COMPARISON MAP Child Labor / Economic Development in Global Perspective, found in
Module 5.16.
THINKING ABOUT DIVERSITY: RACE, CLASS, AND GENDER [boxed feature] The
Development of Self among High School Students, found in Module 5.17.
DIVERSITY [graphic] The Millennial Generation, found in Module 5.18.
SHARED WRITING Reconciling Nature and Nurture, found in Module 5.19.
SEEING SOCIOLOGY IN EVERYDAY LIFE [photo
gallery] When do we grow up?
______________________________________________________________________________
John’s Chapter Close-Up: Society and Stages of Life

Most students come to their introductory course with the idea that stages of life are simply the
function of the passing of time or biological changes to our bodies. Children are young and they
are small. Old age refers to people who have lived a long time and who are in likely to be
experiencing physical decline. This is conventional wisdom in our society.
Certainly biological changes take place over time. But this fact does not go very far in
explaining what we refer to as the stages of life. Stages of life are determined primarily by
society. One way to support this conclusion is by making international comparisons. For such
data, we look at Global Map 5–1 on page 126 of the text. Here, we see the extent of child labor
around the world. In high-income nations, people do not expect children to work for income
because, well, they are children. In fact, laws regulate and even prohibit children working for
income. As we tend to see it, youngsters should live free of adult responsibilities and spend their
time playing and learning in school. But in lower-income nations, parents look to children to
earn needed income. There, one quarter or more of children perform economically important
work; in the lowest income nations, most children do so. Is biology or society at work here?
We can also make historical comparisons that lead to the same conclusion. A century or
more ago, in Pennsylvania coal mines, on southern farms, and in industrial factories in much of
the Northeast and Midwest, young children worked for wages. Only in 1916 was the first child
labor law enacted, although it was challenged in the courts so that children continued to work for
decades after that. Gradually, legislation limiting children’s work for income was successfully
put into place, compulsory schooling laws was passed, and the Great Depression (which caused
adults to compete for work done previously by children) also helped to remove child labor from
our society.
Once young people did not work for income, their lives became different from those of
adults and so “childhood” took on a new and distinctive meaning, set off from “adulthood.” By

the 1930s, as schooling was extended longer and provided for more young people, members of
our society began to use the term “teenager” and to define “adolescence” as yet another stage of
life that set children and adults further apart.
At the other end of the life course we see the same power of society to define our lives.
The chapter (and also Chapter 15, “Aging and the Elderly”) explains how growing old brings
power and prestige to members of traditional societies. Modern societies, by contrast, transform
“elders” into the “elderly,” a category of people who are gradually disengaged from paid work
and the income and prestige that this work provides. From another angle, as life expectancy
increases, we see our society redefining the point at which people become “old.” We hear, for
example, that, today, “70 is the new 60.”
At all stages of life, biology provides one foundation of our lives. It is not wrong to say
that biology partly defines how people experience a stage of life. But it may be more correct to
say that how society defines a stage of life is what shapes how people feel about themselves and
what they believe they can and cannot do.
______________________________________________________________________________
John’s Personal Video Selection
There is little doubt that the mass media have enormous power to shape our beliefs and values.
Communications analyst Colin Stokes provides a thirteen-mutes account of some of the lessons
about gender and life learned from film. Specifically, he focuses on The Wizard of Oz and the
later film Star Wars (both feature a metal guy and a furry guy trying to save a young woman)
and explains how they present masculinity and femininity and deal with violence and conflict
resolution. Use a search engine to look for “Colin Stokes: How Movies Teach Manhood.”
______________________________________________________________________________
Research for a Cutting-Edge Classroom

For each chapter of the text, I am happy to share a short, Power-Point based presentation
informed by very recent research. These presentations deal with highly current and typically
controversial issues that are in the news and are part of the country’s political dialogue. Each
presentation provides a clear statement of the issue, several slides that present recent research
findings from Pew, Gallup, or other research organizations, notes that help instructors develop
the importance of the data, and questions that will spark class discussion.
To access these PowerPoint presentations from Revel, after creating a course with either
Sociology 16/e or Society: The Basics 14/e, enter the course and hover over the left-hand
navigation menu. The PowerPoints (as well as the Test Item File, Instructor's Manual, and other
resources) can be found in the “Resources” tab.
From outside of Revel, please go to www.pearsonhigerhed.com and navigate/search for
Sociology 16/e or Society: The Basics 14/e. The PowerPoints can be found under the
“Resources” tab.
In this chapter, the cutting-edge classroom research presentation focuses on “East Los High,”
and provides evidence that the mass media can influence behavior in positive ways.
Using the ASA Journal Teaching Sociology in Your Classroom

Davita Silfen Glasberg, Florence Maatita, Barbara Nangle, and Tracy Schauer offer an
interesting vehicle for your classroom discussions of socialization in their article, “Games
Children Play: An Exercise Illustrating Agents of Socialization” (Teaching Sociology, 26, April
1998,
pp. 130–139). The authors point out that most introductory sociology textbooks identify the main
socialization agents as family, peers, schools, media, work, and religion. They point out that
“…what is far less often acknowledged is the contribution that children’s toys and games play in
representing and reinforcing dominant conceptions of ‘appropriate’ social identities found in
social discourse and in institutional arrangements.” The authors suggest that students be invited
to play a variety of board games in order to experience the subtleties of race, class, gender, and
political socialization that are embedded in play and to explore how players may challenge and
subvert these images and messages.

The Cycle of Generations
William Strauss and Neil Howe recently published a provocative and controversial book entitled
Generations, in which they argue that U.S. social history can be understood as a regular
progression of four distinct types of generational cohorts (defined in the text), shaped by shared
early experiences: “how they were raised as children, what public events they witnessed in
adolescence, and what social mission elders gave them as they came of age” (p. 26).
There have been eighteen generations, each roughly 20 to 25 years in length, born in the
United States since the 1620s. Seven remain alive today; two remnant generations that have
mostly died out and five major cohorts:
The G.I. Generation was born between 1901 and 1924. Strauss and Howe characterize this
cohort as an example of the civic type, which grows up as a protected generation after a period of
spiritual awakening (in this case, the fundamentalist and populist ferment of the 1890s) on
http://www.childdevelopmentinfo.com/. A civic generation “comes of age by overcoming a
secular crisis, unites into an heroic and achieving cadre of rising adults, builds institutions as
powerful mid-lifers, and later finds itself attacked as elders during the next great awakening” (p.
31). The G.I. Generation “are twentieth century America’s confident, rational problem solvers,
the ones who have always known how to get big things done. They were America’s original Boy
Scouts and Girl Scouts, victorious soldiers, and the builders of rockets, suburbs, and highways.
No generation…can match their 30-year hold on the White House. Today’s G.I.s are busy
‘senior citizens’ and ‘mature consumers,’ possessed of boundless civic optimism and a sense of
public entitlement, of having earned late-life rewards through early-life heroism” (p. 26).
The Silent Generation, born between 1925 and 1942, is an adaptive cohort, as are all
generations born following a civic generation. Members of adaptive cohorts “grow up as
suffocated children of crisis, come of age as adult-emulating conformists, produce the indecisive
mediators of the next awakening, and age into sensitive and other-directed elders.” More
specifically, the Silent Generation “arrived too late for World War II combat and too early to feel
the heat of the Vietnam draft. They were the unobtrusive children of depression and war, the
conformist ‘Lonely Crowd,’ and the youngest-marrying generation in America’s history. They
were volunteers for Kennedy’s Peace Corps and divorced parents of multi-child households.

Now they are the litigators, arbitrators, and technocrats of a society they have helped make more
complex. They give freely to charity, are inclined to see both sides of every issue, and believe in
fair process more than final results” (p. 26).
Following the Silent Generation is the famous Baby Boom, born between 1943 and 1960
and characterized as an idealist cohort. Following on the heels of an adaptive generation,
idealists “grow up as indulged youths after a crisis, come of age inspiring an awakening,
fragment into narcissistic rising adults, cultivate principles as midlife moralizers, and emerge as
visionary elders who ... guide the next crisis” (p. 30). The Boomers “were heirs to a national
triumph, born into an era of optimism and hubris. They went on to become the inquisitive
students of Sputnik-era grammar schools, flower-child hippies and draft resisters, Jesus freaks
and New Age bran-eaters, yuppie singles and (most recently) the leaders of ecological,
educational, and drug-prohibition crusades. Boomers are marked by a weak instinct for social
discipline combined with a desire to infuse new values into the institutions they are inheriting. In
all spheres of life, they display a bent toward inner absorption, perfectionism, and individual
self-esteem” (pp. 26–27).
The Thirteenth Generation, born between 1961 and 1981, exemplifies the reactive pattern.
Like all cohorts following an idealist generation, they “grew up as underprotected and criticized
youths during an awakening [and] came of age as alienated risk-takers” (p. 31). If the pattern
holds, they will “burn out young before mellowing into mid-life pragmatists and family-oriented
conservatives, and age into caustic but undemanding elders” (p. 31). “They were the babies of
the 1960s and 1970s, the throwaway children of divorce and poverty, the latchkey kids in
experimental classrooms without walls. As college students they have been criticized as dumb. . .
. They are the most Republican-leaning youths of the twentieth century” (p. 27). Their
worldview is characterized by a “blunt, even cynical realism” (p. 27).
The Millennial Generation consists of children at the time the book was written (1991).
Strauss and Howe see this cohort’s circumstances as similar to those that shaped the civic style
of the G.I. Generation.
At the heart of this whole progression is a series of “‘secular crises’ (threats to national
survival and a reordering of public life), and ‘spiritual awakenings’ (social and religious
upheavals and a reordering of private life)” (p. 30). Each crisis occurs roughly eighty or ninety
years after the last—most recently, the Civil War and the twin challenges of the Great
Depression and World War II. Almost precisely halfway between crises, an era of spiritual
awakening seems to arise, the most recent being the counterculture of the l960s and 1970s. It is
this regular progression of crises and awakenings that gives birth to the cycle of civic-adaptive-
idealist-reactive cohorts identified by Strauss and Howe.
The authors point out marked similarities between the present and the years just before
World War I, the last time when the sequence of styles among the four youngest cohorts was
identical to that of our era. Then as now, “individualism (was) flourishing, confidence in
institutions (was) declining, and secular problems (were) deferred. . . . Then as now, frustration
was mounting over a supposed loss of community, civility and sense of national direction. Then
as now, the nation’s leaders engaged in a diplomatic dither over how to design an interdependent
and legalistic new world order while new armies massed and old hatreds festered. Then as now,
feminism was gaining serious political power, moralistic attacks were growing against substance
abuse, and family life was seen as precious but threatened” (p. 32). Similar patterns can be
observed in the 1650s, 1750s, and 1840s. In each of these eras, “powerful and worldly civics
[were] passing from the scene, sensitive and process-oriented adaptives [were] entering

elderhood, moralizing idealists [were] entering midlife, survivalist reactives [were] coming of
age, and a protected new generation of civics [were] just being born” (p. 32).
The real test of this theory is its ability to predict the future. Strauss and Howe note that in
the next thirty years, if the pattern holds, the sense of drift and pessimism will intensify, then a
crisis will emerge, compelling Americans to unite in the face of perceived public peril (p. 32).
More concretely, “The G.I.s will remain a politically favored generation deep into their old
age. Younger generations will admire and start to miss their old civic virtues of community,
citizenship and material progress... The Silent Generation will become a new breed of elder.
They will be other-directed, sympathetic to the needs of the disadvantaged, and prone to take the
risks and seek the adventures that many will feel have eluded them early in life. . .The extended
family will enjoy a renaissance. In public life, Silent elders will press for compromise solutions.
They will deplore the erosion they will see in civil rights, due process, and other social
kindnesses they spent a lifetime trying to implant. . . Boomers will assume control of national
politics with the same perfectionism and moral zeal that they are currently bringing to family and
community life. . . They will become contentious moral regulators. They will see a high purpose
in what they do. . . Upon reaching old age. . .they will see themselves. . . as wise visionaries
willing to accept private austerity in return for public authority, and they will summon the nation
toward unyielding principle. The 13ers have so far lived a luckless life-cycle, as America’s most
economically disadvantaged generation. The hard luck will age with them. When bad news hits,
13ers will sink further into the alienation and pragmatism that has already attracted so much
criticism...After burning out young, many a 13er will retreat into—and strengthen—family life. .
. . Finally. . . today’s cute Millennial tots could become the next great cadre of civil doers and
builders. Like the child G.I.s of 75 years ago, they will grow up basking in adult praise for their
intelligence, obedience and optimism” (p. 32).
Source:
Straus, William, and Neil Howe. “The Cycle of Generations.” American Demographics, Vol. 13,
No. 4 (April 1991), pp. 24–33 and 52.
Discussion Questions:
1. What do you think were some of the principal events that shaped the lives of your
generation in its youth? Do you feel that Strauss and Howe’s theory does a good job of
describing your generational cohort?
2. Can this theory help us to understand the different political styles of the G.I. Generation
(including John Kennedy, Jimmy Carter, Ronald Reagan, George Bush Sr., and Robert
Dole) and the Baby Boom and younger leaders (including Bill and Hillary Clinton,
Nancy Pelosi, Al Gore, Joe Biden, and Barack Obama)?

What Do the Children Think?
New York-based pollsters Penn, Schoen, and Berland Associates (1999) conducted a poll among
1172 children, ages six to fourteen, in twenty-five U.S. cities. The poll was conducted for
Nickelodeon, the children’s TV channel, and Time. They found that the much-lamented decline

of family values, the anarchic influence of such television shows as “South Park,” and the
collapse of parental authority and discipline have been greatly exaggerated. Asked whom they
admire most, 79 percent said it was Mom and Dad; an additional 195 named their grandparents.
Religion continues to be an important agent of socialization in the lives of this generation as 95
percent of the respondents said they believed in God, nearly half claimed to attend religious
services every week, and 8 out of 10 said they pray.
Jean Bailey, the coordinator of child and adolescent mental health services at Lutheran
Medical Center in Brooklyn, N.Y., says that, “Parents remain the most significant people in
children’s lives, until age 14 or 15.” Personal values about religion, sex and obeying authority
are all shaped primarily by parents right up to the teenage years, when things suddenly shift.
Peer pressure increases dramatically during the middle school years. Kids in the nine to
fourteen age group noted the importance of “fitting in” at school. Those ages nine to eleven
defined “fitting-in” as being a good friend, being good at sports, and being funny or popular. But
kids in the twelve to fourteen age group have different criteria. Clothes come first, then “being
popular,” and third, good looks. Psychologist Anthony Wolfe notes that “This is a bit sad but it
also shows parents what they’re up against if they’re trying to draw the line on certain clothes.”
The emphasis on having the “right stuff” to wear may also help explain why low-income kids in
the poll worry most about fitting in.
The early teen years are when parents fall off the pedestal. While 57 percent of nine to eleven
year-olds say they want to be like their parents, only 26 percent of twelve to fourteen year-olds
do. “This is 100% normal, virtually inevitable moment when kids develop an allergy to their
parents” says Wolfe. “They don’t want to breathe the same way their parents do.”
Still, 60 percent of the respondents ages twelve to fourteen say, as most kids do, that they
would like to spend more time with their parents. The problem is finding the time, which is at a
premium in the increasing number of two-earner households and those headed by single parents.
One indication of how families have changed is the fact that only 41 percent of those sampled
said they spend an equal amount of time with both parents. Dr. Leon Hoffman, who co-directs
the Parent-Child Center at the New York Psychoanalytic Society, believes this to be one of our
most significant cultural changes. He has found a “very dramatic difference in the involvement
of the father—in everything from care-taking to general decision making around kid’s lives.”
(This change has been slower to reach black children. Seventy-six percent of black kids surveyed
said they spend more time with their mothers than with their fathers.)
While technology and computers clearly have transformed American society in many ways,
it is still the family, peers, religion, and the media that dominate the socialization process for
kids.
Source:
Claudia Wallis. “The Kids Are Alright.” Time (July 5, 1999), pp. 56–58.
Discussion Questions:
1. How much do you think family life—especially the ways parents interact with children—has
changed in the last forty or fifty years?
2. Point to one thing that you think today’s parents are doing well. What is one thing that they
might do better? Respond to the same questions with regard to today’s children.

Essay Topics
1. Identify and describe Erikson’s stages of personality development. How did success at one
stage prepare you for meeting the next challenge?
2. What have you learned from this chapter that supports the importance of “nature” in shaping
human personalities? What about “nurture?” Evaluate the statement: “As human beings, it is
our nature to nurture.”
3. Can you see ways in which one’s preference for a nature or nurture explanation of human
behavior influence the type of social policy that one favors to reduce such problems as crime,
poverty, or violence? Explain.
4. How much confidence do you feel we can have in generalizing the results of Harlow’s
monkey studies and the cases of Anna, Isabelle, and Genie to the human population in
general? Discuss.
5. How has the importance of the mass media changed in our society over the last several
generations? Evaluate this change for the socialization process.
6. As you moved through your childhood and adolescence, how did the relative importance of
your family, school, peers, and the mass media as agents of socialization change? How
would you account for these changes?
7. Critics often charge that television’s portrayal of violent and sexual themes powerfully
affects its viewers, especially children. How much of a role do you think TV plays in the
socialization process? Does it affect everyone to the same extent? Defend your positions.
8. Evaluate the claim that the experience of adolescent turmoil can be rooted in cultural
inconsistencies in the way society defines that stage of life. How might parents, teachers, and
other agents of socialization reduce this inconsistency?
9. To what extent is our way of life a “youth culture.” What effect does such a pattern have on
the ways we think of young people? What about the ways we think of older people?

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Humming-Bird’s Nest.
There are several species of warblers which are very skilful in the
formation of their nests, but we do not recollect to have met with
anything more remarkable in this way than the nest of a species of
grosbeak found in one of the Asiatic islands.
Nest of the Grosbeak.
It is shaped somewhat like an inverted bottle, with a long neck,
through which the bird passes up to the snug and downy little
chamber above. The nest consists of soft vegetable substances,
basketed and sewed together in a very wonderful manner. But the
strangest part of the story is to come—the whole is suspended on
the leaf of a plant! How the bird could have built the nest in this
position, it is not easy to say, but we have many evidences that
instinct makes that easy to birds, which is difficult to the industry and
ingenuity of mankind.
The Secret.—“Mother,” said a girl of ten years of age, “I want to

know the secret of your going away alone every night and morning.”
“Why, my dear?” “Because it must be to see some one you love very
much.” “And what leads you to think so?” “Because I have always
noticed that when you come back you appear to be more happy than
usual.” “Well, suppose I do go to see a friend I love very much, and
that after seeing him, and conversing with him, I am more happy
than before, why should you wish to know anything about it?”
“Because I wish to do as you do, that I may be happy also.”
“Well, my child, when I leave you in the morning and the evening,
it is to commune with my Savior. I go to pray to him—I ask him for
his grace to make me happy and holy—I ask him to assist me in all
the duties of the day, and especially to keep me from committing any
sin against him—and above all I ask him to have mercy on you, and
save you from the misery of those who sin against him.” “Oh, that is
the secret,” said the child; “then I must go with you.”
The Logue Family.—The crier of a country court was upon a

certain occasion required to go to the court-house door, and, as is
usual in the absence of a witness, call out for Philip Logue, one of
the sons of Erin, who was summoned in a case then pending. The
man of the baton accordingly, stepping to the door, sung out at the
top of his voice, “Philip Logue!” A wag of a lawyer happening to be
passing the door at the time, whispered in his ear, “Epilogue, also.”
“Epi Logue!” sung out the crier. “Decalogue,” said the lawyer in an
under tone. “Dekky Logue!” again sung out the crier at the top of his
voice. “Apologue,” whispered the lawyer. “Appy Logue!” reiterated
the crier, at the same time expostulating with the lawyer—“You
certainly want the whole family of the Logues!” “Prologue,” said the
persevering lawyer. “Pro Logue!” rung through the halls of the court-
house, from the stentorian lungs of the public crier, attracting the
attention of everybody, and shocking the dignitaries on the bench
themselves, who, not understanding the cause of his vociferousness,
despatched the sheriff, with all haste, to stop the constable from
further summoning the family of the Logues.
HYMN.
the words and music composed for
merry’s museum.
When morning pours its golden rays,

O’er hill and vale, o’er earth and sea,
My heart unbidden swells in praise,
Father of light and life, to Thee!
When night, from heaven, steals darkly down,

And throws its robe o’er lawn and lea,
My saddened spirit seeks thy throne,
And bows in worship still to Thee!
If tempests sweep the angry sky,

Or sunbeams smile on flower and tree,
If joy or sorrow brim the eye—
Father in Heaven, I turn to Thee!
ROBERT MERRY’S MUSEUM.
My own Life and Adventures.
(Continued from page 133.)
CHAPTER VIII.
Youth a happy period.—My young days.—A summer morning.—A
day’s adventures.
It is a common remark that youth is the happiest portion of life,

but, like many other wise and deep sayings, it passes by us
unheeded, till, at some late period in the great journey, we look back
upon our track, and, by a comparison of the past with the present,
are forced to feel and confess the truth, which we have before
doubted. Mankind are ever tempted to think that there is something
better before them; if they are not happy yet, they still indulge bright
expectations. They are reluctant, even when advanced in years, to
believe that the noon of life’s joys is past; that the chill of evening is
already mingling in every breeze that feeds the breath; that there is
no returning morn to them; that the course of the sun is now only
downward; and that sunset is the final close of that day that has
dawned upon them, and lighted up a world full of hopes, and wishes,
and anticipations. It is not till the shadows, dark and defined, are
creeping around us, and forcing us to deal honestly with ourselves,
that we admit the truth—that life is made up of a series of illusions;
that we are constantly pursuing bubbles, which seem bright at a
distance and allure us on to the chase, but which fly from our pursuit,
or, if reached, burst in the hand that grasps them. It is not till we are
already at the landing and about to step into the bark that is to bear
us from the shore, that we come to the conclusion that human life is
a chase, in which the game is nothing, and the pursuit everything;
and that the brightest and best portion of this chase is found in the
spring morning, when the faculties are fresh, the fancy pure, and all
nature robed in dew, and chiming with the music of birds, and bees,
and waterfalls.
It is something to have enjoyed life, even if that enjoyment may
not come again, for memory can revive the past, and at least bring
back its echoes. It is a pleasure to me, now that I am crippled and
gray—a sort of hulk driven a-wreck upon the shore, and if incapable
of further adventures upon the main, at least inaccessible to the
surges that rise and rave upon its bosom—to look out to sea—to
mark the sails that still glide over its surface—and, above all, to busy
my fancy with the incidents of my own voyage upon the great ocean
of life.
I love particularly to go back to that period at which my last
chapter closed. I was then full of health, animation, and hope. As yet,
my life was tarnished with no other vices or follies than those that
belong to an ungoverned and passionate boy. My health was perfect.
I can hardly describe the elation of my heart of a spring morning.
Everything gave me delight. The adjacent mountains, robed in mist,
or wreathed with clouds, seemed like the regions of the blest. The
landscape around, tame and commonplace as it might be, was
superior to the pictures of any artist that ever laid his colors upon
canvass, to my vision. Every sound was music. The idle but joyous
gabble of the geese at the brook—the far-off cawing of the crows
that skimmed the slopes of the mountains—the multitudinous notes
of jays, robins, and blackbirds in the orchard—the lowing of cattle—
the cackle of the fowls in the barnyard—the gobble of the
ostentatious turkey—were all melody to me. No burst of harmony
from an Italian orchestra, even though Rossini composed and
Paganini performed, ever touched the heart as those humble
melodies of morn, in the little village of Salem, touched mine at the
age of fifteen. At such times my bosom actually overflowed with joy. I
would sometimes shout aloud from mere pleasure; and then I would
run for no other object than the excitement of the race. At such times
it seemed almost that I could fly. There was an elasticity in my limbs
like that of a mountain deer. So exuberant was this buoyant feeling,
that in my dreams, which were then always blissful, I often dreamed
of setting out to run, and after a brief space of stepping upward into
the air, where I floated like some feather upon the breeze.
At evening, I used again to experience the same joyous gust of
emotion; and during the day, I seldom felt otherwise than happy.
Considering the quiet nature of the place in which I dwelt, my life
was marked with numerous incidents and adventures—of little
moment to the world at large, but important to a boy of my years.
Saturday was, in that golden age, a day always given up to
amusement, for there was no school kept then. A description of a
single day will give a sufficient idea of my way of life at this period.
The day we will suppose to be fine—and in fact it now seems to
me that there was no dull weather when I was a boy. Bill Keeler and
myself rose with the sun—and we must, of course, go to the
mountain. For what? Like knights of the olden time, in search of
adventures. Bound to no place, guided by no other power than our
own will, we set out to see what we could see, and find what we
could find.
We took our course through a narrow vale at the foot of the
mountain, crossed by a whimpling brook, which wound with many a
mazy turn amid bordering hills, the slopes of which were covered
with trees, or consisted of smooth, open pastures. The brook was
famous for trout, and as Bill usually carried his hooks and lines, we
often stopped for a time and amused ourselves in fishing. On the
present occasion, as we were passing a basin of still water, where
the gush of the rivulet was stayed by a projecting bank, Bill saw an
uncommonly large trout. He lay in the shadow of the knoll, perfectly
still, except that the feathery fins beneath his gills fanned the water
with a breath-like undulation. I saw Bill at the instant he marked the
monster of the pool. In a moment he lifted up and waved his hand as
a sign to me, and uttered a long, low she-e-e-e! He then stepped
softly backwards, and at a little distance knelt down, to hide himself
from the view of the trout. All this time Bill was fumbling with a
nervous quickness for his hook and line. First he ran his hands into
the pockets of his trowsers, seeming to turn over a great variety of
articles there; then he felt in his coat pockets; and then he uttered
two or three awkward words, which signified much vexation.
There was Bill on his knees—it seems as if I could see him now—
evidently disappointed at not finding his hook and line. At last he
began very deliberately to unlade his pockets. First came out a stout
buck-handled knife, with one large blade, and the stump of a smaller
one. Then came a large bunch of tow, several bits of rope, a gimblet,
four or five flints, and a chestnut whistle. From the other pocket of
the trowsers he disclosed three or four bits of lead, a screwdriver, a
dough-nut, and something rolled into a wad that might have been
suspected of being a pocket-handkerchief, if Bill had ever been seen
to use one. The trowsers pockets being thus emptied, our hero
applied himself to those in the flaps of his coat. He first took out a
ball covered with deerskin, then a powder-flask and tinder-box, two
or three corks, and sundry articles difficult to name. From the other
pocket he took his stockings and shoes, for it was May, and we were
both indulging ourselves in the luxury of going barefoot—a luxury
which those only can know who have tried it.
Nothing could exceed the pitch of vexation to which Bill was
worked up, when, turning the last pocket inside out, and shaking it as
if it had been a viper, he found that he had not a hook or line about
him. Gathering up his merchandise, and thrusting the articles back
into their places, he cast about, and picking up a stone, approached
the place where the trout lay, and hurled it at him with spiteful
vengeance, exclaiming—“If I’m ever ketched without a fishhook agin
—I hope I may be shot!”
“Stop, stop, Bill!” said I; “don’t be rash.”
“I say I hope I may be shot if I’m ever ketched without a fishhook
agin!—so there!” said he, hurling another stone into the brook.
“Remember what you say now, Bill!” said I.
“I will remember it,” said my companion; and though nothing more
was said of it at the time, I may as well observe now that the fellow
kept his word; for ever after I remarked that he carried a fishhook in
his hat-band, and, as he said, in fulfilment of his vow. Such was the
eccentric humor of my friend, and such the real depth of his
character and feelings, that a speech, uttered in momentary passion
and seeming thoughtlessness, clung to his mind, and never parted
from him till death. Could that poor boy have had the advantages of
wise cultivation, what a noble heart had now beat in his breast! But,
alas! he was bound to a briefer and more inglorious destiny!
We pursued our way up the valley, though loth to leave the rivulet;
for there is a fascination about running water that few can resist—
there is a beauty in it which enchants the eye—a companionship like
that of life, and which no other inanimate thing affords. And of all
brooks, this that I now describe was to me the sweetest.
After proceeding a considerable distance, the valley became
narrowed down to a rocky ravine, and the shrunken stream fretted
and foamed its way over a rugged and devious channel. At last,
about half way up the mountain, and at a considerable elevation, we
reached the source of the rivulet, which consisted of a small lake of
as pure water as ever reflected the face of heaven. It was
surrounded on three sides by tall cliffs, whose dark, shaggy forms, in
contrast, gave a silver brilliancy and beauty to the mirror-like water
that lay at their feet. The other side of the lake was bounded by a
sandy lawn, of small extent, but in the centre of which stood a lofty
white-wood tree.
The objects that first presented themselves, as we approached
the lake, was a kingfisher, running over his watchman’s rattle from
the dry limb of a tree that projected over the water, by way of
warning to the tenants of the mountain that danger was near; a
heron, standing half-leg deep in the margin of the water, and
seeming to be lost in a lazy dream; a pair of harlequin ducks that
were swimming near the opposite shore; and a bald eagle, that
stood upon the point of a rock that projected a few feet out of the
water near the centre of the lake. This object particularly attracted
our attention, but as we moved toward it, it heavily unfolded its
wings, pitched forward, and with a labored beating of the air gained
an elevation and sailed gloriously away beyond the reach of sight.
Those were days of feeling, rather than speech. Neither my
companion nor myself spoke of the beauty of that scene at the time;
but we felt it deeply, and memory, to me, has kept a faithful transcript
of the scene. When the kingfisher had sounded the alarm, he slunk
away, and all was still. The morning overture of the birds had
passed, for it was now near ten o’clock. The mournful metallic note
of the wood-thrush was perchance faintly heard at intervals—the
cooing of a pigeon, the amorous wooings of the high-hole, the hollow
roll of the woodpecker at his work, might occasionally salute the ear,
but all at such distance of time and place as to give effect to the
silence and repose that marked the scene. I had my gun, but I felt no
disposition to break the spell that nature had cast on all around. The
harsh noise of gunpowder had been out of tune there and then. Bill
and myself sauntered along the border of the lake, musing and
stepping lightly, as if not to crumple a leaf or crush a twig, that might
break the peace, over which nature, like a magistrate, seemed to
preside.
But as we were slowly proceeding, Bill’s piercing eye discovered a
dark object upon the white-wood or tulip tree, that stood in the sandy
lawn at some distance. He pointed to it, and both quickened our
steps in that direction. As we approached it, we perceived it to be an
enormous nest, and concluded it must be that of an eagle. As we
came nearer, the nest seemed roughly composed of large sticks,
and occupying a circumference equal to a cart-wheel. It was at the
very top of the tree, which rose to the height of sixty or seventy feet,
and at least half of that elevation was a smooth trunk without a single
limb. But Bill was an excellent climber, and it was resolved, without a
council of war, that he should ascend and see what was in the nest.
Accordingly, stripping off his coat, and clinging to the tree as if by
suction, he began to ascend. It was “hitchety hatchety up I go!” By a
process difficult to describe—a sort of insinuation, the propelling
power and working machinery of which were invisible—he soon
cleared the smooth part of the trunk, and taking hold of the
branches, rose limb by limb, till, with breathless interest, I saw him lift
his head above the nest and peer into its recess. The best
expression of his wonder was his silence. I waited, but no reply.
“What is it?” said I, incapable of enduring the suspense. No answer.
“What is it, Bill—why don’t you speak?” said I, once more. “Look!”
said he, holding up a featherless little monster, about as large as a
barn-door fowl—kicking and flapping its wings, and squealing with all
its might. “Look! there’s a pair on ’em. They’re young eagles, I’ll be
bound, but I never see such critters afore! The nest is as big as a
trundle-bed, and there’s a heap of snake-skins, and feathers, and
fishes’ tails in it; and there’s a lamb’s head here, that looks in the
face like an acquaintance—and I shouldn’t wonder if it belonged to
Squire Kellogg’s little cosset that he lost last week—the varmint!”
As Bill uttered these last words, his attention, as well my own,
was attracted by a rushing sound above, and looking up, we saw an
eagle, about a hundred yards in the air, descending like a
thunderbolt directly toward Bill’s head. The bird’s wings were close to
its body, its tail above and its head beneath, its beak open and its
talons half displayed for the blow. Entirely forgetting my gun, in my
agony of fear, I exclaimed, “Jump, Bill! for Heaven’s sake jump!” But
such was the suddenness of the proceeding, that ere I could fairly
utter the words, the formidable bird, with a fearful and vengeful
scream, swept down upon his mark. I shut my eyes in very horror.
But not so Bill Keeler; there was no taking him by surprise. As the
eagle came down, he dodged his head beneath the nest, exposing
only a portion of his person, together with the seat of his trowsers.
The clash of the eagle’s beak as he swept by, though it seemed like
the clangor of a tailor’s shears when forcibly shut, did no harm; but
we cannot say as much of the creature’s talons. One of the claws
struck the part exposed, and made an incision in the trowsers as well
as the skin, of about two inches in length.
The rent, however, was too superficial to prove mortal, nor did it
deprive Bill of his presence of mind. Taking no manner of notice of
the damage done, he cocked his eye up at the eagle, and seeing
that he was already preparing for another descent, he slid down
between the limbs of the tree with amazing dexterity, and had
approached the lowest of the branches, when again we heard the
rushing sound, and saw the infuriate bird falling like an iron wedge
almost perpendicularly upon him. Although he was full five and thirty
feet from the ground, such was my agony, that again I cried out,
“Jump, Bill—for Heaven’s sake, jump!”
Bill was a fellow to go on his own hook—particularly in a time of
imminent peril, like the present. Evidently paying no attention to me,
he cast one glance at the eagle, and leaping from the branch, came
down upon the wind. The eagle swept over him as he fell, and
striking his talons into his brimless beaver, bore it away in triumph—
dropping it however at a short distance. As Bill struck the ground on
his feet, I immediately saw that he was safe. After sitting a moment
to recover his breath, he put his hand to his head, and finding that
his hat was gone, exclaimed, “There, the critter’s got my clamshell—
why didn’t you fire, Bob?”
The hat was soon found, and after a little while Bill discovered the
success of the eagle’s first attack upon his person; but although
some blood was shed, the incident was not considered serious, and
we proceeded in our ramble.
We had not advanced far, when, on passing through some
bushes near a heap of rocks, I heard a rustling in the leaves. Turning
my eye in the direction of the sound, I saw a black snake, covered by
leaves except his head and about two feet of his body. He was
directly in my path, and, brandishing his tongue, seemed determined
to oppose my progress. Bill had my gun, but I called to him, and he
soon appeared. I pointed out the snake, but, refusing to fire, he
approached the creature with a bold front; who, seeing that he could
gain nothing by his threats, turned and fled through the leaves with
amazing speed. Bill followed upon his trail, and came up with him
just as he was seeking shelter in the crevice of a rock. He had buried
about two feet of his length, when Bill seized his tail, and, holding
fast, prevented his farther progress. We then both of us took hold
and tried to pull him out—but as he had coiled himself around the
protuberances of the rock within, he resisted all our efforts.
Bill now directed me to bend down to him a pretty stout walnut
sapling that was growing near. I complied with the command, and my
companion, taking a piece of rope from his pocket, doubled the tail of
the snake, and firmly lashed it to the top of the young tree. This
being done—“We’ll let go now,” said Bill, “and see which will hold on
the longest.” So, loosing our hold of the tree and serpent, we stood
by to see the result. The snake was so firmly tied as to render it
impossible for him to escape, and the sapling pulled with a vigor and
patience that were likely to prevail at last. We waited at the place for
nearly an hour, when the serpent slowly yielded, and the sapling
jerked him into the air. There he hung, dangling and writhing, and
thrusting out his tongue, but all to no purpose. Taking a fair aim with
the gun, Bill now fired, and cut the reptile in twain.
We pursued our ramble until late in the day, when, on our return,
we saw a gray squirrel leaping about upon the ground at some
distance. The appearance of this animal in its native woods is
singularly imposing. Its long, bushy tail imparts to it an appearance
of extraordinary size, and renders its wonderful agility a matter of
surprise. In the present instance, as the squirrel saw us from a
distance, he ran to a tree, ascended the trunk, and flew along its
branches. From these it leaped to those of another tree, seeming
actually to move like a spirit of the air. At last it reached a large oak,
and disappeared in a hole in the trunk.
Bill’s jacket was off in an instant, and almost as nimbly as the
squirrel himself he ascended to its retreat. I stood below with my
gun, ready to fire if the creature should attempt to escape. At last
Bill, peeping into the hole, and saying, in a subdued voice, “I see the
varmint!” thrust his hand into the place. It was but a moment before
he hauled him out, and holding him forth with one hand, while he
held on to the tree with the other, he exclaimed, “Fire, Bob—fire—he
bites like—like a sarpent!” Accustomed to obey orders, I immediately
fired, and the squirrel dropped dead to the ground. At the same time
I saw Bill snapping his fingers, as if some stray shot had peppered
them. He soon descended, and showed me that one of the little
leaden missiles had passed through the ball of his thumb; he only
remarked, however, “I should think, Bob, you might kill a squirrel
without shooting a friend!”
Such are the adventures of a day in my youth; and such, or
similar, no doubt, have been the experiences of many a Yankee
youth before. I record them here, partly for the satisfaction of
reviewing the sweet memories of the past, and partly to point the
moral of this chapter—that youth is a portion of life to which, in after
years, we usually look back with fond regard, as the happiest, if not
the most useful, part of our existence. Let my youthful friends mark
the observation, and not be unmindful of their present privileges. Let
them enjoy their young days, with thankfulness and moderation, and
not be too sanguine of that future, which will disclose the melancholy
truth that life is a journey, which affords the cares and toils and
dangers of travel, without a resting-place. A resting-place is indeed
found, but it is only given as life ceases. While we live we are
journeying; there is no fixed habitation for man on the earth: he is an
emigrant to another country, and not a settler here. Let us, in
attempting to make our journey as cheerful as we may, still be
careful that the place to which we migrate, and where we must
abide, be in a happy country.
The Humming-Birds.
These little fairies of the feathered race—the smallest of birds,

and perhaps the most brilliant—belong exclusively to our American
continent and the adjacent islands. Most of them dwell in the warm
climates, where flowers are ever in bloom, and where spring or
summer hold perpetual sway. One species alone visits our chill New
England climate—the little fellow of the ruby throat. He comes to us
in May, and makes himself familiar with our gardens and trellices,
sports amid the flowers, and holds companionship only with the
“flush and the fair.” His stay is short, for early in September he is
gone to more genial lands.
It is only in tropical countries that the several species of humming-
birds are seen in their abundance, variety, and glory. The islands that
stud the ocean between Florida and the main land of South America,
literally swarm with them. In the wild and uncultivated parts they
inhabit the magnificent forests overhung with parasitical plants,
whose blossoms hardly yield in beauty to the sparkling tints of these
tenants of the air. In the cultivated portions, they abound in the
gardens, and seem to delight in society, becoming familiar and
destitute of fear, hovering often on one side of a shrub or plant while
the fruit is plucked on the other.
Lively and full of energy, these winged gems are almost
incessantly in the air, darting from one object to another, and
displaying their gorgeous hues in the sunbeams. When performing a
lengthened flight, as during migration, they pass through the air in
long undulations, raising themselves to a considerable height and
then falling in a curve. When feeding on a flower, they keep
themselves poised in one position, as steadily as if suspended on a
bough—making a humming noise by the rapid motion of their wings.
In disposition, these creatures are intrepid, but, like some other
little people, they are very quarrelsome. In defending their nests,
they attack birds five times their size, and drive them off with ease.
When angry, their motions are very violent and their flight as swift as
an arrow. Often the eye is incapable of following them, and their
shrill, piercing shriek alone announces their presence.
Among the most dazzling of this brilliant tribe is the bar-tailed
humming-bird of Brazil. The tail is forked to the base, and consists of
five feathers, graduated one above another at almost equal
distances. Their color is of the richest flame, or orange red, with a
dazzling metallic burnish. The upper part of the body of the bird is
golden green; the rump is red, and the under surface of emerald
green.
Stokes’ Humming-Bird.
Stokes’ humming-bird may perhaps be cited as a rival of this little
gem of beauty. The head and whole of the back is covered with
scale-shaped feathers, those on the head being brilliant blue and
changing to violet, those on the back being bright emerald green.
The cheeks are purplish green, with small pink spots. Was there ever
any lass of a fancy ball more gaily decked?
Such are a few of the species of this famous race. There are
more than a hundred kinds, all noted for their littleness and their
surpassing beauty. What a beautiful conception in the Author of
nature were these little fairies! It is as if the flowers had taken wings,
and life, and intelligence, and shared in the sports of animal life. And
if we regard their beauty—the delicacy of their feathers—their energy
and power compared with their size—if we consider the ingenious
mechanism of their structure—can we sufficiently admire the
Architect who made them and bade them go forth to add life, and
beauty, and brilliancy to the landscape, while sharing themselves in
the joys of existence?
Madagascar.
On the eastern coast of Africa is one of the largest islands in the

world, called Madagascar. It is 900 miles long, and contains about
twice as much land as England, Wales, and Scotland, or three times
as much as New England. It is some five or six thousand miles
southeast of the United States, and 1800 miles northeast of the
Cape of Good Hope.
Conducting a person who has passed the ordeal of the Tangena,

home.
It is separated from the continent of Africa by the channel of
Mozambique, through which vessels often pass in going to China. A
long chain of mountains, some of which are 11,000 feet or two miles
high, runs north and south through the island. In these mountains
are volcanoes, though they are not so terrible as in South America.

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Macionis, Sociology, 16/e

Solution Manual for Sociology 16th Edition Macionis

Author’s Note for Chapter 5

Copyright © 2017 Pearson Education, Inc. All rights reserved. 63

Late Breaking News

Additional Content in Revel

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Journals—Short student writing exercises. This chapter’s journals encourage students to

Interactive Comparison Maps—These interactive graphics allows students to manipulate

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Detailed Chapter Outline

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B. Jean Piaget (1896–1980): Cognitive development.

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a. The “I” is the self as subject.

II. Agents of Socialization

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IV. Socialization and the Life Course

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2. Each stage presents characteristic problems and transitions that involve

V. Resocialization: Total Institutions

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John’s Chapter Close-Up: Society and Stages of Life

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John’s Personal Video Selection

Research for a Cutting-Edge Classroom

Using the ASA Journal Teaching Sociology in Your Classroom

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Supplemental Lecture Material

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Supplemental Lecture Material

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Copyright © 2017 Pearson Education, Inc. All rights reserved. 77

The Secret.—“Mother,” said a girl of ten years of age, “I want to

The Logue Family.—The crier of a country court was upon a

When morning pours its golden rays,

When night, from heaven, steals darkly down,

If tempests sweep the angry sky,

It is a common remark that youth is the happiest portion of life,

These little fairies of the feathered race—the smallest of birds,

On the eastern coast of Africa is one of the largest islands in the

Conducting a person who has passed the ordeal of the Tangena,

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